Quản lý đào tạo thực hiện quyền tự chủ và trách nhiệm xã hội của các trường đại học địa phương trong bối cảnh đổi mới giáo dục tt tiếng anh

1

PREFACE
1. Why this topic?
University autonomy and decentralization are two most concerned issues of the
media as well as universities’ conferences and seminars. In the context of
globalization and international integration of higher education, the autonomy and
administrative decentralization of tertiary institutes are more and more urgent,
becoming the operation approach, which determine the success and failure of
reforming Vietnamese higher education. This is also the optimal way to free
resources of universities in Vietnam these days.
In recent years, Vietnam's education has experienced strong innovations,
implementing decentralization and autonomy for schools in many aspects. Numerous
directing documents of the State on this issue show that Vietnamese education in
general, higher education in particular has made breakthroughs in management,
approaching the trend of educational development of advanced countries in the
world.
However, to what extent are the autonomy and decentralization conducted has
not been satisfactorily answered. That is the reason for choosing the study topic:
"Management of training on implementing the autonomy and social responsibility of
local universities in the context of educational innovation".
2. Research purposes
On the basis of systematizing the theoretical backgrounds, the thesis assesses
the status of training management on implementing autonomy and social
responsibility of some local universities, thereby proposing feasible scientific
solutions to improve the effectiveness of this work in the context of education reform
today.
3. Participant and subject of the research
3.1. Participant of the research
Training management of local universities
3.2. Subject of the research

Training management on the implementation of the autonomy and social
responsibility of local universities in the context of current education reform (through
the schools surveyed in the scope of research)
4. Scientific hypothesis
Self-control associated with social responsibility is the inevitable trend of
universities in the context of current education innovation. However, training


2

management on implementing autonomy and social responsibility in local
universities (surveyed) still has its limitation, not meeting the basic requirements of
university autonomy.
If the solutions of training management to implement autonomy and social
responsibility which are in synchronous and appropriate manner, meeting the basic
requirements of education innovation are proposed, they will positively impact the
improvement of the training quality, create human resources to effectively serve local
industrialization and modernization needs.
5. Research tasks
5.1. Systematizing the theoretical basis
5.2. Surveying, analyzing and assessing the status of training management to
implement autonomy and social responsibility in local universities in Vietnam
5.3. Proposing solutions to increase autonomy and social responsibility of local
universities in training management.
5.4. Organizing testing and testing the urgency and feasibility of some solutions
proposed in the thesis.
6. Scope of research
6.1. Content of the research subjects
Training management on implementing autonomy and social responsibility.
6.2. Research sites

The research focuses on: Tan Trao University (Tuyen Quang province), Hung
Vuong University (Phu Tho province), Hong Duc University (Thanh Hoa province)
and Hai Phong University (Hai Phong City).
6.3. Participants
Surveying the opinion of 126 people from the 4 local universities mentioned
above. In which:
- The managers are 4 rectors,
- 4 vice rectors in charge of training, 16 leaders of functional departments, 20
faculty leaders and 82 lecturers.
6.4. Research duration
Surveying the status of training management to implement autonomy and
social responsibility of local universities from 2014 to 2018.
7. Research methodology
7.1. Methodology


3

Including: Systematic approach; Complex approach; Historical approach;
Practical based approach; Comparative approach; CIPO model Approach
7.2. Research methods
Including: Methods of theoretical research; Practical research methods
(Methods of investigation; Expert methods; Methods of summarizing experience;
Experimental methods); Mathematics method.
8. Viewpoints need to be protected
8.1. Training management on implementing autonomy and social responsibility
of local universities is an inevitable trend in the context of educational innovation in
Vietnam today.
8.2. Actual situation of training management on the implementation of
autonomy and social responsibility of local universities in Vietnam today reveals

many limitations, shortcomings, failing to meet the requirements of innovation and
low efficiency.
8.3. The system of training management solutions in the direction of autonomy
and social responsibility of local universities in Vietnam is proposed by the
dissertation to overcome the limitations and meet the basic requirements of the
current education reform context.
9. The contributions of the dissertation
9.1. In terms of theory
The thesis systematizes, supplements and clarifies theoretical issues of
decentralization, autonomy and social responsibility; training, training management,
training management on implementing autonomy and social responsibility of local
universities in Vietnam.
9.2. In terms of reality
- The thesis analyzes and evaluates the status of training management to
implement autonomy and social responsibility of local universities in Vietnam.
- It suggests a system of training management solutions to enhance the ability
to implement autonomy and social responsibility of schools.
- The thesis can be a reference for educational managers, learners and students
of research institutes, academies and universities and colleges.
10. Structure of the thesis:
Consisting of 3 chapters:


4

- Chapter 1: Theoretical rationale for training management on implementing
autonomy and social responsibility of local universities in the context of educational
innovation.
- Chapter 2: Current status of training management to implement autonomy
and social responsibility of local universities.

