Đánh giá thực trạng chương trình đào tạo hệ vừa làm vừa học của Trường Đại học Nông Lâm: Cơ sở cho đổi mới chính sách và qui chế quản lý

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STATUS OF TRAINING PROGRAM MANAGEMENT OF PART-TIME COURSES

OF TUAF: BASIS FOR MANAGEMENT REGULATION POLICIES

A RESEARCH PROPOSAL PRESENTED TO

THE FACULTY OF THE GRADUATE SCHOOL

SOUTHERN LUZON STATE UNIVERSITY, THE PHILIPPINES

IN COLLABORATION WITH

THAI NGUYEN UNIVERSITY, SOCIALIST REPUBLIC OF VIETNAM

IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE

DOCTOR OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT

By

HA VAN CHIEN (Schumacher)

April 2014

APPROVAL SHEET

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In partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational

Management, this research study entitled “Status of Training Program Management of

Part-Time Courses of TUAF: Basis for Management Regulation Policies” has been

prepared and submitted by Ha Van Chien (Schumacher) and is hereby recommended for

oral examination.

May, 2014 Dr. Apolonia Espinosa

Adviser

Approved by the Oral Examination Committee, in partial fulfillment of the requirements for

the degree Doctor of Philosophy in Educational Management offered by Southern Luzon

State University, Republic of the Philippines in collaboration with Thai Nguyen University,

Socialist Republic of Vietnam.

(NAME OF PROFESSOR) (NAME OF PROFESSOR)

Member Member

(NAME OF PROFESSOR)

Chairman

Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in

Educational Management offered by Southern Luzon State University, Republic of the

Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam.

____________ APOLONIA ESPINOSA, Ed.D.

Date Dean, Graduate School

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ACKNOWLEDGMENT

Writing a doctoral dissertation is a gratifying but difficult and sometimes nerve wrecking

endeavor that only few engaged in because it requires a lot of sacrifices and hard work from

the researcher. However, at the end of the task, one experiences a wonderful feeling of joy,

happiness, relief and fulfillment.

The researcher would like to extend his sincerest gratitude and thanks to the following people

who were very instrumental in the fulfillment of this research study.

DR. CECILIA N. GASCON, President of the Southern Luzon State University in the

Republic of the Philippines, for her untiring effort and belief that this collaboration is possible

thus enabling us to pursue the PhD.EdM degree;

DR. DANG KIM VUI President of Thai Nguyen University in the Socialist Republic of

Vietnam, for his untiring effort and belief that this collaboration is possible thus enabling us

to pursue the PhD.EdM degree

DR. NGUYEN TUAN ANH, Ph.D., former Director of the International Training Center,

Thai Nguyen College of Agriculture and Forestry - Thai Nguyen University of the Socialist

Republic of Vietnam, for his enormous pursuit to provide the Vietnamese people an

opportunity to grow through education;

PROF. Opolonia Espinosa his adviser, for the guidance and endless support for the

improvement of this study.

PROFESSORS ………….., ………………., and ……………, who composed the Oral

Defense Committee, for their suggestions, comments and corrections to improve this study;

ITC STAFF, for providing the necessary research materials;

HIS FAMILY and FRIENDS, for the love and support in one way or the other;

And TO ALL who have contributed to make this study a success.

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Table of Contents

Title Page Page

Abstract

List of Tables

Chapter I: Introduction

Introduction 5

Background of the study 7

Objectives of the study 14

Significance of the study 15

Scope and limitation 17

Definition of terms 17

Chapter II. Review of Literatures and Studies

Management 20

Training program management 22

Training curricula 28

Infrastructure 35

Classroom climate 39

Teaching activity 45

Learning activity 49

Management regulation policies 54

Research paradigm 63

Chapter III Methodology

Locale of the study 65

Research design 65

Population and sampling 66

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Research Instrumentation 68

Chapter IV. Results and Discussions

Status of Part-time training programs of TUAF 71

Training facilities 80

Teaching activity 82

Learning activity 83

Curricula 84

Comparison between three groups 93

Seminar results 97

Chapter V. Summary, findings, conclusions and

recommendations

101

References 122

Appendices 131

List of tables

Content of tables Page

Table 1. Teaching staff of TUAF 13

Table 2. Population of graduated students 67

Table 3. Population of local leasers 68

Table 4. Population of instructors 68

Table 5. Chi square of homogeneity counts 71

Table 6. Frequency of graduated students in provinces 77

Table 7. Frequency of part-time training courses by majors 80

Table 8. Quantity of part-time training courses of TUAF 81

Table 9. Students and Instructor’s opinions about training facilities 86

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Table 10. Student’s opinions about teaching activities 87

