Status of training implementation of vocational schools in bac ninh province development of intervention program

STATUS OF TRAINING IMPLEMENTATION OF VOCATIONAL
SCHOOLS IN BAC NINH PROVINCE: DEVELOPMENT OF
INTERVENTION PROGRAM

___________________________

A DISSERTATION
Presented to the Faculty of the Graduate School
Southern Luzon State University, Lucban, Quezon, 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
CHU BA CHIN (NINE)
October 2014


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3

CERTIFICATE OF ORIGINALITY

This is to certify that the research work / dissertation entitled STATUS OF

TRAINING IMPLEMENTATION OF VOCATIONAL SCHOOLS IN BAC NINH
PROVINCE:

DEVELOPMENT

OF

INTERVENTION

PROGRAM,

orally

defended/ presented under the Doctor of Philosophy in Educational Management
Program jointly offered by Southern Luzon State University of the Republic of the
Philippines and Thai Nguyen University of the Socialist Republic of Vietnam,
embodies the result of original and scholarly work carried out by the undersigned.

This dissertation does not contain words or ideas taken from published
sources or written works by other persons which have been accepted as basis
for the award of any degree from other higher education institutions, except
where proper referencing and acknowledgement were made.

CHU BA CHIN
Researcher
Date Orally Defended: June, 27,2014

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ACKNOWLEDGMENT

Completion of this doctoral dissertation was possible with the great support of
the following teachers, schools and individuals to whom the researcher owes his
great debt and gratitude. His special thanks to the following :
Dr. Cecilia N. Gascon, President of the Southern Luzon State University,
Republic of the Philippines for giving her full academic support and allowing the
researcher to train and work for the degree of Doctor of Philosophy in Educational
Management at the International Training Center, Thai Nguyen University;
Dr. Dang Kim Vui, President of Thai Nguyen University for approving the
training of the researcher for the degree of Doctor of Philosophy in Educational
Management at the International Training Center, Thai Nguyen University;
Dr. Ricaryl Catherine P. Cruz, lecturer of Southern Luzon State University,
Republic of the Philippines for her comprehensive instruction in the completion of this
research;
Dr Apolonia A. Espinosa and Dr. Teresita V. Dela Cruz, for their
suggestions and recommendations;
Dr. Tran Thanh Van, Head of Postgraduate, Thai Nguyen University and Dr.
Dang Xuan Binh, Director of International Training Center for their kind support
throughout the course of this study;
Rector of the Vocational Schools in Bac Ninh Province, with special
thanks to Master Nguyen Hong Nam, Rector of Bac Ninh Vocational College of
Construction and Engineering for his contribution in the survey questionnaire to
enrich the database for my study;
Managers, lecturers, teachers and individuals for their participation in
answering the survey questionnaire of this research;

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The researchers’ family and his loved ones for encouraging him in every
phase of the research, giving him the inspiration and determination to go through the
most difficult stages of this study.

CBC


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DEDICATION

This research could not have been made possible without the support
and encouragement of the following people. This piece of work is most
sincerely dedicated to them:
My friends and mentors in Bac Ninh Vocational College of
Electromechanical and Construction, Bac Ninh

Vocational College of

Economic Technical School, Vocational College
Technology School, Viglacera

of Management –

Vocational College, Bac Ninh

Economic

Technical Vocational Middle School, Au Lac Vocational Middle School, Thuan
Thanh Vocational Middle School, Đong Duong International Vocational Middle
School, Thuan Thanh Vocational Middle School of Economics - Engineering
and Traditional Handicrafts, Vocational Middle School - the Department of
Defense for giving me permission to commence this thesis from the initial
stage to the end, to do the necessary research work and to use the current
status of training quality management and data of the schools for my
analyses. I also want to thank all respondents for helping me with the survey
questionnaire in order to gather the primary facts and information for data
analysis.
My classmates and the teachers of this course for giving me an
opportune time to bring us together as friends and mentors as we journey
together through rough times and light moments in class – discussing,
exploring, arguing and analyzing issues of vital concern.
My family, especially my loving wife for the constant support, love and
inspiration.
CBC


