OPENING WHY CHOOSE TOPIC Basically, now our country is an agricultural country, rural workers still account for large percentages To develop a sustainable agriculture should focus on creating jobs and improving the quality of labor To solve that problem, the Party and State have made many programs and projects, including job training schemes for rural workers up to 2020 and electrical vocational training (VT) is among them When implementing the economic development, social affairs in the regions, especially rural areas, we still often refers to four key factors: "Electricity - Roads - Schools – Medical Centres" That means innovation and improving quality of life have close ties to the issue of rural electrification, then the other issues Thus enhancing understanding as well as helping people master in the field of civil power is very important However, the rural labor force is complex because they are of different ages , psychology, physiology and professional qualifications They have much experience but sometimes are conservative These features have created a different learning style This leads to having to find ways to teach suitable for this kind of learners As one of the establishments participating in VT for rural workers, through academic and practical research, we find that teaching for experiential learning is fairly suitable for these learners, because it is very effective for teaching adults That is why the author choose to study this topic: "Teaching for Experiential Learning and its application to the VT of Civil Electrical Services for rural laborers” PURPOSE OF STUDY Study theories and practice of Teaching for Experiential Learning (TFEL) to propose process to apply it in the VT of civil electricity for rural workers in order to improve training efficiency OBJECTS AND SUBJECTS 3.1 Study objects VT for rural workers in a number of VT institutions in the provinces of Vinh Phuc Province, Phu Tho and Hoa Binh 3.2 Study subjects The process teaching experience in VT for civil electricity rural workers LIMITED SCOPE OF THE STUDY 4.1 Limit research content The thesis focus on the rationale of teaching for experiential learning and process of applying in VT civil electricity for rural workers 4.2 Limit research area Study subject is conducted in some VT institutions in northern provinces (Vinh Phuc, Phu Tho and Hoa Binh) SCIENTIFIC ASSUMPTION Quality of VT for rural labor today is still restricted by the manner, methods and techniques of teaching which are not really suitable Therefore, if the process and techniques of TFEL proposed by the topic are applied, they will contribute to improving the efficiency of the VT of civil electricity for the rural labor force STUDY TASKS To study theories and practice of TFEL in VT for rural workers; the characteristics of rural workers to choose measures, appropriate teaching techniques; to propose process of TFEL in the VT of civil electricity for rural workers; to verify the feasibility of the process of learning is suggested by surveys, surveys and empirical science METHODOLOGY The theme was used in combination of the following methods: theoretical studies, investigation, survey methodology, survey, expertis, pedagogical experimental, mathematical statistics POINTS OF thesis defense - VT for rulal workers involving many factors, including the application of training methods corresponding to the characteristics of learners VT for rulal workers following TFEL contributes to improving the quality and efficiency by matching its dominance with subjects experienced adults - TFEL for rulal workers is a tightly tied operating system which is designed and implemented to facilitate the reception of knowledge, develop skills appropriate with environmental conditions and characteristics of students Applying TFEL in VT for civil electricity rural workers will be effective for employees in terms of knowledge and especially skills CONTRIBUTIONS OF THE THESIS - Theoretically: To analyse and clarify the rationale of TFEL (systemrelated concepts, to clarify the nature and processes) - In practice: Thesis contributes to clarifying the status of VT for rural workers now in some northern positive from the perspective of the operation of the school; Recommends manipulate processes of TFEL in VT for civil electricity rural workers; Designs Civil Power Unit with TFEL suitable for learners 10 STRUCTURE OF THE THESIS Besides the introduction, conclusion, appendices, dissertation structure includes chapters: Chapter I Background theory and practice of teaching experience in VT for rural labor Chapter II Vocational training of civil electricity for rural workers by Teaching for Experiential Learning Chapter III Testing and evaluation CHAPTER I: THEORETICAL BASIS AND PRACTICE OF TFEL IN TRAINING FOR RURAL LABOR 1.1 OVERVIEW HISTORY RESEARCH ON TEACHING EXPERIENCE 1.1.1 The studies of the world In this thesis the situation presents an overview of research and deployment issues related to TFEL in some countries (US, Soviet Union, Britain, Germany, France, India, ) and the Scientific Committee of Cultural Education United Nations Thereby it is found that: studies related to TFEL overseas suggests that the creation of a collaborative environment, bringing people into the active learning experiences, sharing their experiences in teaching proceses has been a matter of interest in research and practical reasoning Many authors have mentioned in the learning styles of adults But the specific study of Teaching for Experiential Learning, particularly