Policy to enhance career guidance in secondary schools in vietnam case study of 3 secondary schools in hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY - NGUYEN VAN ANH POLICY TO ENHANCE CAREER GUIDANCE IN SECONDARY SCHOOLS IN VIETNAM: CASE STUDY OF SECONDARY SCHOOLS IN HANOI MASTER'S THESIS Hanoi, 2018 VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY NGUYEN VAN ANH POLICY TO ENHANCE CAREER GUIDANCE IN SECONDARY SCHOOLS IN VIETNAM: CASE STUDY OF SECONDARY SCHOOLS IN HANOI MAJOR: PUBLIC POLICY SUPERVISORS: Ph.D NGUYEN THUY ANH Assistant Professor KAWAGUCHI JUN Hanoi, 2018 ACKNOWLEDGEMENT During the period of conducting the research, I have received the kind and careful supervision of Ph.D Nguyen Thuy Anh and Associate Professor Kawaguchi Jun I have started the consultations even before the internship to Japan and have changed the topic once I would like to extend my great gratitude to my supervisors for their expertise, kindness and patience This thesis is made possible with the supports of the Japanese and Vietnamese professors especially Prof Fujimoto, Prof Hara, Prof Okamoto Naohisa, Prof Vu Hoang Linh, Prof Katsura Ryotaro I would like to thank you for your consistent feedbacks and support for my thesis I would also like to thank our administrative assistants Ms Nguyen Thi Mai Phuong and Ms Pham Thi Thu Ha for their consistent and thorough assistance in the internship in Japan and during the two years in Viet Nam Japan University Lastly, I cannot express enough gratitude to JICA, University of Tsukuba staff and coordinators for your wonderful support and cooperation both in Vietnam and in Japan I have become a much better person with more perspectives thanks to your efforts I would send my deepest thanks to my parents, my parents-in-law, cousins, husband, classmates and friends for sharing this time with me and helping me through with their kind words of encouragement i ABSTRACT Vietnam is integrating in the world economy and following closely with Industrial Revolution 4.0 The increase in the use of knowledge, high skills and technology has caused a change in the labor market Demand for highskilled labor increases significantly compared to medium and low-skilled labor World education is also changing to incorporate more skill training and career guidance to assist the students in guaranteeing employment in the future However, the education in Vietnam is not paying much attention to career guidance, especially in secondary schools After secondary schools, the students have to decide whether to attend vocational training or go on to high school This study makes use of qualitative tools and the concept of selfefficacy to understand the difficulties the students face when making a career decision, the obstacles the school encounter when implementing career guidance policy Lastly, observation tool is used to study the teacher-student interaction in a class and determine the elements that drive their motivation ii Table of Contents CHAPTER 1: INTRODUCTION 1.1 Research background 1.2 Problem statement 1.3 Purpose of the study CHAPTER 2: LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK 2.1 Conceptual framework on career decision making 10 2.1.1 Relationship between personal identity and career decision-making 10 2.1.2 Classroom Learning Assessment Scoring System—Secondary 10 2.1.3Career decision-making self-efficacy 12 2.2 Career guidance in Vietnam 15 2.2.1 Legal framework 15 2.2.2 Content of career guidance 21 2.3 International experience in career guidance 23 CHAPTER METHODOLOGY 26 3.1 Rationales for using a qualitative approach and an observation method 26 3.2 Population of the research 29 3.3 Design of the research 32 3.3.1 Sample 32 3.3.2 Research instruments 34 3.4 Data collection and data analysis 35 3.4.1 Data collection 35 3.4.2 Data analysis 36 CHAPTER 4: FINDINGS 38 4.1 Career decision-making 38 iii 4.2 Implementation of existing career guidance policies 45 4.3 Teacher-student interaction in a career guidance lesson 49 CHAPTER 5: CONCLUSION AND IMPLICATION 56 5.1 Policy implications 56 5.2 Limitation and implication for future research 60 REFERENCE 62 APPENDIX A 70 APPENDIX B 72 iv LIST OF TABLES AND FIGURES TABLE 2.1 VIETNAM CAREER GUIDANCE LEGAL FRAMEWORK 16 TABLE 2.2 LESSONS IN THE CURRENT CAREER GUIDANCE PROGRAM 22 TABLE 3.1 BACKGROUND OF THREE TARGETED SECONDARY SCHOOL 29 TABLE 3.2 PERFORMANCE OF THE STUDENTS AND TEACHERS 30 TABLE 3.3 GENERAL PROFILE OF THE STUDENTS RECRUITED AS INFORMANTS 33 TABLE 4.1 SAMPLE CAREER GUIDANCE LESSON DESIGN 49 FIGURE 2.1 CLASSROOM LEARNING ASSESSMENT SCORING SYSTEM SECONDARY 11 v CHAPTER 1: INTRODUCTION 1.1 Research background Industrial Revolution 4.0 We are having the chance to witness drastic shifts across all industries, marked by the emergence of new business models, the change of current models (Raynor & Mc Donald, 2015), and the reshaping of systems of consumption, production, transportation and delivery On the social aspect, a paradigm shift occurs in the way we function and exchange information, as well as the way we express ourselves, how we access to information and entertainment Likewise, governments and organizations are being restructured, some of which include education, health and transportation New methods of using technology to modify our behavior and production systems also promote the growth of the natural environment, rather than bringing about more costs and externalities Digital technology with computer hardware, software