Biện pháp đào tạo hệ đại học tại các trung tâm giáo dục thường xuyên cấp tỉnh khu vực Đồng bằng sông Cửu Long

BỘ GIÁO DỤC VÀ ĐÀO TẠO CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
ĐẠI HỌC THÁI NGUYÊN Độc lập – Tự do – Hạnh phúc
Thái Nguyên, ngày tháng 10 năm 2009
THÔNG TIN TÓM TẮT VỀ NHỮNG KẾT LUẬN MỚI
CỦA LUẬN ÁN TIẾN SĨ
1. Tên đề tài:
2. Chuyên ngành - Mã số: Lí luận và Lịch sử giáo dục. Mã số: 62.14.01.01
3. Nghiên cứu sinh: Đào Hoàng Nam
4. Người hướng dẫn: PGS.TS Phạm Viết Vượng và PGS.TS Phạm Hồng Quang
5. Cơ sở đào tạo: Trường Đại học Sư phạm -Đại học Thái Nguyên
6. Những kết luận mới của lu
ận án:
- Về lí luận, luận án đã xác định bản chất của quá trình liên kết đào tạo là quá trình phát triển
và hình thành năng lực mới cho cả hai bên nhằm một mục tiêu nâng cao chất lượng đào tạo.
Do vậy, kết quả đào tạo tại TTGDTX phụ thuộc vào chất lượng của trường đại học -người
đảm bảo chất lượng và phụ thuộc vào điều kiện của TTGDTX c
ấp tỉnh, sự phân định này là
yếu tố đảm bảo hiệu quả đào tạo; chất lượng đào tạo đại học tại các TTGDTX được đánh giá
dựa vào chuẩn và nhu cầu của xã hội. Tại các TTGDTX cấp tỉnh khu vực ĐBSCL, sản phẩm
đào tạo được xã hội thừa nhận và đáp ứng được yêu cầu phát triển của các ngành nghề ở địa
phương là ch
ỉ tiêu cơ bản để đánh giá chất lượng; giải pháp nâng cao chất lượng đào tạo đại
học thông qua hình thức liên kết giữa trường đại học với TTGDTX cấp tỉnh có ý nghĩa, tầm
quan trọng đặc biệt để nâng cao hiệu quả đào tạo, đặc biệt là đối với các vùng khó khăn.
- Về thực tiễn, luận án đã chứng minh: đào tạo đại học tại các TTGDTX
đã tạo điều kiện thuận
lợi cho một bộ phận lớn người học được tiếp thu nền học vấn cao, góp phần đào tạo nguồn
nhân lực tại chỗ cho các địa phương và giảm sức ép vào học tập trung tại các trường. Hình
thức liên kết đào tạo sẽ giúp các TTGDTX sớm tiếp cận được các chương trình đào tạo tiên
tiến, phương pháp dạy và họ
c hiện đại, có điều kiện bồi dưỡng để nâng cao trình độ cho đội

ngũ giảng viên và cán bộ quản lý của trung tâm. Chất lượng đào tạo là yếu tố quyết định sự
tồn tại của cơ sở giáo dục; quan hệ giữa các cơ sở giáo dục cần phải được thể chế hoá bằng
pháp luật - đây là yếu tố đảm bảo nâng cao chất lượ
ng đào tạo trong quá trình liên kết đào tạo.
Biện pháp liên kết đào tạo đại học tại các TTGDTX cấp tỉnh khu vực ĐBSCL cần tập trung
vào hệ thống các tác động đa diện về các mặt của quan hệ liên kết như: tăng cường nhận thức;
quá trình quản lí; tăng cường và đảm bảo điều kiện đào tạo và đánh giá.
CÁN BỘ HƯỚNG DẪN NGHIÊN CỨ
U SINH
PGS.TS Phạm Hồng Quang PGS.TS Phạm Viết Vượng Đào Hoàng Nam

1
INTRODUCTION
1. Reason
The Tenth National Communist Party Congress stated that the strategic aim to change our
country into a country which consists of rich people, strong country, a fair, democratic, and
civilized society. The Congress has clearly stated “In order to achieve successful industrialization
and modernization, we must have strong developing steps in education and training, promote
human force, the basic factor of rapid and stable development.” Developing education and training
is considered the first national policy, the foundation to develop human force.
From that, during the past years, education branch has had many reforming methods in the
tendency of diversifying training modes to supply the education demand for every class of people
and to establish a studying society “everyone can study, study continuously and study during a
lifetime”. Formal education is connected with non-formal education
Continuing Education Centers (CECs) play their important roles in education. Training co-
operation model between universities and CECs to supply the human force demand to the
provinces, especially the mountainous, rural areas in particular Mekong Delta (MD) - places having
limits about conditions to develop higher education training.
During the past years, CECs in MD plays a positive roles in advancing people’s knowledge
in various economic parts as well as standardizing officers. This is, probably speaking, an effective

training method which has been applied for years and still suitable in the next stage because of
people’s great and plentiful study demand. However, beside the positive effects, there are some
shortcomings that should be surmount to increase the training quality.
The above analysis proves that systematic researches must be very necessary in enhancing
higher education’s quality at these centers, supply high quality human source demand of MD. That
is also the reason why the writer choose his thesis research topic which is: “Higher education
training methods at the provincial CECs in MD"
2. PURPOSE
Science theory and reality are established to propose methods for higher education training
at CECs in MD following the viewpoint of training human for society need.
3. OBJECTS
Research objectives
Higher education training’s activity at the provincial CECs in MD.
Research objects
Higher education training methods at the provincial CECs in MD toward society need.
4. RESEARCH LIMITATION
- Methods affecting elements of higher education training process at provincial CECs are
concentrated in order to enhance training quality.
- Researches at 3 centers in Bac Lieu, Ben Tre, Bac Lieu and five universities in Can Tho
and Ho Chi Minh city where the co-operation with these centers is deployed.
- Research period is from 2004 to 2008
5. SCIENCE SUPPOSITON
Higher education training at the provincial CECs in MD is an important method with the
purpose of supplying socio-economic development demand of the whole area. If there is a system
with global methods that fit to activity features of the centers, training quality will be enhanced.
6. RESEARCH TASKS
• Studying theory foundation about higher education training at provincial CECs in MD.
• Surveying reality of training quality at the provincial CECs in MD.
• Proposing training methods at the provincial CECs in MD.
7. ARGUMENTATIVE METHOD OF THE RESEARCH

This topic is researched depending on viewpoints of dialectical and historical materialism,
structure – network, logic – history, reality and development.
8. RESEARCH METHOD
The following methods are taken:

2
8.1. Group of theory researches:
Methods of analysis, collection, systematization and generalization toward argumentative
and legal documents are used to define instrument concepts and to form theory frame for the topic.
8.2. Group of Reality Researches
8.2.1.Surveying methods:
- Reality survey to collect training process information at the provincial CECs in MD.
- Investigation method by making questionnaire and communicating directly with
managerial staffs, lecturers of the CECs, universities, and some of MD province leaders.
8.2.2.Summarization method about training experience at the provincial CECs in MD.
8.2.3. Professional method by asking educational experts’ opinions about training quality
and methods at the provincial CECs in MD.
8.2.4. Experimenting method. Its purpose is to determine effect and practicability of training
co-operating methods applied the provincial CECs in MD.
8.3. Assistant Method:
The thesis uses mathematic statistics to handle the above said collected data
9. NEW CONTRIBUTION
- About the theory: the thesis has contributed its part to make clear training process’s
particularity at the provincial CECs in MD so that development tendency of continuing mode in
current social background will be found.
- About the reality: the thesis proposes and verifies suitable, feasible method to enhance
training quality at the provincial CECs in MD.
10. THESIS STRUCTURE
- Introduction
- Chapter 1: Argumentative foundation of training methods at the provincial CECs.