in the VT for rural workers is hardly mentioned However, the views of the author reasoning concerning the topic was the orientation necessary basis for developing the theory of teaching experience in VT for rural workers in our country today 1.1.2 Studies in Vietnam VT is a topic of scientists in many ways both at the macro and micro related to the learning experience in VT (Nguyen Duc Tri, Nguyen Van Khoi) In addition, some authors: Thai Thi Xuan Dao, Vo Trung Minh mentioned learning through experiences such as education experience to environmental education for elementary school students of the author; learning experience for students; or experience by organizing tours for students practical training courses in the nuclear techers Based on studying some researches about teaching in general and VT for rural workers in particular in the country and the world, the author found that theoretically and practically there has been no specific research on TFEL and its application in VT for rural workers so far or if there is, it is only studied under some other aspects Although VT for rural workers have been focused and promoted but the quality is limited 1.2 RATIONALE OF TEACHING FOR EXPERIENTIAL LEARNING 1.2.1 Some concepts 1.2.1.1 Experience Experiences are the personal activities which are considered, pondered by the subject, to draw out the experience These experiences have been through the operation of the particular circumstances of life To get this experience, the subject undergoes solve problems in similar situations several times and obtained certain results 1.2.1.2 Teaching for Experiential Learning TFEL is the activities that occur in a process of social inclusion and has dialectic contact between training activities and experience with experience learning activities Thereby it can be confirmed that only by systemizing and dominating the knowledge can we meet the teaching objectives 1.2.1.3 Vocational training VT is a process of intended and organized impact with contents and methods to students to enable them to form and develop a systematic knowledge, skills and attitudes demanded by the profession questions, giving them the necessary knowledge about the labor market to find jobs or create jobs 1.2.1.4 Rural workers Rural workers are those living in rural areas who are in the working age, good health and cognitive level, who has working ability and takes part in production activities and services in rural areas 1.2.2 Some basics of Teaching for Experiential Learning 1.2.2.1 The basis of teaching experience a Tectonic theory in teaching: Basic notions about tectonic theory is: the human perception are for assimilation or application b Principle of Vietnam education, learning through practice point/do Vietnam Education Principle states: "Educational activities must be conducted in accordance with the principle of learning with practice, combining education with productive labor, reasoning must be associated with the practice, schooling combined with family education and social education" c Theory of D.Kolb learning experience Views on learning of Kolb launched called "experience" are associated with views on the intellectual origins of the work of Dewey, Lewin and Piaget At the same time, he stressed that experience has central role in the learning process Accordingly, the learner needs the feedback based on their experiences to draw concept Then these concepts are applied and tested in order to see the right-wrong, usefulness-uselessness thereby reappear new experiences, become the input for the next learning cycle d Learning characteristics of adults (mature people) Learning is for solving problems in life, career, learning voluntary nature, have a clear purpose, not passive learning, always influenced by his experience, learning by doing, testing, learning through exchange, sharing of experiences, comfortable learning environment, fun, be respected, reflective learning, learning through refresher 1.2.2.2 The nature of teaching experience Experience teaching is described on the process to teach students how to resolve problems by studying the following generalized diagram 1.3 Availa ble experie -nce The process of self-help learners solving problems by experience and experiential activities Results Feasible but not suitable Tea che r’s hel p Solvi -ng the probl -em Appli cation in reality deadlock Figure 1.3: Diagram of Essential process of TFEL With starting point which is the available experience of learners, teacher poses situations and problems for learners to solveusing past experience and intellectual and physical activities through experiential activities, exchange and interact with each other to solve problems, the results are of three possibilities: First: Participants solve the problems posed Second: Learners partly solve the problems or still have mistakes Third: Participants not resolve the deadlock The problem / task to be solved Available experience Experiencing problems Interacting and solving the problems Interacting and feasible but not suitable / with omissions Interacting and solved but not correctly/coming to a deadlock Teacher gives suggestions, elicits conversations, shows documents, video and observes the execution Generalizing the problem / new experiences Getting exercises / tasks to apply experience gained Figure 1.4: Diagram of describing in detail the process of TFEL Some ways teachers assist students to solve problems in different levels: + Teacher prepares and shows footages, videos to learners + Teacher compiles