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TABLE OF CONTENTS
PAGE
TITLE PAGE ………………………………………………………………..

i

APPROVAL SHEET ……………………………………………………….

ii

CERTIFICATE OF ORIGINALITY ………………………………………..

iii

ACKNOWLEDGMENT …………………………………………………..

iv

DEDICATION ………………………………………………………………

vi

TABLE OF CONTENTS …………………………………………………..

vii

LIST OF TABLES ………………………………………………………….

ix

LIST OF FIGURES…………………………………………………………

x

LIST OF APPENDICES …………………………………………………...

xi

ABSTRACT …………………………………………………………………

xii

CHAPTER
I

II

III

INTRODUCTION ………………………………………….…

1

Background of the Study …………………………………...

2

Objectives of the Study ……………………………….…….

4

Significance of the Study ……………………………….…..

5

Scope and Limitation of the Study ……………….………..

5

Definition of Terms …………………………………………..

6

REVIEW OF LITERATURE ……………………….……….

8

Conceptual Framework …………………...….………..……

18

Research Paradigm ……………………………...….………

23

METHODOLOGY ……………………………………………

25

Locale of the Study ………………………….………………

25

Research Design …………………………….………………

25

Population and Sampling ………………….…...…………..

26

Research Instrument ………………………………………..

27

Validation of Instrument …………………………………….

27

Data Gathering Procedures …..…………………………….

28

Statistical Treatment …….…………………………………..

29


8

IV

RESULTS AND DISCUSSIONS ……………………….….

33

Determining the Status of Training Implementation of
Vocational Schools ………………………………………….

33

Analysis of the Differences among Variables by School
that the Students are Gaining from Teaching and
Learning Activities, Teachers and Administrators,
Curriculum and Syllabus, Library, Facilities and Services
for Students …………………………………………………..

45

Proposed Intervention Program - Training Quality
Management of Vocational Schools ……………………….

V

47

SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Summary …………………….…………………………….…

59

Findings ………………………………………………………

60

Conclusions ……………………………………………….…

61

Recommendations ……………………………………..……

62

REFERENCES ……………………………………………………………..

63

APPENDICES ……………………………………………………………...

68

CURRICULUM VITAE …………………………………………………….

76


9

LIST OF TABLES
TABLE

PAGE

1

Distribution of Respondents ……………………………………….

26

2

Data Analysis Technique ………………………………………..

30

3

Mean Distribution of Teaching and Learning Activities …………….

33

4

Mean Distribution of Teachers and Administrators …………..

35

5

Mean Distribution of Curriculum and Syllabus ……………….

37

6

Mean Distribution of Library Facilities …………………………

38

7

Mean Distribution of Facilities and Equipment ……………….

39

8

Mean Distribution of Services for Students …………………...

41

9

Linear Regression Results ……………………………………...

43

10

ANOVA Results ………………………………………………….

45


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LIST OF FIGURES
FIGURE

PAGE

1

Training Design Process ………………………………………………

10

2

SERVQUAL Model ………………………………………………

20

3

Input-Process-Output Model on the Status of Training
Implementation of Vocational Schools in Bac Ninh Province:
Development of Intervention Program ………………………...

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LIST OF APPENDICES
APPENDIX

PAGE

A

Questionnaire …………………………...……………………

69

B

Exploratory Factor Analysis ………………………………...

72

C

Linear Regression and Hyphothesis Testing ……………..