- Chapter 2: Reality of training quality at the provincial CECs in MD.
- Chapter 3: Methods to enhance training quality at the provincial continuing centers in MD
CHAPTER 1
ARGUMENTATIVE FOUNDATION OF TRAINING METHODS
AT THE PROVINCIAL CECS
1.1. GENERAL
1.1.1. Researches about Continuing Education:
Continuing Education is an issue remarked by many countries. A work that is accepted as a
philosophy of the twenty – first century education is the report of International Committee about the
twenty-first century education, under the control of Jacques Delors, with the so-called name “study,
a potential treasure”. In which chapter 5 is reserved for analyzing lifetime study. From that it is
concluded as a philosophy of education necessary for the twenty-first century: study for a lifetime
and study in the whole society.
Apart from the above research, there are many other researches by Alvin Toffler, Warren
Bennis, Stephen Covey, Gary Hamel, Kevin Kelly, Philip Kolter, John Kotter Michael Porter, Perer
Senge, Thomas L. Friedman, Raja. Roysingh, Tsunesaburo Makiguchi that analyze the specific
features of a modern society, established on the foundation of the system of rapidly developed,
strongly changed scientific knowledge and global information.
In France, all people studying and studying for lifetime idea is proposed by Paolo Lange, an
education manager in the 1960s of the twentieth century. In Japan, since the beginning of 1970s of
the previous century, Japan education has reformed in the direction of giving conditions for all
people to study for lifetime. From 1984 to 1987, Japan proposed the guideline: Establishing a
lifetime education institution in transition to a new stable education system. In the U.S, in April of
1984, in the report of Federal high quality education Committee to the Congress, it emphasizes:
putting all force in lifetime education, opening an education tendency with studying socialization
aim. In Korea, on the thirty-first of May 1995, Council of Education Reforming researched and

3
published the book “new education system”, its basic viewpoint is establishing a vivid and open
education society.

In Vietnam, non-formal education and formal education have been deployed since 1945 and
developed strongly. Continuing education has been up to now listed in such stages as anti-illiteracy
campaign, continuation classes, continuing education. The appearance of continuing education from
provinces to districts, communes gives people a chance to study more. About legal foundation, non-
formal education and regular education are institutionalized in Law of Education.
1.1.2. Researches on training co-operation between higher education training places and CECs.
Continuing education development issue is emphasized in researches that community must
consider continuing education a condition to develop people’s knowledge standard, everyone’s and
local government’s responsibility.
These researches also point out continuing education tendencies:
- From concentration to non-concentration;
- From the tendency imposing top down to taking the initiative bottom up;
- From the tendency state-centered to community-centered;
- From the tendency formal to non- formal;
- From rigidity to flexibility;
- From the activeness of education branch to that of community.
Training co-operation is the content and also one of the forms of continuing education
tendency in our country at present.
In our country, Law of Education in 2005, article 46 obviously defines about higher
education training co-operation. Now, higher education training co-operation shows many
drawbacks on aspects, many theory and reality problems, higher education training co-operation has
not been researched systematically.
1.2. BASICALLY RELATED CONCEPTS
1.2.1. Continuing Education
The term Continuing Education is sometimes used equally with the term “Adult Education”,
“Out of school Education”, “Community Education”, or Non-formal Education, [85], although their
meaning are not completely the same.
In 1987, UNESCO take out the concept: continuing education is all studying chances for
people who wish and need to study more after the anti-illiteracy campaign [according to 114].
In Vietnam, researchers believe that non-formal education is understood organized activities

for people who don’t study in the formal education system.
Continuing education is non-formal education type to help people to study continuously in
their lifetime in order to widen their knowledge, advance their knowledge standard, professional
skills, professional qualification to improve their living quality, get jobs and adapt well with social
life.
In modern society and developing tendency in future, because the distance between basic
and non-basic knowledge is gradually narrowed and removed, there are only formal education
(which means initial education) and continuing education (means continuous education). This
concept fits to UNESCO’s concept and it is established legally in Vietnamese Education Law issued
in 2005.
Law of Education in 2005 [94] defines that the national education system consists of formal
education and continuing education. The state has the policies for developing continuing education,
does the education for all people, establishes studying society. The forms of continuing education
include:
+ Working – studying
+ Far Study
+ Self – study with teachers’ guide.

4
1.2.2. Training
Training is a social activity to transmit and spread experience to learners. Training always
connects with certain careers, which is decided in scale, knowledge, structure and limits about time,
space, content and characteristics.
Continuing education is a training type to help learners studying, working, studying
continuously, studying for a lifetime to complete and widen the knowledge, advance learning
capacity, professional skills and professional qualification to adapt well with the change of job and
social life.
1.2.3. Organizing training operation
Training co-operation is a combination of education places to organize and execute a
process which forms learners a series of knowledge, attitude, skills, and other correlative virtues.

Training co-operation which is done according to the contracts between universities and
CECs is one of the suitable and effective training co-operation forms in current stage.
In this form, universities are responsible for training quality, CECs are responsible for
surveying learning demand, planning opening time, making reports to authority organs, preparing
facilities and buildings to serve training process, assigning managing officers and joining the
managing process.
1.2.4. Training quality:
* Quality:
Thought about quality was formed early in human history. In modern society, quality issue
is more and more deeply remarkable and on the top – ranking which many manufacturers and
service supply officers pay attention to because of their organization’s survival and development.
Quality assurance is a survival issue not only enterprises, organizations but also all social aspects
relating to supply - demand link in society.
Quality is the scale that the product satisfies the customers’ demand, and fits to the stated
purpose.
* Educational quality:
Educational quality is the suitability of learners’ development compared with the aim of
education process.
Educational quality consists of two important components:
- The first component reflects studying aspects including knowledge, skills, attitude.
- The second component is the creative capacity and adaptation of learners after the
education process.
* Training quality
“Training quality is understood a typical type to reflect the education and training results
continuously from the beginning of the training process to its end” [ 15].
The concept of training quality has a close relation to the concept training effectiveness.
The historical characteristics of quality requires the concern to training aim, contents, programs,
teaching staff, building and facilities, managing mechanism to serve teaching and studying
activities in each stage.
Training quality is the knowledge that the trained product achieves in comparison with the

stated purpose in the real supply conditions.
* Enhancing training quality
Enhancing training quality is improving every step, every stage, every training time relating
to, teachers, learners, managers, service people.
* Enhancing university training quality
Enhancing university training quality in continuing education type is executing the suitable
methods with adult learner training, closely connecting with the society’s demands and suitable
with the demands of the province’s development to get the highest training purpose
1.3. FEATURES OF HIGHER EDUCATION TRAINING CO-OPERATION MODEL IN
PROVINCIAL CECS.
1.3.1. Continuing education in the national education system.

