Status of training program management of part time courses of TUAF basis for management regulation policies

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STATUS OF TRAINING PROGRAM MANAGEMENT OF PART-TIME
COURSES OF TUAF: BASIS FOR MANAGEMENT
REGULATION POLICIES

___________________________

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 Business Administration

___________________________

By
HA VAN CHIEN (SHUMACKER)
October 2014
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ACKNOWLEDGMENT

Writing a doctoral dissertation is a gratifying but difficult and sometimes
nerve wrecking endeavor that only few engaged in because it requires a lot of
sacrifices and hard work from the researcher. However, at the end of the task,
one experiences a wonderful feeling of joy, happiness, relief and fulfilment.
The researcher would like to extend his sincerest gratitude and thanks
to the following people who were very instrumental in the fulfilment 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;
Dr. Apolonia A. Espinosa, his adviser, for the guidance and endless
support for the improvement of this study.
Dr. Cecilia N. Gascon, Dr. Teresita V. de la Cruz, Dr. Walberto A.
Macaraan, Dr. Bella R. Muello, and Dr. Leonisa O. Bernardo, who composed
the Oral Defense Committee, for their suggestions, comments and corrections
to improve this study;
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ITC staff, for enthusiasm help and 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.

HVC

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

i

APPROVAL SHEET ……………………………………………………….

ii

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

iii

ACKNOWLEDGEMENT …………………………………………………..

iv

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

vi

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

viii

LIST OF FIGURES ………………………………………………………...

x

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

xi

ABSTRACT …………………………………………………………………

xii

CHAPTER
I

INTRODUCTION

1

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

3

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

15

Hypothesis

16

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

16

…………………………………..
Scope and Limitations of the Study

19

………………………
Definition of Terms

19

………………………………………….

II

REVIEW OF LITERATURE

22

……………………………….
Research Paradigm

66

….………………………………….…

III

METHODOLOGY
…………………………………………..

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7

Locale of the
Study…………………………………………
Research Design
…………………………..………………
Population, Sample Size and Sampling Technique
……
Research Instrument
……………………………………….
Data Gathering Procedure
…………………………………
Statistical Treatment
………………………........…….……

IV

RESULTS AND DISCUSSIONS

68

68

68

71

72

72

75

………………………….
Status of Part-Time Training Programs of TUAF

75

………..
Curricula of Part-Time Training Programs

81

………………
Graduated Student’s Perceptions between

84

Provinces….
Management Regulation Policy for Part-Time Training
Program of Thai Nguyen University College of
Agriculture and Forestry
……………………………..…….
V

109

SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS

113

…………………………………..
Summary of Findings

113

………………………………………
Conclusions

116

…………………………………………………
Recommendations

117

…………………………………………
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REFERENCES

119

…….…………...……...…………………………………..
APPENDICES

124

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

141

…………………………………………………….

LIST OF TABLES
TABLE

PAGE

1

Population of Graduate Students …………………………….

69

2

Population of Local Leaders ………………………………….

70

3

Population of Instructors ………………………………………

71

4

Weighted Mean of Students and Instructor’s Opinions
about Training Facilities ………………………………………

76

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TABLE

PAGE
Weighted Mean of Student’s Opinions about Teaching
Activities ………………………………………………………...

78

Weighted Mean of Instructor’s Opinions about Learning
Activities ………………………………………………………...

80

Weighted Mean of Students, Instructors and Local
Leader’s Opinions about Curricula of Part-Time Training
Programs of TUAF ………………………………………….…

81

Weighted Mean Distribution of Students’ Perceptions on
Part-time Training Programs by Provinces …………………

84

Anova Result in Graduated Student’s Perception by
Provinces ……………………………………………………….

86

Post Hoc Multiple Analyses of Student’s Perception of Ha
Giang Province with Other Nine Provinces on Training
Facilities ………………………………………………………...

88

Weighted Mean of Students’ Perceptions on Part-Time
Training Programs by Professional Majors …………………

89

12

Anova Results of Student Perceptions by Majors ………….

90

13

Post Hoc Multiple Analysis of Student’s Perception About
Training Facilities by Majors ………………………………….

91

Weighted Mean of Instructor’s Perceptions by Professional
Majors …………………………………………………………...

92

15

Anova Analyses of Instructor’s Perceptions by Majors ……

94

16

Post Hoc Multiple Analyses of Instructor’s Perception About
Training Facilities ………………………………………

95

Post Hoc Multiple Analyses of Instructor’s Perception
About Learning Activities ……………………………………...

96

Post Hoc Multiple Analyses of Instructor’s Perception About
Curricula ………………………………………………...

98

Local Leaders’ Opinions on Part-Time Programs by
Provinces ……………………………………………………….