and networking in its structure is not new, but after a period of stagnation with the third industrial revolution, it has become increasingly more complex, and as a result is transforming the global economy This is why Prof Erik Brynjolfsson and Andrew McAfee of the Massachusetts Institute of Technology (MIT), named this stage as the title of their 2014 book "Second Computer Age‖ (McAfee & Brynjolfsson, 2014) They declare that the world will reach a turning point where the influence of these digital technologies will be demonstrated by "all powers" through automation and the creation of things that we have not seen before Although technology has potential positive effects on economic growth, there are still possible negative impacts, at least in the short run, on the labor market Concerns about the impact of technology on employment are not new In 1931, economist John Maynard Keynes warned of widespread technological unemployment "due to our inventions of measures to maximize the use of labor beyond the speed at which we can find a new way to employ workers (Keynes, 1931) This has been proven wrong, but what if it is correct right now? Over the past few years, debates have been triggered by the phenomenon of computers replacing some of the work, especially accounting, treasurer and telephone operator The reasons why the new technological revolution will be more volatile than the technological revolutions previously mentioned are: speed (everything is going on rapidly) and scope (many fundamental changes are happening at the same time), and the complete transformation of the whole system Industrial Revolution 4.0 and the growth of knowledge economy have brought a change in the state of the job market worldwide The job market now demands better skills and abilities thus put a pressure on the education system (Bui, 2009) The education system has to transform from purely academic knowledge provision to supplying the students with the necessary skills to suit the demand of the current market To respond to this need, career guidance has become more and more important to prepare these highly sought-after skills for students to enter the workforce (Pham, 2016) Career guidance is no longer happening only during university but has taken its place earlier in the students‘ education (OECD, 2004) The job market structure is also changing in both developed and developing countries The study of the APEC Task Force on knowledge economy recently published, show that in most OECD countries, a number of APEC economies, such as the United States, Canada, Japan, Singapore and Australia, factors of knowledge economy have been developing at relatively high levels In the OECD countries, knowledge-based industries (high-level technology, information, finance, insurance, community services, social and health care) have contributed over 40 % GDP This rate is 57.3% in Singapore; 55.3% in the United States; 53% in Japan; 51% in Canada and 48% in Australia The same report narrates that the information infrastructure (ITC) is developing strongly, ensuring the information needs at lower prices This is one of the areas where growth is the highest Australia and Canada have up to 50% of mobile phone users; 40% have a computer; 30% use the Internet E-commerce, an important area of the knowledge economy, is growing rapidly, especially in the United States, Canada and Australia The increase in this area in the past few years reached several hundred percent per year Many developed countries have significantly changed their policies, shifting their priorities to increasing investment in science, technology and education The development of knowledge-based industries entails the need for a team of highly educated workers This team in developed countries increased rapidly Currently, according to the APEC report, the percentage of high-quality workers accounts for nearly 40% of the labor force in these countries and is expected to increase to 80% by 2010 In the United States alone, in the information technology sector accounts for nearly one-third of the growth of the US economy and half of the growth in productivity The number of people working in the Internet sector soared significantly and the annual income of the industry increased by 74% In response to this change in demand in the job market, developed countries have changed their education accordingly to accommodate the demand and equip their students with the necessary skills In 2004, OECD has published a report stressing the importance of career guidance for both students in schools and adults to prepare them for life-long employment In the report, good practices from OECD countries such as Denmark, Austria, Germany, Canada, etc have been highlighted as models for other countries to follow These How a career guidance lesson should be designed After the observation was done in lessons, the results are straightforward in terms of what they students want in a lessons and what brings the lesson's effectiveness in their views The students have been questioned under 10 criteria under the class observation scheme by Pianta (2008) The teachers who are in charge of career guidance should be trained to improve the class climate which generates warmth, trust and respect in a class They should improve sensivity for their students and be responsive towards their needs and concerns This could be done by asking relevant and understanding questions, avoiding assumptions and making an effort to look at