Analysis of factors influencing the demand for distance education in Vietnam

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I. INTRODUCTION TO RESEARCH TOPIC

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All the above suggest the selection of research subject: "An analysis of
factors affecting demands for distance education in Viet Nam".

1. Rationales
According to the Statistical Yearbook of the General Statistics Office
published in 2011, in our country the percentage of trained workers is 16.3%.
In recent years, the training needs have not been met despite the

2. Research Objectives
+ To assess the real situation of distance education in Viet Nam from
1994 to present.

increasing number of newly established colleges and universities. Traditional

+ To assess factors affecting demands for distance education in Vietnam.

training modes in campus and closed classes alone seem difficult to satisfy

+ To propose recommendations for developing forms of distance

those needs.
By 2012, throughout the country, 21 institutions have registered to

education in Vietnam.
Therefore, the research needs to answer the question: What factors affect

provide distance education, among which 17 received the assignment to train

demands for distance education in Vietnam?

40,400 students and 15 institutitons recruited totally 161,047 students in 2012.

3. Subject and scope of research

In 2009 there were 232,781 enrolled students and 159,947 graduates.
Under the project "Development of Distance education in the period 2005
- 2010", the Government set an objective to have 300,000 students of distance
education by 2010 and 500,000 students by 2020.
The development of distance education has been driven by the
educational philosophy that standardized and ready-made teaching and learning
materials can be used to achieve economies of scale in education. Therefore,
distance training refers to the use of training technology for the masses, with the
relatively higher initial investment costs compared to those of direct training
modes. With currently low enrollment of students, the training costs per student

The research mainly focuses on analyzing factors affecting demands for
distance education at undergraduate level in Vietnam, which has been
implemented since 1994.
4. Research Methodology
The research uses econometric estimation through the collection of
primary data, and use of logistic dualistic model. The coefficients of the
regression equation can be used to estimate the elasticities (odds ratio) for each
independent variable in the model. Together with dualistic logistic regression
method, the research also uses the method of dialectical materialism, historical
materialism, comparison and analysis.

of distance education are still high, and thus the efficiency of distance training

is still low.
Despite the diversity of studies of distance education in our country and
others in the region they mainly focus on studying training technologies, and
exchanging experience in distance education. The evaluation of factors
affecting demand for distance education, measurement of the impact of each
factor, and development of demand function for distance training, are necessary
in order to provide recommendations for developing distance education.

5. Contributions of the research
- In terms of scientific and research development: (i) Identify and assess
factors affecting demands for distance education and quantify the impact of
each factor, (ii) Formulate the function of demands for distance education in
Viet Nam.
- In terms of practice: Based on factors that influence demands for
distance education and the relationship between them, suggestions are proposed


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to improve policies for distance education development in Viet Nam's real

education systems. Theoretically, Open and Distance education are the systems

situation.

aiming at overcoming the difficulties in distance, both temporary and regular,

6. Structure of the thesis

economic factors, personal limits, with the ideal of offering learning

Apart from the introduction, conclusion, list of the author's works,
references and appendices, the thesis includes the following chapters:

opportunities to all people.
+ The thesis summarizes factors that impact distance education including

Chapter 1: Theoretical bases and literature review.

(i) Tuition fees, (ii) Applicability of facilities in training, (iii) Trust of people

Chapter 2: Real situation of distance education in Vietnam.

and labour market in the quality of training, (iv) Individuals' psychology, (v)

Chapter 3: Results of experiment in using a function to estimate demands

Perspectives on employment, (vi) Perspectives on initial direct labour market,

for distance education in Vietnam.
Chapter 4: Application of research findings in making policies for
distance education in Vietnam.

(vii) Economic factors to learners, (viii) Perspectives on using distance
education services, (ix) Previous topics related to learning and working, (x)
Important people's influence on citizens' orientation towards distance education,
(xi) Preferential policies of the Government for distance education, (xii)

II. CONTENTS OF THE THESIS

Pressure of family and society on people who intend to follow distance

CHAPTER 1: THEORETICAL BASES AND LITERATURE REVIEW

education, (xiii) Labourers' income, (xiv) People's tastes for distance education,

1.1. Theoretical bases for estimation and forecast of demands for distance

(xv) Costs of services related to distance education, (xvi) Population, and (xvii)

education

People's expectations for distance education.