75


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ABSTRACT
Title of Research

: STATUS OF TRAINING IMPLEMENTATION OF
VOCATIONAL SCHOOLS IN BAC NINH
PROVINCE: DEVELOPMENT OF
INTERVENTION PROGRAM

Researcher

: CHU BA CHIN (NINE)

Degree Conferred

: DOCTOR OF PHILOSOPHY IN EDUCATIONAL
MANAGEMENT

Name and Address
of Institution

: Southern Luzon State University Lucban, Quezon,
Philippines and Thai Nguyen University, Socialist
Republic of Vietnam

Adviser

: Dr. Ricaryl Catherine P. Cruz

Year Written
: 2014
______________________________________________________________
This study determined the status of quality management training of
vocational schools in Bac Ninh province bases for an intervention program.
The study utilized a conceptual research model which includes goals and
tasks, organization and management, teaching and learning activities,
teachers and administrators, curriculum and syllabus, library, facilities,
financial management, and services for students. This study utilized the
descriptive analysis using the researcher made questionnaire in arriving at

data. Meanwhile, the research topic has the following limitations on a number
of factors impacting on vocational training quality. The study was conducted
in Bac Ninh Province from April 2013 to April 2014.

The respondents of the

study consisted of 300 students from the 10 vocational schools in BacNinh
Province with 271 students responding to the questionnaire. Slovin’s formula
and random selection method were used to determine the samples.

Based

on the findings of the study, the following are drawn: the status of the training


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quality management of vocational schools in Bac Ninh Province needs an
intervention program since some of the indicators in determining the training
quality management requires enhancement for better performance and
service. The intervention program is ready for try-out and utilization.

Descriptive statistics shows that the students agree with current
teaching and learning activities, curriculum and syllabus, and services for
students while they strongly agree with teachers and administrators. All
components justify the 69.2% of variance of training quality in vocational
school in Bac Ninh Province. All components are correlated with training
quality and this correlation is statistical with F-Test value equal to 93.86 and
Sig. value less than 0.05. Among these components, organization and
management and teachers and administrators component have the highest

impact on training quality in vocational schools in Bac Ninh Province.

Based on the findings and conclusions, the following are the
recommendations: Training vocational schools for quality management must
be implemented yearly.

The intervention program must be done at the

soonest time possible. Finally, future researchers may conduct in-depth
studies using similar concepts but employing more diversified variables other
than those used in the study.


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Chapter I
INTRODUCTION

In line with the statement of the United Nations in its millennium development
goals, Vietnam has invested significant efforts and resources to implement a training
system where all children aged 6 to 14 are required to participate. Thai (2006)
indicates that the role of training has always been advocated by the Vietnamese
Government since 1992 because the Constitution of the Socialist Republic of
Vietnam states that education is the responsibility of the State and the right of every
citizen. Thai (2006) also highlights the importance and role of the constituents to
provide for themselves and their families a better and more productive life. Hence,
the training system in Vietnam is now more focused on basic or primary skills such
as teaching the local language as well as practicing and advocating physical training
for better health. The cultural development is equally enhanced by offering additional
training in dancing, singing, or playing musical instruments. In this context, training

is determined as a fundamental step to help people and children alike to achieve or
gain substantial skills and knowledge to prepare them for the next level of education
such as the secondary school.
According to the Institute for Research on Educational Development (2013),
the Vietnam training system is now confronted with several problems. The first one is
the shortage of teachers in both public and private schools. Such shortage is not
even at par with the quantity and quality of the teachers in the aforementioned
sectors. The Research Institute on Educational Development (2013) states that
Vietnamese teachers are often overloaded and practically have no time to broaden
and hone their teaching capabilities and knowledge. The second concern is
inadequate school facilities and equipment to support and promote a better learning
process of the students. According to the Research Institute on Educational


15
Development (2013), most of schools in Vietnam are now finding themselves with a
dearth of laboratories and libraries for their students. The lack or absence of these
necessary facilities and equipment is prevalent in remote, mountainous and isolated
areas where the government funds are often being spent for life improvement and
economic development rather than establishing an ideal and adequate learning
environment.
Ryder (2012) also expounds on the importance of human resource in any
organization. However, most of the Vietnamese organizations have not taken into
serious consideration the importance of training their employees (Bekkevold et al.,
2003). The weaknesses in the training mechanism of Vietnamese organization lies in
the lack and/or inadequacy of training materials and facilities because staff
development is not the top priority of companies compared to other goals and
missions of corporate entities.

