Level of autonomy on the management of vocatinal schools in ha noi city, viet nam

LEVEL OF AUTONOMY ON THE MANAGEMENT OF
VOCATIONAL SCHOOLS IN HANOI CITY, VIETNAM

___________________________

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
PHAM QUANG VINH (STONE)
December 2013
i


APPROVAL SHEET

The Dissertation of

PHAM QUANG VINH
entitled

LEVEL OF AUTONOMY ON THE MANAGEMENT OF VOCATIONAL
SCHOOLS IN HANOI CITY, VIETNAM
Submitted in Partial Fulfilment of the Requirements for the Degree
DOCTOR OF BUSINESS ADMINISTRATION
A program offered by Southern Luzon State University,
Republic of the Philippines in collaboration with
Thai Nguyen University, Socialist Republic of Vietnam
has been approved by Oral Examination Committee

WALBERTO A. MACARAAN, EdD
Expert

EDWIN P. BERNAL, DBA
Expert

MELCHOR MELO O. PLACINO, PhD
Expert

ALICE T. VALERIO, PhD
External Panel

CECILIA N. GASCON, PhD
Chairman
Endorsed by:

Recommended by:

DO ANH TAI, PhD
Adviser

APOLONIA A. ESPINOSA, PhD
Dean

Accepted in Partial Fulfilment of the Requirements for the Degree
Doctor of Business Administration

_____________________
Date

WALBERTO A. MACARAAN, EdD
Vice President for Academic Affairs
ii


CERTIFICATE OF ORIGINALITY

iii


ACKNOWLEDGMENT

In grateful recognition and sincerest thanks for the encouragement,
guidance and unselfish sharing of their knowledge, time, effort and skills, and
for the untiring motivation that leads to the completion of this study, the
researcher acknowledges the following:
DR. CECILIA N. GASCON, Ph.D., 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 DBA
degree;
DR. DANG XUAN BINH, Ph.D., Director of the International Training

Center, 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. DO ANH TAI, Ph.D., his adviser, for guidance and endless support
for the improvement of this study.
ITC STAFF, for providing the necessary research materials;
MANAGERS and STAFF of Vocational Schools in Hanoi City, my
Respondents, for their patience and cooperation in answering the
questionnaire and for other data given;
MY 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.
Phạm Quang Vinh (Stone)

iv


DEDICATION

This research is heartily dedicated

To my family and to all my relatives, my colleagues,
friends, classmates, administrators, staffs and employees
of Vocational Schools in Hanoi city.

PQV

v


TABLE OF CONTENTS

PAGE
TITLE PAGE ………………………………………………………………..

i

APPROVAL SHEET ……………………………………………………….

ii

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

iii

ACKNOWLEDGEMENT …………………………………………………..

iv

DEDICATION ………………………………………………………………

v

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

vi

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

viii

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

xii

ABBREVIATIONS ………………………………………………………….

xiii

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

xiv

ABSTRACT …………………………………………………………………

xvi

CHAPTER
I

II

III

INTRODUCTION ……………………………………………

1

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

3

Statement of the Problem ………………………………….

6

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

7

Hypothesis of the Study ……………………………………

8

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

8

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

8

Definition of Terms ………………………………………….

9

REVIEW OF LITERATURE ……………………………….

11

Conceptual Framework ………………………………….…

72

METHODOLOGY
Locale of the Study …………………………………………

74

Research Design ……………………………………………

74

Determination of Sample Size …………………………….

75

Sampling Designs and Techniques ………………………

76

Subject of the Study ………………………………………..

76

vi


IV

Research Instrument ……………………………………….

77

Data Gathering Procedure …………………………………

78

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

79

RESULTS AND DISCUSSIONS ………………………….

80

4.1 Profile of the Respondents ……………………………

80

4.2 Assessment of the Respondents on the Existing
Level of Autonomy on Management of Vocational
Schools in Hanoi City with Regards to Identifying
Organizational Autonomy, Financial Autonomy,
Staffing Autonomy and Academic Autonomy………..

