A study of career oriented education and training program in universities in sourthern vietnam

MEIHO UNIVERSITY Graduate Institute of Business and Management MASTERS THESIS A Study of Career-oriented Education and Training Program in Universities in Sourthern Vietnam In partial fulfillment of the requirements for the degree of Masters of Business Administration Advisor: Dr Chien-Chung Lin Co-advisor: Dr Bui Van Danh Graduate Student: Tran Dinh Duong December, 2010 ACKNOWLEDGEMENTS Firstly, I would like to thank to the Board of Directors of Ho Chi Minh City University of Industry (HUI) and the Board of Directors of Meiho University (MU Taiwan)! I also would like to sincere thanks to my Advisor, Prof., Dr Lin, Chien Chung, and other Professors and Staff at Graduate Institute of Business and Management, Meiho University (MU Taiwan) for giving me a lot of instruction, advice and helps when I was participating this EMBA program I also would like to thank Dr Bui Van Danh at Ho Chi Minh City University of Industry in Vietnam, Lecturer le Nam Hai at HUI’s Branch in Thai Binh province, and PhD’s candidate Nguyen Quang Vinh at the National Sun Yat-sen University in Taiwan, for all useful guidance and encourages when I was doing this study Many thanks to the Professors and Staff as well as Classmates at Postgraduate Studies Department of Ho Chi Minh City University of Industry in Vietnam for valuable and meaningful supports given for me during the time studying at HUI I A Study of Career-oriented Education and Training Program in Universities in Sourthern Vietnam ABSTRACT The training of occupation and technology in higher education in Vietnam, after several times of reforms plus the birth of the Law on Education and Vocational Training of 2006, has gained some improvements However, through the experience and the educational system models of several countries, Vietnam needs to consider perfecting its training system in a lively, unanimous and updated manner To achieve that goal, the immediate task is to define the building of a selective training model fitted to the development of Vietnam’s education and training, luring students into occupational and technological training to serve the national industrialization; the branching must be done in such a manner as to offer students opportunities to have jobs in many industries, at various levels, with different characteristics, suitable to personal ability and securing a proportionate ratios in accordance with the social human resource; the articulation in the training process must be secured; the recognition of defects in trained products and the re-training must be immediate even in the training process itself; how to combine the online training, a training method with updated contents, with the traditional method; and the updating and the renovating of the training curriculum needs to have a mechanism of inspecting and managing in a such manner that the contents of the training curriculums may be fitted to social needs In order to carry out the tasks and the objectives mentioned above, it is to have a study of reference materials to gain an overlook of the research, situation issues and the vocational technical training model in Vietnam, and it is also to refer to the training models of several countries with their developed education and training, so that it is to build a training model which will be suitable for training careers and skills in higher education in Vietnam Furthermore, questionnaires were sent to 25 administrators of universities, 25 government officials and 25 business managers The data analysis results in conclusion that a model of training careers and skills of higher education in phases with the selective input examinations being an unlimited II registration of candidates and the branching even in the process of higher education with a combination of an articulation from lower up and a horizontal articulation; an immediate retraining in the higher education process after students have completed the first phase together with a mechanism of adjusting the training curriculum right after the second phase in accordance with the labor market, which is appropriate to the current conditions of Vietnam Keywords: Education and Training System, Education and Training Management, Vocational and Techinical Program, Vietnam III A Study of Career-oriented Education and Training Program in Universities in Sourthern Vietnam Contents ACKNOWLEDGEMENTS I ABSTRACT II Contents IV Tables VI Figures VII Chapter Introduction 1.1 Background and Motivation 1.2 Research Purpose and Objectives 1.3 Research Scope