Background of the Study

The quality of human resource, furthermore, can be improved through
vocational training, according to Ryder (2002) examining the kind or quality
vocational training or vocational education . Vietnam Ministry of Education and
Training (2014) asserted that there are a lot of training centers that have been
established in Vietnam for the last many years. However, the training quality of these
centers are quite questionable because many of them refuse to recruit the
candidates with in-service training degrees. On the other hand, it may mean that
most of these training centers might only be selecting candidates based on local
academic achievement degrees notwithstanding that there exists a big gap since
the training education in Vietnam is still in its early stages of development as against
those with in-service qualifications. For the last several years, the Vietnam Ministry of
Education and Training has been providing knowledge-based programs in order to
improve the training perception in local universities. Through these programs in the


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university, lectures are being done to educate the students on the importance of
vocational training as part of their in-service. In this context, it is indeed vital or
imperative on the part of the university to assess the effectiveness of this method and
really see or find out whether it really helps and promotes the learning-playing
environment among attendees.
In another context, the Vietnam Ministry of Education and Training (2014)
also addresses the importance of training quality in vocational education whether it
directly impacts on the outcome of trainings or what students can acquire from
vocational programs. Generally, there are several models that have been developed
to measure the quality of training such as Quality Control Model, Quality Assurance
Model, and Over Training Quality Model (or named as Total Quality Management
Model). It is effectively to emphasize the fact that Total Quality Management Model
(TQM) is the most effective framework that helps to facilitate the training quality in
vocational education (Nguyen, 2014). The application of TQM in vocational education

has not been well-recognized in Vietnam although it requires the management of
input such as student recruitment, investment on training equipment, lecturers,
syllabi, etc. TQM training system also requires vocational training centers to develop
the system of measuring the performance of trainings, including learning-teaching
plan and its implementation, assessment, inspection).

Objectives of the Study
The study determines the quality management training status of vocational
schools in BacNinh province and an intervention mechanism program.
Specifically, this research aimed to achieve the following objectives:
1. Determine the status of the training quality management of vocational schools
in terms:


Teaching and Learning Activities



Teachers and Administrators


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

Curriculum and Syllabus



Library



Facilities



Services for Students

2. Analyze the differences among variables by the school that the students are
learning for :


Teaching and Learning Activities



Teachers and Administrators



Curriculum and Syllabus



Library



Facilities



Services for Students

3. Develop an intervention program based on the findings.

Significance of the Study
This study is significant to lecturers and managers of vocational training
centers in Bac Ninh Province. It means that the lecturers will be well-oriented on the
current status of the training quality management of vocational schools in Vietnam.
The students at Bac Ninh’s vocational training centers also find the
usefulness in this study as they can share their ideas on training quality in these
facilities and contribute directly to the intervention program to uplift the performance
of vocational education and training in the province.
On the other hand, this study is also significant to other researchers who
would like to conduct their studies on quality training in specific organizations.

Scope and Limitation of the Study


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The study covered the training quality management of the vocational schools
in Bac Ninh Province in terms of goals and task, organization and management,
teaching and learning activities, teachers and administrators, curriculum and
syllabus, library, facilities, financial management and services for students.
This study utilized the descriptive analysis using the researcher made
questionnaire in arriving at data. Meanwhile, the research topic has the following
limitations on a number of factors impacting on the quality of vocational training. The
study was conducted in BacNinh Province from April 2013 to April 2014.