83

4.3 Determining the Importance of Autonomy in
Vocational Schools as Perceived by the
Respondents ……………………………………………

132

4.4 Factors Affecting the Extent of Autonomy on the
Given Indicators that may be Spelled Out by Private
and Public Vocational Schools ……………………….

143

4.5 Testing a Significant Difference between the Profile
of Respondents and their Perception on the Level of
Autonomy on Management of Vocational Schools in
Hanoi City, Vietnam ……………………………………

V

145

SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Summary of Findings ………………………………………

158

Conclusions …………………………………………………

164

Recommendations …………………………………………

166

REFERENCES ………………………...…………………………………..

171

APPENDICES ……………………………………………………………...

177

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

209

vii


LIST OF TABLES
TABLE
2.1

PAGE
Requirements for Implementing Autonomy, Assessment
and Accountability

30

2.2

Dimension of School Autonomy

33

2.3

Qualifications of the Executive Head

35

2.4

Restrictions on Senior Academic Staff Recruitment

44

3.1

Description of Respondents

76

3.2

Rating Scale for Respondents’ Perception on Contents in
Autonomy Actives of Vocational Schools in Hanoi City

77

Type of Data and Methods of Gathering and Processing

79

Frequency Distribution of Respondents’ Profile as
Indicated by Age, Gender, and Education

80

Frequency Distribution of Respondents’ Profile as
Indicated by the Length of Service in the Department and
Working Division

82

Mean Distribution of Responses on the Existing Level of
Autonomy on Management of Public Vocational Schools in
Hanoi City in terms of Identifying Organizational Autonomy

84

Mean Distribution of Responses on the Existing Level of
Autonomy on Management of Private Vocational Schools
in Hanoi City In Terms of Identifying Organizational
Autonomy

89

Composite of Mean Distribution of Responses on the
Existing Level of Autonomy on Management of Vocational
Schools in Hanoi City in terms of Identifying Organizational
Autonomy

93

Mean Distribution of Responses on the Existing Level of
Autonomy on Management of Public Vocational Schools in
Hanoi City in Terms of Identifying Financial Autonomy

99

Mean Distribution of Responses on the Existing Level of
Autonomy on Management of Private Vocational Schools
in Hanoi City in Terms of Identifying Financial Autonomy

102

3.3
4.1.1
4.1.2

4.2.1

4.2.2

4.2.3

4.2.4

4.2.5

viii

TABLE
4.2.6

4.2.7

4.2.8

4.2.9

4.2.10

4.2.11

4.2.12

4.3.1

4.3.2
4.3.3

4.3.4

4.3.5

PAGE
Composite of Mean Distribution of Responses on the
Existing Level of Autonomy on Management of Vocational
Schools in Hanoi City in Terms of Identifying Financial
Autonomy

107

Mean Distribution of Responses on the Existing Level of
Autonomy on Management of Public Vocational Schools in
Hanoi City in Terms of Identifying Staffing Autonomy

111

Mean Distribution of Responses on the Existing Level of
Autonomy on Management of Private Vocational Schools
in Hanoi City In Terms of Identifying Staffing Autonomy

115

Composite of Mean Distribution of Responses on the
Existing Level of Autonomy on Management of Vocational
Schools in Hanoi City in Terms of Identifying Staffing
Autonomy

118

Mean Distribution of Responses on the Existing Level of
Autonomy on Management of Public Vocational Schools in
Hanoi City in Terms of Identifying Academic Autonomy

122

Mean Distribution of Responses on the Existing Level of
Autonomy on Management of Private Vocational Schools

in Hanoi City In terms of Identifying Academic Autonomy

125

Composite of Mean Distribution of Responses on the
Existing Level of Autonomy on Management of Vocational
Schools in Hanoi City in Terms of Identifying Academic
Autonomy