documentation for learners to study by themselves + Teacher may suggest or lead the learners’ thinking with thought provoking questions After the learners solve problems and gain new experiences, teacher assigns them a number of situations so they can apply new experience in practice, self-discipline and the consolidation of new experiences This also helps them to derive knowledge and new skills to remember, manipulate and solve learning tasks in the next round 1.2.2.3 Advantages, disadvantages and conditions of implementing TFEL a Advantages: Maximizing learners’ use of their senses to their studying; promoting useful experience, overcoming inappropriate experience; developing creativity, dynamism; individual capacity, collaborative working capabilities and confidence; creating inspiration for learners and make them more active in the learning activities; developing life skills, adaptability and lifelong learning b Disadvantages: Time-consuming, the teacher must prepare learning topics carefully, and pay attention to the experience of the learners c Conditions for implementation: The teacher must have both deep understanding and practical expertise, and have a lot of experiences of skills and teaching methods Students must be interested in the topic of the lessons and potentially connect their experiences in learning Learning contents must be simple, practical and closely tied with jobs Geographical conditions, teaching equipment must be adequate, updated and sticking with with the actual practice after training 1.2.3 Teaching for experiential learning in VT for rural workers 1.2.3.1 Psychological basis of TFEL in VT for rural workers Marxist Psychology confirms that human psychology is essentially active In other words, human psychology, including knowledge, skills, techniques, are formed and developed in the process of implementing the subject-specific activities Therefore the relevant scientific arguments like the theory of psychology of activities of A.N.Leonchiep, theory of formation of period-based intellectual actions of P.Ia.Galperin, theory of learning via the circle of experience is one of the bases of TFEL 1.2.3.2 Characteristics of participants who are rural workers Unlike formal VT with the uniformity of ages and qualifications, VT for rural workers have extremely complex objects (different in age, psychology, physiology, cognitive level, experiences ) 1.2.3.3 Features of the VT for rural workers a Teachers for training rural workers Teacher besides certain abilities such as professional capacity profession, pedagogical competence vocational subjects competence, learners understanding need a deep understanding the nature and characteristics of teaching for experiental learning as well as the rules and procedures apply Since we can design teaching activities, choose the appropriate method of organization b Facilities for VT for rural workers Facilities in VT for rural workers should also be equipped like for formal VT Also it is necessary to consider a certain number of characteristics related to operating areas, the venue c Regarding the objectives, contents, training time - Training objectives: often very specific and clear - Contents: the view is that job training must be associated with employment after training, or how to apply it to improve labor productivity, enhance the value d Testing and assessment The evaluation is to assess students according to ability (The conclusion of the assessment confirms whether a learner is competent or incompetent It is only when the learner has "hit" all the criteria set out, that they are recognized as "competent ") 1.2.3.4 Several factors that affect the process of TFEL to rural workers a Positive effects VT for rural workers are the concern of the whole political system, the Vietnamese Communist Party and the Vietnamese people Many training programs for rural workers have been issued under modular structure Vocational teachers basically meet the requirement of quantity and quality Geographical conditions of learning and the application to production and services at the local communities also facilitate the deployment of teaching for experiental learning Additionally, learners have specific characteristics and if carried out under the experiential learning their experiences may be well promoted b Negative effects Investments are still spread so facilities for VT are limited Welleducated teacher lack practical experience,and experieced teachers lack professional knowledge Most learners, besides learning, they have to work, and they are distracted by family life, public life, In addition, the large number of learners will have big impact on the organization of learning activities in the group, the whole class 1.3 REALITY FOR VT FOR RURAL WORKERS IN TERMS OF TFEL 1.3.1 Vocational training for rural workers now in Vietnam With its big population, the number of people in working age in rural areas are high rate This is a labor force with an important role in the industrialization- modernization But the reality of rural workers receiving VT proportion is low, most of their experience has been shaped in the course of work and the teaching of the previous generation With low living standards, lack of jobs, the expansion of industrial areas as agricultural land area is shrunk, leading to the increase of waves of migration to urban areas looking for work The process of migration has created consequences for the city To solve this we need to create jobs for rural workers towards economic restructuring in