Table 11. Instructor’s opinions about learning activities 88

Table 12. Students, Instructors and Local Leader’s opinion about curricula 90

Table 13. Student’s perceptions about part-time training programs by provinces 92

Table 14. Anova analysis results in student’s perceptions by provinces 93

Table 15. Post hoc Multiple analyses in student’s perceptions by provinces 94

Table 16. Student’s perceptions about part-time training programs by majors 96

Table 17. Anova analysis results in student’s perceptions by majors 97

Table 18. Post hoc Multiple analyses in student’s perceptions by majors 98

Table 19. Instructor’s perceptions about part-time training programs by majors 99

Table 20. Anova analysis results in Instructor’s perceptions by majors 100

Table 21. Post hoc Multiple analyses in Instructor’s perceptions by majors 101

Table 22. Post hoc Multiple analyses in Instructor’s perceptions on learning

activities

102

Table 23. Post hoc Multiple analyses in Instructor’s perceptions on curricula 103

Table 24. Local leader’s opinions about part-time training programs 104

Table 25. Anova analysis results in local leader’s perceptions by provinces 105

Table 26. Post hoc Multiple analyses in local leader’s perceptions by provinces 106

Table 27. Comparison on students and instructor’s perceptions about part-time

training programs

108

Table 28. Chi square test of Homogeneity in students and instructor’s

perceptions

109

Table 29. Comparison of students, instructors and local leader’s perceptions

about training curricula

110

Table 30. Chi square test of Homogeneity in students and instructor’s

perceptions about training facilities

111

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Table 31. Chi square test of Homogeneity in students, instructors and local

leader’s perceptions about curricula

112

Table 32. Management regulation policies Matrix 115

List of Figures

Figure 1. Structure of classroom climate

Figure 2. Learning model 3C

Figure 3. Model for learning activities of Beethan

Figure 4. Research paradigm

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48

49

61

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Chapter 1

INTRODUCTION

For generations, Vietnam has been recognized as a country with thousands of years of culture

and of the people who have a traditional fondness of learning. Those who are knowledgeable

and capable have always been praised and extolled through folk songs and allegories, from

generation to generation to remind the future generations. Those who achieved high grades

were named in the rolls of honor in the Temple of Literature in Hanoi or the temples and

communal houses in their motherlands to be worshiped and remembered for ever.

Therefore, much importance has always been invested in education, by the leaders of

Vietnam. The 11th National Congress of Vietnamese Communist Party affirmed: "The

development of education and training together with the development of science and

technology is a top national policy." According to the Department of Planning and Finance,

the Ministry of Education and Training: "in the last 12 years (1998 - 2010), the investment in

education and training increased from over 13% to 20% of the total national budget. At the

current rate of expenditure on education and training, Vietnam is a country with one of the

highest rates of investment. Like all other education systems in the world, after a certain time,

the Vietnamese education system needs changes and development to meet the needs of socio￾economic development of the country. The 11th National Congress of the Vietnamese

Communist Party emphasized: "comprehensively innovate the basic education of Vietnam in

the direction of standardization, modernization, socialization, democratization and

international integration."

However, education and training in Vietnam today retains a large gap between training and

application, between supply and demand for human resources, or in other words, effectiveness

of training is low. This "disease" has been mentioned for tens of years, since the Government

began referring to the policy of social education, but so far it has not been overcome, if not

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tending to worsen under the pressure of international integration. The said “disease" is a dual

result of an education system which not only is heavy on vainglory, formal examination

competition and degree preference, as in feudal times but also reflects the retreat of education,

separating education from community needs and practical business like a model practiced by

the former Autonomous Soviet Socialist Republic. Moreover, this "disease" has caused a

serious imbalance in the structure of educated human resources which has long been known

as the state of "teacher redundancies and worker shortage”. This refers to a circumstance

where many university graduates cannot get jobs while business sectors severely lack workers

trained in accordance with their needs, especially in the rural areas, mountainous areas,

islands, and difficult areas, where most of the graduates do not want to work.

Along with the development of the market economy and international integration, Vietnam’s

formal accession to the World Trade Organization (WTO) with commitments to open the

higher education market have put direct pressure to force us to change our thinking on

education and training. One of the obvious forms of evidence is that we need to understand

the concept of the education market in its full meaning. It can be seen that in order to

implement our WTO commitments, if we do not urgently and radically change our thinking

on education and training and put education in the center of development and integration, the

educational crisis of backwardness and human resource shortages is going to continue.

Therefore, Vietnam has defined the education innovation policy as a fundamental and

comprehensive improvement.