5
Continuing education type has the following features:
- Organizing forms: in-service study, far study
- Flexible studying time: non-frequent getting together, studying on weekends, studying in
evenings, studying after working time
- Places of studying: tends to make the studying places nearer to learners, opening classes in
local areas, far from formal universities
- Studying objectives are all people, no distinguishing in ages
- Studying programs concentrate on practicing, solving more real problems than formal
training, tend to supply the temporary demands.
- Purpose and meaning of continuing education is widening the understanding, advancing
learning capacity, professional skills, professional qualification, improving living quality, getting
jobs and adapting to social life.
1.3.2. Legal foundation of higher education training in provincial CECs
Item 4 of execution and organization Status of the Continuing Education (issued and
enclosed with Decision n
0
01/2007/QD-BGDDT dated on January 2

nd
2007 by Minister of Training
and Education Ministry) defines:
- When executing continuing education programs to get technical degrees, technical schools,
universities are allowed to co-operate with CECs with the following conditions:
+ CECs must assure the facilities and buildings, managing officers must be suitable with
each training co-operation major.
+ Training co-operation is executed according to training co-operation contracts;
technical schools, universities are completely responsible for training co-operation.
- When executing continuing education programs to get college, university degrees,
universities are allowed to provincial CECs with the following conditions:
+ CECs must assure the facilities and buildings, managing officers must be suitable with
each training co-operation major.
+ Training co-operation is executed according to training co-operation contracts;
technical schools, universities are completely responsible for training co-operation.
1.3.3. Scientific foundation of higher education training co-operation at the provincial CECs:
Scientific foundation of training co-operation between universities and the provincial CECs
is the educational argument for adults, making real situations about lifetime learning issue.
Learners of training co-operation classes are adults, which is the premise to help them study
well in long time. However, a part of learners are middle –aged, so health has certain affect on their
study. Their intelligence, attention, flexibility are worse than young ones. Many learners of co-
operating classes are officers or workers in various economic classes who have jobs and stable life,
they have to be worried a lot about their work, so they sometimes ignore and don’t really spend
time for studying.
1.4. AFFECTING FACTORS TO THE HIGHER EDUCATION TRAINING QUALITY IN
PROVINCIAL CECS.
Affecting factors to the higher education training in continuing education:
- Capacity of universities are shown in their available forces as:
+ Knowledge and capacity of teaching staff joining the training process.
+ Training programs.

+ Training methods.
+ Studying materials to provide learners.
- Capacity of CECs are:
+ Buildings and facilities for teaching.
+ Managing staff.
+ Following training regulations.
- Studying, spirit, awareness, methods of learners.
- Social environment, education movement in the local areas

6
1.5. EXPERIENCES IN HIGHER EDUCATION TRAINING IN CONTINUING
EDUCATION TYPE IN SOME COUNTRIES.
1.5.1. Experiences in adult learner training.
Generally, training plans of countries always connects with the real human force of each
branch, each area. In the plans, defined statement of quantity and types of labor need training,
advancing knowledge, studying programs, suitable studying forms with each type of learners, the
training prosperity of each organization, of the whole branch according to the balance in training the
economy and society of the country, necessary cost for training.
On that foundation, various training types are deployed to supply the human force demand.
Continuing education is appreciated and promote well its role in training plan. Universities are
flexible in executing training models in continuing education general situation.
1.5.2. Experiences in selecting learners.
In the US, Japan, British, when they select learners, the requirements about graduating
degrees, professional capacity, learning capacity and devoting capacity of learner after the courses
are arranged top. Learners must have petition asking for studying, write an essay, have
recommendation from their managers.
Therefore, right at the enrolling step, capacity and morality of learners are arranged top with
certain criterions done a third person, not only based on the exam papers.
1.5.3. Experiences in designing training program.
Designing programs must help learners to approach their studying and careers in different

ways.
Plans must be diversified and flexible: short-time program, multi – module short-time
programs, long-time programs, training online programs With multi-module short-time programs,
after finishing, learners are provided with certificates. With long-time programs, learners are
provided with bachelor degrees if they have a science thesis, diplomas if they don’t have science
thesis.
Studying time is often in afternoon after working time, on weekends or certain time summer.
Contents of training programs in continuing education of the countries tend to providing
knowledge and skills for people who directly work. With knowledge of a bachelor degree, programs
both provide large knowledge deep in certain professions, paying attention to science research from
working reality to social life.
Learners, after choosing a major, designs a studying plan which is suitable with working
conditions to finish the course.
1.5.4. Experiences in teaching method and learners’ results evaluation
Higher education and postgraduate training programs applied in continuing education
emphasize practice. The programs are founded on learners’ experience, and helps teachers or
counselors share, explore that experience and test theory through real working of learners.
Individual learning effectiveness includes natural satisfaction in completion and training,
being interested in new things, requirement of new knowledge understanding and skill training.
Real effectiveness: connects with increasing the stability in working, enlarging possible
ways in training professional qualification and achievement in working, real application
Economy effectiveness: connects with making conditions to get higher salary.
Researches conclude that all methods must assure the purpose of training with knowledge,
skills and attitude for learners, be used generally, synchronously in a class time, be flexible and able
to encourage learners to take part in learning process.
CONCLUSION OF CHAPTER 1
1. Continuing education exists as an essential requirement of society. The development of
continuing education is becoming a tendency in the development of modern education. Continuing
education helps people have chances to study, study continuously, study for a lifetime, and forms a
studying society.

7
2. The development of continuing education in out countries at present does not supply the
demand of life reality. Many theoretical issues have not been studied systematically, executing
education and training process still have many drawbacks on aspects as program contents are not
essential, training methods are not really suitable with learners’ features, training steps are not
close, facilities and buildings are not sufficient Besides, some social factors also have
considerable effects on training quality.
3. International experiences about continuing education are very plentiful and diversified,
many good, useful lessons need researching to gradually apply to the real situation of our country.
4. Higher education training co-operation model in Vietnam between universities and CECs
are considered new creation, which encourages the development of universities and provincial
CECs and serve the development of human force for areas.
CHAPTER 2
REALITY OF HIGHER EDUCATIONS TRAINING AT PROVINCIAL CECS IN MD
2.1. GENERAL ABOUT EDUCATION AND TRAINING IN MD
Education and training in MD from 2000 to 2005 had considerable development.
- About student quantity: The number of children going to nursery schools multiplies 22.5
times; kindergarten pupils 1.3 times; junior high school students 1.13 times; senior high school
students 1.3 times; career training enrolment 9.5 %; technical secondary school students 1.47
times; college and university students 1.24 times.
- School – class network: there are elementary schools and junior high schools in all
communes and wards; there are high schools in most districts. In 5 years, 13 career schools and 12
colleges and universities are established. At present, in the whole area there are 182 career training
places, 25 colleges and universities, 65 majored training places; in 100% provinces there are CECs
and community colleges; in 82/119 districts and towns there are CECs and in 555/1505 communes
and wards there are community learning centers.
- About teaching staff: over 80% kindergarten teachers, 84.57% elementary and junior high
school teachers and 95.51% high school teachers achieves the standard and above standard. Nearly
30% college and university teachers have postgraduate degree.