rural areas Thus, VT for rural labor force is essential for the development of agriculture, farmers and rural areas 1.3.2 Organizing condition surveys 1.3.2.1 Survey purpose To assess the status of VT for rural labor in terms of TFEL, and to indicate the applicable ability of TFEL 1.3.2.2 Content of survey Preparation status, designing teaching activities, using teaching methods, teaching organization; learning, teaching environment in VT for rural labor 1.3.2.3 Survey tool Surveying the status of VT via survey handouts with the criteria and focuses on preparing, organizing teaching activities in terms of TFEL 1.3.2.4 Identifying study sites The study is conducted in the provinces of Vinh Phuc, Phu Tho and Hoa Binh 10 needs and learning conditions of learners and employers in rural areas This division creates Narrow profession in College Electrical civil, including some jobs: Electrical installations for small manufacturing facility; Interior electrical network installation; Repair of fans, motors and voltage regulator; Repair and maintenance of refrigerators and air conditioning Since the time factor and scope of the research, the thesis will develop a process to apply for a teaching experience to a specific job such proof The author chooses the job named "Repairing fans, electric motors and voltage stabilizers" * Characteristic of VT programs Repairing fans, electric motors and moltage stabilizers: The training program consists of four modules: basic practice on electricity, voltage stabilizers repair, repair of electric fans and repair of electric motors with a total of 480 hours of training time Teaching objectives are written quite in details and specifically, and specify what the learner must achieve after each module, unit, and the target level is appropriate and pragmatic for the level of the learners who are rural workers The content of teaching is the profession-specific content that includes the knowledge, skills on electrical safety and power measurement, how to maintain and repair all kinds of electric fans, electric motors and Stabilizers in daily life The content keeps abreast with vocational practical needs, mainly the issue of formation and development of skills of the learners, with practice time accounting for most of the learning time (about 83%) while maintaining enough theoretically necessary contents 2.1.4 The ability to apply teaching for experiential learning Objectives and content structure of VT programs, repairing fans, electric motors and Electric Stabilizers of the civil electrical job groups havve characteristics consistent with the organization of TFEL 2.2 PRINCIPLES FOR APPLYING TFEL FOR VOCATIONAL TRAINING FOR RURAL WORKERS 14 2.2.1 Ensuring the inheritance associated with operating experience of the learner’s experience The design of teaching activities, implementation activities should adhere to experience heritage, promoting the experiences of the learners so that they can contribute effectively to the building of reasoning based on their experience 2.2.2 Ensuring the positive interaction of experiential teaching activities The applying process of experiential teaching in VT for rural workers need to understand deeply that, to ensure positive interaction, multidimensional between teachers and learners, learners with learners , teachers with environment and learners with environment 2.2.3 Ensuring the central role of the learner in experiential teaching activities This principle emphasize on learning process, rather than the products of the learning process Study results should be set by each learner with their own motivation and effort to achieve Therefore, in addition to selected learning content, learning methods, responsible for the school, students must be aware and understand what they are doing In short, the central role of the learners is emphasized in order to ensure their positive and proactive creativity 2.2.4 Ensuring the leading role of teachers in the organization of experience teaching activities Experiential Teaching has shown that the way to show the key role of teachers Teaches are those who design, organize and control the experiential learning activities of the learners Besides it is the pedagogical impact of this activity aimed at learners progress 2.2.5 Ensuring the practicality during the VT for rural workers The design and organization of activities of experiential teaching in VT for rural workers should deal with the balance between theories and practice Theories must be close to the demand to solve the problems in 15 life Learning activities should be carried out in collaboration and sharing between individuals; the process of teaching is close to or resemble the actual working conditions of the workers 2.3 APPLICATION PROCESS OF TEACHING FOR EXPERIENTIAL LEARNING 2.3.1 Process of implementation Step 1: Identification of the student experiences Step 2: Developing teaching plans Step 3: Conducting Experiential activities Step 4: Analyzing the experiences and drawing concepts Step 5: Applying in practice Step 6: Reviewing and summary Figure 2.1: The process of TFEL for the training of civil electrical jobs for rural workers 2.3.2 Some examples illustrating the processes of applying TFEL The thesis was conducted with the compilation and implementation of experimental teaching on three characteristic units/contents of job through the process of experiential teaching proposed, namely: - Unit 1: Using a multimeter - Unit 2: Repair of electric fans within short - Unit 3: Maintenance of electric motors 