First of all, we need to identify training objectives, changing from "offer training on whatever

we have” to "offer training on what society needs" to meet the demands of society,

specifically, we should pay attention to the demands for development of high quality human

resources for the rural, mountainous, island and disadvantaged areas. Part-time education is

considered to be the most effective, influential and feasible because this form of training will

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enable the local staff to take classes while working at the same time to improve their

qualifications.

Particularly, since 2010, the Government of Viet Nam has promoted the new rural

development program, in which the training of qualified human resources is considered the

most important. Hence, the focus and investment is on the part-time/in-service model,

particularly in the fields that relate to agriculture, forestry and fisheries because more than

70% of the population are living and working in those fields.

Background of the study

Along with the development of Vietnam, the education system has several achievements.

However, there still exist some weaknesses and inadequacies. The quality of education has

not met the demands of society or encouraged self-study, creativeness and activeness of

learners. The current training programs do not meet the socio-economic development

demands in the whole country.

The Secretary General of Vietnam, Mr. Nguyen Phu Trong said at the 6th meeting of the 11th

National Congress of Vietnamese Communist Party, “So far, the education and training of

Vietnam has not been prioritized. There even exist lots of inadequacies and weaknesses,

especially in educational quality, management activities, mechanism of creating human

resources and development motivations. Some of the weaknesses and inadequacies mentioned

in the 9th and 10th National Congresses of Vietnamese Communist Party include: the focus is

on quantity rather than the quality of learners; that the curricula are inappropriate and

methodologies are outdated and not practical; that quality assurance is ignored, especially the

attitude, ethics and lifestyle of the learners; that the national education system is not

synchronous and equal; that the education management at state level is still weak and the

educational management mechanism is slowly innovated; that the educational managing staff

and teachers have low ethics and capacity; that the role of educational socialization and

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international cooperation in education are not fully understood; that the education innovation

is slow and educational science has not been paid proper action to among others.

The 2nd Comparative Education Conference “Vietnamese Education in Globalization

Context”, which was held in Ho Chi Minh City on May 23rd

, 2008 concluded that:

Vietnamese society is being divided. Along with economic achievements that exceed

expectations came the increasingly large gap between the rich and the poor and other social

issues such as the decline in moral discipline, crisis of faith, ideals and values. In such a

context, the burden of responsibility of education becomes heavier than ever before.

Education has to supply human resources and participate in solving social issues at the same

time. It is education’s nature to foster the search for the truth and “Truth is an aspiration, not a

possession”. Let’s return to education in its true meaning. Let study be a creative pleasure and

not a burden of obligations and ambitions. Because the ultimate goal of development is

people. Instead of crushing people in order to achieve development goals, we need to do the

opposite: making people’s happiness the ultimate goal of all developments.

Currently, more than 70% of the population lives in the countryside and their main incomes

are from agricultural, forestry and fishery activities. The gap between the income and

economic status of those in the countryside and those in the city is warningly big. In addition,

recent research reveals that around 80%-90% of the students enrolled in regular programs stay

and work in the cities after their graduation. The rest of the graduates, who return to their

motherland, are of course not enough, particularly in the remote and disadvantaged areas.

Continuing education is required in order to improve human resource in these regions.

Those educational problems could not be solved comprehensively. This requires the

managers, experts, and educators to have a comprehensive and objective outlook.

The part-time model of training now is very important as it provides students with more

opportunities to enroll in academic programs where they do not have to travel or move to the

cities, which are far away from their motherland. This training more should be invested and

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focused more in order that it can significantly contribute to the development and success of

the education system of Vietnam.

Especially, from 2010, Vietnam has begun to implement the New Rural Strategy according to

Decision number 800, June 04th

, 2010 justified by the Prime Minister. This strategy has 19

criteria, and one of the most important criteria is human resource development for rural

regions with priority for disadvantaged villages in remote zones. With the current conditions

of Northern mountainous provinces, part-time training type plays a very important role for

human resource development.

TUAF is one of the members of Thai Nguyen University. It started as the College of

Agricultural Technology number 3 in 1970. In 1994, under the decision No. 31/CP of the

Prime Minister of Vietnamese government, it became Thai Nguyen University of Agriculture

and Forestry. Since its foundation, TUAF has been distinguished by its ability to maintain a

higher standard of education and outstanding research in the North of Vietnam.

The missionsof the university is:

To offer higher education in agriculture, forestry, natural resource and environment

management, agricultural economics and rural development in the Northern Mountainous

Region of Vietnam.

To conduct research and technology transfer in the fields of agriculture, forestry,

natural resources and environment management in order to improve socio-economics in the

region.

