1
MINISTRY OF EDUCATION AND TRAINING
INSTITUTE OF EDUCATION SCIENCE OF VIETNAM
------------------
NGUYEN THI THANH BINH
MANAGEMENT OF COMPÊTENCY – BASED
INTERMEDIATE VOCATIONAL TRAINING
TOWARDS EMPLOYMENT
Major: Educational Management
Code:9.14.01.14
SUMMARY OF PHD. THESIS
ON EDUCATION SCIENCE
Hanoi 2018
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Finalized at
INSTITUTE OF EDUCATIONAL SCIENCE OF VIETNAM
Scientific supervisors:
1. Prof.Dr. Sc. Nguyen Minh Duong
2. Dr. Le Dong Phuong
Defender1: ....................................................................
Defender 2: ....................................................................
Defender 3: ....................................................................
This thesis will be reviewed at Institute –level Thesis Review
Council, Institute of Educational Science of Viet Nam, 101 Tran Hung
Dao Street, Ha Noi.
On ….. Month …. Date …. Year
The thesis can bi found at :
- The National Library
- The Library of Viet Nam Institute of Educational Sciences
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PREFACE
1. Rationale
Since 2000, Vocational Education and Training (VET) in Viet Nam
has payed attention to social need – based training, training reforms
including the implementation of competency – based training (CBT) in
order to link training and employment. However, the training program in
general and the intermediate level in particular is still mainly structured
according to the subjects, heavy on knowledge, light on practice, not follow
the CBT approach - considered flexible and work-oriented to meet diverse
needs of learners as well as employers.
Annual enrollment based on the ability of the schools but not close to
the labor market needs, so it is not consistent with the law of supply demand and leads to the situation that a part of graduates have not found
jobs and the training effectiveness is reduced.
The main cause of the above situation is that the VET institutions have
not yet managed intermediate level training according to the law of supply
and demand of labor market. Resolution 29-NQ/TW stated: "Management
of education and training is weak" and also set out the task:
"Fundamentally renovate education management,.., emphasize the quality”.
With the above reasons, the author decided to choose the topic
"Management of competency-based intermediate vocational training
towards employment”.
2. Purpose of the research
Propose several solutions on management of competency-based
intermediate vocational training towards employment to improve the
quality and the training efficiency, meeting the demand for intermediate
level human resource development in the future.
3. The subject and object of the research
3.1. Target of the research: Competency-based intermediate
vocational training towards employment.
3.2. Object of the research: Management of competency-based
intermediate vocational training towards employment.
4. Scientific hypothesis
Currently, training management at intermediate level has not followed
the law of supply - demand of the market, so training is both redundant and
insufficient; outputs and outcomes have not met the employment
requirements and labor market. Therefore, if management of competency –
based intermediate vocational training towards employment is implemented
within appropriate solutions, from the inputs management, process
management to outputs/outcomes management in connection with labor
market demands, then the quality and effectiveness of training would be
improved.
5. Research tasks
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(1) Identify the theoretical foundations on management of competencybased intermediate vocational training towards employment;
(2) Evaluate the current situation of intermediate vocational training in Viet
Nam and current situation of management of competency-based intermediate
vocational training towards employment;
(3) Propose solutions on management of competency-based
intermediate vocational training towards employment.
6. Research scope
6.1. Research content
The thesis focuses on organization and management methods;
solutions on management of competency-based intermediate vocational
training towards employment to enhance the quality and efectiveness of
training and employment – oriented.
6.2. Site research
The thesis conducts the survey on training management at intermediate
vocational level of 13 VET institutions including 4 intermediate secondary
schools and 9 colleges. These institutions are evenly distributed in the North Central - South (05 institution in the North, 03 institutions in the Central and 05
institutions in the South).
6.3. Targeted audience for survey
The thesis collected opinions from 1.365 people in which, 181
administrators, 424 teachers, 322 learners, 272 graduates and166 employers.
6.4. Time scope
The data of the thesis research process is synthesized in the period from
2015 to 2019.
7. Methodology and research methods
7.1. Approach methodology
7.1.1. System-based approach
Intermediate-level human resources are a part of the socio-economy.
Therefore, the research on vocational training management at intermediate
level must be placed in relationships with the demand of human resource
development in order to develop the socio-economy in each stage.