the issue from the students' perspective For behavior management, the teachers should also adopt their approach towards good or poor behavior from their understanding of the situation Sokal et al (2003) stated that classroom management is high on the ranking of priorities for both new and experienced teachers He proved that management is in no way resembling strict rules; management is to expect students' need Moreover,effective teachers make use of few classroom rules, and ửok on developing healthy habits and routines to create a supportive and energetic environment to boost students' learning If the career guidance program wants to achieve productivity, the length of the program has to be extended so that the teacher can manage to conduct all the activities set out Moreover, the content has to be planned in a way that is manageable by teachers Regarding instructional learning format, more attention should be paid to the activities that the students can carry out either personally or in a group The format should include various forms of learning such as via games, quiz or simulation Beside class work, the students should be engage in job placements and site visits The students have noted they feel less bored and more engaged in the lesson that way 59 Regarding teacher's content understanding, the teachers have to go through more training to make sure that they carry out the lesson effectively Currently, teaching their own subject and an extra task of this makes the teacher confused and unable to focus in either task, especially when they not have any expertise on career guidance The teachers reflected a need for a team in charge of career guidance in school to be able to provide this program in the most informed and professional manner Teaching subjects at the same time has been reported to be "confusing" and "lacking focus" by the informants This is also required for the teacher to be engaged in higher-level thinking, problem solving and metacognition which means "thinking about thinking" (Brown, 1987; Flavell, 1979) The final element, which is also mentioned in the self-efficacy findings, has emphasized that providing quality feedback is extremely important in improving the effectiveness of learning This should take the form of constructive, informative and supportive feedback to ensure the students' belief that they are not alone in their career pursuit 5.2 Limitation and implication for future research The study has managed to reach the students and teachers of the three chosen schools in Hanoi, however it would be recommendable to include more schools to provide a better picture of the situation There should be schools from the suburban areas across the three regions of Vietnam namely the North, Central and the South It is because different regions would have different perspective on the matter Each region has their own economic structure that results in different job markets that require various skills The study should also have been done in a longer span of time that allows more details from the informants to be gathered Since the government issued the new program for career guidance in 2016, there needs to be an impact assessment done carefully to see how it impact the stakeholders and the 60 government should seek to balance this need at the lowest grassroots level The role of the parents should be demonstrated more clearly, in this study, there was limited time to extract information from them The interview was done in an informal manner and does not bring much value Approaching the students and teachers in the study has proven to be a challenge since the teachers are reserved about the position and identity They are afraid of their opinions being exposed to the public thus ethics matter is particularly important with the study and should be taken care of further in future studies This is easier with the students due to their more open nature, however consensus should be obtained from the class form teachers and their guardians to make sure that the researcher have the permission to go on with the study More comparative research with other career guidance systems should be done to draw out valuable lessons that Vietnam could learn to apply in their own systems Countries in the region that Vietnam can learn from includesHongkong, Singapore, Japan, etc Beyond the regions, countries in the OECD group have started numerous acts and initiative regarding career guidance It would be important for the policy makers to learn from these countries on how to improve efficiency and save costs for career guidance programs Both Self-efficacy Scale and CLASS-S can be used as a quantitative framework in a pre-post design In Self-efficacy scale, the students‘ self-efficacy can be measured using the Self-Efficacy scale and CLASS-S can measure the correlation between positive teacher-student interaction and students‘ performance With the new career guidance being in place and in the testing phrase, making use of these two scales would be a good idea as they have been proven effective in many regions of the world as mentioned earlier in the study However, due to the limited access of career guidance activities in this study, the data needed for these quantitative framework is not sufficient 61 REFERENCE Adamson, L., Hartman, S G &Lyxell, B (1998) Adolescent identity—a qualitative approach: Self-concept, existential questions andadult contacts Scandina6ian Journal of Psychology, 40, 21–31 Bandura, A (1977) Self-efficacy: Toward a unifying theory of behavioural change Psychological Review, 84(2), 191–215 Bandura, A (1986) Social foundations of thought and action: A social cognitive theory Englewood Cliffs, NJ: Prentice-Hall Bandura, A (2012) On the functional properties of perceived self-efficacy revisited Journal of Management, 38(9), 9–44 Bandura, A., Barbaranelli, C., Caprara, G V., &Pastorelli, C (2001).Self‐ efficacy beliefs as shapers of children's aspirations and career trajectories Child development, 72(1),187-206 Bernard, H Russell (1994) Research methods in anthropology: qualitative and quantitative approaches (second edition) Walnut Creek, CA: AltaMira Press Betz, N E (2001) Career self-efficacy In T L Leong & A Barak (Eds.), Contemporary models in vocational psychology (pp 55–77) New York, NY: Routledge Bjurwill, C (1993) Foărestaăllningaromframtiden: optimism ochpessimism hos nagraolikaaldersgrupper En metodstudie [Imagesof the future: Optimism and pessimism in various Swedishage groups A methodological study.] Malmoă :Studiapsychologicaetpaedagogica Blustein, D L (1997).A context-rich perspective of career exploration across life roles Career Development Quarterly, 45, 260–274 Brophy J Teaching (Vol Educational Practices Series—1) Geneva, Switzerland: International Academy of Education and International Bureau of Education; 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APPENDIX A PILOT SURVEY SURVEY ON THE FACTORS IMPACTING HOW SECONDARY SCHOOL STUDENTS MAKE A CAREER DECISION Dear students, I am Nguyen Van Anh, currently a master student of the program Master of Public Policy, Vietnam Japan University, Vietnam National University Hanoi This survey works to contribute to my master thesis study ―Policy to promote career guidance in secondary schools in Vietnam: case study of secondary schools in Hanoi.” I hope that you could spend 15 to 20 minutes to answer the questionnaires relating to how you choose your desired career Your contribution would be of great importance to this study This survey is done on a voluntary basis and your personal information would be kept confidential Thank you very much for your cooperation! Section A: Background information Name: Class: Parents‘ occupation: Hobbies: Characteristic traits: Section B: Career decision Describe the person or the ―possible selves‖ that you would like to become? How far is it from your ―current selves‖ to your goal? What job you dream to have in the future? 70 Why you want to that particular job? What you know about this job? In terms of location: The subjects you would work with: The benefits you bring: The possible risks: Others: Why you think you are suitable to this job? Section C: How you want career guidance in school to be? Through what channels you usually seek career information? Do you think career guidance in school is necessary? How would you want career guidance program to be shaped Currently in school, what career guidance programs are you like? joinging? 71 APPENDIX B INTERVIEW GUIDE Self-efficacy interview with the students How confident are you choosing your desired career? Did you think you make the right decision? Why? Is this level of confidence affected by the level of feedback you receive from people around you? What models are you looking at while choosing your career and does looking at them make you more confident about your career choice? Are you receiving career guidance advice from people around you? Does that make you more condifent about your career decision? After making the career decision, how you feel? Are you confident, positive or nervous about the decision? CLASS-S Observation interview guide with students and teachers Please discuss and elaborate on each dimension below of the classroom in terms of what you are experiencing in class and how you want that particular aspect to be shaped to achieve the highest efficiency of the lesson Class climate (the relationships you are experiencing in class, whether it is warm or respectful enough) The level of regard the teacher pay to address the students‘ needs and concerns Student behavior management in class (how the teacher react to the students‘ good or bad behaviors) Productivity (how the teachers are using the lesson time) Instructional learning format (how the teachers use different tools and materials for teaching) Content understanding (how the teachers understand the lessons) 72 Analysis and Problem solving (how the teacher upgrade the difficulty of the lessons) Quality of feedback (the type and frequency of feedback the teacher provides regarding the performance of the students) Interview with school teachers, managers and educational experts What policies are you aware of regarding career guidance activities? What policies are your school implementing? Do you encounter any difficulties while carrying out these policies? What you recommend to develop a better career guidance program? 73 .. .VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY NGUYEN VAN ANH POLICY TO ENHANCE CAREER GUIDANCE IN SECONDARY SCHOOLS IN VIETNAM: CASE STUDY OF SECONDARY SCHOOLS. .. Ministry of Education and Training 2.2.2 Contentof career guidance Career guidance in the secondary education program in Vietnam is implemented in two main directions including vocational education... obligations in the working world (ILO, 2016) Importance of career guidance in secondary schools in Vietnam Career guidance for students is one of the important issues that is of great concern for Vietnam