Since its establishment day, the university has developed continuously and confirmed its

important role to provide human resources with a high level of professional knowledge and

skills for not only the Northern Mountainous region but also for other regions across the

whole country. Up to June 2013, the University has graduated about 27,000 bachelors; 1,500

masters and over 40 doctoral students in the fields of agriculture, forestry, natural resources

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and environment management, agricultural economics and rural development. Of the

graduates, over 40% came from ethnic people groups and remote regions.

At present, the university is delivering 21 professional majors at BSc. Level for 2,050 students

per year, 7 professional majors at MSc. Level and 8 professional majors at PhD. Level. The

professional majors at BSc. Level are Land Management, Environmental Science,

Environmental and Land Management, Post-harvest Technology, Food Technology,

Biotechnology, Crop Plantation, Horticulture, Silviculture, Agro-forestry, Forest Protection

and Management, Wood Processing Technology, Animal Science and Veterinary Medicine,

Aquaculture, Veterinary Medicine, Agricultural Pedagogy, Rural Development, Agricultural

Extension, Agricultural Industry, Agricultural Economics, and Agricultural Engineering. The

professional majors at MSc. Level are Land Management, Environment Science, Crop

Science, Silviculture, Veterinary Medicine, Animal Science, and Rural Development. The

professional majors at PhD. Level are Land Management, Environmental Science, Crop

Science, Silviculture, Animal Science, Animal Nutrition, Veterinary Parasite, and Veterinary

Micro-organisms.

In addition, TUAF is a center of research and technology transfer in the fields of agriculture,

forestry, natural resource and environment management. At present, the university has the

following research centers: Institute of Life Science, Center for Agricultural Experimentation

and Practice, Agriculture and Forestry Research and Development Center for the Northern

Mountainous Region, Center for Resources and Environment in the Mountainous Region,

Northern Mountainous Forestry Research Center, Research Center for Temperate Fruit Crops,

and Center for Foreign Language and Applied Informatics. These centers provide

experimental and practical opportunities for students to conduct scientific research and

practical application.

In order to develop international training programs, the university has an advanced education

program. This program in the field of Environment Science and Management has been

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imported from the University of California at Davis. At the same time, the university has also

improved international cooperation in education. The International Training Center of the

university has established in 2008. At present, the Center has cooperation agreements with

universities from China, the Philippines, Australia, and Korea.

Teaching staff of TUAF

The staff of TUAF comprises 518 officers, of which the teaching staff number 313. The

teaching staff are distributed into professional faculties according to the following table:

Table 1: Teaching staff of TUAF

Faculty Professor PhD. MSc. BSc./Eng. Total

Animal Husbandry and

Veterinary Medicine

8 29 26 2 57

Forestry 1 11 25 2 38

Agronomy 5 21 18 4 43

Bio-technology and Food

Technology

1 2 25 4 31

Natural Resources and

Environment

6 16 25 5 46

Economic and Rural

Development

1 3 26 8 37

Basic Science 0 2 30 11 43

Center of Foreign Language

and Applied Informatics

1 1 13 4 18

Total 22 85 188 40 313

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This table shows that the teachers holding MSc. and Ph.D number 228, comprising 72.84% of

all teaching staff. At this rate TUAF is standing at the top of the higher education system in

Vietnam. These staff can ensure teaching quality at the university.

There are five professional faculties with a large number of teachers, and they are also

managing five professional majors, which have the highest number of students of part-time

training courses of the university. The Faculty of Animal Husbandry and Veterinary Science

has 57 teachers and manages the major of Animal Husbandry and Veterinary Science.

Teacher numbers for the other faculties are: the Faculty of Natural Resources and

Environment: 46, Land Management; Faculty of Agronomy: 43, Crop Plantation; Faculty of

Forestry: 43, Agro-forestry; and Faculty of Economics and Rural Development: 37, Rural

Development. These faculties are also selected as respondents of the study.

The part-time training programs of TUAF began in 1995 with two professional majors. These

were Crop Science, and Animal Husbandry and Veterinary Science, with about 120 students

in two provinces: Thai Nguyen and Son La. At present, the part-time training courses of

TUAF have 4,559 students, and this will reach 5,055 students after the first entrance

examination in April 2013. There are 12 professional majors and 76 groups, which are located

in 21 provincial training centers of 14 Northern mountainous provinces. The professional

majors were selected by local leaders based on the socio-economic development demands of

their province.

According to the cooperation contracts, provincial People’s Committees choose training

majors based on their socio-economic development demands, the provincial training centers

provide the training infrastructure and prepare need teaching-learning requirements, while the

TUAF develops the training curricula and appoints the teachers. In order to provide

comfortable conditions for learners who are working in communes and districts, most part￾time training courses are located in their provinces. That is a cause of many different

problems in training program management of part – time courses.