7.1.2. CIPO – based approach
Based on CIPO model, training management is structured by 3
groups: Input (I-Input), process (P-Process), output/outcomes (O-Output /
Outcomes) under the impact of context (C-Context).
7.1.3. Historical/logical approach
Training management must be consistent with certain historical
contexts. When the historical context changes, management methods,
processes and measures will be renewed accordingly. However, the
introduction of a new method, process or measure does not mean a new
construction but must have inherited from the achievements.
7.1.4. Competency-based training
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Human resource training must shift from content approach to target
approach, taking output as a goal, towards forming the necessary professional
competencies for learners so that they can perform the task of job according
to occupational standards and have the opportunity to find a job.
7.1.5. Market-based approach
In the market mechanism, education must be managed and operated in
accordance with the law of market supply and demand to meet customer
requirements and to improve the quality and effectiveness of institutions.
Therefore, the study proposes solutions on management of competencybased intermediate vocational training towards employment must also
follow the rules of the market.
7.2. Research methodology
The author used theoretical research methods of collecting, analyzing,
synthesizing documents related to the thesis and practical research methods
such as: survey methods, questionnaires, expert methods, mathematical
statistics, summarizing practical experience and testing methods .
8. Viewpoints needs to be protected
- Competency-based intermediate vocational training towards
employment will create necessary professional capacities and create
conditions for graduates to find jobs in the right fields, sustainable jobs and
improve career development.
- Applying CIPO model to manage training from input (enrollment,
curriculum, teachers, facilities), teaching and learning process to evaluation
of output/outcomes under the impact of market economy.
- Reforming management of competency-based intermediate
vocational training towards employment at VET institutions is necessary to
gradually improve the quality of training to meet employment needs.
9. New findings of the thesis
Based on CIPO training model, built the theoretical framework for
management renovation of competency-based intermediate vocational
training towards employment.
The survey showed that there have been some shortcomings remains
in the training and management of competency-based intermediate
vocational training towards employment.
The author proposed some training management processes such as:
management process for identifying the for demand; enrollment
management process based on job demand; management process of the
curriculum development based on job demand; management process of
training and fostering teachers; management process of new teachers
recruitment; management process of the integrated lessons compilation;
process of establishing a job recommendation and consultancy team;
management process of cooperative relationships between school and
employers.
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The author built a competency framework for training program of
Marketing job at the intermediate vocational level, proposed 06 solutions
on the management of intermediate vocational level human resource
training.
The author experimented one of solutions. The results of scientific
experiment showed that the proposed solution not only met the theoretical
requirements of management science but also met practical demands with
high possibility.
10. Structure of the thesis
Apart from the introduction, conclusion, recommendations, a list of
the author's research works, references, appendices, main contents of the
thesis are structured in 3 chapters:
- Chapter 1: The theoretical foundation on management of
competency-based intermediate vocational training towards employment.
- Chapter 2: The current situation on management of competencybased intermediate vocational training towards employment.
- Chapter 3: Solutions to management of competency-based
intermediate vocational training towards employment.
CHAPTER 1
THE THEORETICAL FOUNDATION ON MANAGEMENT OF
COMPETENCY – BASED INTERMEDIATE VOCATIONAL TRAINING
TOWARDS EMPLOYMENT
1.1. Overview of the research topic
1.1.1. Research on competency - based training
1.1.1.1. Overseas studies
- William E. Blank (1980), Fletcher S. (1991), Worsnop, Percy J.
(1993), Tom Lowrie (1999), Serge Côté (2012), Ayonmike, Chinyere S.,
Noel Kufaine và and Nancy Chitera (2013), Okoye Michael (2015) mention
institutional framework of competency – based training, structural
characteristics of competency – based training, building competency
standards linking with occupations to form the competencies for learners, the
role of teachers, facilities, the role of learners when moving to the
competency-based training as well as the way to build a competency - based
training framework, implement and develop competency-based training
program.
1.1.1.2. Domestic studies
The domestic experts have studied the module of occupractice skills
applied in Vietnam; main contents in vocational training management,
curriculum development, teaching, capacity building for learners as well as
examination and evaluation in competency – based teaching.