Definition of Terms

The following are hereby defined conceptually for better understanding
of the study.Curriculum and syllabus is considered a broader term used in
institutions to cover policies, plans, teaching, learning items, materials,
equipment and logistics. (Newby, 1999).Enhancement Program is defined as
“an increase or improvement in quality, value, or extent” (Oxford Dictionary,
2014)
Facilities are defined as “ a place, amenity, or piece of equipment provided
for a particular purpose” (Oxford Dictionary, 2014)
Library is “created with the intention of providing free public access to
reading material, with the altruistic goal of educational enlightenment and the better
welfare of the people. Many libraries are in operation with specialization in a specific
subject or focus.”
(Library Laws, 2014)
Services for students are defined as a set of combined activities that bring
advantages and benefits to the students, including “School Counselors, Interpreters,
Special Education Resource Staff, Occupational Therapists, Physical Therapists,
Rehabilitation Counselors, School Nurses, School Psychologists, School Social


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Workers, and Speech and Language Pathologists.” (Illinois State Board of Education,
2007, pp.6)
Teachers and administrators are those who provide teaching contents and
teaching assistance and other beneficiary services to students. (Penny, 2007)
Teaching and Learning Activities are operationally defined as both the
activities of the teachers and the learners.
Training Quality Management is defined as a designed system to assist
training providers to develop quality management and to encourage them to

continuously improve the quality of their operations and results in pursuit of
excellence. (The Finnish National Board of Education, 2008)
Vocational Education is defined as “every form of education geared towards
the developing qualifications related to a certain profession, art or employment or that
which provides the necessary training and the appropriate skills as well as technical
knowledge, so that students are able to exercise a profession, art or activity,
independently of their age and their training level, even if the training program
contains only the elements of general education.” (Mortaki, 2012, pp.51)


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Chapter II
REVIEW OF LITERATURE

The chapter is an explanation of the human resources and exploration
of academic concepts and theories that are relevant to the present study.
(Dellinger and Leech, 2007; Cooper, 1998). The study conducted with
literature review on concepts and theories of vocational training quality and its
antecedents. Then, the conceptual research model is established in the latter
part of the chapter. Therefore, this is set to focus on literature and studies
relevant to topics about training quality in vocational schools.

Training and Training Quality in Vocational Education
Understanding and awareness of training and training quality in
education context can be obtained through building a sense of satisfaction
among trainers of human resource development. Swanson and Holton III
(2001) stated that human resource training satisfaction was one part of a
wider concept namely employee satisfaction. It means that when the
employees feel satisfied in their jobs, they will try their best to help build a

strong image for their firm and consequently achieve better corporate
performance. Generally, nothing is more fundamental to generating feelings of
satisfaction and engagement than providing the employees opportunities for
professional development. Employee development training programs offer
those developmental opportunities, but many companies don’t have the time,
expertise or budget to coordinate first class, relevant instruction and learning
programs. It also refers to the fact that the firms can evaluate their training


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program through how their employees feel satisfied with the training program.
Thus, the definition of human resource training could be explained through the
definition of employee satisfaction. Locke (1969, pp137) emphasized
employee satisfaction as “pleasurable or positive emotional state resulting
from an appraisal of one’s job or job experiences.”
O.C (2010) stated that human resource training satisfaction is
considered as the benchmark for the effectiveness and efficacy of previous
training programs. The German Socio-Economic Panel Study (2011) reported
that employee satisfaction was the outcome of continuous training. Along with
the findings of the German Socio-Economic Panel Study (2011), the author
paid attention to the findings of Clark and Oswald (1996) which explained that
the equation to measure employee satisfaction through training is based on
four variables namely: income, working hours, individual characteristics, and
training participation. Hence, the author asserted that in accordance with the
definition of employee satisfaction, human resource training satisfaction is the
level of satisfaction of the employees in an organization due to previously
undergone training programs.

Teaching and learning activities

Seeklander (2009) defined teaching and learning activities as a
process that consisted of initial design of a program based on goals from the
execution of the training to the measurement of results and finally , to the
modification of the program to achieve those results. Holton et al. (2000)
emphasized training design as the way in which it was designed and
conducted with the objective of helping the trainees to apply what they had
learnt from training to their present jobs.


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Figure 1. Training Design Process

Source: Seeklander (2009)

Holton et al. (2000) illustrated that the employees in an organization
would be more satisfied with the training through proper teaching and learning
activities. The reason behind this relationship was reflected through the fact
that training was designed to help the employees shape up and develop their
competencies in their daily occupation or profession. Hence, the employees
were more likely to be satisfied with the training programs if they perceive that
the training program was designed and delivered in such a way that
maximizes their ability to apply what they have learned from the training to
their job (Holton, 1996; 2005).