- About education and training budget target:
In 2005, state budget disburses 3921.740 billion VN dong on education and training in MD
(about 17.2% education and training cost of the country).
In the total disbursement for development, the one for education increases from 8.5% (in
1998) to 12.4% (in 2000) and gets to 13.9% (in 2003).
However, in comparison with Red River Delta, the quality of high school education of MD
has a big gap. The fraction pupils with weak and bad learning capacity of MD is higher than the
average of the whole country. In the high school graduation exam of school year 2003 – 2004, if the
graduation standard is that the total marks of 6 subjects is from 30 and no subject is under 5, 50% to
66% high school students in most parts of Red River Delta get the graduation standard while except
for Ben Tre province which get 39.3%, under 30% high school students of the others in MD get the
graduation standard, even some provinces get under 10% ( lower than the Northern mountainous
provinces such as Son La, Ha Giang, Lao Cai and Lai Chau). This shows that the quality of
education in MD should be worried.
2.2. REALITY OF HIGHER EDUCATION TRAINING IN PROVINCIAL CECS IN MD
After the complete liberation of the South, as the requirements of training labor force for the
country establishment process, beside universities, colleges, majored schools, regular training
places; the system of CECs is founded in provinces of MD. The centers have diversified the training
types, continuously expanded the size to meet the learning requirements of people. The centers co-
operate with higher education training places in the country to train thousands of officers and
laborers who have university degrees, contributing in enhancing people’s knowledge and training
labor force for the local.

8
UNIVERSITY TRAINING WORK OF 4 CECS
BEN TRE, AN GIANG, BAC LIEU, CA MAU.

Provinces
Quantity of co-
operating

universities
Quantity of
training
majors
Quantity of
learners / year
Quantity of
graduating
students
Learners of
Informatics and
English / course
An Giang 13 25 3.700 2.902 1.150
Bac Lieu 15 22 3.500 2.500 905
Ben Tre 14 24 3.499 2.063 1.500
Ca Mau 13 17 2.900 1.905 820

Beside the above results, the provincial CECs in MD still have some drawbacks in doing the
training work as follow
- The organization and working systems of this training mode are not identical throughout
the country. The role and position of this model are not correctly evaluated although it has been
bringing its positive effects into play.
- University training process is influenced by the bad side of the market mechanism, there
are some negative phenomena in enrolment, studying, examining and granting degrees.
In general, the quality of university training in CECs is still low in comparison with the
standard and with the career requirements in society, as well as has not met the requirements of
socio-economy development of MD area.
2.3. REALITY OF UNIVERSITY TRAINING QUALITY IN PROVINCIAL CECS OF MD
AREA.
2.3.1. Reality of enrolment in provincial CECs in MD.

Chart of comparing (percentage) between recognition and application in enrolment

Recognition(%) Application (%) Set measure

Methods
Very
necessary
Necessary Unnecessary Good Normal Not
yet
good
1. Making surveys about
knowledge, learning requirements
of society and officers in the
provinces.
77,27 18,18 4,55 22,73 50 22,73
2. Making surveys about labor use
requirements of offices, companies,
factories in the provinces.
63,64 31,82 4,55 22,73 18,18 54,55
3. Collecting co-operating classes 54,55 45,45 0 50 36,36 18,18
4. Considering the plans of
organizing classes with
Department of Education and
Training, Department of Plan
and Investment, Department of
Finance and Department of
Domestic Affairs.
50 40,91 9,09 18,18 22,73 36,36
5. Working with co-operating

universities.
81,82 18,18 0 54,55 18,18 18,18
6. Announcing the co-operating
class enrolment.
86,36 13,64 0 63,64 13,64 13,64


9
The above chart shows that although the officers in CECs have very good recognition of
necessary contents in enrolment, the application of these contents has the contrary result. After the
survey, the result is got as follow
In good set measure, most contents only get the average, the best practiced content is
announcing the co-operating class enrolment with 63.64%. The second position is working with co-
operating universities with 54.55%. The content with very low evaluating opinions is in good set
measure. Two contents having similar fraction, 22.73% in good set measure are making surveys
about knowledge, learning requirements of society and officers in the provinces and making surveys
about labor use requirements of offices, companies, factories in the provinces. The worst evaluated content in
the good set measure is considering the plans of organizing classes with Department of Education and
Training, Department of Plan and Investment, Department of Finance and Department of Domestic
Affairs with 18.18%.
2.3.2. Reality about higher education training content and program in provincial CECs in MD

Learning Program
Easy So so Difficult Very difficult
Quantity % Quantity % Quantity % Quantity %
0 0 6 60 4 40 0 0
Subject Textbooks
Very suitable Suitable Not suitable Not concerned
Quantity % Quantity % Quantity % Quantity %
1 10 7 70 2 20 0 0

Reference Materials
Rather many Many A few

Quantity % Quantity % Quantity %
0 0 0 0 10 100
Interest Measurement of Learners
S
Very interested Interested Normal Uninterested
Quantity % Quantity % Quantity % Quantity %
0 0 1 10 9 90 0 0
Testing and Evaluating Content
Very difficult Difficult Normal Easy
Quantity % Quantity % Quantity % Quantity %
0 0 0 0 10 100 0 0
Quantity of learners in a class
Very crowded Crowded Average A few
Quantity % Quantity % Quantity % Quantity %
4 40 6 60 0 0 0 0
Learners’ level in Science Research
Good Rather good Average Weak
Quantity % Quantity % Quantity % Quantity %
0 0 0 0 10 100 0 0
Quantity of teachers’ time
Much Reasonable A little

Quantity % Quantity % Quantity %
0 0 5 50 5 50
Teachers’ teaching observation
Frequent Normal Rare Never
Quantity % Quantity % Quantity % Quantity %

2 20 4 40 4 40 0 0
Learners’ self-study

10
Under 2 hours From 2 to 4 hours From 4 to 6 hours Over 6 hours
Quantity % Quantity % Quantity % Quantity %
0 0 8 80 1 10 1 10

About the studying program of the classes, most teachers think it is suitable but 40% of the
teachers think it is difficult. This is easily explained because by their teaching, the teachers can
recognize the learners’ level, learners of co-operating classes are mostly working and studying, a
part of them failed the entrance exams of other colleges and universities, particularly MD has low
people’s knowledge and limited knowledge, so higher education training places should pay
attention to make suitable programs.
About the textbooks and reference materials, 10% of teachers think they are very suitable,
70 % think they are suitable and 20% think they are not suitable. But to enhance the teaching –
studying quality, the centers should have provided students with a lot of reference materials while
the reference materials in the centers are limited and it is agreed by 100% of the teachers.
2.3.3. Reality of teaching activities of teachers in provincial CECs of MD area.