2.3.3 Notes in the preparation, organization of TFEL 2.3.3.1 Preparatory work - Define the experience of learning activities can be organized for students in the specific content of the training schedule - Identify the basic theoretical knowledge that students need to master 16 related to the activities in each module experience and lessons Indicate the specific experiential activities corresponding with theoretical contents including amount and timing of activities undertaken - Consider the resources involved in experiential learning activities - Set out the criteria for evaluating academic performance of students in each part of the process of experiential learning 2.3.3.2 The organization - For the teacher: It is necessary to identify targets of experience theme activities, planned preparation, organization and assignment of tasks to the students, the administration planned learning activities, difficulties which learners can meet, assess learning outcomes - For the learners: need democratic discussion and assigning specific tasks to carry out the work During the implementation process, learners need to harmonize available experiences with the standards of operation, technical skills associated with each task Student has to draw upon their own strengths and shortcomings to supplement and complete to suit the requirements of the profession CONCLUSIONS OF CHAPTER II Based on the results of theoretical studies of TFEL in Chapter I, in chapter II of the project has applied to VT of Civil Power jobs for rural workers, from which some conclusions can be drawn as below: The applying process of TFEL in VT for rural workers in general and for workers of civil electricity job in particular needs to comply with certain principles These principles must embrace and reflect the opinion, the basic philosophy of experiential teaching On the other hand when applying it is necessary to a take into consideration and closely link with the practical requirements close to the practical needs of the profession as well as exploit experiences of learners to build up lesson contents Therefore, it is necessary to apply this principle to cover the content on a number of aspects such as: to ensure the inheritance of experience and understanding of the learner with experience activities; ensure the positive 17 interaction among the elements: the learners, the teachers and the learning environment in the teaching activities Besides, it is necessary to emphasize the central role of the learners in the experiential teaching and learning activities In addition it is necessary to ensure the leading role of the teachers in the organization, control of activities, as well as to ensure the practicality during the VT for rural workers in general and civil electricity in particular The process of applying TFEL in the VT of the civil electricity for rural workers is a visual illustration, a step to concretize the process of TFEL from the level of theory into practice Each example illustrates each step of the process to apply as illustrations for the entire design work, organizing teaching activities, student assessment test are expressed concretized in teaching job of civil electricity for rural workers To implement effective processes of TFEL, the use of flexible combination of dominant teaching methods in specific stages of the process of experiential teaching is the best thing to note, so as to apply flexibly, strengths and overcome the limitations of these active teaching methods, thereby contribute to improving the efficiency of the process of TFEL This will be tested in Chapter III CHAPTER III: TESTING AND ASSESSMENT 3.1 THE PURPOSE, MISSION AND TESTING METHOD 3.1.1 Purpose Test To assess the validity of hypotheses, scientific verification of theoretical framework of TFEL have built as the feasibility and effectiveness of the application of TFEL in VT for labor rural general and civil electricity particular profession 3.1.2 Testing and assessment mission The test on the basis of a number of lessons of the typical vocational electrical civil for rural workers by TFEL; processing, analysis results to assess the feasibility of the proposal 18 3.1.3 Methods of testing To test reviews, the authors use pedagogical experimential methods and expert methods to improve reliability for the results derived from testing 3.2 TESED BY PEDAGOGYCAL EXPERIMENTAL METHOD Pedagogical Experimental Methods controlled: in the experimental group, the experimental post deployed by the process of TFEL that the author proposed For the control group, the Unit was done in the usual way Using mathematical statistical methods to process experimental results The evaluation was conducted by combining testing knowledge with testing practical skills Therefore, the author chooses to evaluated scores combined with performance-based assessment The test and evaluation criteria are the same in two groups Conclusions will be drawn after the experimental data processing The process of pedagogical experiment was conducted in times 3.2.1 Experimental Preparation - Prepare content input test (before each lesson), design of teaching activities, stock assessment of learning outcomes for all empirical - Teachers: Contact and exchange ideas with other teachers about the ideas of preparation, equipment, designs and implementation, media preparation, teaching equipment 3.2.2 Experimental development Deploy training the experimental group and the control group at the same time Class is splited into two groups so teachers may teach the