- Chapter 3: Training management solutions to implement autonomy and social
responsibility of local universities in the context of educational innovation.


5

CHAPTER 1
THEORETICAL RATIONALE OF TRAINING MANAGEMENT TO
IMPLEMENT AUTONOMY AND SOCIAL RESPONSIBILITY OF LOCAL
UNIVERSITIES
1.1. Overview of studied issues
1.1.1. Studies on management decentralization, autonomy and social responsibility
of universities
Autonomy is also affirmed in Item 1, Article 32, Law on Higher Education in
2012: "Higher education institutes are autonomous in activities mainly in the areas of
organization and human resources, finance and assets, training, science and
technology, international cooperation, quality assurance of higher education ”.
Nyborg, P. claimed: The autonomy of higher education institutions is the ability to
operate according to their choices to fulfill the mission and is determined by some of
the rights and responsibilities stated in the law.
According to Phan Van Kha: “To successfully build an autonomy and
accountability system in higher education it requires to design a system of multidimensional responsibility with the participation in the sharing of responsibilities
between education and interrelationships; and to successfully build a system of
performance indicators and internal and external quality assurance processes to
evaluate and compare the performance results of higher education institutions ”.
In addition to the above studies, a series of articles are gathered in the Proceedings of
the Scientific Conference “Autonomy - Self-responsibility in Vietnamese universities
and colleges” held in 2009 at University of Education Ho Chi Minh City.
Considering the research on self-management in the orientation of autonomy, it
is necessary to mention the Proceedings of the National Scientific Conference

"University training management under autonomy conditions" held in 2016 at the
National Economics University.
1.1.2. Studies on training management of local universities
There have been foreign research on the mission, the role of local universities
such as: Dong Zefang, Zang Ji-ping with the article "On value orientation of social
service of local universities"; Huang Xiao-qin with the cover of "Analysis of the
Management System in Local University"


6

Ngo Thi Minh, in her doctoral thesis “Completing policies for provincial universities
in Vietnam in the current context", has systematized theoretical issues based on
education management science, economics, and sociology.
Tran Van Chuong in the article “Orientation to develop local universities
under the Central Resolution 8 of the 11th term (of the Communist Party of Vietnam)
on fundamental and comprehensive innovation of education and training” has
proposed to orient the training objectives of local universities.
Some contents of training management under the credit system at local
universities are also studied and published by some authors such as: Nguyen Manh
An with the article “Solutions to promote scientific research activities in local
universities”; Tran Van Chuong and Le Bat Son with the article “Innovating student
support at local universities towards training objectives to meet social needs”...
In addition to the general researches on training at local universities, there have
been a number of separate studies on each local university, such as: Nguyen Manh
An with the article “Hong Duc University - the leading provincial universities in
Vietnam”; Tran Van Chuong with the article “Management training under credit
system at Phu Yen University”...
There have been some typical studies on specific management of local
universities such as: Tran Anh Vu with the article “Innovating the assessing-testing

to improve the quality of training at Ha Tinh University”; Nguyen Thi Bach Van with
the article “Assessing the learning results of students under the credit system through
studying at Tra Vinh University”...
1.1.3. General comments
From the research overview of training management in universities in general
and at local universities as mentioned above, it can be seen that there are many
scientists who have studied and published research projects on education and training
management (from the basis of theory and practice to draw lessons direct, solutions
to improve quality of training and management training,) in specialized journals,
proceedings of scientific seminars, websites, Master and Doctorate essays and
research books.
From the research overview of autonomy in universities, it can be seen that
most of the authors affirm the advantages when assigning this right to schools. It will
be a catalyst for universities in general, local universities in particular to promote
internal forces associated with local characteristics to improve the quality of training,
serving the national socio-economic development.


7

Although there have been many researches in the view of training management
of implementation of autonomy in local universities, there is no comprehensive and
thorough research to develop effective management solutions.
1.2. Decentralized management, autonomy and social responsibility of local
universities in the context of educational innovation
1.2.1. Background of education reform
Our country’s education develops in the context of a complex and rapidly
changing world. Globalization and international integration of education has become
an inevitable trend. The revolution of science, technology, information and
communication technology, knowledge economy, especially the industrial revolution