129

Mean Distribution of Responses on the Importance of
Organization Autonomy Vocational schools in Hanoi city

133

Mean Distribution of Responses on the Importance of
Financial Autonomy of Vocational Schools in Hanoi City

135

Mean Distribution of Responses on the Importance of
Staffing Autonomy in Vocational Schools in Hanoi City

138

Mean Distribution of Responses on the Importance of
Academic Autonomy in Vocational Schools in Hanoi City

140

Composite of Mean Distribution of Responses on the
Importance of Autonomy Factors in Vocational Schools in
Hanoi City

142

ix


TABLE
4.4.1

4.5.1a

4.5.1b

4.5.2a

4.5.2b

4.5.3a

4.5.3b

4.5.4a

4.5.4b

4.5.5a

PAGE
Mean Distribution of Responses on the Factors should be
the Extent of Autonomy on the Given Indicators that may
be Spelled Out by Private and Public Vocational Schools in
Hanoi City

144

Significant Difference Between the Respondents’ Position and
their Perception on the Level of Autonomy on Management of
Public Vocational Schools in Hanoi City, Vietnam

145

Significant Difference Between the Respondents’ Position and
their Perception on the Level of Autonomy on Management of
Private Vocational Schools in Hanoi City, Vietnam

146

Significant Difference Between the Respondents’ Age Bracket
and their Perception on the Level of Autonomy on
Management of Public Vocational Schools in Hanoi City,
Vietnam

147

Significant Difference Between the Respondents’ Age bracket
and their Perception on the Level of Autonomy on

Management of Private Vocational Schools in Hanoi City,
Vietnam

148

Significant Difference Between the Respondents’ Education
and their Perception on the Level of Autonomy on
Management of Public Vocational Schools in Hanoi City,
Vietnam

149

Significant Difference Between the Respondents’ Education
and their Perception on the Level of Autonomy on
Management of Private Vocational Schools in Hanoi City,
Vietnam

150

Significant Difference Between the Respondents’ Gender and
their Perception on the Level of Autonomy on Management of
Public Vocational Schools in Hanoi City, Vietnam

151

Significant Difference Between the Respondents’ Gender and
their Perception on the Level of Autonomy on Management of
Private Vocational Schools in Hanoi City, Vietnam

152

Significant Difference Between the Respondents’ Experience
and their Perception on the Level of Autonomy on
Management of Public Vocational Schools in Hanoi City,
Vietnam

153

x


TABLE
4.5.5b

4.5.6a

4.5.6b

4.5.7

PAGE
Significant Difference Between the Respondents’ Experience
and their Perception on the Level of Autonomy on
Management of Private Vocational Schools in Hanoi City,
Vietnam

154

Significant Difference between the Respondents’ Working
Division and their Perception on the Level of Autonomy on

Management of Public Vocational Schools in Hanoi City,
Vietnam

155

Significant Difference Between the Respondents’ Working
Division and their Perception on the Level of Autonomy on
Management of Private Vocational Schools in Hanoi City,
Vietnam

156

Significant Difference Between the Public and Private
School’s Evaluation on the Level of Autonomy on
Management of Vocational Schools in Hanoi City, Vietnam

157

xi


LIST OF FIGURES
FIGURE

PAGE

1

Ability to Keep a Surplus

39

2

Ability to Sell School-Owned Real Estate

42

3

Overall Student Numbers

49

4

The Education System in Vietnam

53

5

Research Model for Assessment of the Level of Autonomy
on the Management of Vocational Schools in Hanoi,
Vietnam