control group today and the experimental group on the next day and vice versa 3.2.3 Pedagogical Experimental results 3.2.3.1 Quantitative assessment The result of the tests with experimental class and the control classes is processed by methods of mathematical statistics with the following contents: tabulation probability distribution, frequency, frequency of advanced converged; calculating the specific parameters; checking 19 switchboards Student Fisher with significance level α to compare the value of t and F coefficient between calculated and in the table And also the results are presented according to the corresponding graphs Figure 3.1: Graph of checkpoint frequency Figure 3.2: The graph of the frequency line of the control and the experimental group Table 3.7: Comparison of specific parameters between the experimental and the control group Group Number of learners Experimental 111 Control 111 S2 б2 б V(%) 7,1532 0,7423 0,7491 0,8655 12,1 6,4775 0,8261 0,8336 0,9130 14,1 General collation table clearly shows the scores of the experimental group was higher than the control group Besides, the squared error of the results of the experimental group was significantly smaller than the control group, the scores fairly concentrated In addition , the value (%) of the coefficient of variation and V-experimental V-control also affirm the 20 observance of the quantities on during the experiment Through that shows the data in testing and pedagogy is accurate fit On the other hand, the parameter t there during experiment shows the calculations are correct and consistent practice Learning outcomes of the experimental group and the control is quite substantial and has been an outstanding evaluation of the application of TFEL in VT civil electricity for rural laborers 3.2.3.2 Qualitative assessment Qualitative assessment based on evidence gathered through observations, monitoring students’ learning, exchange of teachers and students, reviewing the results of the students from that analysis, synthesis provides some conclusions: - Regarding the inspiration, activity and positivity of the learners: In comparison with control group, the experimental group, the learners are eager and are attracted and actively participate in learning activities; there are many opinions and arguments, among members of the group, among the groups together to address the learning of situations - Regarding the contribution, sharing experience of the learners: In comparison with control group, as the experimental group can actively solve the topics, therefor thay can jointly build up ideas, comments, share their experiences and knowledge Each member has a little knowledge and certain wisdom, our single identifiable and discrete but complementary to complete the task - On the possibility of thinking, creativity in how to solve the problem: In the experimental group, participants are comfortable to develop thinking, ways of thinking as well as creativity in the performance of his duty, so they often come up with good and highly practical ways, but not necessarily always precise, as learners are experienced people, they may test things the wrong way and try to draw exprience But that can promote creativity in a bold way and sometimes teachers can learn from their experience The control group, there is often less creative because most 21 contents, practical activities are directed from the instructor - Regarding the effectiveness of learning and the recognition of knowledge and ability to apply the skills: In the control group, students are difficult to acquire and memorize, ability to apply to handle the problems will be limited, less flexible For the experimental group, as they can proactively solve real situations while still sticking to the lesson, they can acquire knowledge through work, which helps them understand, deeply remember the problems Especially learners may have high flexibility in adapting and handling problems with the skills learned - The feedback of teachers: All teachers involved in teaching have a good evaluation about processes of TFEL for rural workers The processes of implementing the teaching activities are diverse, rich, and inspiring to the learners and also teachers' job is easier Now teachers’ role is only to give advicee, orientation and control the activities of the learners, so their labor intensity is reduced while the class still works efficiently However, the preparation, the design of teaching activities is quite strenuous because (due to the unfamiliarity) teachers have to examine the the level of experience of the learners, design themes, situations to stick to teaching contents with high practicality 3.3 TESTING BY EXPERT METHOD 3.3.1 Subjects and contents, plans to consult experts 3.3.1.1 Subjects seeking for experts’ opinions Consulting the staff and experienced teachers in VT of the civil electricity job on teaching for experiential learning and applying this learning process in VT for the civil electricity job for rural labor 3.3.1.2 Contents to consult experts Contents to consult experts include: - Documents: summary of the technique of the experiential teaching processes applied in TFEL in VT of civil electricity jobs for the VT; plans and ideas to implement the teaching activities of experiential teaching; tests before and after lessons 22 - Voucher for comments 3.3.1.3 Planning to consult experts The expert consultation was conducted in early March, 2014 These materials and patterns for comments was sent to the experts By the end of August 2014 