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

1
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

2
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




3
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.

1

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

2
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


40
48
49
61


5
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 11
th
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 11
th
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

6
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 6
th
meeting of the 11

th

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 9
th
and 10
th
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

8
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 2
nd
Comparative Education Conference “Vietnamese Education in Globalization
Context”, which was held in Ho Chi Minh City on May 23
rd
, 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

9
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 04
th
, 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

10
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

11
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.

13
There are some urgent problems which should be solved as soon as possible. These problems
are low quality, difficulty of control, assessment and quality assurance system, student
performance assessment, training management and inflexible training curricula. Thus, the
purpose of this study was to find out the causes and solutions to solve these problems as soon
as possible.

Objectives of the study
The objectives of the study are solving problems of current status of part-time training
programs of TUAF for enhancing management regulation policies. So the study aims to
answer the following questions:
1. Determine the present status on the management of the part-time training programs of
TUAF as perceived by the respondents in terms of:
1.1. Training facilities;
1.2. Teaching and learning activities.
1.3. Curricula;
2. Find out if there is any significant difference in the perception of the respondents by
province on the current status of the part-time training programs of TUAF in terms of:
2.1. Training facilities;
1.2. Teaching and learning activities.
1.3. Curricula;
3. Prepare a management regulation policy. Ascertain the acceptability of the proposed
management regulation policy among personnel in the Management authority.
Hypothesis:
There are no significant differences between the perception of the respondents in the
status of the part-time training programs of the TUAF in terms of training facilities; teaching
and learning activities; and curricula by provinces and professional majors.

14

Significance of the study
The purpose of this study is to determine the advantages and disadvantages in organizing
TUAF Part-time training courses, focusing on preparation of teaching syllabi, teaching
activities and training facilities for effective learning. So this study will be beneficial to the
following groups:
The teachers of TUAF: In Vietnam, series universities have just established in the past 10
years. All universities actively go to the provinces to organize different training courses,
including Northern mountainous provinces. They consider these activities as a main income
source. So, if the training quality of TUAF can be assured then the university can confirm its
standing in these regions. This provides opportunities for the university to enroll students in
the university not only for part-time training courses but also for full time training courses.
TUAF has redesigning the training curricula with the aim of meeting the socio-economic
development demands in the Northern mountainous regions. Teachers can adapt the curricula
to fit the individual needs of their own students. Research helps teachers to share with
colleagues. Too often research looks backwards and there are lessons to learn. So the outcome
of the study will be a great basis for them in this work.
On the other hand, that will be a foundation for the university to develop cooperative projects
in the field of scientific research and technology transfer with these provinces. Thus, this
study will play an important role to increase the income for the university.
The outcome of this study will help all teachers to re-examine their teaching methods,
lectures, teaching documents, and so on. In order to improve the effectiveness of their lectures
they should research socio-economic development in each province, where training courses
are provided. That will help them to improve their professional knowledge, skills and
experience. In addition, we hope that the results of this study will encourage all teachers to
concentrate more on their responsibility which will lead to enhancement of their performance.

15
On the other hand, teachers are accountable. The public must have faith in the profession –
and attitudes to education vary across many social groups – so the performance of teachers
can be demonstrated through the publication of these research findings.

Teachers project their own personality upon learning experiences. Sometimes this is intuitive
and these decisions can either be successful or they can fail. Research methodologies give
teachers the tools to analyze and make informed decisions about their practice.
Training managers of TUAF: The result of this study will help the Center to determine the
advantages and disadvantages of training management activities. That is the basis for
developing management methodology, especially for training program management
regulation policies. The cooperative contract activities between the Center and local training
centers will be changed effectively. We hope that this study will help the training managers of
TUAF to work more effectively in the future.
Students: The outcome of the study will successfully help students, firstly to improve their
performance, secondly to improve their problem solving skills, and thirdly to enhance their
employability. We hope that these results will bring harmonious relationships among the class
and with other. That will enable all students to solve their problems not only in learning but
also in their lives, and enable them to work independently.
Local leaders: Most of the students of part-time training courses are officers of local offices.
So students’ improved performance, knowledge and skills will enhance the working
effectiveness in their offices and leading to improved leadership styles. That requires local
leaders to not only improve their professional knowledge and skills but also their leadership
power and management skills. This plays an important role in socio-economic development,
and will help local provinces to develop sustainably.
Future researchers: This study could provide support for future researchers, who would like
to conduct similar studies, by providing a basis for research on quality assurance of training,
and policy development for this training form.