Teachers and Administrators
Holding (1991) and Healthfield (2012) explained that teachers and
administrators play critical roles in transferring the learning processes to those
who underwent the training. Baldwin and Ford (1988) asserted that the

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teaching and learning activities could be applied positively to varying
situations and circumstances and vice versa. During those times, many
previous studies were written about the relationship between teachers and
administrators, and human resource training satisfaction in which these
previous studies placed a considerable premium on human resource training
satisfaction (Zumrah, 2012). Noe and Schmitt (1986) found out that the
transfer of training was significantly related to the educator’s improved
performance as well as their fiscal management and relationship with the
community.

Curriculum and Syllabus
It cannot be denied that the curriculum and syllabus or academic
activities is the central or focal point of training for the benefit and greater
welfare of students. This is done by the academic staff or professors which
consequently and directly impact on the students’ satisfaction because the
rationale for creating training centers is basically acquiring academic
knowledge. Hence, the role and responsibility of the academic staff and
professors is the primary concern of the board of directors in the training
centers. Besides having substantial knowledge, there are some other
characteristics required of academic staffs. Firstly, they need to have a
positive attitude because they communicate directly with the students and the
latter will find it hard to gain knowledge and communicate with people who
feel otherwise. When the students work with academic staffs who have
positive attitude, they will feel confident to ask more questions about what
they do not understand clearly and therefore strengthen their knowledge.
Moreover, academic staff with positive attitude will tend to give solutions for

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students and receive feedbacks from students rather than rejecting all others
opinions. In addition, the academic aspects refer to the characteristic of
professors with good communication skills. In fact, if someone does not have
good communication skills, he/she cannot convey information to other people
and the effectiveness of transferring knowledge from professor to students will
be compromised.
Furthermore, the students will not satisfy with the education system if
they do not receive sufficient consultation from their professors when doing
assignment/thesis/dissertation or carrying more research of the topic given in
the class/books. Sufficient consultation from professors is not only what
students deserve but also being the motivation for them to enhance their
knowledge; the professors must consider that giving their student sufficient
consultation is their prior duty and is one of the best method to bring
satisfaction to their students. Moreover, with academic activities, the
professors need to provide regular feedback to students in order to let the
students understand the strength and weakness or what need to be improved
during training time at training centers and therefore the professors also take
a deep look on the current educational status of the students and find the right
way to give suitable consultation for their student. Through carrying all
responsibilities, the professors can satisfy their students with the academic
educational system of the training center.

Facilities and Equipment
Facilities and equipment aspect can be seen under the view of the
accessibility of information from extra services, accessibility to the supports of

25

administration and accessibility of academic staffs. When students carry their
assignment/thesis/dissertation, it is very important for them to access the
information from books/contexts/researches in the university’s library. If the
approachability of the student is limited, they will not implement the jobs in the
most effective way therefore leads to the dissatisfaction of the students. The
availability of the academic staffs as well support staffs will also make the
students feel self – worth and therefore increase their satisfaction.

Services for students
It is notable to indicate that services for students are widened and it
can be recognized through the characteristics of training center. Training
center is determined as an organization so that it has distinctive characteristic
in organization structure. According to Watson (2005) and Huff (2003), the
organization of training center is generally constructed by as set of:(i) a board
of trustees; (ii) a president, chancellor, or rector; (iii) at least one vice
president, vice-chancellor, or vice-rector; and (iv) deans of various divisions.
Secondly, private and public training center is also considered as
another aspect of training center’s characteristics. As mentioned above, public
training center and private training center are distinctive with each other
through the source of funds. However, public training center is also different to
private training center as it has larger size and low cost. Grove (2013a,
2013b) states that all largest training centers in the world are public ones ad
public training center often requires tuition fees less than what the student
should have to pay for attending private training center. Another different
characteristics of public training center is that it allows the students to be more