Frequent Normal Sometimes Never
Order
Quantity % Quantity % Quantity % Quantity %
1. Well-preparing
teachers
135 65,53 32 15,53 11 5,34 6 2,91
2.Objectives
and learning
duties are
explained

clearly
106 51,46 71 34,47 16 7,77 5 2,43
3. Teachers
speak clearly
106 51,46 72 34,95 18 8,74 7 3,4
4. Teachers have
easily
understood ways
of explaining the
lessons
78 37,86 64 31,07 47 22,82 14 6,8
5. Teachers
have clear
evaluating
requirements
73 35,43 58 28,16 36 17,48 11 5,34
6. Teachers can
show their
enthusiastic in
teaching
105 50,97 60 29,13 27 13,11 8 3,88
7. Teachers can
uncover the
learners’
interest in the
subject
60 29,13 42 20,39 67 32,52 26 12,62
8. Teachers
encourage
learners to work

and study in
high quality
89 43,20 55 26,7 35 16,99 18 8,74
9. Teachers give
learners chances
72 34,95 55 26,7 53 25,73 18 8,74

11
Frequent Normal Sometimes Never
Order
Quantity % Quantity % Quantity % Quantity %
to ask questions.
10. Teachers
encourage
learners’
participation
74 35,92 52 25,24 27 13,11 36 17,48
11. Teachers
encourage
independent
thinking
process
60 29,13 76 36,89 29 14,08 15 7,28
12. Teachers are
open-minded
with learners’
contrary
viewpoint
63 30,58 77 37,38 18 8,74 25 12,14
13. Materials

that teachers
provide and
introduce are
useful
92 44,66 69 33,5 15 7,28 15 7,28
14. Teachers
are sensitive
with learners’
understanding
ability
43 20,87 55 26,7 54 26,21 19 9,22
15. Teachers
use flexible,
effective means
of teaching
63 30,58 52 25,24 52 25,24 20 9,71
16. Teachers
have good
communicative
ability
88 42,72 57 27,67 22 10,68 18 8,74
17. Teachers
have equal
b
ehavior with
learners
88 42,72 40 19,42 27 13,11 23 11,17
18. Learners’
assignments are
given back with

useful and
positive
response
60 29,13 45 21,84 36 17,48 24 11,65
19. Learners’
assignments are
given back on
time
47 22,82 56 27,18 27 13,11 28 13,59
20. Teachers
are ready to
give individual
76 36,89 25 12,14 46 22,33 21 10,19

12
Frequent Normal Sometimes Never
Order
Quantity % Quantity % Quantity % Quantity %
help
21. Teachers
are sensitive
and concerned
about the
progress of
learners
64 31,07 64 31,07 38 18,45 17 8,25
22. Teachers
create a large
number of new
ideas and skills

70 33,98 50 24,27 46 22,33 18 8,74
23. Teachers
give
convenient
conditions
about
consulting
time to
learners
35 16,99 46 22,33 41 19,90 39 18,93
24. Teachers
have good
impression
with learners
86 41,75 45 21,84 35 16,99 17 8,25

Those opinions show that teachers’ teaching quality in co-operating classes with CECs of
MD only get average level. However, considered in each province, teaching quality is differently
evaluated.
The reality of teachers’ teaching activities in co-operating classes in CECs in MD reflects
that it is essential to reform teachers’ teaching methods in order to enhance training quality in
CECs.
2.3.4. Reality of university training co-operation in provincial CECs of MD

Recognition (%) Application (%) Set measure

Contents
Very
necessary
Necessary Good Normal

Not yet
good
1. Managing teaching plans implement
through teaching announcement papers.
45,51 54,49 55,82 30,16 8,47
2. Managing teaching programs through
lesson books.
45,51 50,79 46,56 32,01 15,87
3. Managing real teaching time 55,82 44,18 33,60 34,66 22,62
4. Specify real teaching days 45,77 53,57 44,71 37,57 12,17
5. Paying according to real teaching days 51,32 33,33 38,10 43,12 3,70
6. Managing textbooks 35,45 46,82 16,93 53,18 19,84
7. Managing classrooms 49,21 39,42 37,30 42,12 15,48
8. Managing facilities for teaching and
studying
56,88 43,12
52,11
38,62 3,70
9. Managing the use of teaching
equipment.
46,56 49,73 52,11 38,62 3,70
10.Observing testing work of the final
exams following the regulations
69,05 26,19 61,64 24,34 8,47

13
11. Frequently testing learners managing
procedures of form teachers
53,18 37,30 24,34 54,23 15,87
12. Organizing meetings about form

teachers’ work to evaluate, praise and get
experiences annually.
44,71 50,53 18,78 56,08 15,87
13. Testing timely, suddenly teachers’
teaching activities and learners’ learning
activities.
51,32 43,92 23,28 30,95 40,21

From the recognition about the necessity of training co-operation management, we come to
study the implementing set measure of the above contents in CECs of MD area. The results in the
above chart show that implementing in good set measure is evaluated limited, percentage of normal
and not yet good are rather high. The best implemented content is observing testing work of the
final exams following the regulations with 59.09%. In this set measure, the worst evaluated content
is organizing meetings about form teachers’ work to evaluate, praise and get experiences annually
and managing textbooks with 18.18%.
In conclusion, the above results exactly and reasonably reflect that training co-operation
management is not highly implemented because the recognition about the necessity is not profound,
the implementing is not good.
CONCLUSION OF CHAPTER 2
1. MD is an area with particularly important political and socio-economic position for the
socio-economy development of the whole country. However, development of MD is not in
proportion to the potentials of the area and the expectation of people all over the country.
2. With non-formal type, CECs can have co-operation with other universities in the country
to train really suitable and necessary majors in each developing stage of the local part. Also,
training types are diversified: regular, in-service, far education, topic-centered, especially training
for requirement to supply the demand of officer standardization, plan, facilitate working people to
study and work at the same time to update and advance their knowledge.
3. In addition to certain effectiveness, non-formal training in MD have some drawbacks to
surmount such as: relation between quantity and quality, between requirement and training
execution. Training must assure both quantity and quality, both supply higher and higher demand

of studying and facilities. Having good solution for this relation, we can get the effectiveness of
non-formal training type.
CHAPTER 3
METHODS TO ENHANCE HIGHER EDUCATION TRAINING QUALITY AT
PROVINCIAL CECS OF MD AREA.
3.1. PRINCIPLES TO PROPOSE THE METHODS.
3.1.1 Training to meet the society’s requirements of labor force.
Training as the society’s requirements is the innovating purpose of career education and
university education. In the coming time, university training places and CECs should actively plan
the training majors that society requires.
3.1.2. Training to ensure the effectiveness.
Change training into career programs in use, increase practice skills. Call for recruiters,
enterprises to participate in designing training programs.
3.1.3. Training with practicality.
The proposed methods have to be practical, suitable with the reality of training work of
provincial CECs of MD area and especially with the provinces in difficulties. Moreover, proposed
training methods should be suitable with teachers and learners of continuing education center type.