+ Through analysis of distance education and its features, the thesis takes

+ The thesis raises the research process to study the demand for distance

the concept that open and distance education are derived from distance

education including the following steps: (i) Observe and measure, (ii) Develop

correspondence education in the industrial age. Distance education systems,

a model, (iii) Test the model.

which still maintained its role to meet social needs in the post-industrial era,

+ The thesis summarizes methods estimating demands for distance

enabled people's self-improvement and met individual needs. In addition, the

education, including (i) Estimating demands for distance education by simple

technological development in the new era increased the demand for regular

elasticity, (ii) Estimating demands for distance education by econometrics.

occupational training; and the change in orientation towards continuous training

1.2. Summary of related studies

has increased the openness of the concept of lifelong learning for everyone. The

The increase in demand for education in late twentieth century and early

advancement of information and communication technologies has increased the

twenty-first century is seen as a phenomenon. The number of people attending

interactiveness of distance education. However, that many countries focus on

colleges has increased dramatically both in developed and developing countries;

the use of sophisticated technologies could reduce the number of people getting

at the same time the education system has also been expanding rapidly to meet

access to education. The adoption of technology and design of appropriate

the increase in demand (OECD, 1978a). One of the first attempts to assess and

learning systems play an important role in determining the openess of distance

verify major impacts on individual demands for higher education was made by


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Robbins Committee (UK). Among these impacts, Robbins Committee assessed

from their study. According to research findings of Handa and Scolik (1975),

important factors affecting demand for education including: family background,

many learners support this theory of human capacity and its explanation of

job and economic prospects associated with different levels of education, and

demands for education in general and distance education in particular.

state institutions.

Structures and institutions (topics related to learning and training

Later studies on factors affecting demands for educaion in general divide

previously), are found to be closely related to orientation of going to university.

these factors into four main categories: society/ family, psychological/ personal,

According to Meyer (1970), these variables include: the university's prestige,

economic/ choice, structure/ institution (OECD, 1978b).

the training organizations previously enrolled by the learner, mechanism to sort

Among the diversed social factors influencing demands for eduction,

students based on their abilities and transitional points in the education and

family can be considered the most important. It is believed that families with

training system, as pointed out in the study of Yuchtman and Samuel (1975)

high social status can create a good environment that encourages their children

and previous learning, training programs (Borus and Carpenter, 1984).

to learn better (OECD, 1978b). Studies on the effects of family variables on the

In the study "Estimating the Demand for Higher education in the United

demand of higher education generally and distance education particularly in a

States, 1965-1995" Cambell and Siegel (1967) could measure the elasticity of

number of countries have repeated an intimate relationship between a family's

income and tuition fee by assessing the traditional model that displays

status and its members' taking higher education, being proven by studies of

enrollment rate in its relation to two available economic variables, income and

Guppy and Pendakur (1989). Meanwhile , in the UK, the number of high school

tuition fee.

graduates who enroll in universities of all types of training, including distance

In summary, previous studies have evaluated and assessed factors

education, has increased in all social groups; families of high social status

affecting the demand for higher education, such as: (i) Individual psychology,

maintain better advantages in the race to enter universities and colleges than

(ii) Perspectives on employment, (iii) Perspectives on initial direct labour

lower class families (Halsey, 1993).

market, (iv) Economic factors (v) Perspectives on using services, (vi) Topics

The influence of social variables on individual needs for training is also a

related to previous learning and working, (vii) Influence of other important

matter of survey. Individuals such as teachers and occupational consultants,

people, (viii) Tuition fee.

labourer - using agencies and enterprises all have a strong impact on demands

1.3. Distance education experience in Southeast Asian and regional

for education in general and distance education in particular. In 1970 Mc.

countries.

Creath realized that, for high school students and those who already had their

Regarding distance education experience in Southeast Asian countries

jobs, occupational consultants offered less advice on higher education than their

and regional countries, the thesis introduces distance education experience in:

family does.

(i) Broadcasting University of China, (ii) Virtual University of Pakistan, (iii)

According to theory of human capacity, learners are viewed as economic

Open University Thammathirat Sukhothai, Thailand. Based on studying

individual entities who have demands for distance education if the benefits they

distance education experience of other countries, the thesis summarizes

expect to gain are greater than the costs, both physical and mental, incurring


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preferential policies for developing distance education, and the lessons of
Southeast Asian and regional countries.