1.1.2. Research on employment – oriented training
1.1.2.1. Oversea studies
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- UNESCO (1997), UNESCO-ILO (2002), Astha Ummat, Buning,
Frank Schnarr, Alexander (2009), Zafiris Tzannatos và Geraint Johnes
(1997), Lisbeth Lundahh và Theodor Sander (1998), Rita Nikolai và
Christian Ebner (2011), Chana Kasipar and colleagues (2009) studied on
the enhancement of linkage between VET and the world of work, the role
of industry in the linkage between training and employment, the analyse of
benefits of schools and industry in training cooperation and solutions on the
enhancement of linkage between training and employment.
1.1.2.2. Domestic studies
Nguyen Minh Duong, Phan Van Kha carried out a research into the
linkage between training and employment through modules – based
vocational training, impacts and principles in building the cooperation of
training and human resource utilization.
1.1.3. Research on management of competency-based intermediate
vocational training towards employment in vocational education and
training
1.1.3.1. Oversea studies
Richard Noonan (1998), Vladimir Gasskov (2000), Serge Côté (2004),
Geogre Predley (2009), OECD (2011) and other authors mentioned ways to
manage human resources in VET meeting social needs; solutions on
improvement of the linkage between training and employment.
1.1.3.2. Domestic studies
Studies of Do Van Tuan (2010), Tran Trung (2013), Nguyen Phuc Chau
(2010), Nguyen Thi My Loc (2010) and some doctoral thesis proposed
solutions to develop vocational training to improve the quality of human
resources; training management at vocational schools to meet social needs;
indicate trends of VET development and propose new models of vocational
education schools in the context of Viet Nam.
Concerning the training management job-oriented at intermediate
level, studies of authors: Dang Xuan Hai (2010), Nguyen Duc Tri (2010),
Phan Van Kha (2007), Dao Thi Le (2017), Doan Nhu Hung (2018), Le Dai
Hung (2018) emphasized the change management of schools in accordance
with the training philosophy and labor market.
In summary, many authors have studied on training and management
of competency-based intermediate vocational training towards
employment, however, there have not been any research that analyzed the
linkage between training and employment; job-oriented intermediate level
training management models as well as specific solutions on management
of competency-based intermediate vocational training towards
employment. Therefore, it is necessary to have a new research direction to
contribute to management of competency-based intermediate vocational
training towards employment.
1.2. Basic concepts
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1.2.1. Intermediate level
1.2.2. Training management
1.2.3. Competency approach
1.2.4. Employment – based training
1.3. Role of intermediate level human resources
Currently, among trained workers with degrees, the proportion of
intermediate – trained workers is a higher than college – trained workers in
all sectors. This fact shows the great role of intermediate-level human
resources in the economic sectors of our country. Besides, by 2030, when the
labor force working in the whole economic sector is expected to be about 70
million people, the total estimated population of the country is 105 million
and the trained labor force is about 56 millions of people, the human
resources of the vocational training system are expected to account for about
48 million people, equivalent to 85.7% of the total number of trained
personnel, the human resources at the intermediate level in the next 10 years
are still considered as the core manpower of VET when trained workers
gradually replace unskilled workers.
1.4. Competency – based training towards employment
1.4.1. The philosophy of training
1.4.1.1. Learn to master job-tasks, to get a chance to find a job
1.4.1.2. Occupational standard is a measure of the proficiency in the job
1.4.1.3. To be proficient in the job, there are certain conditions
1.4.2. Principles of training
1.4.2.1. Training must come from occupational standards
1.4.2.2. Publicize criteria, evaluation criteria and implementation
conditions to learners
1.4.2.3. Proficiently learn each ability before moving on to other
competencies
1.4.2.4. Pay attention to the results, care less about time
1.4.2.5. Facilitate learners at their own pace and ensure the necessary
conditions for implementation.
1.4.2.6. Competency - based assessment
1.4.3. Characteristics of training
1.4.3.1. Output oriented - practice capacity
1.4.3.2. Employment – based enrollment
1.4.3.3. Training process orgnization
1.4.3.4. Output/outcomes evaluation
1.5. Some training model
1.5.1. Process training model
1.5.1.1. Inputs
1.5.1.2. Process
1.5.1.3.Output
1.5.2. Circular training model
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1.5.2.1. Training needs identification
1.5.2.2. Training planning and designing
1.5.2.3. Training implementation
1.5.2.4. Output/Outcomes eveluation
1.5.3. CIPO model
CIPO is abbreviated from the term Context-Input-Process-Output. The
CIPO model was proposed by UNESCO in 2000. This model has many
similarities with the model of process training model; however, there is a
fundamental difference of the CIPO is the emergence of context factors
affecting the whole process of training. Therefore, the CIPO model is
considered to be consistent with a constantly changing society and is always
influenced by contextual factors.