99

Anova Analysis on Local Leader’s Perceptions by Provinces
……………………………………………………….

100

5

6

7

8

9

10

11

14

17

18

19

20

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TABLE

21

22

23

24

25

26

PAGE

Post Hoc Multiple Analyses of Local Leader’s Perception
about Training Curricula ………………………………………

101

Comparison on Students’ and Instructors’ Perceptions on
Part-Time Training Programs ………………………………...

102

Chi-square Test of Homogeneity on Instructor’s and

Student’s Perception …………………………………………..

104

Comparisons between Students’ and Leaders’ Opinions
about Curricula by Provinces …………………………………

105

Chi-Square of Student’s and Instructors’ Perception on
Training Facilities ………………………………………………

107

Chi-Square of Student’s, Instructor’s, and Local Leader’s
Perception on Curricula ……………………………………….

108

LIST OF FIGURE
FIGURE
1

PAGE
Research Paradigm ……………………………………………..

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LIST OF APPENDICES
APPENDIX
A

PAGE
The Regulations and Policies Related to Part-Time
Training Programs in Vietnam

125

B

Location of Part-Time Courses of TUAF

127

C

Survey Questionnaire

128

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ABSTRACT
Title of Research

: STATUS OF TRAINING PROGRAM
MANAGEMENT OF PART TIME COURSES OF
TUAF: BASIS FOR MANAGEMENT
REGULATION POLICIES

Researcher

: HA VAN CHIEN (SHUMACKER)

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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. Apolonia A. Espinosa

Year Written
: 2013 - 2014
______________________________________________________________

The study generally aims to investigate the current status of part-time
training programs of TUAF to enhance the management regulation policies.
Specifically, it aims to: determine the present status on the management of the
part-time training programs of TUAF as perceived by the respondents in terms
of: training facilities, teaching and learning activities, and curricula; 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 training facilities, teaching and learning activities, and curricula; and
prepare a management regulation policy. The descriptive survey method was
used in conducting this study using questionnaire as the main instrument. The
respondents were selected by random sample method composed of 304 out of
1,267 graduated student’s respondents were selected of 304 from 1,267 118
Instructors, 30 Local leaders per province from districts, and 300 from
Department of Agriculture and Rural Development, and Department of Natural
Resource and Environment Management. The researcher used the following
instruments such as questionnaires, direct interview, and question list to gather
the needed data. Weighted mean, Chi-square test of homogeneity, and one

way ANOVA were used to analyze data.

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Based on the findings, it was concluded that training facilities such as
library and activity areas need improvement to meet social and economic
development demands. Most lecturers do not explain difficult matters,
especially practical and problem solving knowledge and skills, and job’s
direction for them. The lecturers are also having difficulty in checking and
testing student’s performance during their teaching activities Moreover,
students do not have enough time to prepare for their lessons before going to
classes because they have work and they are married. The present curriculum
of part-time training programs of TUAF are good and is closely related to socioeconomic development demands in the regions, but requires more focus on
group’s working and problem solving knowledge and skills, communication
skills, and the opportunity of selecting subjects to supply specific training
demands of students in different provinces. The three sets of respondents’
answers were observed to have significant difference in certain areas and no
difference in others for they come from three different provinces that have
different needs and demands in the part-time training program of TUAF. Finally,
the management regulation policy constructed based on the results of the data
gathered in this study is now ready for implementation.
The conclusions drawn from the research results the dissertation
suggests that authorized institutions should be concerned for the development
of these training programs by implementing the management regulation policy
created in this study so as to build up social support and encourage policies for

students of part-time training programs, especially for students who are working
in communes of remote, boarding, island, and ethnic people group’s regions.
Provincial leaders should support provincial training centers to improve their
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training infrastructure by determining exactly training majors to meet their
specific socio-economic development demands in each truth development
stage. The Ministry of Education and Training may build up specific student’s
affair regulation for part-time training programs by reviewing and innovating
present management regulation policies for them to be more appropriate,
concrete and easy to apply. Finally, Universities in Vietnam should develop
training curricula which are more flexible to meet specific demands of each
province. Among of that should improve practical and job’s knowledge and
skills, enhancement of ability and responsibility of departments of controlling,
checking and educational quality insurance. They should likewise cooperate if
they organize part-time courses in the same provincial training center.

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Chapter I
INTRODUCTION

For generations, Vietnam has been recognized as a country with thousands of
years of culture and of 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 forever.
Vietnam is actively implementing modernization and industrialization strategy
that requires high quality human resource. Besides, since 2010 the Government of
Vietnam has promoted the national goal program about new rural building program, in
which the training of qualified human resources is considered the most important.
Hence, the focus and investment is on the part-time training 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.