73

xii

ABBREVIATIONS

AT

Austria

BE fr

Belgium/French Community

BE nl

Belgium/Flemish Community

BG

Bulgaria

BPNT

Basic Psychological Needs Theory

CET

Cognitive Evaluation Theory

CH

Switzerland

COT

Causality Orientations Theory

CY

Cyprus

CZ

Czech Republic

DE

Germany

DK

Denmark

EE

Estonia

ES

Spain

FI

Finland

FR

France

GCT

Goal Contents Theory

GDV

General Department of Vocational

GR

Greece

HNETO

Hanoi Education and Training Office

HR

Croatia

HRM

Human Recourse Management

HU

Hungary

IS

Iceland

IT

Italy

LT

Lithuania

LU

Luxembourg

LV

Latvia

MOET

Ministry of Education and Training

MOLISA

Ministry of Labour - Invalids - Social Affairs

MT

Malta

xiii


NL

Netherlands

NO

Norway

OEI

Occupational Education Institution

OIT

Organism Integration Theory

PIED

Professional Intermediate Education Department

PIS

Professional Intermediate School

PL

Poland

PT

Portugal

RO

Romania

RS

Serbia

SDT

Self-Determination Theory

SE

Sweden

SI

Slovenia

SK

Slovak Republic

TR

Turkey

UK

United Kingdom

VC

Vocational College

VS

Vocational School

xiv


LIST OF APPENDICES
APPENDIX

PAGE

A

Questionnaire Checklist

178

B

Raw Data

194

C

Anova Tables

195

`

xv


ABSTRACT
Title of Research

: LEVEL OF AUTONOMY ON THE

MANAGEMENT OF VOCATIONAL SCHOOLS
IN HANOI CITY, VIETNAM

Researcher

: PHAM QUANG VINH (STONE)

Degree Conferred

: DOCTOR OF BUSINESS ADMINISTRATION

Name and Address
of Institution

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

Adviser

: Dr. Do Anh Tai

Year Written
: 2013
______________________________________________________________

This

dissertation

with

the

title

"Level

of Autonomy

on the

Management of Vocational Schools in Hanoi City, Vietnam ", has for its
objective the evaluation of the actual operation of autonomous vocational
schools in Hanoi, as well as the review of literature about the autonomy of
schools in general and of vocational schools in particular. This study reviews
the operational status of autonomy in vocational schools in Hanoi based on
certain criteria to determine the actual circumstances obtaining in these
institutions and the key element for autonomy in vocational schools in Hanoi.
This study uses the method of descriptive statistics, comparison
statistics and analysis of variance through the selection of two types of
vocational schools in Hanoi, both public and private.

Two groups of

respondents are chosen in each type of school to measure their perceptions
about managing the operational autonomy in schools.
Research has shown the operational autonomy of vocational schools in
Hanoi at the outset. The concept, content and the policy on school autonomy
xvi


has not been publicized. Hypothesis test results also show that there is not

much difference in the perception of the respondent group about the status of
content management autonomy in vocational schools in Hanoi. The study
likewise shows that there is no difference in terms of autonomy between the
two types of vocational schools. Private schools have a higher degree of
autonomy than public schools. However the operation of autonomous school
in Vietnam is strictly controlled by the government.
The main research results show that school autonomy in Vietnam has
not been taken seriously. There is actually an unfair treatment in the
government's implementation policy in favor of private schools with respect to
infrastructure and training programs. Therefore, the government needs to be
aware of the school’s right to self-determination specifically in matters
pertinent to organization, finances, human resources and academics. The
government should not discriminate the type of school in the implementation
of its educational policy and grant of autonomy.

xvii


1

Chapter I
INTRODUCTION
Autonomy is a topic of great interest, which is often mentioned in the
forums of education - training in Vietnam. It is the primary concern of the
school as well as the state management agencies in the midst of varying
opinions and conflicting viewpoints. Although the general direction is bold
autonomy and self-responsibility of the schools to increase their flexibility,
many specific issues that are given out to discuss such as licensing and how
to license, the mechanism of state control to let off without relinquishing
management while enhancing the effective operation of the school, etc. have

of late become a matter of primary concern.
Autonomy of institutions in the field of education is understood as selfdetermination and self-responsibility under the laws and the requirements of
society for all its activities such as finance, personnel and organizational
structure, training programs, strategic planning, etc.
Under the provisions of Vietnam laws, the level of autonomy of the
education and training institutions (collectively, the schools) depends on the
type of school. Currently in Vietnam, the system of Occupational Education
includes the professional intermediate schools, vocational schools, vocational
colleges, and some colleges and universities, which have Vocational
Education models (after here, referred to as Vocational School) under two
different types (Nguyen Duc Toan, 2010):
-

Private Schools: all of them are full autonomy.