4.0 will directly affect the development of education in the world.
Socio-economic development strategy in the period of 2011-2020 of our
country affirms: to the year 2020, our country will basically become an industrialized
country ... and one of the three breakthroughs is to rapidly develop human resources,
especially high quality human resources, focusing on fundamental and
comprehensive innovation of the national education...
Opportunities: The Party and State always affirm the development of education
and training as the first national policy, investment in education is investment in
development; Science and technology revolution, especially information and
communication technology will create favorable conditions; The extensive
international integration process of education is happening on a global scale...
Challenges: Domestic social differentiation tends to increase; Investment
resources for education are limited, putting pressure on educational development; the
risk of lagging can make the economic, intellectual and educational gap between
Vietnam and other countries increase...
On the basis of educational development trend, context, opportunities and
challenges for education today, education is required to identify immediate tasks as
well as long-term ones to meet the development needs of the country. A key task of
immediate and long-term importance for education is to build and develop the
university system, and the key issue is to well implement the decentralization of
higher education.
Naturally, autonomy and social responsibility of higher education institutions
are directly related to decentralization of higher education. Autonomy according to
the management decentralization of local universities is reflected in the regulations
issued by the Party and the Government. They include: Charter of the University


8

issued in Decision No. 153/2003 / QD-TTg of the Government; Article 14, Education

Law (2005); Resolution No. 14/2005 / NQ-CP of the Government; Ministerial
Circular of Ministry of Education and Training and Ministry of Home Affairs No.
07/2009 / TTLT-BGDDT-BNV; Resolution No. 05-NQ / BCSĐ dated January 6,
2010 of the Party Committee of the Ministry of Education and Training; Law No.
08/2012 / QH13 of the National Assembly; Resolution 77 / NQ-CP of the
Government ...
1.2.2. Management decentralization
1.2.2.1. Concept
Management decentralization is the authority of the headquarters to the internal
or external parts of a system. Management decentralization establishes a sequence to
reduce the power of higher authorities, increasing decision-making power at lower
levels.
The decentralization of higher education management is defined as the process
of transferring powers and responsibilities (with appropriate resources) to lower
management levels and grassroots levels in providing educational services.
1.2.2.2. The content of management decentralization
The content of training management decentralization is presented in the
following aspects: Organization and personnel decentralization; Decentralization of
professional management; Decentralization of financial and facility management;
Decentralization of collaborative management and training links.
1.2.2.3. Forms of decentralization
- Centralized management (centralized rights): The power and responsibility
are concentrated in higher management institutions; the lower management levels are
only responsible for implementation;
- Decentralized management (empowerment): Decentralizing functions, tasks
and powers to units, units operate as an autonomous unit, this unit can operate
independently without permission from higher management levels).
1.2.3. Autonomy and social responsibility
1.2.3.1. Freedom
Autonomy of the university is that schools can do everything that the law

allows and enforce the rights specified in the charter as well as in the organization
and operation regulations, which have been ratified by the competent authorities.
There are 5 main areas of activity of universities and colleges that have are
impacted by autonomy, including: Autonomy in managing school administration;


9

Financial autonomy; Autonomy in recruiting and managing staff and determining
their working conditions; Autonomy in training and enrollment activities; Autonomy
in determining standards and methods of assessment.
1.2.3.2. Social responsibility
Social responsibility is the responsibility to the society of the organization/
head who is empowered within the scope of the law on decisions, activities and
results of activities. Social responsibilities are primarily related to those who have
authority and stipulate the scope of their powers and responsibilities; those who are
given power must be accountable to a certain individual or group; they have to ensure
the publicity, transparency, and accountability for all decisions when asked and have
a responsibility to clarify social issues of particular interest.
Social responsibility includes internal and external responsibility that means
the responsibility to the school itself and to the society.
1.2.3.3. The relationship between autonomy and social responsibility of local
universities
Autonomy also includes accountability. Responsibility goes hand in hand with
autonomy and autonomy in what field will be responsible for that field. At the same
time, social responsibility must go hand in hand with autonomy, i.e. all areas of
education are empowered, responsible for decision making and implementation,
decision making and implementation processes have to ensure transparency, publicity
and accountability.
1.3. Training in local universities implements autonomy and social responsibility

1.3.1. Local university
1.3.1.1. Concept
Based on the actual process of forming and developing the system of local
universities in Vietnam, it is possible to determine: Local universities are public
universities under the provincial level, multi-level (undergraduate degree training is
the main functions, including postgraduate training in a number of majors) multidisciplines higher education institutions in order to meet the human resource needs
for socio-economic development of localities and neighboring provinces.
1.3.1.2. Characteristics
According to Dang Ba Lam, local universities have the following
characteristics:
(1) Being a local (provincial) public university; proposed by the locality; for
the local socio-economic development;


10

(2) Being classified into the third group according to the quality stratification
perspective of Vietnam University education development planning period 20062020
(3) Fully implementing the functions of community college model.
1.3.2. The components of the training process follow the CIPO approach
1.3.2.1. Concept
Applying the CIPO’s approach and the basis of studying the components of
training management under the systematic and complex approach, the thesis
considers the combination of Input factors, Process, at the same time, considering the
impact of Context factors and Output results to propose solutions of systematic,
synchronous training management to meet basic requirements of training in the
context of current education management decentralization, in association with
securing legal rights and social responsibility, and is consistent with the
characteristics and conditions of local universities, ensuring the requirement to meet
the needs of social studies.