and Limitations 1.4 Definition of Terms Chapter Literature Review 2.1 Vocational and Technical Education and Training in Vietnam before 1975 2.1.1 The period of French colonialism 2.1.2 The period of 1954-1975 in Saigon 2.1.3 Section summary 2.2 Vocational and Technical Education and Training in Vietnam after 1975 2.2.1 About the curricula of education and training program 2.2.2 About learner, teaching method, examination and evaluation 11 2.2.3 Traditional model of vocational training at universties since 1975 12 2.2.4 Section summary 17 2.3 Vocational and Technical Education and Training in other Countries 18 2.3.1 Vocational and technical education and training in Singapore 18 2.3.2 Vocational and technical education and training in Malaysia 20 2.3.3 Vocational and technical education and training in France 21 2.3.4 Vocational and technical education and training in Britain 21 2.3.5 Section summary 22 2.4 The Career-oriented Education and Training Models 24 IV Chapter Research Methodology 27 3.1 Research Process 27 3.2 Research Model 30 3.3 Population and Sampling 37 3.3.1 Education and training consultant experts 38 3.3.2 State education management officers 39 3.3.3 Education and training managers at universities 40 3.3.4 Enterprise managers 40 3.4 Questionnaire Design 41 3.4.1 Validity 43 3.4.2 Reliability 43 3.5 Data Collection 44 3.6 Data Analysis 44 Chapter Data Analysis and Result 46 4.1 Descriptive Analysis 46 4.2 One-sample t Test 47 4.3 One-way ANOVA 51 Chapter Findings, Conclusions and Recommendations 52 5.1 Findings 52 5.2 Conclusions 52 5.3 Recommendations 55 References 56 Appendix – English Questionnaire 59 Appendix – Vietnamese Questionnaire 63 V Tables Table 2-1 Differences between Universities in Colonialism’s Period and the Ones Today Table 2-2 Differences between Universities in Period of 1954-1975 and the Ones Today Table 2-3 Model of School Year-based Education and Education and Training Program 12 Table 2-4 Model of the 2-Stage Education and Education and Training Program 12 Table 2-5 Model of the Credit-based Education and Education and Training Program 13 Table 2-6 Difference in Characteristics of Higher Education in Malaysia and Vietnam 20 Table 2-7 Difference in Characteristics of Higher Education in France and Vietnam 21 Table 2-8 Difference in Characteristics of Higher Education in Britain and Vietnam 22 Table 2-9 Bases for Developing the Suggested Model 26 Table 3-1 Brief Description of Phases in the Research Model 32 Table 3-2 Education and Training Consultant Experts 39 Table 3-3 Summary of References for Developing Questionnaire 42 Table 4-1 General Information of Research Subjects 46 Table 4-2 One-sample t Test with the 1st Hypothesis 47 Table 4-3 One-sample t Test with the 2nd Hypothesis 48 Table 4-4 One-sample t Test with the 3rd Hypothesis 48 Table 4-5 One-sample t Test with the 4th Hypothesis 49 Table 4-6 One-sample t Test with the 5th Hypothesis 50 Table 4-7 One-sample t Test with the 6th Hypothesis 50 Table 4-8 Difference in Comment of Necessity of Elements between the Subjects 51 VI Figures Figure 2-1 Model of Official Higher Education and Vocational Training in Vietnam Today14 Figure 2-2 Model of Singapore 19 Figure 3-1 Research Process 30 Figure 3-2 Proposed Model 31 VII Chapter Findings, Conclusions and Recommendations 5.1 Findings To solve the university training product problems meeting well the demands of the labor market in general and the labor demands in industrial parks in particular, serving the nation industrialization, the 3-phase training model for technique-occupation training at the university level includes the following necessary structures: (1) Enrollment with the registration form without limiting quantity (2) Branching during technique-occupation training (3) Constructing the program ensuring articulation from low to high level, and crossed articulation (4) Re-training during technique-occupation training at university level (5) Combining the concentration training mode and online training (6) Adjusting the training content after completing both studying and working program in mid-term in the enterprise 5.2 Conclusions The persons using the training products in the form of the labor capacity are the enterprise (B), but not the learner (C) (persons buying the training products) Repairing errors of the training products, promoting, heightening the training quality is not only vital for universities, but also significant for social field, because the outputs of universities are the inputs of enterprises in general, and enterprises in industrial parks in particular, in series of