2

-

Public Schools: three kinds that are non-autonomy, partial
autonomy, and full autonomy.

Each type of school is influenced by the different legal documents and
regulations regarding its autonomy.
Autonomy does not mean relinquishing management from the state. In
contrast, autonomy given to schools is considered as one of the most
important solutions to motivate and bring a new life into these training
institutions to improve their efficiency, educational quality and social
responsibility.

Vietnam is in the process of institutional transformation from the
planning - bureaucracy - subsidy economy to complete market economy.
Accordingly, education and training is not only seen as a public utility sector,
but also considered an important service sector that has been contributing
significantly to the sustainable development of market economy. Ensuring
autonomy for training institutions is a prerequisite for these institutions to
adjust their activities in accordance with market mechanism, which requires
the dynamic, creation, activeness and accepts the changes frequently.
The scope of this study will try to approach a relative full autonomy of
the occupational educational institutions and its impact on the activities of
these schools. This study will also try to compare the existing legal provisions
with some experiences of developed countries to put forward some
recommendations to improve and enhance the effectiveness of the policy
framework for Occupational Education field as well as the advancement of
each school.


3

Background of the Study
The developments towards a different model of governance in many
advanced societies have been characterized with the phrase “regulatory
state” (Moran 2002), i.e. a state where direct public ownership is replaced by
regulating more autonomous units. Higher education is subject to similar
changes and is waiting for a systematic analysis from a regulatory approach
(King 2007). As a general rule, vocational schools have become more
autonomous – free from line-itemized budgets, input control, and detailed
prescriptions on curricula (Santiago et al. 2008). The greater autonomy is at
the same time balanced by new accountability mechanisms (Santiago et al.
2008). Therefore, the autonomy of the schools is limited to make the selection

of the training majors as well as to determine the suitable training model upon
requests of the labour markets and training capacities of schools actively.
According to Circular No115/2010/ND-CP dated 24/12/2010 of the
Government, this responsibility has been transferred to the local Education &
Training departments. However, these departments are continuously
encountering difficulties in dealing with this new task leading to the delays,
lack of the uniformity in approving the procedures to open new majors and
giving the annual recruitment quantity, GOV (2010).
At present, Vietnam does not have sufficient legislation to encourage
the enterprises and schools in launching a national ,cooperative effort for
students to meet the demands of the labour market. Schools still train
students with their own programs without being concerned much about what
the labour market requires. The stagnation and the inactivity of the schools


4

are affected directly by the management methods which are heavily
influenced by the bureaucracy.
The Vietnam Educational Law still remains the classification of the
state management function in the area of occupational education for the
MOET (manage the intermediate professional schools) and MOLISA (manage
the vocational schools, vocational colleges). This separation has caused the
inequality, dispersion and reduced effectiveness of the resources invested in
the occupational education area. Moreover, it also limits the autonomy of the
occupational education institutions to diversify the training programs, levels of
training, and the links among the training programs and levels of training.
Besides, the lack of the financial resources is one of the main reasons
causing limitations on the autonomy of the occupational education institutions
with quality training as its focus.