1.3.2.2. Elements
Input activities include: analyzing needs activities; building output standards;
constructing and developing education programs; admissions; preparing resources for
training. Products of this stage are: training objectives, training programs, training
forces, learners, facilities and equipment available for training...
Output activities include: Accreditating training results, diploma, investigating
learners' feedback and job placement after graduation...
1.4. Training management of local universities implements autonomy and social
responsibility
1.4.1. Concept
The content of training management of universities in general is to follow the
basic characteristics and requirements and the guiding documents of the State
management agency on education decentralized in accordance with the current legal
documents. However, the application of training management solutions needs to be
closely linked with the characteristics and conditions of the school's resources, in
accordance with the needs of human resources and the local socio-economic
development situation.


11

1.4.2. The content of training management at local universities implements
autonomy and social responsibility
1.4.2.1. Open training industry, manage training program development and output
standards
The opening of a training major should be based on and meet the needs of local
human resource training (Organizing the construction of the project, submitting it to
the competent authority for approval).
Training program of universities is built according to current regulations.
Training program has clear, specific, reasonable, systematically designed structure to

meet the requirements of knowledge and skills standards of university level training
and flexibly meet the human resource needs of the labor market...
Management of construction and development of curriculum and output
standards have to be associated with the requirement of developing learners' capacity
according to social studies; Participants should include prestigious teachers,
scientists, employers, employees who have graduated ... Especially, training
programs and output standards should be periodically reviewed and adjusted in time.
1.4.2.2. Admissions management
Developing proposals, enrollment plans and implementing the enrollment
stages in accordance with the Regulations and guidelines of the Ministry of
Education and Training; in which the determination of enrollment scale associated
with the training capacity of the school and forecasting the demand for social human
resources is the most important stage in managing enrollment.
1.4.2.3. Organization and personnel
Organizing university apparatus, establishing subordinate units, building and
perfecting the team planning to meet the objectives and strategic plans of the school
on the development of training scale.
Assessing officials, managing, promoting, re-appointing and dismissing in
accordance with professional management requirements...
Implementing training and retraining staff to improve the quality, training level,
professional competence. Ensuring the policy regime to serve the management of the
team.
1.4.2.4. Management of finance, facilities and teaching aids
Financial management includes: Estimating and balancing financial revenues
and expenditures on the basis of financial autonomy, creating legal financial sources,
meeting investment activities, scientific research and other activities, developing


12

internal spending regulations; Mobilizing social resources to strengthen facilities,
teaching and financial facilities...
Management of facilities and teaching facilities includes: Developing a
comprehensive plan on the use and development of facilities in the university’s
strategies; Investing in ensuring adequate, synchronous, standardized and modern
facilities; Building up documents and effective measures to protect assets to enhance
the efficiency of training operations, scientific research and other activities.
1.4.2.5. Management of teaching process, training process and teaching activities,
including:
Teaching activities of teachers and students.
1.4.2.6. Management of students' learning outcomes and output management
Management and assessment of learning outcomes include the following
contents: Unifying the whole system from leaders and management officers to
teachers of the capacity-approached orientation; Diversifying regular and periodical
testing and evaluating of teachers in each module...
Output management includes: Coordinating with human resource-using
institutes to identify training needs; Mobilizing scientists, lecturers, experts and
employers to participate in building and evaluating the output standards of training
programs...
1.4.2.7. Management of training collaboration
Collaborative management is shown in the following contents: cooperation
with human resource-using units, links with domestic training institutions and
international cooperation in training.
1.5. Factors affecting training management at local universities, which carry out
autonomy and social responsibility
1.5.1. Subjective factors
1.5.1.1. Qualities and capacities of managers and lecturers
Management efficiency in general, training management in particular largely
depends on the quality and capacity of the managers and teachers in the school. This
has been confirmed in theory and managerial practice at all educational institutions.