Third, regarding the organization and management of distance education:
Some distance education centres and local distance education agent centres
have neither strong, appropriate organization, nor sound procedures and

CHAPTER 2: REAL SITUATION OF DISTANCE EDUCATION IN

management of distance education. Local distance education agent centres are

VIETNAM

mostly under concurrent management of officials from Education and Training

2.1. Real situation of distance education in Vietnam
The thesis analyzes and assesses the situation of distance education in
Viet Nam from 1994 to present in the following aspects: (i) Increased scale of

distance education network in the country, (ii)

Organization of distance

education, (iii) International cooperation in distance education.
2.2. Weaknesses and limitations
First, regarding training technology: So far, learning materials for
distance education students in Viet Nam are mainly printed materials together
with some CD - ROMs, audio tapes and video tapes. Compared with the
standard of some regional and international countries, most of the materials
compiled by distance education centres are not really suitable with distance
education technology. Distance education centres have not gathered good
teachers, scientists, experts in various fields to design curriculum, compile
materials to be shared by several subjects, especially textbooks, materials for
natural sciences and engineering - technology subjects, build "virtual"
classrooms, "virtual" experiments and practices, which leads to too much time
of face-to-face studying. Radios and televisions of the central, local and other
media organizations used by distance education students as learning support
means have proved neither significant nor effective in the past years.
Second, regarding investment in facilities for distance education:
inadequate initial investment has been reserved for distance education
technologies, from equipment to textbooks, learning materials for distance
education students.

Departments, not of specialized apparatus, and the rent venues are unstable.
Fourth, the testing and assessing process is, sometimes somewhere, not
serious and objective enough. In the current conditions, with inadequate
facilities, and underdeveloped training technology, candidate selection method,
tests and graduation examinations are mainly developed in written forms, not
meeting requirements of objective testing methods.

Fifth, regarding professional and pedagogical training in distance
education for management staff and teachers: Currently distance education
centres in our country mainly use full-time university teachers, who receive no
professional and pedagogical training for distance education. The management
staff for distance education, who receive almost no specialized training, are
mostly experienced in managing other forms of education like full-time or inservice ones; therefore, there are still limitations in the consultancy, orientation
and management of distance education learners.
2.3. Causes of weaknesses and limitations
Distance education centres have not focused on building audio - video
materials, electronic materials, and science - technology devices that can deliver
distance education programs to learners. Currently, learning materials are
mainly textbooks, lectures printed and provided to learners by teachers, while
the supply of supplementary materials for learners to do self-study prior to
explanation of each subject, is still limited.
- Host institutions of distance education programs in local areas are not fully
equipped with learning materials, support facilities, especially practical experiments
for distance education students before lecturers provide their instructions.


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- The training and cultivation of management staff and teachers in

demand for education generally and distance education particularly in Viet Nam

expertise, professional and pedagogical methods of distance education,

nowadays owes much to the success of Government's Population Strategies, (v)

particularly the distance teaching - learning by means of information and

Since 1986, Vietnam has been in the process of "Renovation and integration",

communication technologies has not been given adequate attention, nor

developing the country, having relatively stable political security; wars have

appropriate training before class.

been pushed back, so the number of army-recruited youngsters has decreased

- Ready-made textbooks and learning materials are printed with similar

significantly, (vi) Economic factors show a significant impact on demand for

contents; there is lack of necessary cooperation among distance education

distance education as there are differences in incomes of college graduates and

centres (especially the sharing of studying resources, and development of

of untrained people in the labor market.

training technology).
- Most students cannot afford equipments for self-study at home and have
no habits and appropriate methods of self-study.

CHAPTER 3: RESULTS OF EXPERIMENT IN USING A FUNCTION

TO ESTIMATE DEMANDS FOR DISTANCE EDUCATION IN

- The management from the central to grassroots level is still inadequate.
There is still lack of sound legal documents for the management and
administration of distance education activities.
- Distance education in our country has not received appropriate
investment from different sources, such as the State Budget from local and
central governments and other funding sources.
2.4. Favorable conditions for distance education in Viet Nam
Distance education in our country today enjoys favorable conditions
with: (i) the Government’s policy of diversifying forms of training at the
transition to the renovation time, (ii) The creation and introduction of new
technologies from overseas into Viet Nam, creating many new jobs which
encourage the increasing diversity of career - oriented demands for education,
accounting for a significant part of the general demand for education in
Vietnam, (iii) Gender equality policies of the government that have come to
life, together with the gradual liberation that allows Vietnamese women's
participation in socio-economic areas, have also played an important part in the
increase of training demand generally, and distance education particularly in
late twentieth century and early twenty-first century, (iv) The increase in