1.6. Applying the CIPO model to management of competencybased intermediate vocational training towards employment
The author applies the CIPO model to management of competencybased intermediate vocational training towards employment. This model is
generalized as shown in Diagram 1.1.
1.6.1. Inputs management
1.6.1.1. Enrollment management according to employment - oriented
competency: To comply with the law of supply and demand in quantity and
occupations, graduates will have more opportunities to find jobs and
improve training effectiveness.
1.6.1.2. Teacher development management to implement competencybased training: Teachers have a decisive role to enhance the training
quality. In the competency-based intermediate vocational training towards
employment, teacher have to integrate both theory and practice, and use
positive teaching methods, modern teaching and learning facilities and
equipment as well as information technology and simulation technology in
teaching.
1.6.1.3. Training program development management of competencybased intermediate vocational training towards employment: It is
necessary to manage the identification of objectives/learning outcomes of
curriculum, content and modules – based structure design of curriculum.
1.6.1.4. Management of teaching facilities and training equipment to
competency – based training: Competency – based training requests
facilities and equipment is relevant with the professional environment at
the job position so that graduates can easily integrate with the world of
work. The equipment must be of all types, in sufficient quantity and
modern (not
too backward compared
with
the demand of
industry production) to conduct learning activities as required by the
training program.
1.6.1.5. Financial management: Finance assures training activities in
the schools, so financial management is necessary.
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Management of the adaptation
with the context
- Political and socio-economic context
- Policies
- Labor market; progress of science and
technology, globalization, international
Iitergration
Input management
- Enrollment management
- Training program
development management
- Teacher management
- Management of facilities and
equipment
Process management
- Teaching process management
- Teaching activities
management
- Learning activities
management
-
Output management
- Evaluation, granting
certificate and degrees
- Job concultancy and
- Tracer studies
Employment
- Demand of labor market
- Competencies of graduates meeting
job requirements of labor market
Diagram 1.1 Applying the CIPO model in management of
competency-based intermediate vocational training towards employment
1.6.2. Teaching process management
1.6.2.1. Teaching process organization management: Including tasks:
Select teaching process organization types; assign teachers; arrange
teaching facilities and training equipment to implement training courses;
organize the teaching based on job tasks; organize modules - based
training.
1.6.2.2. Teaching activities management: Including tasks: manage the
preparation for teaching and learning activities; manage the performance of
teachers' lectures.
1.6.2.3. Learning activities management: Including tasks: manage
learning activities in class and manage outside-class learning activities.
1.6.3. Output management
1.6.3.1. Evaluation and granting certificate and degrees
1.6.3.2. Job consultancy for graduates.
1.6.3.3. Collection of feedback management
1.6.4. Impact of context on management of competency-based
intermediate vocational training towards employment
1.6.4.1. Political and socio-economic context
1.6.4.2. Policies
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1.6.4.3. Labor market
1.6.4.4. Progress of science and technology
1.6.4.5. Globalization, international Integration
1.7. Experience of some countries in the world on the competencybased intermediate vocational training towards employment
Experience of Québec's Vocational and Technical Training System,
dual system of the Federal Republic of Germany; Australian vocational
training experience, Japanese KOSEN training model and Philippine
vocational training system show that VET in developed countries is closely
linked to employers/ enterprises, training in association with industry needs
and helps learners get jobs right after graduation. From this experience of
countries, Vietnam's VET needs of the labor market; strengthen soft skills
training to quickly help learners work in a globalized environment, promote
the establishment of close relationships between the three parties: the State
- the School - Employer to monitor and regulate human resource training
according to the labor supply and demand law of the labor market.
Conclusion of Chapter 1
Competency – based training towards employment help learners to gain
professional competencies to fulfill the tasks and jobs of employment as well
as have more opportunities to find jobs. On the basis of analyzing and
summarizing the theories on training and management of competency-based
intermediate vocational training towards employment, the thesis has applied
CIPO model and has built a theoretical framework for the management of
competency-based intermediate vocational training towards employment
from input to the process of teaching and learning as well as output.
CHAPTER 2.