These include the necessary qualities (political; moral; professional) and essential
competencies.
1.5.1.2. Leadership style and management of the rector and management staff
Leadership style is seen as "the sum of principles, methods and ways of
implementing management tasks to achieve management objectives". In that sense, in


13

addition to the qualities and capabilities of leaders, the success of management
depends largely on the leadership style of the rector.
1.5.2. Objective factors
1.5.2.1. Mechanisms and policies in higher education
The legal status of local universities is reflected in the Higher Education Law
and a lot of sub-law documents as higher education institutions in the HE system and
the charter of the University determines the agency managing is the provincial
People's Committee in accordance with regulations of the Law. The legal status of
local universities ensures the legal status in training activities, fulfilling the objectives
and tasks of higher education institutions.
1.5.2.2. Socio-economic context and local human resource needs
The situation of socio-economic development of the province hosting a
university, in which the ability to collect public budget will affect the level of
investment in facilities, finance and staff ... Furthermore, the economic development
the local economy, culture and society will also influence the school's training
process.
1.5.2.3. Background of higher education innovation and the development of science
and technology
The development of science and technology is associated with the current
context of higher education reform, especially in the fields of IT and communication,
modern teaching and working facilities; High-tech fields and technological processes

in management ... will create favorable conditions for universities to apply, transfer,
and help training and training management activities to improve quality and
efficiency.
CHAPTER 1 CONCLUSION
In chapter 1, the thesis has reviewed the issues related found out the
implementation direction that is updated and feasible, being associated with local
universities under the scope of research.
The content of the theoretical basis presented in this chapter serves as a basis
for studying, surveying the situation and proposing the system of training
management solutions to implement autonomy, meeting the basic requirements of the
training in the local universities to improve the quality of human resources to serve
the needs of local industrialization and modernization.


14

CHAPTER 2 CURRENT SITUATION OF MANAGEMENT OF AUTONOMY
IMPLEMENTATION AND SOCIAL RESPONSIBILITIES OF LOCAL
UNIVERSITIES
2.1. Overview of local universities


15

The schools in the actual research are established on the basis of upgrading the
vocational colleges and universities of education. They are the public schools under
the Provincial People's Committee providing multidisciplinary trainings, scientific
research, application and technology transfer, and quality human resources for
provinces, cities and regions.
Regarding the staff size: The total number of lecturers of 4 surveyed

universities is 1623 people, of which 1421 lecturers have postgraduate degrees,
accounting for 87.5%; Training scale: 28,280 students, of which the highest is Hai
Phong University (11,507 students).
2.2. The current situation survey procedures
2.2.1. Objectives
Surveying and analyzing the current situation of training management of some
universities is public education in the current context to be served as an indispensable
step to determine some practical arguments for proposing appropriate and
synchronous management solutions. These proposed suggestions aim at meeting the
basic requirements of training under the credit system in universities, improving the
quality of human resources for the industrialization and modernization chemistry of
provinces and regions.
2.2.2. Research contents
On the basis of the aboved contents, the study includes the following tasks:
Training components; Components of training quality assurance; The management of
output activities.
2.2.3. Methodology, participants and instruments
- Methodology
- Participants: The Board of Directors, leaders of departments, leaders of
faculties, divisions, academic assistants and lecturers of 4 selected universities.
- Instruments: Survey questionnaires, rationale and feasibility of the research.
- Participants: 126 people, including: 4 principals, 4 academic vice principals,
16 department leaders, 20 faculty leaders and 82 lecturers.
- Survey period: January – April, 2017.
2.3. Current situation of training in local universities
2.3.1. Entrance situation
The statistics of the entrance scale of universities in the last 3 years has shown
that although the enrollment results are not yet achieved, the quality of entrance is
stable.

16

In addition, according to the survey opinions of managers and teachers about
the training situation of the surveyed universities, the training needs are well defined
(3.64); Admission and quality of entrance are assessed at a good level (3.85).
Most schools allocating their enrollment quotas for universities based on the
forecast of local and national human resource needs, ensuring the target of higher
education (3.20) in accordance with the goals and mission of the school. (4.33). This
allocation is reasonable because it shows the training objectives associated with the
needs of local and regional human resource quality (3.90), in accordance with the
resources of each school (3.42) and local social-economic conditions (3.37).
Regarding to the scope of enrollment, the students of all majors mostly come
from the provincial regions; and those of non-pedagogical majors from across the
country.
2.3.2. Training programs
The survey results of managers and lecturers show that, basically, the current
training programs of schools meet the general requirements of university training, in
accordance with the objectives, mission and resources of the school (3.79). Training
programs are developed based on the curriculum framework of the Ministry of
Education and Training, periodically reviewed and supplemented with the
requirements of the output standards. The evaluation of graduates is determined by
the output standard (3.71) and are basically rated well (3.56). The quality and
competences of graduates is in line with the practical needs of the company (3.56).
The survey also shows that although the training programs of the schools are
basically academic, the inter-disciplinary between the majors are not tight (3.17) and
not flexible ( 3.09).
2.3.3. Current situation of training procedures
According to the survey, the budget source for organizing the training process
plays a very important role (4.56). Besides, other sources of income play an

additional role. However, it is expected that in 2020, these socialized sources will
increase while those from the state budget is cut down.
These budget sources have met the requirements of equipping sufficient
facilities, classrooms, laboratories, teaching aids (3.39), curriculum and teaching
materials (3.13). For student affairs, most managers and lecturers admitted the
ineffectiveness (2.88).
The survey results also show that the number and percentage of managers and
lecturers assessing the implementation of the contents of the school training process