authors receive results and feedback from experts 3.3.2 Results of expert methods 3.3.2.1 Quantitative evaluation Through general assessment combined with the direct exchange of the contents related to the techniques and the application of experiential teaching in the VT of civil electricity job groups for rural workers with the experts, the author can draw some conclusions after an overview of the comments received, evaluated by experts in the field of VT for the civil electricity group for rural workers It can be seen that process teaching for experiential learning as well as the application of this teaching process in the VT of the civil electricity for rural workers is very suitable for the learners It brings a new form of innovation in the organization and methods, to make the learning activities more positive, while promoting the learners’ experience and understanding 3.3.2.2 Qualitative evaluation According to the comments, reviews, the majority of experts agree that experiential learning as well as the structure and stages of the the process and the design of teaching activities are appropriate and practical, especially it is a very appropriate way to teach the subjects as rural workers, in accordance with the characteristics of the subjects both in psychological characteristics as well as the characteristics of their learning styles Many experts say that the rural workers have a lot of practical knowledge as well as practical skills from experience they have got from work or watching others Most of them know how to do, but their professional knowledge is still limited Most people not like to learn the theories and if it is hard for them to acquire the theoretical knowlege though the teachers explains a lot However if they then draw 23 principles and ways to do, (theory) they can remember for a long time and apply very well in their actual work CONCLUSIONS OF CHAPTER III In this chapter, the author has used the studying methods including: pedagogical experimental method; mathematical statistics method; expert method to test the correctness of the theory as well as the appropriateness, effectiveness and feasibility of the process TFEL in the VT for rural workers, especially civil electrical job Though the empirical experimentation with pedagogical method has not yet been extended, it is possible to assess the practicality of applying TFEL strategies The experimental classes are those with learners who are employees of the countryside, midland and mountainous areas The process of work shows that it has partly created the innovation of the organization and teaching methods in VT for rural workers in job where civil electrical teaching activities focus on the positivity, the creativity of the learners, while promoting the wisdom, the experience well and change the ineffective experiences of the learners To show objectivity in evaluating the efficacy and feasibility of experience teaching process and processes applied in the VT of the civil electricity job for rural labor, the application of specialized comments part was used Experts made comments and suggestions in a particular way and about the contents assessed Most experts agree that strategies TFEL for those who are rural workers are suitable The use TFEL in the civil electrical occupation has brought a new thing in the preparation, implementation and teaching activities of civil electrical professions for rural workers, and it is also effective Quantitative results of the experimental process have been processed, analyzed, synthesized in an objective, accurate way with the mathematical statistics metod and the experimental results are acceptable 24 CONCLUSIONS AND RECOMMENDATIONS I CONCLUSIONS In the process of research and practical reasoning of TFEL, we can draw some conclusions as below: 1) Applying the TFEL in VT for rural workers and the civil electricity profession particular is a new way, a way of teaching which is quite consistent with the object characteristics, and also helps to improve the effectiveness, quality of training to meet practical requirements during the industrialization and modernization of rural agriculture 2) The theme has consulted some studies involved of our country and in the world are Besides it analyzes expand some concepts related (such as VT, rural workers) specifically analyzed deeper and unravel some conceptual tools (such as experience, teaching experience) It also studies some theoretical basis of TFEL; characteristics of VT for rural workers, in particular research and thorough analysis of the characteristics of the trainees are rural workers, characterized the process of training for this object These theoretical bases will be the premise, an important basis and a key factor in the design and construction processes in VT for civil TFEL for rural workers 3) Although the processes of TFEL have significant advantages and the ability to apply highly practical with real conditions, in the implementation process we should also consider some weak impact factor, affecting the teaching process The effects can be positive (to take advantage of promotion) or negative (to get a fix, prevention) 4) The study of abundant practices and realistic, the theme has shown the factual situation of the preparation and design of teaching activities; the using of teaching methods , techniques of teaching; the reality of organizing the teaching activities of the teachers; preference learning situation of the learners as rural workers This is also the basis of important in the