supplying the human resource A training model being suitable with reality not only ensures the training quality, but also saves the time for society and costs for repairing errors of the training products Because fixing errors of the training products is not as easy as fixing errors from other products, the remaining problems of technology-occupation training at university level in current Vietnam, with many efforts in solving, are the urgent problems of the society Up to now, in training, people know that fixing errors of the training products through the training classes in the enterprises, short-term training classes in the school, or second diploma training, but above forms present costly and ineffectively The costs for training the second diploma are very high, the training duration is long (total 6.5 years), but the quality has not 52 been good yet because the knowledge contents of the first diploma and second diploma not get the articulation and integration Knowledge, skills, and certificates of short-term training not ensure the students to get ability and chances for working soon The training program in the enterprise is only the program with the short-term training time, and it is only the palliative solution for solving the imminent problems With the 3-phase technology-occupation training model at university level, we get the ability in solving basically errors of technology-occupation training products at university level, to serve better the human resource demands of industrial parks that have been developing rapidly in Vietnam, because 3-phase training program has affected actively the following elements: Learner element: for enrollment as registration into technology-occupation training at university level without limiting quantity, this model gets the ability in attracting the great number of learners, to join the technology-occupation training process The registration form saves the considerable cost for the enrollment exams This enrollment form creates conditions people in rural areas, highland or island and cities that have chances to be trained professions equally, solve the status of remaining teachers but lacking workers In branching process, crossed articulation, the students without getting the ability in fulfilling the college, university program can become the workers serving into the industrial parks Teacher element: to apply 3-phase training model, teachers must teach themselves, research, enhance level, to get used to requirements of teaching activities, it is combined to teach knowledge and skills The training form between the concentration training and online training, it opens the prospects for the international cooperation, promotes exchanges, curtails distance from education-training in Vietnam and education-training from the advanced countries over the world The international cooperation will lead the training programs using the teachers for mastering celebrates (EMC), combining teachers of researching, saving the great number, improving the training quality The training environment element: to use the environment, including both studying, and working in industrial parks, the school has saved the investment costs for practicing and improving the studying quality For the training program content element: with the event that the State expands the self-controlling right for universities, stipulates the professional units of the training program 53 self-designed and approved by the science board of the school (software), will help adjust the training program content timely, contribute to fix errors of the training products during the training process, help the training products meet requirements of the labor market that not need to be re-trained, estimated and less effectively For training model: phases of the suggested model get the ability in solving well problems of technology-occupation training in Vietnam, as below: Phase to study the occupation skills at the school (to fulfill this phase, the students will be granted the intermediate certificate or profession intermediate level) This phase creates division effectively to adjust the rate of teachers and workers, the persons without getting ability in studying continuously to higher levels can choose the crossed articulation as workers Phase in this training phase, a part of fulfilling the basic subjects, the students working really in the enterprises in industrial parks are permitted to join the cinema program weekly, through online training mode, lecturers guide the students the methods utilizing knowledge in works really In this phase, costs for training is