17

is quite high. In particular, teaching and guiding practice for students (3.61), Qualities
and capacities of graduates are in line with the practical needs of human resource
employers (3.56), and the students' results (3.44) are rated the best; The content
related to learning, self-study and practice are not really good (3.19).
2.4. Current status of decentralized the management and autonomy for local
universities
Based on the legal documents, comparing with the actual decentralization of local
universities, the survey results show some different levels of relevance as followings:
2.4.1. Organizational and personnel decentralization
The results show that the level of appropriateness in organizational and
personnel decentralization is quite high. In particular, the field occupying the highest
level is: recruitment, lecturers and staff supply (3.44), decision on regular member of
the personnel (3.37) and salary policy and demobilization of lecturers and officers
(3.25). ..
2.4.2. Academic management decentralization
Documents and regulations have positive impacts on academic management of
local universities.
The evaluation of groups of respondents on the relevance of academic

decentralization is relatively positive, especially the following contents: the
recognition and granting of diplomas (4.19); the recruitment and distribution of
students into majors (3.91); Organize the training process (3.79).
Among the above contents, the level of conformity is not high, and the demand
for training (3.04) is the lowest. This set out for schools to conduct a survey, and
especially the forecast of local human resource needs.
2.4.3. Financial and facilities decentralization
The surveyed local universities are still funded by the state. The main source of
income is mainly from the tuition fees. However, the revenue structure in recent years
has increased significantly because most schools are proactive in opening interdisciplinary and in service majors, etc. All local universities followed the financial
regulations.
According to the survey, the level of appropriateness in the decentralization of
financial management and facilities is quite high, especially the expenditure
management (4.39); Plan and annual estimated spending (3.78); Estimates and


18

allocations for priority objectives (3.64). However, the content of investment on
construction and teaching equipment have not been evaluated well (3.30).
2.4.4. Cooperation in training decentralization
The power transfer of autonomy in training cooperation (in accordance with
the law) has yielded certain results for local universities.
According to the survey of the suitability in decentralization of collaborative
management and training cooperation, cooperation with human resource employer in
training is better evaluated (3.72), while the international cooperation in training is
only not highly appreciated (3.09).
2.5. Current status of management autonomy implementation and social
responsibility of local universities according to the current management
decentralization

2.5.1. The current situation of autonomy and self-responsibility to open the
training major, develop the training programs and ensure the output standards
The autonomy mechanism has allowed local universities to be proactive in
researching and proposing new training programs associated with local
characteristics.
Through the survey and assessment of the current status of local university
training programs management, it can be seen that the management of the training
programs of the universities in the research group have similarities in the program.
The program is uniformly managed throughout the school and is reviewed and
updated annually to meet social needs. Specifically, the two contents assessed to have
the best performance are: the periodical review, the adjustment of the output
standards and training programs (4.13); and the periodical check and evaluation of
the training program development (3.82).
However, through surveys, some contents have achieved low effectiveness
such as: involving the scientists, lecturers and experts of labor employers into the
curriculum development and output standards assessment (3.05); Coordinating with
human resources emplyer to identify the training needs (2.88).
2.5.2. The reality of autonomy and self-responsibility for admission management
The survey results on managers and teachers in 4 local universities show that
the management of admission is one of the important tasks, deciding the school's
development. The best evaluated contents are: Organization of admission notice
(4.48); Organization of admission (4.37); Admission evaluation and experience
lesson (3.90).


19

However, a lot of managers and lecturers assess that the implementation of
admission is not effective. In which, developing the admission plan, determining
admission targets based on local needs for university-level human resources and the

university potentials (3.25), and the advertising, consultance and promotion of
enrollment (3.17) are not highly rated.
2.5.3. The situation of autonomy and self-responsibility for personnel

organization
According to the survey on the current status of organization and personnel
decentralization of local universities, the following contents yielded the best
performance: Organization of university, establishment of directly under departments
(3.69) and staffs recruitment (3.31). However, the establishment and organization of
the School Council has a relatively low assessment (2.71).
The other two items with the lowest assessed level are: Implementing the
process of appointment and dismissal of the Principal and Vice Principal (2.60) and
the Decision on the official recruitment (2.66).
2.5.4. The situation of autonomy and self-responsibility for financial management,
equipments and teaching facilities
Through the surveys, the management of facilities and finance are focused,
attached with the legal regulations...and expressed through the following contents:
Estimating and balancing the financial revenue and expenditure (3.75) ; Developing
the internal spending regulations (3.55); Ensuring the officiality and transparency in
financial and facilities management (3.38).
Among them, it can be seen that mobilizing social resources to strengthen
facilities and educational fund has the lowest rate (2.79).
In addition, some aspects are not highly evaluated, namely: Management of
repair, maintenance of teaching facilities (2.87); Effective management of
laboratories, school workshops and teaching facilities (2.81). In particular, the
content of effective management of facilities and libraries has the lowest score (2.59).
2.5.5. The situation of autonomy and self-responsibility for managing the teaching
procedures
The data shows that contents which highly appreciated by the majority of
managers and teachers include: Development and approval of the training plans

