Tài liệu 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 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 ………………………………….… III 1 Background of the Study ………………………………….. II INTRODUCTION …………………………………………… 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 Research Instrument ………………………………………. Data Gathering Procedure ………………………………… 78 Statistical Treatment ………………………........…….…… 79 RESULTS AND DISCUSSIONS …………………………. 80 4.1 Profile of the Respondents …………………………… IV 77 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