deducted in the lowest level but the studying effects are very much It is useful for society, the school and learners Phase gets the main studying contents as the contents for organizing the scientific labor; contents for utilizing knowledge in reality; and contents of the basic subjects for phase After phase 2, the students must write reports about the compatible levels between knowledge, skills equipped with the working requirements of the enterprise by the school in industrial parks, so that the school grasps and adjusts the contents of the teaching program suitably with requirements of enterprises in industrial parks In the case of ending phase, the students realize that their careers are not suitable with the demands of using employees of the enterprises in industrial parks, the students must come back the school to register to study units changed in the school, to able to get the conditions for changing professions in phase (phase training fully the university training program) Phase in this university training program completing phase, the school can use the training method with credits, diversifying the training types such as concentration training, in-service training, part-time training or online training, tele-training, so that the students being able to work continuously in industrial parks can complete the university program, or come back the university to study at the school and complete the university program 54 Reasonably, the education-training services need to aware clearly the signification of the training model for elements affecting the training quality, in the interaction teaching system, in dialectic relationship, based on the global consideration 5.3 Recommendations Generally speaking, based on the researched results, suggested solution is: 1) Suggest the State services for investing costs for researching carefully with 3-phase technique-occupation training model at university level researched and suggested in the topic, this leads to apply modally Simultaneously, it is modified policies for training-education, especially reforming the training contents with the articulation trend and ensuring the high integration, ensuring the division suitably, effectively; developing the training environment with the socialization and making enterprise activities with the training environment; constructing policies for ensuring the self-controlling right globally and essentially of universities; to create flexibility in designing, adjusting the training programs 2) Constructing the policy and the training quality testing tool effectively, closely and scientifically 3) Constructing the mechanism of human resource in training management with ability, aggression, based on the advanced quality management standards, to ensure the manage well the training activities and to serve students of technology-occupation 4) Investing and equipping the modern information means for serving the high quality for online training activities; to invest frequently the composition activities, modification, updating books quickly, timely 55 References I English Anderson, E W., & Fornell, C (2000) Foundation of the American Customer Satisfaction Index Total Quality Management, 11, 7, 8869-8882 Department of Education, office of Postsecondary Education Retrieved at http://www.ope.ed.gov/accreditation/Search.asp United States Department of Education, National Center for Educational Statistics Integrated Postsecondary Education Data System Retrieved at http://nces.ed.gov/ipeds Washington Higher Education Coordinating Board- Authorization and Evaluation Retrieved at http://www.hecb.wa.gov/autheval/daa/daaindex.asp II Vietnamese Authors (2006) Education science for finding new aspects Youth Publish House Authors (2007) Current problems of education Knowledge Publish House Authors (2007) Petitions of the seminar for amelioration, innovation, education modernization Knowledge Publish House Bui Trong Lieu (2007) Current problems of education - opinions and solutions Knowledge Publish House Duong Thieu Tong (2005) Education science researching method Social science Publish House Hoang Tuy (2006) Some solutions for education Youth Publish House Le Minh Tien (2006) Handing over the university self-controlling right: a better step, Press Publish House Le Quang Minh (2007) Many opinions for university education innovations as joining WTO, updating Internet on 13 January 2007 Ministry of Education and Training (Nov 21, 2007) Decision No 70/2007/QĐ-BGDĐT about promulgation of technical training core undergraduate program Nguyen Cong Binh (2008) Supply series management