20

(4.41); Teaching plans (4.20); Organization of teaching process according to the
regulations (4.12).
However, local universities need to pay attention to some contents which are
not highly rated, such as: the innovation of teaching methods and class management
(2.89); the organization of cultural, sports and practical activities (2.67); and
involvement of the employers in teaching (2.56).
Besides, through the data, it can be seen that activities for students’ scientific
research at schools are of great importance, but the implementation level is not really
adequate (3.00).
In addition, although the practicum organization of subjects / modules /
vocational training at schools and at the practical sites are all concerned by the
schools, the implementation is not really effective (2.97).
2.5.6. The status of autonomy and self-responsibility for management and
assessment of students' learning outcomes
Through the survey, it can be seen that the assessment of learning results of
learners is implemented synchronously, closely and objectively by local universities.
The contents are highly appreciated such as: Governing and organizing the
graduation recognition (4.36); Ensuring the openness and transparency of students'
learning and training results (4.21); Governing and evaluating the students’
graduation (4.17) ...
However, the survey results also show that the assessment of learning
outcomes is not really effective. The lowest contents are: Inviting the employers to
participate in the examination / graduation exam (2.50); Ability of career promotion
and professional development of students after graduation (2.58); Setting up an
annual following –up network for graduates (2.60).
2.5.7. The current situation of autonomy and self-responsibility in training

cooperation
According to survey results, international cooperation in training of local
universities is still limited. The schools just performed well in 2 contents, namely:
exchanging scientific and training information (3.66); Organizing international
conferences to exchange experiences in training (3.25). The rest is not good,
especially the following contents: Implementing cooperation and investment projects
from abroad (2.61); Inviting foreign teachers and scientists to participate in teaching


21

and scientific research (2.50); Referring the advanced programs from other countries
(2.30).
Local universities are doing relatively well the training cooperation (4.00) and
inter-training (3.86).
Cooperation with employers recently has been paid much attention by local
universities; however, the schools have basically achieved two following targets:
Employers create favorable conditions for students to practice, join the field trip
(3.92); Experts are mobilized to participate in teaching and guiding practice (3.63).
Meanwhile, the decisive factors to the quality of human resources, i.e. creating more
jobs for graduates has not been done well, such as: training by contract (2.48);
determining the training needs of human resource users (2.40).
2.6. Current situation of factors affecting training management in local
universities
2.6.1. Internal factors
According to the evaluation of leaders of local universities, both internal
factors greatly affected the training management in local universities in Vietnam.
This result not only clarifies the awareness of the influence of quality and capacity
factors but also shows the desire and needs of managers and teachers in being trained,

which contributed to improving professional qualifications and skills of each
individual.
2.6.2. External factors
When managers, lecturers of 4 local universities were asked about the training
and use of human resources by the state, Ministry of Education and Training and
related sectors, most of them rated with the highest level( 4.94). Besides, the
influence of management decentralization is also ranked very high (4.71).
The local factors related to the management of training according to the current
decentralization are ranked high, that is: Local management mechanisms (the
leadership and investment of local authorities, the decentralization in the expansion
of autonomy over organizational structure, personnel, finance, assets ...) at the highest
level (4.81); The situation of socio-economic development of the locality where the
school situated (4.52); and the training socialization (4.41).
In addition, factors such as the context of higher education reform (4.56), and
the development of science and technology (4.44) also greatly influenced the training
management of schools.
CHAPTER 2 CONCLUSION


22

In chapter 2, the dissertation has conducted surveys, analyzed and evaluated
the situation of training and training management to implement autonomy and social
responsibility of 4 local universities under the scope of research. The survey results
of the current situation in local universities have pointed out the advantages,
limitations and main reasons as mentioned above.
These problems stem from different subjective and objective conditions, and it
is necessary to propose some scientific, synchronous and feasible solutions in order to
meet the basic requirements of the training and in accordance with characteristics and
conditions of each local university.