14
3.2. PROPOSING METHODS TO ENHANCE HIGHER EDUCATION TRAINING
QUALITY IN PROVINCIAL CECS OF MD.
3.2.1. Enhancing social recognition about continuing education.
Objectives of the method:
Enhancing awareness of all state levels, branches, enterprises and people to realize the
importance of higher education training duty of CECs.
Content of the method:
Making propaganda about the guidelines, policies of Party and government on strategy for
developing human force serving the nation industrialization and modernization, in which there is
role and activity of CECs.
Steps of doing:

- Combining with high schools to organize vocational guidelines, enrolling consult.
- By using mass communication such as newspapers, magazines, local bulletin to announce
the enrolment of CECs.
- Through the meetings of the Party, government, socio –political organizations, enterprises,
job fairs, career clubs in the local area.
3.2.2. Enhancing the duty of university co-operation places.
Objectives of the method:
Reforming thought and teaching management, co-operators are responsible for training
quality and effectiveness, and have certain working program.
Content of the method:
- Selecting prestige and experienced universities in training, having experienced teaching
staff in teaching adults with suitable training majors suitable with the local requirements.
- Having close management of doing the teaching plans, programs and methods as the
training regulations.
- Making survey voting papers for learners in executing studying timetable, the reality of
teaching and studying
Steps of doing:
- Universities should make a training program suitable with continuing education. They
should have methods to combine centers and the local organs to evaluate teachers’ teaching process,
learners’ learning process to test, evaluate training results accurately.
- CECs mange training co-operation process by plans to make maximum use of condition
about human force, means to get to the purpose of helping learners have enough time for studying
and chances for highest knowledge.
- Managing studying activities in order to educate learners the hard studying awareness and
establish correct studying motivation, know how to make studying plans for themselves.
3.2.3. Improving the enrolling process in CECs.
Objectives of the method:
To enhance the training co-operation quality, it is necessary to have methods to upgrade
entrance quality. Enrolment work must be correct to the regulations, the requirement of Ministry of
Education and Training for non-formal higher education training.

CECs are responsible for providing training source, playing a large role in enrolling work.
Content of the method:
- Increasing and reforming the testing and surveying studying demand of learners.
- Making statistics of studying demand of learners to select quality co-operation places.
- Shortening the time for finishing the procedures.
- Increasing informing, advertising, introducing the co-operating training majors, careers,
studying forms, training places.
- improving enrolling procedures.
Steps of doing:

15
- Combining with provincial Department of Domestic Affairs to get the statistics of quantity,
knowledge of officers from provincial rank to basic ones, in order to generalize the training demand
and establish, propose training methods for the provinces’ officers.
- Making social surveys to define studying demand of people in each area.
- Actively working with universities, informing the enrolment.
- Reviewing for entrance exams.
- Reforming enrolling steps to enhance entrance quality, decrease the imbalance of majors,
careers, areas.
3.2.4. Designing suitable training programs for continuing education mode.
Objectives of the method:
Having selected training programs, streamline theory, increase practice, train working skills
to be suitable with continuing education.
Content of the method:
- Making training programs for higher education in continuing education so that basic
science subjects are suitable with the direction of careers and arranging as the learning credits,
increasing practice, training skills.
- Reforming the ways of testing to help learner to apply real knowledge, search materials, do
assignments…
Steps of doing:

- Universities and CECs have the same responsibility in testing teaching programs, giving
up out of date programs, repeated credits, make reasonable arrangements.
- Organizing discussion with provincial organs and enterprises, especially the organs having
many officers taking part in studying to know if the training content is close to the reality, in order
to have enough information about the effectiveness of graduated learners.
3.2.5. Innovating teaching methods to fit continuing education mode.
Objectives of the method:
Reforming teaching methods encouraging the activeness and enthusiastic of learners and
take learners the center to develop studying, science research potentials and develop individuals
connecting with society.
Content of the method:
Learners taking part in continuing education training are mostly experienced officers, so
they require teachers to use positive methods to encourage the activeness of learners, help them
form the capacity of discovering and solving real situations.
Steps of doing:
- Giving requirements to teachers such decreasing lecturing, increasing discussion, seminar
to exploit real experiences from learners.
- Increasing reality teaching methods by using modern media means to attract learners as
well as ask learners to learn more in laboratories to train their skills.
- Having typical reports from learners, discussing about learning methods in higher
education, having visits to get more real knowledge.
- Connecting activities of CECs with research institutes, science centers, manufacturing
places, social organizations… especially universities.
3.2.6. Improving, upgrading professional knowledge of teaching staff of CECs.
Objectives of the method:
Enhancing professional pedagogic skills, qualification for teaching staff to perform well
their duties in co-operation.
Content of the method:
- Having reasonable use and arrangement of available teaching staff to put correct persons
into correct positions, from the demand of upgrading education quality to supply the society’s

demand and community learning profit.

16
- Training, improving the replacing teaching staff. Paying attention to training the awareness
about politics, career devotion, having plans for standardizing officers, encouraging studying to
enhance knowledge in professional skills, informatics, foreign language…
Steps of doing:
- Having classes for improving and inviting experienced teachers from universities to
enhance the management of training co-operation for staff of the centers.
- CECs should have requirements to universities about selecting experienced teachers to
work in the centers. At the same time, CECs also have strategies for training available teaching staff
to assure quantity, structure of careers and professional capacity to joining teaching process.
- Making convenient conditions about time, cost to help teaching staff continue studying
postgraduate both in the country and abroad.
- Encouraging teachers to self –study, self – research materials relating to their teaching
majors, praising in time to help teachers improve themselves well.
3.2.7. Upgrading facilities for teaching and studying in CECs.
Objectives of the method:
Upgrading facilities and buildings to enhance training quality in CECs
Content of the method:
- Investing in upgrading facilities and buildings, modernizing teaching equipment, theory
classrooms, practicing rooms, laboratories, textbooks, media means to serve training co-operation.
- Adding, replacing and buying modern equipment such as computer, projectors, videos…
- Continuing establishing and passing the regulations for using teaching means effectively
for each co-operating major.
- Equipping teaching equipment, essential conditions as the regulation of Ministry of
Education and Training, using from 6 to 10% frequent budget for buying equipment and books for
libraries.
Steps of doing:
- Making proposals to Department of Education and Training and People’s Committee to

invest in facilities, buildings and buying teaching equipment for training co-operation.
- Establishing and passing regulations to use effectively facilities for teaching in provincial
CECs.
- Improving the skills of operating and repairing equipment for managing staff.
- Encouraging teachers and learners to make teaching equipment from simple to complex,
even modern ones.
- Assigning officers for managing facilities, having assistant policies and individual duty in
controlling equipment in provincial CECs.
3.2.8. Managing the process of testing and evaluating training results.
Objectives of the method:
Reforming testing evaluating learning results to define training quality, teachers’ quality to
have next direction to assure training quality as well as correct on time training work, encouraging
learners to study with all their best.
Content of the method:
- At first it is essential to publicize testing steps of subjects.
- Having timely announcement about the results of testing, examining, protecting graduation
papers, graduation of learners.
- CECs should have close connection with co-operating universities to organize, manage and
test as the regulations.
-Having training inspector board to frequently test, supervise the exams.
- Increasing testing managing procedures of form teachers.
Steps of doing:
- Training department of CECs must work with co-operating departments to make and use
the exam question bank for final exams and tests to assure that the exams are correct as the
regulation of Ministry of Education and Training.