VIETNAM
3.1 . Research Methodology and Data
The study uses both qualitative method and quantitative method,
collecting primary data for quantitative analysis, because: (i) qualitative
research method can complement quantitative method by identifying factors
affecting demand for distance education, (ii) Quantitative method can support
qualitative method by detecting factors affecting demand for distance education
with a larger sample, or by recognizing a team appropriate for depth research,
(iii) Qualitative research helps explain the relationships between the factors

affecting distance training demand that are detected by quantitative research.
3.1.1. Research Methodology
3.1.1.1. Qualitative Research Method
Qualitative research method collects data in order to describe and analyze
Vietnamese people's characteristics that affect the demand for distance
education. In the study, the author collects opinions of several different groups,
including (i) Experts in distance education from Ha Noi, Da Nang and Ho Chi
Minh City, with prepared questions in the form of in-depth interviews and


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semi-structured interviews; (ii) distance education students and workers in Hai

confirming their intention to follow distance education. Binary logistic model

Phong, Nghe An, Can Tho, through focus group discussions after their classes.

for various independent variables can be described as follows:

3.1.1.2. Quantitative Research Methods
a. Selection of model for application
For regression models where dependent variables are qualitative variables

Logit [P(Yi = 1)] = Log[P(Yi = 1)] / 1- Log[P(Yi = 1)] = b0 + bX’i = f(X’i)
In which:
- X i is the vector of independent variables representing interviewers

quantified according to uncontinuously selected values, smallest square method,

- Y: The responses of interviewees, in which: (i) Y = 1 when respondents

a method commonly used in econometrics and production modeling, proves not

show their "intention to follow distance education", (ii) Y = 0 when respondents

suitable. Therefore, nonlinear logistic models should be used to quantify

show "no intention to follow distance education".

variables such as satisfaction, degree of agreement.
In economics, the relationship between demand for distance education and
factors affecting it can be shown in the following function:
Yi = α + β Xi + εi
In which, Yi represents the demand for distance education, and X is a vector
showing explanatory variables. Assessing the impact of socio - economic factors
on the demand for undergraduate and graduate education of residents in the
Republic of Cyprus in 1998, a study used logistics model to perform empirical
studies of a model of demands for education for undergraduate and graduate
education: Yi = α + β Xi + εi.
In which Y is the unit of choice while vector X represents variables
explaining the selection of interviewed individual i.
b. Building logistic models
In this study, interviewees choose one of the two options: have intention
to follow distance education, or have no intention of following distance
education. Therefore, binary logistic model is used where the dependent
variable receives one of the two values: either 0 (for respondents who state their
intention to enroll for distance education), or 1 (for respondents who have no

- P: Probability of interviewees' responses with Y = 1.
- I: The ordinal number of a sample interviewed.
- b0: Constant of the model.
- b: Vector of parameters corresponding to explanatory variables.
To identify and assess factors affecting demand for distance education,
the study uses designed and constructed a questionnaire. The questionnaire was
constructed based on questionnaires of previous studies, which had been
assessed and had results published in international journals. This study has
constructed, developed, supplemented the content of the questionnaire based on
the results of qualitative research, in such a way that matches the distance
education environment in Vietnam. The constructed questionnaire, approved by
the supervisor, was conducted on a trial basis at a number of distance education
centres in Hanoi and neighboring provinces such as Bac Ninh, Hai Phong. The
data from the pilot survey, were then synthesized, analyzed on the Statistical
Software Package for the Social Sciences - SPSS, and then the questionnaire
received content and technical adjustments. Next, the questionnaire was
completed after the pilot survey, and conducted extensively on a large scale.
3.1.2. Collection of data

intention to enroll for distance education). The parameters of the model will

The research uses a non-probability sampling method according to

indicate the effects of independent variables on the probability of people

subjective evaluation combined with the convenience of survey. The
questionnaire was sent to the following subjects: (i) Workers who have finished

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high school and a number of college - graduated employees who need retraining

education, and other important personal information. The questionnaire also

from offices, organizations, enterprises, (ii) 12-grade part-time students.