Statistic Publish House Nguyen Dinh Huong (2007) Vietnam leads the modern education Education Publish House 56 Nguyen Dinh Huong (2007) Developing education with the national, modern and integration trend Education Publish House Nguyen Dang Hung (2007) Looking back Vietnam university education after the date of joining WTO Knowledge Publish House Nguyen Dinh Huong (2007) Revolution education Education Publish House Nguyễn Như Ý (1999) Đại từ điển Tiếng Việt Nhà xuất Văn hoá- Thông tin Nguyen Ngoc Hien (2005) Designing and developing organizations National administration institute Nguyen Quyet Thang (2005) Vietnamese exams and education HCMC General Publish House Nguyen Thuc Hai (2006) Leading the studying society via electronic education Youth Publish House Nguyen Trung (2007) Thoughts for developing human resources in our country Knowledge Publish House Nguyen Xuan Han (2007) Over weak human resource quality Knowledge Publish House Nguyen Van Can (2007) Reforming education in China Science and society Publish House Mark A Ashwill (2007) Choosing American partners for the training cooperation programs Knowledge Publish House Pham Duy Hien (2007) Catching 200 top, very distant path Knowledge Publish House Pham Minh Trang (2005) Quality management Statistic Publish House Pham Thang (2009) Quality management Statistic Publish House Phan Dinh Dieu (2006) Leading the revolutionary education Youth Publish House Phan Thang (2008) Quality management and regulations of quality management Statistic Publish House Tran Thi Ha (15/9/2009) Discussion for the right of self-controlling in universities VTV1 of Vietnam Television Tran Vinh Bao (2005) Round countries - Malaysia Information Culture Publish House Tran Vinh Bao (2008) Round countries - Singapore Information Culture Publish House Trinh Duy Hoa (2005) Dialogue with cultures - Belgium Youth Publish House Trinh Duy Hoa (2007) Dialogue with cultures - New Zealand Youth Publish House 57 UNESSCO (2008) Portraits of the typical education innovators over the world InformationCulture Publish House Vo Nguyen Giap (2007) Innovating revolutionarily education-training Knowledge Publish House Vo Nguyen Giap (2007) Revolutionary innovations for education-training Knowledge Publish House Vu Quang Viet (2007) Asking for dialogue to Deputy Premier Nguyen Thien Nhan for education problem, Knowledge Publish House 58 Appendix – English Questionnaire MEIHO UNIVERSITY GRADUATE INSTITUTE OF BUSINESS AND MANAGEMENT 23, Pingkuang Road, Neipu, Pingtung 912, Taiwan R.O.C A Study of Career-oriented Education and Training Program in Universities in Sourthern Vietnam Oct, 2009 Dear Sir/Madam, Tôi I am Tran Dinh Duong, a graduate student of the first EMBA program coporated between Ho Chi Minh city University of Industry in Vietnam and Meiho University in Taiwan (MU Taiwan) This questionnaire is used to collect information to serve the research of my master’s thesis for the graduation The research aims to study on the career-oriented education and training program in universities in sourthern Vietnam Your opinions are greatly valuable contributions to my reserach All your personal information will be kept confidential I highly appreciate your assistance in completing the questionnaire I look forward to receiving your reply before 15 October, 2009 For further information, please contact via the email address: tranduong092008@yahoo.com Tran Dinh Dương TS Lin, Chien Chung Graduate student, Graduate Institute of Business and Management, Meiho Institute of Technology, Taiwan (R.O.C) Advisor, Graduate Institute of Business and Management, Meiho Institute of Technology, Taiwan (R.O.C) 59 PART 1 PERSONAL INFORMATION Please tell your sex † Male Please tell your age † Under 40 † From 41 to 50 † More 60 † From to years † From to 10 years † More 10 years Please tell your working field † State management † University † From 51 to 60 Please tell your management years † Under years † Female † Enterprise † Other … † Dong Nai † Other … Please tell your working place † Ho Chi Minh City † Binh Duong PART INVESTIGATED QUESTIONS Please show your opinion about the necessity of elements in model of the careeroriented education and training program in universities in sourthern Vietnam by ticking the numbers corresponding to: “1”= Completely not necessary; “2”= Not necessary; “3”= Neutral; “4”= Necessary; “5” = Completely necessary Level of necessity I Enrollment Examination enrollment based on targets of Educationtraining ministry Examination enrollment with filtered mark stipulation, without limiting the enrollment quantity Registering with or without limiting