CHAPTER 3
PROPOSING SOME SOLUTIONS IN TRAINING MANAGEMENT BY
EXLOITING THE AUTONOMY AND SOCIAL RESPONSIBILITIES OF


23

LOCAL UNIVERSITIES IN THE CONTEXT OF EDUCATIONAL
INNOVATION
3.1. Proposed principles
3.1.1. Principles based on reality
This principle requires that the proposed measures need to be appropriate to the
necessity and can solve the current difficulties. Therefore, the proposed measures
may be appropriate only in a certain time in the actual conditions of the school.
3.1.2. Principles based on inheritance
The solutions to improve the effectiveness of this work in schools towards
autonomy and self-responsibility need to accompany and promote the existed
achievements, take advantage of opportunities, and overcome weaknesses and
challenges.
3.1.3. Principles based on systematization
When proposing solutions in autonomous schools, it is necessary to ensure that
the system of solutions has impact on the components of the training management
process. Having grasped such systematic correlation, the new proposed measure is
more appropriate and more important to be implemented and applied.
3.1.4. Principles based on efficiency and feasibility
The solutions must meet the requirements of the labor market, but at the same
time they must be in line with the socio-economic conditions, facilities, and staffs.
From the above principle, the proposed solutions should be effective in specific
circumstances and in certain times.

3.2. The solutions to implement autonomy in training management of local
universities
3.2.1. Promote decentralization of training management within the school in the
direction of increasing autonomy and social responsibility of related divisions
3.2.1.1. Objectives
- Remove the overlap in performing tasks between affiliated units, enhance the
efficiency, therefore reduce wasteful costs.

- Enhance the responsibility of individuals and the responsibilities of local
universities to society and people.
3.2.1.2. Proposed solutions and implementation procedures


24

* Method 1: Promoting the role and function of the School Council in the
organization of local universities
* Method 2: Reviewing the functions and tasks of the departments and related
units
* Method 3: Strengthening the autonomy and self-responsibility of the
Faculties and Departments in implementing training management
3.2.1.3. Conditions for implementing the solutions
First: There should be consistency in the management mechanism between
MoET and Provincial People's Committee, paying attention to the specific
characteristics of local universities.
Second: Party Committee, Board of Management, and School Council should
be consistent in the management, implementation and supervision to avoid the
overlap,...
Third: The departments in the local universities need to fully develop their
functions; strengthen the inspection and supervision; In addition, the faculties and

divisions need to be proactive in organizing training, innovating their teaching
methods, innovating the methods of evaluation ... especially encouraging the selfstudying spirit of students.
3.2.2. Completing the Regulation on "Organization and operation of the school in
implementing autonomy and social responsibility in training"
3.2.2.1. Objectives
- Contribute to the transformation of the training management compared to the
normal regulation in all universities so far.
- Clearly define the functions and tasks associated with the government and
MoET documents on decentralization of education management in the current
context of educational innovation.
3.2.2.2. Proposed solutions and implementation procedures
* Method 1: Completing the regulation of autonomy and self-responsibility for
the personnel organization of the school
* Method 2: Completing the regulation of autonomy and self-responsibility for
training and scientific research
* Method 3: Completing the regulation of autonomy and self-responsibility for
evaluation and inspection
* Method 4: Completing the regulation of autonomy and self-responsibility for
the facilities and financial budget of the school


25

3.2.2.3. Conditions for implementing the proposed solutions
First: There need to have clear and specific guidelines by the MOET or
Provincial People’s Commitee in developing the criteria and level of relationship
between autonomy and self-responsibility of local universities.
Second: In the process of building and completing the regulations, identical
characteristics of local universities on decentralization and autonomy should be paid
much attention.

Third: The regulations need to be added and adjusted in time, especially in
connection with the achievements of the 4th industrial revolution.
3.2.3. Managing and developing training programs to meet local and regional
needs
3.2.3.1. Objectives
- Manage and develop the training programs to improve, modify and
supplement new contents, and make the curriculum more appropriate to the situation
and needs of the locality and the country and in accordance with the trend of
integration and elimination of the existing problems.
- The renovation of training programs plays an important role in job creation,
improving the quality of human resource training, meeting the local social needs.
3.2.3.2. Proposed solutions and implementation procedures
* Method 1: Determine the needs of local and neighboring provinces
* Method 2: Determine the general and specific objectives of the curriculum
* Method 3: Direct the design of the training program
* Method 4: Organize the implementation of the training program
* Method 5: Organize the evaluation of the training program
3.2.3.3. Conditions for implementing the proposed solutions
First: Need to analyze the context and training needs.
Second: Universities need to define the general and specific objectives of the
education-training process to form and develop human personality and professional
qualities.
Third: The design and operation of training programs needs pilotting and
evaluating on the basis of collecting public comments. There should be timely and
flexible adjustments and supplements.
Fourth: There should be regular participation of employers in the development
of training programs, implementation and evaluation of output standards.