includes 45 questions about the potential impacts of educational and

The survey process through questionnaires was conducted in two steps:
(i) Lecturers came to local distance education centres to help students answer
the questionnaire, while staff at local continuous education centres guided 12grade part-time students to answer the questionnaire, (ii) Distance education
students, who had been instructed by lecturers, then undertook the survey their

occupational orientation, and 10 other questions related to personal information

in offices and enterprises, guiding other employees to answer the questionnaire.
During the survey, these students could regularly contact with lecturers for
instruction and solutions to arising problems.
Surveyed people received the questionnaire from lecturers and distance
education learners, as well as instructions how to answer them with their own
objective, truthful viewpoint. The number of questionnaires used for the survey
were made sure to represent: (i) different regions in the country, (ii) rural and
urban residential areas, (iii) plains, mountainous areas, islands (iv) different areas of

of respondents. Specifically, the questionnaire asks the respondents to select
one point of the 5-score scale, in which score 1: Strongly disagree, score 2:

Disagree, score 3: Normal, score 4: Agree, score 5: Strongly agree. Alternatives
cover a few sources that can affect educational and occupational plans of
respondents.
3.1.4. Methods of data analysis
Factors are analyzed and synthesized in order to classify variables with
potential influence on distance education orientation. Factor analysis method is
a major composition technical method. Factor groups are formed, and used as
explanatory variables in logistic regression analysis, in which respondents'
intention of learning works as independent variables.

the country. Sample sized were at least 40 at each place of 25 provinces and cities

In this regression model, predictable values of dependent variables can be

nationwide where the survey was conducted. The total surveyed and interviewed

understood as the probability that an individual will choose an option, and this

people were 2,533. The questionnaires were distributed from May to Decemeber

person's traits can be measured by the values of independent variables.

2011. With detailed instruction and explanation of officers rich in experience in

Regression model is used to investigate the relationship between the scores of a

distance education, who came to local areas during the data collection process, the

respondent in identified issues, and his/ her characteristics, and intention of

respondents showed relatively high cooperation and responsibilities in completing

taking distance education. Therefore , the model helps measure the effects of

the questionnaire. Data collected from the questionnaire were made sure to match

factors and characteristics of personal demand for distance education.

research content. Questionnaires were distributed and collected; raw data were

3.2. Research results

editted, cleaned; variables named and labeled; variable values labeled; variables

3.2.1. Results of qualitative research

formatted; the size and type of each variable determined; each questionnaire

Findings on factors affecting the demand for distance education include

numbered; statistical software SPSS 16.0 was used for data input. Each data line

experts’ opinions and results of focus group discussions by distance learners and

represents the response from a questionnaire.

workers from three regions of (i) the North, (ii) the Center, and (iii) the South of

3.1.3. Variables measurement

the country. The findings are rather focused and similar among the three regions.

In the questionnaire, respondents are required to point out whether or not
they intend to follow distance education, raise their own views on distance

Specifically, 100% of experts and groups of learners and workers agree with the
synthesized findings, i.e. besides the 8 factors having impacts on the general


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demand for undergraduate education, which were researched and approved by

Table 1. Variables with impact on each factor and their impact coefficient

previous authors, there are 4 factors that affect the demand for distance education
in Việt Nam to be added: (i) Government policies to support distance education,

Factor

Variable/Statement

Factor 1:
Topics related
to previous
education and
work.

Specialization of the previous education/work influences
my plan to take a distance education program.

0.901

The subjects learnt and employment history influence my
plan to take a distance education program.

0.901

Distance education means self-study with ready-made
materials and lecturers’ instruction, thus is suitable to
everyone in the society.

0.717

Lecturer’s explanation and instruction are very important,
so they should be highly qualified.

0.737

A high light of distance education is that it uses various
supporting tools such as broadcasting, television, internet,
etc.

0.733

Distance education seeks a different mode for people to
pursuit education and benefit from education.

0.787

With materials and supporting tools, distance learners can
study at any time and any place, which is very convenient
for many people.

0.816

With the ready made materials, distance learners can
manage their study according to their specific conditions.

0.806

I believe distance education meets requirments in
knowledge and skill provision in the designed curriculum.

0.809

Employers trust the quality of distance education.

0.822

I pursuit distance education rather for further equipping
myself with working skills than for a diploma.