THE CURRENT SITUATION ON ON MANAGEMENT OF
COMPETENCY – BASED INTERMEDIATE VOCATIONAL TRAINING
TOWARDS EMPLOYMENT
2.1. An overview of intermediate level human resource training in
Vietnam
2.1.1. Network of VET institutions providing intermediate level training
As of December 2017, there were 1,974 VET institutions all over the
country, of which 551 intermediate vocational schools accounted for 27.9%
of the total, and nearly 400 colleges and other institutions implementing
intermediate level training. The network of VET institutions for intermediate
level is widely distributed throughout the country and belongs to many
different management agencies and units. The institutions tend to have multidisciplinary and multi-job training; open and flexible training methods to
meet the people's vocational training needs.
2.1.2. Enrollment of intermediate level
Admissions data for 2011-2016 show that in 2011-2015, the number of
students enrolled in intermediate level is over 300 - over 400,000 people.
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Particularly, in 2016, the number of enrolments has decreased (284,600
people) but still about 30% higher than the college level.
2.1.3. Regarding to the current intermediate training
MOLISA has issued Circular No. 09/2017/TT-BLĐTBXH dated
March 13, 2018 on organizing the implementation of the intermediate and
college level training program according to the school year or by the
method of modules or credits accumulation; regulations on test,
examination and graduation recognition. With this regulation, there are two
methods for the schools. Most schools are still conducting training in
subjects, school year. They have not yet strongly implemented the form of
training according to the modules - based training approach which is
flexible to create maximum conditions for learners to change their careers.
2.2. Survey to assess the current situation
2.2.1. Survey purpose
The purpose of the survey is to collect information, detect and assess
the status of training and management of competency-based intermediate
vocational training towards employment at VET institutions.
2.2.2. Subjects and survey criteria
Subjects for surveying include: managers, teachers, students, ex- student
of 13 VET institutions providing intermediate level training and representatives
of employers.
2.2.3. Survey content
- Survey on training: Input factors, teaching process and output factors of
competency – based intermediate vocational training towards employment.
- Survey on the management of competency-based intermediate
vocational training towards employment including managing inputs,
managing the teaching process according to Employment-oriented
competency, output management work-oriented; impact of context
affecting the competency-based intermediate vocational training towards
employment.
2.2.4. Survey methods and processing survey results
Surveys are conducted by questionnaires. The questionnaire shall be
cleaned before entering the data.
2.2.5. Scale
There are 02 scales used as 4-level scale and 3-level scale
2.2.6. Time
The survey time is taken from October 1 st, 2017 to December 30th,
2017.
2.3. The current situation of competency-based intermediate
vocational training towards employment
2.3.1. Situation of enrollment
Schools conduct enrollment many times in the year; enrolled many
qualifications toward a training program. The enrollment links to assess the
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input capacity of learners, however, schools need to promote enrollment
based on surveying the job demand of the labor market and classifying
learners.
2.3.2. Situation of training program development
Regarding the development of the training program, schools implement
many forms of training program development. However, they have not yet
focused on the development of training program towards outcomes. Besides,
the training program is still focus much on theory and less on practice, also
content on soft skills has not been focused in the curriculum.
2.3.3. Situation of teaching capacity and the need of improving the
competency of teachers
The ability of teachers to communicate with students is most
appreciated. The next is the capacity to use information technology in
teaching. However, teachers are still weak at teaching and integrating
theory with practice, using active teaching methods as well as modern
technical means in teaching.
2.3.4. Situation of facilities and teaching equipment
Basically, the facilities and teaching equipment meet the training level
quite well. However, the level of modernity compared to the requirements
is underestimated.
2.3.5. Situation of teaching activities
This survey shows that teachers are very conscious in preparing
lectures in the teaching process; most of the traditional and basic teaching
activities are regularly performed. However, active teaching and integrated
teaching activities are not implemented.
2.3.6. Situation of student achievement assessment
Regarding the assessment of students' learning outcomes, teachers still
use traditional assessment methods that have not evaluated learning
outcomes according to the competencies required for job.
2.3.7. Situation of the relationship between the school and the
employer
VET institutions coordinate well with employers to organize
graduation exercises for students. However, most of the relevant criteria
such as the connection between the school and the establishment
employing employers in consulting and job introduction for graduates,
developing the training program, sending experts to teach, receive students
in internship and support teachers to practice skills at the employers'
premises which are not performed well.
2.3.8. Situation of the quality of intermediate level training
compared to the job requirements.