identification of the existent weaknesses contribute to reduce effective teaching It is also the motivation for the proposed subject teaching process is suitable, feasible and more effective 25 5) Based on the terms of the argument and the specified first, combined with the principle of maximum TFEL process, and based on the role, objectives, characteristics of electrical program VT, the project has built TFEL process in VT of civil electrical profession and designed a number of lessons as examples illustrating the application of this teaching process to the profession (narrow) repair of the ventilators, electric motor and voltage This is a narrow profession in the field of electrical, it have similar characteristics in the electrical trades as well as the situation of the actual requirements in local (study area) 6) In order to apply the process of TFEL in VT for rural labor, the theme proposes applying some dominant teaching methods when performing TFEL, analyzes some notes in order that the preparation and organization for the teaching well be done well 7) With the specific stuying methods and controlled pedagogical experimentation, the theme has been scientifically proven of the practicality and feasibility of TFEL in VT for rural workers, as well its application in the VT of the civil electricity job for this learner groups The results obtained from experiments have confirmed the truthfulness and correctness of scientific hypothesis stated Research results have also contributed to solve some problems of the theory and practices, have important significance in raising the quality and efficiency of the process of VT for rural workers This shows that the subject can expand the results of research for the profession, other trades in the VT for rural workers in rural Vietnam II RECOMMENDATIONS 1) The General Department of Vocational Training: Teaching according the job is the best way to provide vocational training for rural workers ,it is also very favorable for the deployment process TEFL Therefore, apart from vocational training programs for primary rural workers have been built in a modular structure, The General Department of VT should continue to build and develop these training programs that have not been issued following standardized modular 26 structure, both sticking to the actual local conditions and contributing to facilitating the ability to apply TFEL process to enhance training effectiveness The General Department of VT should make TFEL thematic program on training and retraining certificate vocational pedagogy for training teachers at elementary level 2) The Department of Labour, Invalids and Social Affairs: The Department of Labour, Invalids and Social Affairs should have a specific plan to foster vocational teacher training institutions (vocational training centers, vocational schools, vocational colleges, ) who have participated in VT for rural workers 3) Regarding vocational training institutions for rural workers: It is necessary to increase investment in infrastructure, teaching facilities and also thoroughly encouraged their teachers to innovate the ways of organization for the vocational teaching and learning so it is closely tied with the practical requirements of trainees, by focusing on the active and creative experiential learning activities, and taking advantage of the shared experience of the learners Besides, it should foster fully some forms of capacity which are considered as a necessary condition, namely professional competence associated with actual vocational career, vocational pedagogical competence so that teachers actively apply TFEL process to provide high efficiency in the process of training 4) Regarding vocational teachers for rural workers: Teachers for training rural workers should actively apply the methods and forms of active teaching, matching learners who are rural workers Also in the teaching process it is necessary to pay attention to the preparation and implementation of the units with regard for exploiting and utilizing the experience of students and enhance their participation in experiential activities, exchange and discuss following TFEL in order to promote the motivation and the interest of the students in learning, and contribute to improving the quality of education 27 LIST OF SCIENCE WORKS RELATED TO THE THESIS HAS BEEN PUBLISHED Nguyen Van Bay, Model of learning and applying experience in vocational training for rural labor, Journal of Science, Ha Noi National University of Education, Vol 56, No.4, 2011, p 156 – 161 Nguyen Van Bay, Vocational training for rural workers by teaching experience, Journal of Education 347, period - 12/2014, p 32 – 34 Nguyen Van Bay, Some characteristics of vocational training for rural labor, Journal of Education 352, period - 2/2015, p 21 – 23 Nguyen Van Bay, Teaching experience in training civil electricity for rural workers, Journal of Education 357, period - 5/2015, p 22 – 24 28 ... go to substantially improve the effectiveness of the training The thesis explains the deployment of TFEL in the reform of vocational teaching activities for rural workers The analysis of the. .. with the direct exchange of the contents related to the techniques and the application of experiential teaching in the VT of civil electricity job groups for rural workers with the experts, the. .. process and techniques of TFEL proposed by the topic are applied, they will contribute to improving the efficiency of the VT of civil electricity for the rural labor force STUDY TASKS To study theories