0.782

(ii) Applicability of facilities in distance education, (iii)Trust in the quality of
distance education by the learners and labor market, and

(iv) Pressure on

education by families and the society as a whole.
3.2.2. Results of quantitative research
3.2.2.1. Data encoding
Dependent variables: Possibility to take distance education is identified
on the basis of the respondents’ answers in the questionnaire. This variable is
valued as “1” if a respondent has an intention to pursuit distance education and
as “0” if a respondent has no intention to pursuit it.
Independent variables: Factors affecting the orientation to take distance
education of the respondents.
3.2.2.2. Findings from analysis of factors affecting the demand for distance
education
A high rate of

60,17% (1,524/ 2,533) of the respondents have an

Factor 2:
Applicability
of facilities in
distance
education.

intention to pursuit distance education. This figure is considered as exceeding
the forecast of the interviewed workers who might have this intention. A major
cause would be the convenience and suitability of distance education in today’s
time for adults and part-time high school students. Respondents with and
without intention to take distance education answers all questions about the
resources that affect their orientation towards distance education. In Table 1,
perspectives on each factor show their coverage through impact coefficient.

The three factors appear in 11 out of 45 original perspectives. Some
perspectives expell several factors due to their low coverage (not significant
impact coefficient). The factors are formed through the classification of original
variables into classes which represent their value in Table 1.

Impact
coefici
ent

Factor 3:
Trust in the
quality of
distance
education by
the public and
labor market.


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The first factor: Both perspectives in the first factor relate to the impact of

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Table 2. Standard regression coefficient, standard error and independent

the subjects and education programs which the respondents previously took,

variables of Wald Statistics.

such as subjects learnt in high schools, vocational schools or colleges. The

Factors

current job and its specialization also have special impact on the orientation and

Work-related topics (F1)

plan for distance education of the workers.
The second factor: Applicability of facilities in distance education

Facilities in distance education
(F2)

includes the uses and combination of different tools in one education program.

Quality of distance education

There are five generations of technology existing in distance education and a

(F3)

distance education program requires them all: (i) Materials, including printed

Constant

B

S.E.

Wald

df Sig. Exp (B)

- .289 .087

11.113

1 .001

.749

- .261 .087

9.105

1 .003

.770

.225 .087

6.782

1 .009

1.253

-1.407 .090 246.848

1 .000

.245

materials, media materials, electronic materials and online materials, (ii)
Learner supports, including direct supports, online supports, and supports
through telephone, fax, broadcasting and television, (iii) Assessment, including
supervision and self-assessment in the forms of direct and distant assessment.

3.2.2.4. Results of logistics regression analysis
Directions of education as a function of factors are created from the
learners’ basic characteristics. The three above mentioned factors are derived

The third factor: This factor shows the respondent’s perspective on the

from analysis and results of their checking, being used as independent variables

trust in the quality of current distance education and partially the workers’

in the model of logistics regression, whereby people’s orientation towards

viewpoint of employers’ perspective.

distance education is the binary dependent variable, showing the respondents’

3.2.2.3. Results of analysis of variance for multiple factors
To better identify the level of demand for distance education being
affected by different factors it is necessary to conduct an analysis of variance
for multiple factors . Thus, Table 2 shows that the first factor, i.e. Topics related
to previous education and work (F1) does have effect on the possibility of taking
distance education (probability significance of the factor is 0.001). Similarly,
the second factor, i.e. Applicability of facilities in distance education (F2) poses

similar influence on the possibility of taking distance education with significance
of 0.03. The third factor of Trust in the quality of distance education by the public
and labor market (F3) has the effect on possibility of following distance education

with significance of 0.009. Other factors with significance higher than 0.05 are
eliminated.

intention. The analysis aims at identifying the factors and features having
significant influence on the orientation towards distance education. The three
independent variables used in this regresssion model have significant influence
on the binary dependent variable, while the rest variables having no significant
influence on the binary dependent variables are eliminated. The coefficient of
the binary logistics regression model should be understood as the change of the
logarit elasticity of the binary dependent variable in relevance to each
increasing point of the independent variable.
According to these findings, when the bases of statements 1 & 2 of the
first factor “Topics related to previous education and work” as incentive to
distance education increase by 1 point, the log elasticity of orientation toward
distance education decreases by 0.289. Therefore, it can be said that people
pursue distance education due to the practical requirements of work, their needs