Regarding the quality of intermediate-level training compared to the
job requirements, the criteria of occupational skills, foreign language
capacity and informatics support work of students are still limited.
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2.3.9. Situation of graduates ‘employment
Regarding the employment status of graduates: 34% of graduates find
a job in the right training sector for a period of 6 months. Generally, the
percentage of graduates who have found a job in the right training sector is
still limited. Meanwhile, the percentage of graduates finding jobs but
irrelevant to training within a 6-month period accounts for 48%. Besides,
the number of graduates who cannot find jobs accounted for 18% is quite
high.
Thus, VET institutions need to well implement the training
management, set out specific solutions to take advantage of opportunities,
limit challenges as well as promote strengths and overcome weaknesses to
meet the demands of the labor market and employment.
2.4. Current situation of management of competency-based
intermediate vocational training towards employment
2.4.1. Input management
2.4.1.1. Situation of enrollment management towards jobs
In general, VET institutions have done quite well the management of
public announcements of enrollment results, management of enrollment
applications, management and approval of enrollment results, management
of enrollment and management targets. Admission notice to attract learners.
However, enrollment management according to employment needs is still
performing at a low level. VET schools must have solutions to solve this
question.
2.4.1.2. Situation of training programs management and development
basing on competency approach towards employment
VET institutions have not yet done well to design capacity modules
and determine the output standards of the training program. It is the fact
that most VET institutions are conducting training according to the school
year, only a few institutions implement modules – based training program.
2.4.1.3. Situation of teachers management and development to carry
out competency – based training
VET institutions have not focused on further training for teachers as
well as associated with companies to train teachers. The incentives for
teachers have not well implemented.
2.4.1.4. Situation of teaching facilities and equipment management to
implement competency – based training
VET institutions must do well from the planning, procurement,
installation, preservation and repair of teaching equipment until the
inspection and assessment of the implementation of investment plans,
develop the cooperation between schools and industry in teaching facilities
and equipment.
2.4.1.5. Situation of financial management
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VET institutions have focused on investing in teaching facilities and
equipment, mobilized vary resources, well-implemented scholarship and
incentives for learners.
2.4.2. Situation of teaching process basing on competency approach
towards employment
2.4.2.1. Management of teaching process
VET institutions have done quite well in assigning teachers. However,
the majority of teachers still uses traditional teaching methods, not boldly
renovate into modules-based training and teaching closely to the
employment.
2.4.2.2. Teaching management
VET institutions must focus on managing the design of
pedagogical/learning materials; managing teachers' teaching plans;
managing the implementation of integrated lectures.
2.4.2.3. Learning management
VET institutions need to further strengthen the management of learning
activities in class or outside class, and especially focus on management the
practice of learners in the industry because this is one of the important
contents linking training and the world of work, helping graduates to easily
integrate into the job market.
2.4.3. Situation of
employment-oriented output/outcomes
management
Survey results show that employment-oriented output/outcomes
management is not well implemented. Competency – based assessment,
granting of certificates and degrees for learners, job consultancy for
graduates are all very important contents that link training with
employment, opening up learning and working opportunities for learners.
However, they are not implemented synchronously.
2.5. Impacts of the context to employment-oriented training
According to the CIPO model, the external context consists of
political, legal, socio-economic, scientific and technological advances,
globalization and international integration,
cooperation with
employers…will affect the inputs, outputs and training process. Therefore,
in the process of employment-oriented training at the intermediate level,
VET institutions need to pay attention to the context factors to have
flexible changes as well as easily adapt.
2.6. Overall assessment of the situation of management of
competency-based intermediate vocational training towards
employment
2.6.1. Strength
The management of enrollment and training is carried out in accordance
with the regulations on enrollment; competency – based training is newly;
VET schools are interested in planning staff development and implementing
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remuneration policies for teachers; planning teaching facilities and
equipment every year; teachers actively innovate teaching methods,
assessment method of students' learning results; management of certificate
and degree issue for learners; attaching importance to assessment of learning
outcomes according to traditional teaching method.
2.6.2. Weakness
Enrollment associated with employment needs has not been given
adequate attention. Management of the training program development has
not yet met the requirements of occupational practices: training program is
built based on the curriculum framework, not focusing on the management
of the training program content, outputs/outcomes and not structured in
modules. Management and development of teachers, further training for
teachers is still fuzzy. Facilities are backward, not properly invested and in
line with professional development practices. Weak linkage with industry,
therefore, training is not associated with production practices. Employment
consultancy and tracer surveys has not done regularly and has not really
promoted proactive and professional.