16
Scope and Limitations of the Study
The primary purpose of the study is to evaluate the current status of training program
management of part-time training programs of TUAF which were organized in the Northern
mountainous provinces. From 2008, the university has re-built the training curricula, and
began to deliver Part-time training programs from September 2008. So the scope of the study

is training management program of Part-time courses 2008 – 2013 of TUAF in the Northern
mountainous provinces. In order to evaluate the present training curricula, graduate students
and teachers who take part in these courses will be selected as respondents.
As the purpose of the study is to find out the solution for improvement of Part-time training
programs in order to meet the needs of socio-economic development of the Northern
mountainous provinces, the local leaders will also be selected as respondents.
The training management programs of these courses have many problems, but there are
limitations so the study will emphasise three urgent matters closely related to needs of the
learners. These are training facilities in provincial cooperative foundations, teaching - learning
activities, and training curricula.
Definition of Terms
In order to clarify and provide better understanding of the study, the following terminology is
defined both conceptually and operationally.
Classroom climate is considered as secure places to learn and to succeed; developing learner
self-efficacy; challenging and increasing perceptions of competence and self-determination;
and task comprehension and increasing perception of control and value. The impact of
classroom climate on students and teachers can be beneficial or a barrier to learning. School
Climate or Educational Climate is an important part of the larger focus on school
improvement. That defines how teachers interact with each other and with administrators.
(Fraser B., 2002)

17
Curriculum is the planned interaction of pupils with instructional content, materials,
resources, and processes for evaluating the attainment of educational objectives. (Purita P.,
Lucido, Paz I., Iringan, Tomasa C., and Javier, Rodrigo B. , 2008)
Formulation program is a type of activity such as a seminar or workshop or prototype for
further enlistment of the teaching/leading skills of school administrators and teachers and
leadership of the students. It would be the material/program to be produced based on the
result of the study. (Wikipedia, updated 2012)
Infrastructure of an area is the sum of all relevant economic data such as rules, stocks and

measures with the function of mobilizing the economic potentialities of economic agents
(OECD, 2011).
Learning activities, as the name suggests, are activities designed or deployed by the teacher
to bring about, or create the conditions for learning. (Coherence and Through-line)
Management regulation policy is an administrative approach that is used to simplify the
management of a given endeavor by establishing policies to deal with situations that are likely
to occur. (Margaret Rouse, January 2011)
Part-time training courses: Training courses being organized for students, who don’t have
opportunities to take part in full-time (formal) training courses. These courses provide
opportunities for local leaders, public and private institutional officers, who are working full
time. (Jacoby, Jeff, May 2004).
Policy: A "policy" is any standard, statement, or procedure of general applicability adopted by
the Board of Trustees pursuant to authority delegated by law or the Board of Governors.
(Barron's Law Dictionary)
Regulation: A "regulation" is any standard, statement (which may include a policy
statement), or procedure of general applicability adopted by the chancellor or chancellor's
delegate that addresses different matters. (Barron's Law Dictionary)

18
Teaching activities are being observed and described because other research methods, which
search for what is "good" in teaching, have not yielded many discoveries or intellectually
substantial information about a profession that is central in human affairs. (Acigor, 2005)
Training refers to the acquisition of knowledge, skills, and competencies as a result of the
teaching of vocational or practical skills and knowledge that relate to specific useful
competencies. (Training magazine, April 1996)
Training facility is a part of training infrastructure such as classrooms and equipment, as well
as non-physical assets (Peter McCawley, 2010).
Training infrastructure is analogous to the teaching laboratory in biology and is a vital tool
for educators and students. Training infrastructure contents institutional, personal, and
material type (Peter McCawley, 2010).

Training program management recognized that offers a way of developing skills, enhancing
productivity and quality of work, and building loyalty to the firm. (Alan J.Dubinsky)

19
Chapter II
REVIEW OF LITERATURE AND RELATED STUDIES
This chapter will present the relevant readings and literature which bear significance and
similarities with the study. This chapter also includes the paradigm and required definitions to
help the readers fully understand the context of this study.
Management
Management in all business and organizational activities is the act of getting people together
to accomplish desired goals and objectives using available resources efficiently and
effectively. Management comprises planning, organizing, staffing, leading or directing, and
controlling an organization (a group of one or more people or entities) or effort for the
purpose of accomplishing a goal. Resourcing encompasses the deployment and manipulation
of human resources, financial resources, technological resources, and natural resources.
(Business Dictionary. Retrieved 29 November 2012)
Kleinman, Lawrence S. (2010) mentioned that management operates through various
functions, often classified as planning, organizing, staffing, leading/directing, and
controlling/monitoring and motivation.
- Planning: Deciding what needs to happen in the future (today, next week, next month,
next year, over the next five years, etc.) and generating plans for action.
- Organizing: (Implementation) pattern of relationships among workers, making optimum
use of the resources required to enable the successful carrying out of plans.
- Staffing: Job analysis, recruitment and hiring for appropriate jobs.
- Leading/directing: Determining what must be done in a situation and getting people to
do it.
- Controlling/monitoring: Checking progress against plans.
- Motivation: Motivation is also a kind of basic function of management, because without
motivation, employees cannot work effectively. If motivation does not take place in an