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in professional, knowledge and skill training for the hope about a good job,

distance education. Quality of education in general and of distance education in

which is stable and suitable with the labor market at present and in the future. In

particular is of the top attention by the public as well as employers.

other words, people pursue distance education to get trained in professional and

Basing on the findings and results of analysis, the probability of the

working skills appropriate to the current labor market. Therefore, distance education

number of Vietnamese people taking distance education can be calculated by

should be based on the needs of current labor market when designing curricula to

the following formula:

meet the needs of distant learners.
The results of synthesis and analysis of respondents’ perspectives through

1/(1+e-z) with: z = (- 1.407) + (-0.289)F1 + (- 0.261)F2 + (0.225)F3.
In which

F1: Topics related to previous education and work.

their choice of different options show that: (i) The supply of facilities for

F2: Applicability of facilities in distance education.

distance education in our country for learners to combine self-study with

F3: Trust in the quality of distance education by the public and

explanation by lecturers is rather limited, insufficient and not varied enough to

labor market.

meet different needs of the learners, (ii) People’s ability to self study when

When checking the results of regression analysis, it can be seen that most

taking distance education is not high enough to push them overcome difficulties

of coefficients of elasticity have accuracy and confidence with the significance

of study. This is a major limitation of the distant learners in Vietnam to make

between 1% and 5%. Thus, it can be said that the use of this model brings

distance education really to its meaning of learning anywhere at any time. The

accurate forecast about the orientation toward distance education of the 2,533

result of regression analysis shows that the coefficient of elasticity of the

surveyed people.

second factor “Applicability of facilities in distance education ” takes a negative

3.3. Links between the research results with those of previous studies

value (- 0,261), which means that the supply of facilities for distance education

3.3.1. Regarding Topics related to previous education and work

in our country is still limited. In other words, if such ability to supply facilities

Vietnamese people are motivated and oriented towards distance education

for distance education as the current one increases by 1 point, people’s

with the needs of being trained in professional practice as well as with the

orientation toward distance education will decrease by 0.261 point. Thus,

expectation to win new job of more stable income after graduation. The

distance education should present its advantages over the traditional forms of

research results show that if distance education takes “Topics related to

education to attract and direct more people toward distance education.

previous education and work” as motivator for people to follow distance

The table that synthesizes survey data of perspectives under the third factor

education and makes it increase by 1 point, the demand for distance education

and the results of logarit analysis reveal that the log elasticity of the orientation

will decrease by 0.289, which implies that education managers should

toward taking distance education will increase by 0.225 at each increasing point of

encourage and motivate as well as promote and enable the accessibility to

the third factor “Trust in the quality of distance education by the public and labor

distance education. For example, they can launch professional and

market”. This means that the better the quality of distance education, the higher the

specialized curricula to meet the current needs of the labor market, not

trust of employers and society and the higher the number of people pursuing

necessarily the curricula and specializations that continue the previously
learnt knowledge and skills. Moreover, there should be some orientation


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about the professions and jobs which the society needs. This finding matches

CHAPTER 4: APPLICATION OF THE RESEARCH RESULTS IN

with that of the study by (1970).

MAKING POLICIES OF DISTANCE EDUCATION IN VIETNAM

3.3.2. Regarding Applicability of facilities in distance education

4.1. Direction by the Party and Government in developing distance education

For distance education facilities and other tools play an important role

The thesis introduces some directions by the Party and Government in

in overcoming learners’ difficulties related with time, place, level of effort in

developing distance education including: (i) Guiding perspectives by the Party

their interaction with the lecturers. The proof for this viewpoint lies in the

and Government on distance education, (ii) Major tasks in developing distance

survey on Vietnam’s distance education. In fact, the applicability of facilities

education, and (iii) Solutions for developing distance education.

for distance education remains very low compared with the demand of distance

4.2. Recommended policies

learners. If the ability to supply facilities for distance education remains as

4.2.1. Diversify majors to meet the requirements of the labor market

current, the demand for distance education decrease by 0.261 point. This

The system of distance education should switch from “providing what we

findings thus show the differentiation and the importance of the distance

have” to “providing what the society need” so as to narrow down the gap between the

education facilities, especially when there is a gap between teachers and

demand for distance education and that in the labor market. The reason is that

learners in comparison with traditional education. This finding is similar to that

the demand for distance education makes a part of the general demand for

of a study by Sewart (1984).

education. Although distance education has just contributed a small portion of

3.3.3. Regarding Trust in the quality of distance education by the public and labor

the general demand for education, its potential is really high with a large

market

number of adults in the current workforce needs training and retraining.