Particularly, 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. Therefore, Vietnam has
defined the education innovation policy as a fundamental and comprehensive
improvement.
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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 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.
Therefore, much importance has always been invested in education, by the
leaders of Vietnam. The 11th National Congress of Vietnamese Communist Party
affirmed: "The development of education and training together with the development
of

science

and technology is

a top national

policy.",

and emphasized:

"comprehensively innovate the basic education of Vietnam in the direction of
standardization, modernization, socialization, democratization and international
integration."
First of all, they 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, they should pay attention to the demands for development of
high quality human resources for the rural, mountainous, island and disadvantaged
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areas. Together with full-time, part-time education is considered to be the most
effective, influential and feasible because this form of training will enable the local staff
to take classes while working at the same time to improve their qualifications.
Background of the Study
Along with the development of Vietnam, the education system has several
achievements. However, there still exist some weaknesses and inadequacies. The
quality of education has not met the demands of society or encouraged self-study,
creativeness and activeness of learners. The current training programs do not meet
the socio-economic development demands in the whole country.
The Secretary General of Vietnam, Mr. Nguyen Phu Trong said at the 6th
meeting of the 11th National Congress of Vietnamese Communist Party that “so far,
the education and training of Vietnam has not been prioritized. There even exist lots of
inadequacies and weaknesses, especially in educational quality, management
activities, mechanism of creating human resources and development motivations”.
Some of the weaknesses and inadequacies mentioned in the 9th and 10th National
Congresses of Vietnamese Communist Party include: the focus is on quantity rather

than the quality of learners; that the curricula are inappropriate and methodologies are
outdated and not practical; that quality assurance is ignored, especially the attitude,
ethics and lifestyle of the learners; that the national education system is not
synchronous and equal; that the education management at state level is still weak and
the educational management mechanism is slowly innovated; that the educational
managing staff and teachers have low ethics and capacity; that the role of educational
socialization and 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.

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The Resolution of the 11th National Congress of Vietnamese Communist
Party determined points of view for basic and global reform of educational
system as follows:
Firstly, education and training development being placed a top national
policy is an achievement of the Party, government and all of people. Therefore,
the leadership of the Party, mobility of all political system, and the promotion of
contribution of all people to career education and training development must be
improved.
Secondly, education and training development should achieve the
objective to build education system having characteristics of nationality,
modernization, to grasp thoroughly theory must go together with practice, to
ground argument in fact, close combination between schools with families and
society, to meet national human resource development, especially high quality

human resource, to contribute in building learning society,

to create

opportunities for all people can take part in learning and long life learning.
Thirdly, investment for education is investment for development;
diversifying investment resources for education and training and prioritizing it in
national fund allocation for education and training development in difficult
regions, for compulsory education and high quality human resource training
should be conducted. The education and training development must have a
strong attachment to socio-economic development, consolidation of national
defense and security, progress of science and technology, and international
integration.

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Fourthly, extend of international cooperation in education and training
should be based on national character’s conservation and promotion, to hold
fast to independent, sovereignty, and socialist direction.
There are basic strategy dimensions of education and training development in
Vietnam that can be considered as educational policies also: 1- Improving quality,
effectiveness of education and training; 2 - Extending educational scale; 3- Investment
priority for education; 4-

Implementing social justice in education; 5- Socializing

educational career; 6- Enhancing international co-operation in education.
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.
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 focused more in order for it to significantly contribute to
the development and success of the education system of Vietnam. From 2008,
Vietnam began implementing rural modernization and industrialization that caused
concerns and supports to improve human resource for rural regions. In 2010, Vietnam
has begun implementing the New Rural Strategy according to Decision number 800,
June 04th, 2010 justified by the Prime Minister. This strategy has 19 criteria, and one
of the most important criteria is human resource development for rural regions with
priority for disadvantaged villages in remote zones. With the current conditions of
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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 mission of the university includes offering higher
education in agriculture, forestry, natural resource and environment management,
agricultural economics and rural development in the Northern Mountainous Region of
Vietnam; and conducting research and technology transfer in the fields of agriculture,
forestry, natural resources and environment management in order to improve socioeconomics 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
provided about 30,000 bachelors; 1,500 masters and over 40 doctoral students in the
fields of agriculture, forestry, natural resources 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 to
2,000 students per year, 7 professional majors at MSc. level and 8 professional majors
at PhD. Level. There are six 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
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Husbandry and Veterinary Science has 57 teachers and manages majors of Animal
Husbandry and Veterinary Science. Teacher’s numbers for the other faculties are: the
Faculty of Natural Resources and Environment: 46; Faculty of Agronomy: 43; Faculty
of Forestry: 43; Faculty of Economics and Rural Development: 37, and Faculty of