enrollment quantity Level of necessity II Training division Branching after ending primary school 5 Branching after ending junior high school 60 Branching after ending senior high school Branching in university training process Level of necessity III Re-training Re-training in the enterprise Re-training in the short-term program 10 Second diploma training 11 Re-training in university training process Level of necessity IV Articulation 12 Articulation from low to high level 13 Crossed Articulation 14 Multi-dimension Articulation Level of necessity V Training method 15 Concentration training in school 16 Half-concentration training in school 17 Combined training and tele-training 18 Concentration training with online training Level of necessity VI Adjusting the training contents 61 19 Adjusting non-periodically 20 Adjusting periodically time for each year 21 Adjusting time in each years 22 Adjusting after completing the program Thank you very much! 62 Appendix – Vietnamese Questionnaire ĐẠI HỌC MỸ HÒA Viện đào tạo sau đại học quản lý kinh doanh #23 Đường Bình Quang, Nội Phố, Bình Đơng 912, Đài Loan Nghiên cứu xây dựng mơ hình đào tạo nghề - kỹ thuật bậc đại học Việt Nam Tháng10/2009 Kính chào Quý Anh/Chị, Tơi tên Trần Đình Dương, học viên chương trình Cao học Quản trị Kinh doanh liên kết đào tạo trường Đại học Công nghiệp thành phố Hồ Chí Minh Đại học Mỹ Hịa, Đài Loan Tơi q trình viết luận văn tốt nghiệp khóa học nên thực bảng câu hỏi điều tra nhằm thu thập liệu cần thiết phục vụ đề tài nghiên cứu luận văn Đề tài nghiên cứu xây dựng mơ hình đào tạo nghề - kỹ thuật bậc đại học Việt Nam Ý kiến đóng góp Q Anh/Chị nguồn tài liệu vơ quan trọng luận văn tơi xin cam kết giữ bí mật thơng tin cá nhân Quý Anh/Chị Xin chân thành cám ơn Q Anh/Chị nhiệt tình giúp đỡ tơi Rất mong nhận hồi âm từ Quý Anh/Chị trước ngày 15 tháng 10 năm 2009 Nếu Quý Anh/Chị cần biết thêm thơng tin liên quan khác, xin vui lịng liên lạc qua địa thư điện tử: tranduong092008@yahoo.com Xin chân thành cảm ơn Quý Anh/Chị giúp đỡ! Trần Đình Dương Học viên cao học, Viện đào tạo sau đại học quản lý kinh doanh, Đại học Mỹ Hòa, Đài Loan 63 PHẦN THÔNG TIN CÁ NHÂN Xin vui lịng cho biết giới tính Q Anh/Chị † Nam Xin vui lòng cho biết độ tuổi Quý Anh/Chị † Dưới 40 † Từ 41đến 50 † Từ 51đến 60 † Từ đến năm † Từ đến 10 năm † Trên 10 năm Xin vui lịng cho biết lĩnh vực cơng tác Quý Anh/Chị † Quản lý nhà nước † Trường đại học 10 † Trên 60 Xin vui lòng cho biết thâm niên công tác quản lý Quý Anh/Chị † Dưới năm † Nữ † Doanh nghiệp † Khác … Xin vui lịng cho biết nơi cơng tác Q Anh/Chị † Tp Hồ Chí Minh † Bình Dương PHẦN † Đồng Nai † Nơi khác … CÂU HỎI NGHIÊN CỨU Quý Anh/Chị vui lòng cho biết mức độ cần thiết yếu tố đào tạo nghề - kỹ thuật bậc đại học Việt Nam cách khoanh tròn vào số tương ứng thể lựa chọn Quý Anh/Chị đó: “1”= Hồn tồn khơng cần thiết; “2”= Không cần thiết; “3”= Chưa câu trả lời/Ý kiến trung tính; “4”= Cần thiết; “5”= Hồn tồn cần thiết Mức độ cần thiết I Tuyển sinh Thi tuyển theo tiêu Bộ GD&ĐT Thi tuyển có qui định điểm sàn, không hạn chế số lượng tuyển sinh Ghi danh có khơng có giới hạn số lượng tuyển sinh 5 Mức độ cần thiết II Phân luồng đào tạo Phân luồng sau kết thúc giáo dục tiểu học 64 Phân luồng sau kết thúc giáo dục trung học sở Phân luồng sau kết thúc giáo dục trung học phổ thông Phân luồng trình đào tạo đại học Mức độ cần thiết III Đào tạo lại Đào tạo lại doanh nghiệp Đào tạo lại theo chương trình ngắn hạn 10 Đào tạo văn đại học 2 11 Đào tạo lại trình đào tạo đại học Mức độ cần thiết IV Đào tạo liên thông 12 Liên thông từ lên 13 Liên thông ngang 14 Liên thông nhiều chiều Mức độ cần thiết V Phương thức đào tạo 15 Đào tập trung trường 16 Đào tạo bán tập trung trường 17 Đào tập trung phối hợp với đào tạo từ xa 18 Đào tạo tập trung phối hợp với đào tạo trực tuyến 65 Mức độ cần thiết VI Điều chỉnh nội dung đào tạo 19 Điều chỉnh không theo định kỳ 20 Điều chỉnh định kỳ năm lần 21 Điều chỉnh năm lần 22 Điều chỉnh sau hoàn thành chương trình Xin chân thành cảm ơn Quý Anh/Chị giúp trả lời hỏi này! 66 ... technical education and training 1.4 Definition of Terms Vocational and Technical Training in Vietnam Vocational and Technical training in Vietnam is the training of giving learners information and. .. Career-oriented education and training program in Vietnam Career-oriented education and training program is an education and training program with the view of helping learners, after graduating... Vocational and Technical Education and Training in other Countries 18 2.3.1 Vocational and technical education and training in Singapore 18 2.3.2 Vocational and technical education and training