2.6.3. Opportunities and challenges
VET is always concerned by the Party and the State. International
integration, globalization and development of science and technology
create conditions to innovate content, teaching methods, and intermediate
level training management.
However, the challenges show that the VET quality at intermediate
level is still limited; international labor migration takes place on a global
scale, leading to competition for workers' skills, posing great challenges to
Vietnamese labor force.
2.6.4. Causes of limitations
Management capacity is limited, mainly based on experience and old
ways, not promoting initiative and creativity. The recruitment and further
training of teacher have not been given adequate attention. Teaching
facilities and equipment are old and backward, not updated with the current
career development trend. The autonomy and self-responsibility before the
society of the schools have not had specific and detailed instructions; Some
VET institutions also depend heavily on the state budget.
Conclusion of Chapter 2
The survey results shows that it is necessary to innovate enrollment
management, develop training programs, do further training for teachers,
innovate and manage the teaching process, manage teaching and learning
activities. In addition, it is necessary to innovate job consultancy for
graduates as well as carry out the tracer survey, from that, adjusting the
training program in accordance with the practice.
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CHAPTER 3.
SOLUTIONS TO MANAGEMENT OF COMPETENCY – BASED
INTERMEDIATE VOCATIONAL TRAINING TOWARDS
EMPLOYMENT
3.1 Orientations for proposed solutions
3.1.1. Towards standardization of output/outcomes
3.1.2. Towards training to meet the employment needs
3.1.3. Towards training quality management
3.2. Principles for proposed solutions
3.2.1. Guarantee of objectives
3.2.2. Guarantee of inheritance
3.2.3. Guarantee of systematization and synchronization
3.2.4. Guarantee of posibility
3.2.5. Guarantee of practicality
3.2.6. Guarantee of efficiency
3.3. Innovative solutions to management of competency-based
intermediate vocational training towards employment
3.3.1. Solution 1: Innovating the management of demands – based
enrollment
3.3.1.1. Purpose of the solution
Overcoming the limitations that VET institutions are facing are both
redundant and lack training. Creating more opportunities for graduate
students to find jobs.
3.3.1.2. Content of the solution
The solution consists of the following contents: Management
determines the demand for intermediate level jobs and manages enrollment
based on competency approach towards employment.
3.3.1.3. Ways of solution implementation
- Management of intermediate level training need identification. In
order to manage the identification training needs by accurate and timely
way, the institutions should follow the 6-step process including:
+ Step 1: Make plan to collect information on intermediate level job
demands in the region.
+ Step 2: Establish a specialized teamwork to survey the demand for
intermediate level jobs including those who are knowledgeable about survey
work.
+ Step 3: Design the survey toolkit to gather information on training
needs, which clearly define the demand for quality (capacity), the quantity
and the structure of intermediate-level professions
+ Step 4: Conduct surveys to collect information on job demands.
+ Step 5: Data analysis, information processing, synthesis of survey
results.
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+ Step 6: Prepare an overall report on intermediate level employment
needs.
- Manage enrollment based on competency approach towards
employment.
In order to manage the enrollment, the VET institutions need to set up
an Admissions Council and carry out the process including the following
steps:
+ Step 1: Make enrollment plan. The VET institutions need to make
specific content and requirements on enrollment time, subjects and forms,
professions according to employment needs, procedures and applications
for enrollment and admission. duties and powers of the Admissions
Council and relevant Departments as prescribed.
+ Step 2: Notice of enrollment. The VET institutions need to announce
publicly and promptly on the mass media about the enrollment criteria
according to the majors that institutions will enroll, the entry conditions,
the necessary documents and the time of enrolling.
+ Step 3: Accept the application. The VET institutions establish a
board to receive the application and explain the questions as well as advise
and answer the candidates’ questions.
+ Step 4: Admission. Based on the profile, the Admissions Council
will organize the admission according to the specified criteria and make a
list of the winners to the Principal for approval.
+ Step 5: Notification of admission. After being approved by the
Principal, the nominated department will send notices to the successful
candidates and set the date of admission.
+ Step 6: Organize the assessment of input capacity. This is a principle
of performance-based training and will facilitate learners not to re-learn
what they already know.