Biology and Food Technology: 36. Besides, the university had got also the Faculty of
Basic Science with staff of 44.
In addition, TUAF is a center of research and technology transfer in the fields
of agriculture, forestry, natural resource and environment management. In order to
implement these duties, the university established 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. The staff of TUAF comprises 518 officers,
of which the teaching staff number 313.
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 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 been established in 2008. At
present, the Center has cooperation agreements with universities from China, the
Philippines, Australia, and Korea.
Together with full-time training programs, the part-time training programs play
an important role in training activities of the university.
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According to Decision No. 42 of Ministry of Education and Training of Vietnam,
the provincial People Committees will determine professional majors for their province

based on socio-economic development demands and investigated results about
training needs. After that they will offer training task for relative training foundations of
the provinces, which has the right to cooperate with selected universities. Thus, the
selected universities have to have available training curricula and training outputs. The
TUAF have 32 training cooperative foundations in 19 provinces. Among which there
are 3 foundations being stopped with different reasons, and one new foundation is
Agricultural and Industrial Technical School of Quang Binh 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 the needed
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.
The total quantity of students in part-time training courses of TUAF is about
6,000 located in 32 cooperative training centers in 19 provinces. There are 5 provinces
having annual quantity of training students is over 400 namely Ha Giang, Phu Tho,
Yen Bai, Cao Bang, and Son La. All of these provinces are Northern mountainous
provinces (to see the map). Meanwhile the quantity of students of full-time training
courses at the University from each this province is about 100 - 150. That proves that
the training needs in Northern mountainous region is high, and the Part-time training
type is suitable and needed for these provinces. That requires the Vietnamese
Government and relative ministries to build up available support policies for learners
from mountainous and difficult-to-reach provinces, because their salary is too low.
Anyhow, the Ministry of Education and Training should improve management
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regulations policies for Part-time training type to be more flexible, suitable, and simple
to meet training needs in these provinces.
In Northern mountainous provinces, the agricultural and forestry sector
comprise the largest component among all economic components. The soil and
climate conditions there favor agricultural and forestry production but income from this
sector is still too low, so that all of the provinces that wish to develop agricultural and
forestry production with focus on increasing its productivity and quality step by step to
build up the production of commodities. That requires high quality of human resources
in this field, and it requires relative professional majors for selection such as: Agroforestry, Land Management, Crop Science, and Silviculture.
The training curricula of TUAF were built up basing on investigation results of
socio-economic development needs and natural conditions of Northern Mountainous
provinces. So far all of Northern Mountainous provinces selected the TUAF for training
cooperation in the field of agriculture, forestry, natural resource and environment
management, agricultural economics and rural development. That explains why the
part-time training programs of TUAF are developing sustainably.
In the agricultural and forestry sectors of the Northern mountainous provinces,
the Agro-forestry major plays a centrally important role, because rice production areas
are mainly located in the valleys of these mountains. The soil and climate conditions
are available for forest, fruit, and industrial tree plantations. This ensures a stable
quantity of training students for the Agro-forestry major. With active implementation of
the New Rural Strategy of provinces, the quantity of students who wish to take part in
training courses of the Rural Development professional major is increasing year by
year.
In summary, the Part-time training programs are closely related to and
necessary for socio-economic development in the Northern mountainous region,
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25
especially the five professional majors: Agro-forestry, Land Management, Crop
Science, Silviculture, and Rural Development.
At present, the quantity of students taking Part-time training courses in TUAF
is about 6,000 on the average. The research data show that the annual quantity of
enrolled students of TUAF is sustainable at about 1,250 students over 5 recent years,
and about 83% of them graduated after 4.5 years.
The part-time training programs of TUAF have opportunities and challenges as
follows:
Opportunity
The Part-time training programs are supported, concerned and helped actively
from Directorate and functional departments of Thai Nguyen University, from
Managing Board, professional faculties, functional departments, and especially all
teaching staff of TUAF. The TUAF has got teaching staff with high professional
knowledge and skills, experience, enthusiasm, and high responsibility.
TUAF has just established the Training Center for Social Demands with main
task is management of Part-time courses. So the training management of Part-time
training programs of TUAF has become a special work. Officer of the Center have
experience and, knowledge in planning, training management and other related work.
Many alumni of TUAF became local leaders from provincial to district levels.
That leads to good understanding and close relationships between the university and
the provinces. Thus the university usually receives the benefit of feedback information
and advice from local leaders, especially for training curricula improvement.
The clearest advantage is very good understanding of each other and engaging
relationship between TUAF and cooperative foundations. They always share any
information and quickly resolve any problem arise during training organization.
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