In addition, the effectiveness of the financial investments for occupational
education area is not high, not focused, and has not encouraged the schools to
improve the quality. The private occupational education institutions will
encounter a lot of difficulties in dealing with the procedures to ask for
permission to open new schools, being provided with lands to build
school,and launching training programs. They are not behaved as equally as
the public schools and it is difficult for them to approach supported policies for
the development of occupational education from the Government. Therefore,
the autonomy of the private schools in Vietnam lacks the backing and support
that it really needs. Some major problems exist in occupational education
policy in Vietnam at present: the classification and allocation of the state
management in the occupational education are inappropriate. There are many


5

different points between the MOET and MOLISA on the development policy of
the occupational education system that has not been solved properly (Nguyen
Van Khoi, 2012).
There is an unbalanced allocation of investment projects to develop the
vocational capacity among vocational schools and intermediate professional
schools. It appears that MOET is not paying enough attention to the development
of the intermediate professional education system. There is also a lack of
transparency and consistency in the decentralized management of the
occupational education sector and the state management agencies which
normally hamper the autonomous, speedy and smooth operation of the
occupational educational institutions.
The coexistence of these two systems of state management in
occupational education leads to inconsistencies and inequalities among different
school models.

It does not only create legal barriers in the National Education System, but
also limits the autonomy of the schools in building their training programs that
can meet the requirements of the labour market.
Besides the challenges and difficulties mentioned above, there are,
however, some basic advantages, which are the Government's policies on
enhancing the autonomy and self-responsibility of the educational organizations,
including occupational education establishments.
Currently, autonomy is an inevitable trend in the development of the
occupational and educational system in Vietnam.


6

This research will study

the current status of the autonomy of the

occupational educational institutions to point out the existing critical issues along
this line.Recommendations are given to improve the legal framework towards
increasing autonomy and social responsibility of the occupational educational
institutions. Based on that, this study hopefully will be able to help develop the
policy framework of the occupational education sector in Vietnam.

Statement of the Problem

This study aimed to improve the the problems of managing autonomy
of vocational schools in Hanoi City.Particularly, it sought to determine the
following:
1. What is the profile of the respondents in terms of :
a) Age

b) Qualifications
c) Job Positions
d) Gender
e) Work Experiences in Education & Training Fields.
2. What is the perceived autonomy level of public and private schools’
operation in Hanoi City in terms of:
a) Organizational Autonomy
b) Financial Autonomy
c) Staffing Autonomy
d) Academic Autonomy


7

3. How do you compare the level of autonomy between the public and
private vocational schools in terms of selected indicators?
4. How do you compare the level of autonomy of private and public
schools as perceived by the managers, teachers, and lecturers?
5. What should be the extent of autonomy on the given indicators that
may be spelled out by private and public vocational schools?
6. What plan program can be developed to support the autonomy to
develop the vocational schools?

Objectives of the Study

The goal of this study is to focus on the evaluation of the status of
management autonomy of vocational schools in Hanoi City, Vietnam and
consequently, this study will try to recommend solutions to existing problems
regarding management autonomy of vocational schools in Hanoi City.
Specifically, it sought to:

1. Determine the respondents’ perception on autonomy in the operation of
public and private vocational schools in Hanoi City.
2. Determine and compare the level of autonomy between the public and
private vocational schools.
3. Determine which of the areas is perceived as the top priority for
autonomy between public and private vocational schools in Hanoi City.


8

Hypotheses
There is no significant difference on the perceived autonomy by a group of
respondents and their profiles.

Significance of the Study
For the research organization: Autonomy for Education and Training
institutions will be an opportunity to make their own orientation in accordance
with the characteristics and circumstances of each school.
For the managers: There are helpful hints in the use of effective
autonomy as a tool to improve the quality of the schools and the effectiveness
of the state management in the occupational education system.
For the researcher: Apply obtained knowledge to do research and the
researcher is also the leader of a professional secondary school, therefore the
school will also get the benefits from the results of this study.
For the other researchers: Results of this study can be made as a
useful reference for the other researchers to study similar problems in
the future.

Scope and Limitations of the Study
This study is a descriptive research to assess the status of school

autonomy of various vocational schools in Hanoi City. Autonomy actives in
vocational schools in Hanoi will be evaluated based on the following variables
such as academic

autonomy, financial

autonomy, and staffing autonomy.

autonomy,

organizational