+ Step 7: Do consultancy on career selection. In order to help learners
avoid being confused in choosing careers; or suitable to the labor market
needs.
+ Step 8: Class and major distribution
3.3.1.4. Conditions for solution implementation
VET institution leaders must change their perception; choose the right
personnel and organize further training for the staff to implement the
enrollment; arrange necessary equipment to operate and strengthen
cooperation with industry.
3.3.2. Solution 2: Managing intermediate vocational training
programs development based on competency towards employment
3.3.2.1. Purpose of the solution
Ensure that the training program meets the job tasks and duties,
meeting the employer needs; expand learning opportunities for learners, so
that learners choose the necessary content to learn in accordance with their
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needs, abilities and lifelong learning ability; contribute to improving the
quality and effectiveness of vocational traning.
3.3.2.2. Content of the solution
Establish the Training Program Development Sub-Committee and
organize the implementation of tasks to build a module - based training
program, eliminate the old academic programs not updated with
professional environment.
3.3.2.3. Ways of solution implementation
In order to implement this solution, the VET institutions should follow
steps:
- Step 1: Establish the training program sub-committee.
- Step 2: Conduct job analysis to determine the output standard of the
training program.
- Step 3: Analyze the learning outcomes of the training program to
determine the content of the training program.
- Step 4: Structure of the competency – based training.
- Step 5: Workshop to get expert opinions and finalize the training
program draft.
- Step 6: Approve and issue a new training program. Announcing the
training program on mass media and conducting training under the new
training program.
In order to design the content structure of the competency – based
training, VET institutions should follow these steps:
+ Step 1: Select training content
+ Step 2: Identify the lectures integrated in each module
+ Step 3: Organize module compilation
+ Step 4: Organize a workshop to consult experts on draft training
modules
+ Step 5: Complete the modules
3.3.2.4. Conditions for solution implementation
Changing awareness of VET institutions leaders about developing
training programs associated with employment; have a contingent of
teachers and knowledgeable experts on developing the competency – based
training; have sufficient resources to support the curriculum development;
cooperate closely with industry in developing the training program.
3.3.3. Solution 3: Managing the development of teachers to
competency – based training toward employment
3.3.3.1. Purpose of the solution
In order to cultivate teachers who have enough professional capacity
to meet the quantity, balance with the training industry, especially can
integrate the theory with the practice to implement the training courses
according to competency approach.
3.3.3.2. Content of the solution
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The solution includes the following contents: Managing and retraining
existing teachers and managing new teachers recruitment.
3.3.3.3. Ways of solution implementation
- Managing further training and retraining existing teachers:
+ Conduct survey on the capacity of existing teachers' staff
+ Determine further training and retraining needs
+ Organize further training and retraining of existing teachers.
Training courses and further training must be planned in details and do
evaluation.
- Management of new teacher recruitment.
The principles of publicity, fairness and democracy must be followed,
ensuring that the right people are chosen. In order to recruit teachers to
meet their requirements, VET institutions need to follow the process of
steps:
+ Step 1: Determine the need for new teacher recruitment
+ Step 2: Plan a new teacher recruitment
+ Step 3: Establish a new Teacher Recruitment Council
+ Step 4: Organize the implementation of new teacher recruitment
+ Step 5: Approve new teachers
3.3.3.4. Conditions for solution implementation
VET institutions’ leaders should pay more attention; changing
teachers' perceptions; have a specific teacher training and retraining plan
and arrange annual funding to carry out activities.
3.3.4. Solution 4: Managing learning and teaching activities based
on competency approach towards employment
3.3.4.1. The purpose of the solution
In order to ensure the requirement of teaching integrated with each job
of employment to equip students with the necessary competencies to have the
opportunity to find jobs after graduation, at the same time to improve the
quality and effectiveness of the teaching process.
3.3.4.2. Content and solutions
- Management of the integrated lecture Lecture: Compilation of
integrated lectures, including contents such as target writing, integrated
lecture content, selection of assessment tools and equipment-suppliesmethods convenient teaching integrated lecture. Compilation of integrated
lectures should be organized in the following steps:
+ Step 1: Determine the target of integrated lecture
+ Step 2: Develop a set of learning outcomes assessment tools
+ Step 3: Select the content of integrated lecture
+ Step 4: Select equipment, supplies and teaching facilities
+ Step 5: Through the subject
+ Step 6: Complete the integrated lecture
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