17
- Having positive co-ordination from co-operating departments and teachers in final exams
and tests.
- There is a training inspector board in each center that consists fair staff with good morality

and professional capacity.
- The centers organize time for teachers to study examining regulations to enhance
awareness and duties of proctors.
3.3. EXPERIMENTING METHODS TO ENHANCE HIGHER EDUCATION TRAINING
QUALITY IN CONTINUING EDUACTION CENTERS OF MD AREA.
3.3.1. Purpose the experiment.
To decide the urgency and the practicality of university training methods in provincial CECs
in MD, after experimenting the proposed methods.
3.3.2. Objectives of the experiment.
Choose 3 CECs as Ben Tre, Ca Mau, Bac Lieu and 5 universities in Can Tho and Ho Chi
Minh city to be the objective for experiment. In concrete: available managing officers and teachers
of 3 CECs, managing officers and teachers of co-operating universities, managing officers of some
departments of the provinces.
3.3.3. Experiment contents.
Because of the characteristics of training activities, teachers and learners’ psychology and
real conditions of the province, we only choose the method: Innovation of teaching method to make
experiment.
3.3.4. The process of experimenting teaching innovation in CECs.
3.3.4.1. Criterions of teaching innovation.
- Planning the lessons close to the training requirements.
- The lessons’ contents should be connected with learners’ practical experiences.
- Having vivid, diversified teaching methods, increasing learners’ positive activities.
- Guiding learners to self-study (how read textbooks, materials, how to write the lessons,
how to review, comment).
- Guiding how to study in groups, group discussion.
3.3.4.2. Evaluating methods:
To evaluate the proposed method, we decide two basic criterions which are quantitative and
qualitative.
About quantitative: based on the result statistics of experiment class and experiment
controlling class after two years from 2005 to 2007 to define the pedagogic experiment results.

Experiment results are done with mathematic forms.
About qualitative: using expert methods
3.3.4.3. Experiment result analysis.
Qualitative analysis results














Diagram 3.1. The Importance of methods (%)
0
10

20
30
40
50
60
70
80
1 234 56

Very importan
t
Important Less important Unimportant

18



Diagram 3.2. The practicability of methods (%)

After collecting the above statistics, we use guiding method (straight discussion with some
chosen objectives, combining with analyzing many – year experiences of the center) to come to
comments for each method.
Quantitative analysis results.
After doing the experiments of teaching innovation in two Accountancy classes of two
school years from 2005 to 2007, learners results in each school year are collected as the following
charts:
Chart 3.3. Distribution of experiment’s result frequency.

Learning capacity (%)
Year

Type
Quantity
of
students
Good Rather
good
Average
good

Average Weak Bad
Model
Average
Experiment
Control
class

47

10.64

14.89

25.53

31.91

8.51

8.51

5.62
School
year
2006 –
2007
Experiment
class
47 14.89 19.12 31.91 27.66 2.13 2.13 6.06
Experiment

Control
class

47

2.13

6.38

10.64

57.45

8.51

8.51

4.98
School
year
2005 -
2006
Experiment
class

47

4.25

10.64

23.40

42.55

10.64

10.64

5.28

0
10
20
30
40
50
60
123456
Highly practicable
Practicable
Less practicable
N
on-practicable

19
Chart 3.4. Collection of experiment results.

Learning capacity (%)
Year

Type
Quantity
of
learners
Good Rather
good
Average
good
Average Weak Bad
Model
Average
Experiment
Class
94 9.57 14.89 27.66 35.11 6.38 6.38 5.67
2005
-
2007
Experiment
control
class
94 6.38 10.64 18.09 44.68 11.70 8.51 5.29

Learning capacity results of class which is applied experiment of teaching innovation are
higher than the one which is not applied.
Value of average marks
X
in experiment classes is higher than in experiment control class.
Illustration of the above commented result is as the following chart:

Chart 3.5. Comparison of difference of Frequency Value.

Learning capacity (%)
Year
Good
Rather
good
Average
good
Average Weak Bad
Model
Average
2006 - 2007
6.38 4.25 4.25 - 4.25 -4.25 - 6.38 0.44
2005 - 2006
2.13 4.25 12.76 -14.89 - 6.38 2.13 0.30

Chart 3.6. Collection of Frequency Value

Learning capacity (%)
Year Type
Quantity
of
students
Good
Rather
good
Average
good
Average Weak Bad

Model
Average
Experiment
class

47

14.89

19.15

31.91

27.66

2.13

2.13

6.06
Experiment
Control
class

47 10.64 14.89 25.53 31.91 8.51 8.51 5.62

Year
2006
Difference 4.25 4.25 6.38 -4.25 -4.25 -6.38 0.44
Experiment

class
47 4.25 10.64 23.40 42.55 10.64 10.64 5.28
Experiment
Control
class

47 2.13 6.38 10.64 57.45 8.51 8.51 4.98

Year
2005
Difference 2.13 4.25 12.76 -14.89 -6.38 2.13 0.30

Based on the comparison chart about the difference of frequency value, we see that the
learning results of experiment class are 0,28 higher than experiment control class.
To test the above results, we continue to calculate the specific parameters:


20
Chart 3.7. Specific Parameters


Type
Total
quantity of
learners (n)
Average
marks (
X
)
Standard

difference (S)
Varying
Coefficient
(CV)

Testing value
Experiment 94 5.670 1.25 22.64 11.01
Experiment
control
94 5.298 1.27 23.62


01.11
2
2
2
1
2
1
21
=
+
−
=
n
S
n
S
XX
t

d


1.
X
1
〉
X
2
: Average marks of experiment classes are higher than those of experiment control
classes. This is proved by the theory of statistic testing
2. Standard difference S
tn
〈 S
dc
proves that the mark concentration of experiment class learners
around average value is higher than that of experiment control class.
3. Varying coefficient V
tn
〈 V
dc
proves the mark dispersion of experiment class learners is lower
than that of experiment control class.
4. Finally, we can see that t
d
〉
t
α
(limit value as seen in the statistic chart Student).
With the meaning 5%, we can see testing value t

d
〉
t
α
= 1.66, so we conclude that average
marks of experiment classes are higher than that of experiment control class, which is significant; at
the same time it proves that experiment results assure the belief.
Comparing the learning results of experiment Accountancy class with the class without
experiment after two years, we can show through the following diagram.

9.57
6.38
14.89
10.64
27.66
18.08
35.1
44.68
6.38
11.7
6.38
8.51
0
5
10
15
20
25
30
35

40
45
Ratio
Good Rather good Average
good
Average Weak Bad
Classification
Experiment
Experiment Control

Diagram 3.3. Distribution of total experiment frequency results.

21

3.3.4.4. Comments of experts.
- The innovation of university teaching methods in CECs exploits the most active roles, self
– study capacity of learners and also learners’ experiences.
- The proposed methods provide teachers with the activeness and creation in the preparing
process. Especially, they also help teachers to use video facilities to attract learners’ attention, guide
learners to find reference materials to make the lesson contents more interesting.
- Because the lessons can create the activeness from learners and learners are trained
reading, writing, discussing skills, their knowledge is deeper, concepts are wider and more stable.
Therefore, learners’ behavior changes: happier, more interested; their obsession about testing and
examining disappears. Learners recognize that learning is for themselves and useful for their future
job.
CONCLUSION OF CHAPTER 3
1. The proposing enhancing methods must follow three principles:
- Being suitable with the local.
- Assuring training effectiveness.
- Assuring practicality.