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organization, then employees may not contribute to the other functions (which are usually set
by top-level management).
According to lectures of Prof. Dang Quoc Bao (2012), Education Management consists of
four functions: planning, organizing, leadership, and checking and assessment.
Keynes, John Maynard (2007) considers that management has the following basic roles:
- Interpersonal: roles that involve coordination and interaction with employees.
- Informational: roles that involve handling, sharing, and analyzing information.
- Decisional: roles that require decision-making.
Wasley R. (2001) determined that Effective Management should use the following skills:
- Political: used to build a power base and establish connections.
- Conceptual: used to analyze complex situations.
- Interpersonal: used to communicate, motivate, mentor and delegate.
- Diagnostic: ability to visualize most appropriate response to a situation.
- Technical: Expertise in one's particular functional area.
Prof. Dang Quoc Bao explained that management components should be analyzed from
different viewpoints such as the following:
- One viewpoint on the function of management (M), management activities is described by
the formula: M = POLCI (planning; organization; leading; controlling; information).
In education, information has the EMIS definition. That is Educational Management
Information System.
- On the situation of management, management activities are described by the formula: M =
SWOT (strong; weak; opportunity; threat)
- On the process of management, management activities are described by the formula: M =
CIPO (context; input; process; output).
- On the components of management, management activities are described by the formula: M
= 5m (man ower; money; materials; machinery; marketing).

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According to this formula, the purpose of management is combine manpower (human
resources), money (financial resources) and machinery (equipment resources) to process
materials (input) with appropriate marketing (output). And output must be higher than input.
- On total management, management activities are described by formula (7S): M = S1 + S2 +
S3 + S4 + S5 + S6 + S7
Where: S1 = Staff ; S2 = Structure; S3 = System; S4 = Skills; S5 = Style;
S6 = Strategy; S7 = Super-priority.
Prof. Dang Quoc Bao summarized management activities by management stages cycle,
containing 16 stages as follows:
- Starting phase: 1- Situation analysis; 2- Needs determining; 3- Policy: to determine global
objectives and solutions; 4- Task: to make up local objectives and solutions
- Hurdles overcoming phase: 5- Planning; 6- Strategy; 7- Standards; 8- Resources
- Accelerating phase: 9- Mobilizing; 10- Organizing; 11- Allocating resources; 12-
Implementing.
- Finishing phase: 13- Leading; 14- Controlling; 15- Evaluating; 16- Feedback.
Training program management
“Management in Education” is a quarterly peer-reviewed academic journal that covers issues
concerning management in the field of education. Education Management is interpreted as the
impact of management subject to active management in the field of education or in other
words. An Education Management system is the intended impacts, plans, and rules of the
management in the education system (Edmonds, 2009).
People are constantly learning everywhere and at all times. Not a single day goes by that does
not lead to additional skills, knowledge and/or competences for all individuals. For people
outside the initial education and training system, adults in particular, it is very likely that this
learning, taking place at home, at the workplace or elsewhere, is a lot more important,

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relevant and significant than the kind of learning that occurs in formal settings. (Nguyen Canh
Toan, 2011).
In 1996, The Organization for Economic Co-operation and Development (OECD) and

education ministers of the European Union (EU) agreed to develop strategies for “lifelong
learning for all”. The approach has been endorsed by ministers of labor, ministers of social
affairs and the OECD Council at ministerial level. The concept of “cradle to grave” includes
formal, non-formal, and informal learning. It is an approach whose importance may now be
clearer than ever and non-formal and informal learning outcomes are viewed as having
significant value. Policy-makers in many OECD countries, and beyond, are therefore trying to
develop strategies to use all the skills, knowledge and competences – wherever they come
from – individuals may have at a time when countries are striving to reap the benefits of
economic growth, global competitiveness and population development. They defined the
main training type as:
Formal learning is always organized and structured, and has learning objectives. From the
learner’s standpoint, it is always intentional: i.e., the learner’s explicit objective is to gain
knowledge, skills and/or competences. Typical examples are learning that takes place within
the initial education and training system or workplace training arranged by the employer. One
can also speak about formal education and/or training or, more accurately speaking, education
and/or training in a formal setting. This definition is rather consensual.
Informal learning is never organized, has no set objective in terms of learning outcomes and is
never intentional from the learner’s standpoint. Often it is referred to as learning by
experience or just as experience. The idea is that the simple fact of existing constantly
exposes the individual to learning situations, at work, at home or during leisure time for
instance. This definition, with a few exceptions also meets with a fair degree of consensus.
Mid-way between the first two, non-formal learning is the concept on which there is the least
consensus, which is not to say that there is consensus on the other two, simply that the wide