As the employers’ requirements on education quality are ever

The system of distance education should implement different solutions

increasing, the quality assurance has been catching attention of education

regarding curricula, teaching staff, facilities, equipment and materials, form a

managers, policy makers, teachers, as well as becoming a crucial point in

specialized organizations to manage distance education in light of the demand

the distance education planning and management (Belawati & Zuhairi,

of the society, to connect and follow the alumni and to provid current students

2007). The survey results show that people’s orientation toward distance

with employment information. These organizations will serve bridging

education depends more on its quality. của người dân phụ thuộc nhiều vào chất

employers with students, helping them and connecting the education institutions

lượng ñào tạo từ xa. That the “Trust in the quality of distance education by the

with businesses. On the other hand, employers and the system of distance

public and labor market” is assured and increased by 1 point will lead to an

educationtrong nationwide should improve their cooperation in training, doing

increase by 0.225 point in the demand for distance education, which implies

research through agreements on cooperation.

that distance education institutions must assure the proposed quality of

4.2.2. Increase the use of technological facilities in distance education

education to gain the trust of the public and labor market. Only by such means
are people encouraged to accept distance education.

To expand the use of technological facilities in distance education in our
country it is necessary to consider the accessibility and the choice of facilities
which make distant learners believe that study using information and


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communication technology will bring them significant benefits in saving time,

education institutions. The Committee is responsible for designing the

improving

knowledge

institution’s system of quality assurance (ii) Identification and selection of QA

absorbance as well as it will make their study process more interesting.

activities to show the uniformity and cooperation between the distance

However, a high percentage of Vietnamese population live under the poverty

education institutions nationwide, (iii) Application of QA system in the

level, not being able to afford the facilities for ICT-based education. From the

practical conditions of distance education institution in the whole country, (vi)

past to present Vietnam has always appreciated the value of education in the

Communicate and promote QA policy and direction to all teachers and staff of

development of its society. There is such a policy as free primary education.

the distance education institution. This activity is recommended to improve, (v)

However, the resources for tertiary education are still limited to make it

Switch from QA policy to self-assessment tools, making all teachers and staff

available to everybody. On the other hand, the education environment in the

members aware of various viewpoints of quality in their distance education

Asian region is changing, the teacher-centered methodology is now being

institution, (vi)Development of a handbook for QA to support continuous

replaced by the student-centered environment thanks to the ICT being

improvement in the distance education system, compilation of a system of

integrated in the education system, the ICT skills being supplied to both

documents on mechanism and procedures including terms of reference, a list of

teachers and learners. Thus, accessibility to ICT is the immediate challenge, but

systems and procedures as well as activities of the distance ducation institution,

it’s lucky that in Vietnam the culture of using ICT for study is developing and

or a guidebook for teachers and staff members to use in their daily operation.

being encouraged in a systematic way. Vietnamese people’s awareness of ICT

The guidebook provides description of business process, operation standards,

and its role in distance education should be promoted. The investment in future

expected outcomes, resources and skills necessary for each task, (vii)

through convenient and well-priced access to education should be encouraged

Establishment of Centers for QA to manage the complexity and overall

from homes to offices. People lacking personal resources should be supplied

implementation of QA, (viii) Promotion for a campaign where all distance

with public access points from service providers nearby. This requires that the

education institutions improve awareness and implementation of QA, (ix)

Government develop infrastructure, train enough teachers, design contents for

Continuous

all 54 ethnic races and communities on an equal basis. This can be achieved

implementation requires significant changes in the way of thinking and the

through application of educational methods using the integration of ICT

business culture. QA requires all people in the system of distance education tp

suitable to various groups of learners.

appreciate, respect and implement quality measures. A challenge to the leaders

4.2.3. Enhance quality assurance in distance education

of the distance education system is how to manage initiatives and changes as

effectiveness,

convenience

of

information

and

There should be a common procedure of quality assurance (QA) applied for the
whole system of distance education in the country. The procedure include:

Strategic plan, vision and mission, and a mechanism to implement the plan. The
quality assurance system applied consists of: (i) Committee for Quality
Assurance operating under the direct management of leaders of distance

assessment

of

QA

implementation.

The

effective

well as how to assure a quality culture to be implemented everyday.

QA