2. On the theory and reality foundation in the provinces, we propose 8 methods to enhance higher
education training in provincial CECs:
- Changing the social awareness to continuing education.
- Enhancing the duty of training co-operators.
- Reforming enrolling work.
- Designing suitable training programs.
- Innovating teaching methods.
- Improving professional skills, qualification for managing and teaching staff in provincial
CECs.
- Investing in upgrading facilities and buildings for teaching.
- Having close management on testing and evaluating training results.
3. Experiments in pedagogy define that the proposed methods in the thesis are completely practical,
and suitable with reality of higher education training in provincial CECs in MD.

CONCLUSION AND RECOMMENDATIONS

CONCLUSION
1. The solution of enhancing higher education training quality by the co-operation between
universities and CECs has basic meaning, special importance to enhance training effectiveness,
especially for parts in difficulties.
2. The essence of the training co-operation is the process of forming and developing new
capacity of both sides aiming at enhancing education quality for higher education learners. Thus,
training results in CECs depends on quality of universities - quality ensurer and on the conditions of
provincial CECs, this division is not clear in functions and will cause the decrease in training
quality.
3. Higher education training in CECs gives convenience to majority of learners to get higher
education, contributes in training local labor force for the local and decreases the pressure of regular
training in universities Training co–operation helps CECs approach advanced training programs,
modern teaching – studying methods, have good conditions to improve teaching and managing staff
of the centers.

4. Training quality decides the existence of CECs in the market economy. Therefore,
relation between education places and CECs in MD should be institutionalized by law. This is the
ensuring factor for upgrading training quality in training co-operation.

22
5. Higher education training quality in CECs is evaluated on the standard and requirements
of society. In provincial CECs in MD, when the trained labor force is socially accepted and meets
the requirements of developing local careers, it is considered the basic figure to evaluate the quality.
6. Some higher education training co-operating methods in provincial CECs in MD include
the system of multi – effect on co-operation sides such as changing awareness, increasing the
responsibility of co-operators; improving the enrolment process, designing suitable training
program, innovating teaching methods, improving professional level for managing and teaching
staff of provincial CECs; investing and upgrading teaching facilities; managing the process of
testing and evaluating training results.
RECOMMENDATIONS.
1. To Ministry of Education and Training.
- Increase managing and observing the figure implement of universities. Pass standard
regulations for co-operating relation between universities and local education places (about staff,
facilities, managing capacity ).
- Organize meetings to generalize, evaluate, get experiences on activities of provincial CECs
in important parts of the country.
2. To People’s Committee of provinces and cities in MD.
- People’s Committees of provinces ask Departments of Education and Training to co-
ordinate with other departments of the provinces to decide the suitable training requirements with
the career structure of the local.
- Considering the distribution of training figures to set the base for CECs to co-operate with
university training places. It is to avoid overlapping, overcome rambling co-operation in the same
area.
- Continue to investigate in building buildings with infrastructure in priority so that
provincial CECs can serve the abundent learning requirement, enhance the quality of local labor

force.
3. To Departments of Education and Training of provinces in MD.
- Select and transfer officers and teachers with high professional knowledge and teaching
and managing experience to make better co-operating classes in irregular training type in provincial
CECs in the area.
- Increase investing in building and teaching facilities for centers so that they have the best
conditions to co-operate especially the necessary careers for the province.
4. To university training places.
- Making flexible plans for training process, inter-levels, transferring from school year
training to credit training giving learners convenient conditions to get knowledge and be easy in
changing their majors, credits , which is suitable with personal situations and conditions of people
working and studying at the same time in MD.
- Innovating training programs, recompose textbooks, update modern knowledge, make
programs and textbooks in career – application tendency, specialize connecting studying with
practicing and researching to enhance professional skills, connect training with using.
- Innovate teaching aim, contents, and methods in developing learners’ activeness and
learner-centered direction in order to develop learning, researching, creating potentials, develop
individuals connecting with society, find and create jobs. Make use of information technology and
communication in teaching, studying and training management.
- Assign experienced teachers with high professional capacity and responsibility to work in
centers.
- Have close co-ordination with centers in managing training process, especially in enrolling
work and evaluating learners’ results to enhance training quality.
- For classes in provinces, only co-operate with centers which have enough conditions about
building and facilities as the regulations of Ministry of Education and Training. Give figures for

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irregular enrolment to provinces which are far away and have difficulties in economy, and province
which have large requirements about labor force.
5. To provincial CECs.

- Make “internal spending regulation” to provide the training co-operation staff spirit and
material interests so that they can make this type work better.
- Balance state financial sources and cost of self-income state offices to train permanent staff
with high capacity of managing and teaching.
- Have close co-ordination with university training places in co-operating management. Give
good service to teachers teaching in centers. Increase buildings and facilities for teaching and
studying.
- Contributing in generalize and expanding experiences in university training co-operation in
annual science meetings and seminars by Club of Directors of CECs.
















TRÍCH YẾU LUẬN ÁN TIẾN SĨ

Tên tác giả : Đào Hoàng Nam
Tên luận án : Biện pháp đào tạo hệ đại học tại các trung tâm giáo dục
thường xuyên cấp tỉnh khu vực đồng bằng sông Cửu Long.

Ngành khoa học của luận án : Lý luận và lịch sử giáo dục
Mã số : 62.14.01.01
Tên cơ sở đào tạo : Trường Đại học Sư phạm - Đại học Thái Nguyên

1. Mụ
c đích và đối tượng nghiên cứu của luận án
- Mục đích nghiên cứu: Thiết lập các luận cứ khoa học và thực tiễn, đề
xuất các biện pháp đào tạo hệ đại học tại các Trung tâm giáo dục thường xuyên
(TTGDTX) cấp tỉnh khu vực Đồng bằng Sông Cửu Long (ĐBSCL) nhằm đáp
ứng nhu cầu về nguồn nhân lực phục vụ cho sự nghiệp phát triển kinh tế, xã hội
trong toàn vùng.
- Đối tượng nghiên cứu: Biện pháp đào tạo hệ đại học tại các TTGDTX
cấp tỉnh khu vực ĐBSCL nhằm nâng cao chất lượng đào tạo nguồn nhân lực cho
khu vực.
2. Các phương pháp nghiên cứu
Luận án đã sử dụng 3 nhóm phương pháp nghiên cứu khoa học giáo dục:
Nhóm các phương pháp nghiên cứu lý thuyết gồm các phương pháp phân tích,
tổng hợp, so sánh, phân loại, hệ thống và khái quát hóa các tài liệu lý thuyết.
Nhóm các phương pháp nghiên cứu thự
c tiễn gồm các phương pháp khảo sát
thực trạng, phương pháp tổng kết kinh nghiệm, phương pháp chuyên gia,
phương pháp thực nghiệm sư phạm. Nhóm các phương pháp hỗ trợ chúng tôi sử
dụng toán thống kê để xử lý số liệu khảo sát và thực nghiệm khoa học để làm
tăng tính chính xác và tính khái quát của các kết luận khoa học.
3. Các kết quả nghiên cứu chính
- Luận án đã phân tích làm sáng tỏ những đặc thù của quá trình liên kết
đào t
ạo hệ đại học tại các TTGDTX cấp tỉnh khu vực ĐBSCL, phát hiện xu thế