STATUS OF TRAINING IMPLEMENTATION OF VOCATIONAL SCHOOLS IN BAC NINH PROVINCE: DEVELOPMENT OF INTERVENTION PROGRAM _ 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 Philosophy in Educational Management _ By CHU BA CHIN (NINE) October 2014 CERTIFICATE OF ORIGINALITY This is to certify that the research work / dissertation entitled STATUS OF TRAINING IMPLEMENTATION OF VOCATIONAL SCHOOLS IN BAC NINH PROVINCE: DEVELOPMENT OF INTERVENTION PROGRAM, orally defended/ presented under the Doctor of Philosophy in Educational Management Program jointly offered by Southern Luzon State University of the Republic of the Philippines and Thai Nguyen University of the Socialist Republic of Vietnam, embodies the result of original and scholarly work carried out by the undersigned This dissertation does not contain words or ideas taken from published sources or written works by other persons which have been accepted as basis for the award of any degree from other higher education institutions, except where proper referencing and acknowledgement were made CHU BA CHIN Researcher Date Orally Defended: June, 27,2014 ACKNOWLEDGMENT Completion of this doctoral dissertation was possible with the great support of the following teachers, schools and individuals to whom the researcher owes his great debt and gratitude His special thanks to the following : Dr Cecilia N Gascon, President of the Southern Luzon State University, Republic of the Philippines for giving her full academic support and allowing the researcher to train and work for the degree of Doctor of Philosophy in Educational Management at the International Training Center, Thai Nguyen University; Dr Dang Kim Vui, President of Thai Nguyen University for approving the training of the researcher for the degree of Doctor of Philosophy in Educational Management at the International Training Center, Thai Nguyen University; Dr Ricaryl Catherine P Cruz, lecturer of Southern Luzon State University, Republic of the Philippines for her comprehensive instruction in the completion of this research; Dr Apolonia A Espinosa and Dr Teresita V Dela Cruz, for their suggestions and recommendations; Dr Tran Thanh Van, Head of Postgraduate, Thai Nguyen University and Dr Dang Xuan Binh, Director of International Training Center for their kind support throughout the course of this study; Rector of the Vocational Schools in Bac Ninh Province, with special thanks to Master Nguyen Hong Nam, Rector of Bac Ninh Vocational College of Construction and Engineering for his contribution in the survey questionnaire to enrich the database for my study; Managers, lecturers, teachers and individuals for their participation in answering the survey questionnaire of this research; The researchers’ family and his loved ones for encouraging him in every phase of the research, giving him the inspiration and determination to go through the most difficult stages of this study CBC DEDICATION This research could not have been made possible without the support and encouragement of the following people This piece of work is most sincerely dedicated to them: My friends and mentors in Bac Ninh Vocational College of Electromechanical and Construction, Bac Ninh Vocational College of Economic Technical School, Vocational College Technology School, Viglacera of Management – Vocational College, Bac Ninh Economic Technical Vocational Middle School, Au Lac Vocational Middle School, Thuan Thanh Vocational Middle School, Đong Duong International Vocational Middle School, Thuan Thanh Vocational Middle School of Economics - Engineering and Traditional Handicrafts, Vocational Middle School - the Department of Defense for giving me permission to commence this thesis from the initial stage to the end, to the necessary research work and to use the current status of training quality management and data of the schools for my analyses I also want to thank all respondents for helping me with the survey questionnaire in order to gather the primary facts and information for data analysis My classmates and the teachers of this course for giving me an opportune time to bring us together as friends and mentors as we journey together through rough times and light moments in class – discussing, exploring, arguing and analyzing issues of vital concern My family, especially my loving wife for the constant support, love and inspiration CBC TABLE OF CONTENTS PAGE TITLE PAGE ……………………………………………………………… i APPROVAL SHEET ……………………………………………………… ii CERTIFICATE OF ORIGINALITY ……………………………………… iii ACKNOWLEDGMENT ………………………………………………… iv DEDICATION ……………………………………………………………… vi TABLE OF CONTENTS ………………………………………………… vii LIST OF TABLES ………………………………………………………… ix LIST OF FIGURES………………………………………………………… x LIST OF APPENDICES ………………………………………………… xi ABSTRACT ………………………………………………………………… xii CHAPTER I II III INTRODUCTION ………………………………………….… Background of the Study ………………………………… Objectives of the Study ……………………………….…… Significance of the Study ……………………………….… Scope and Limitation of the Study ……………….……… Definition of Terms ………………………………………… REVIEW OF LITERATURE ……………………….……… Conceptual Framework ………………… ….……… …… 18 Research Paradigm …………………………… ….……… 23 METHODOLOGY …………………………………………… 25 Locale of the Study ………………………….……………… 25 Research Design …………………………….……………… 25 Population and Sampling ………………….… ………… 26 Research Instrument ……………………………………… 27 Validation of Instrument …………………………………… 27 Data Gathering Procedures … …………………………… 28 Statistical Treatment …….………………………………… 29 IV RESULTS AND DISCUSSIONS ……………………….… 33 Determining the Status of Training Implementation of Vocational Schools ………………………………………… 33 Analysis of the Differences among Variables by School that the Students are Gaining from Teaching and Learning Activities, Teachers and Administrators, Curriculum and Syllabus, Library, Facilities and Services for Students ………………………………………………… 45 Proposed Intervention Program - Training Quality Management of Vocational Schools ……………………… V 47 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary …………………….…………………………….… 59 Findings ……………………………………………………… 60 Conclusions ……………………………………………….… 61 Recommendations …………………………………… …… 62 REFERENCES …………………………………………………………… 63 APPENDICES …………………………………………………………… 68 CURRICULUM VITAE …………………………………………………… 76 LIST OF TABLES TABLE PAGE Distribution of Respondents ……………………………………… 26 Data Analysis Technique ……………………………………… 30 Mean Distribution of Teaching and Learning Activities …………… 33 Mean Distribution of Teachers and Administrators ………… 35 Mean Distribution of Curriculum and Syllabus ……………… 37 Mean Distribution of Library Facilities ………………………… 38 Mean Distribution of Facilities and Equipment ……………… 39 Mean Distribution of Services for Students ………………… 41 Linear Regression Results …………………………………… 43 10 ANOVA Results ………………………………………………… 45 10 LIST OF FIGURES FIGURE PAGE Training Design Process ……………………………………………… 10 SERVQUAL Model ……………………………………………… 20 Input-Process-Output Model on the Status of Training Implementation of Vocational Schools in Bac Ninh Province: Development of Intervention Program ……………………… 24 lxxxii Fulfills the task of teaching in the school timetable and ensure quality requirements Participates in scientific research based on his expertise to improve the quality of teaching Administrative staff have moral quality, professional competence and professional management Have moral qualities, qualifications and management skills III Curriculum and Syllabi Has adequate curriculum and syllabi for students Has reviewed the curriculum and adjusted periodically to fit technical, manufacturing technology and business services Has the curriculum goals clearly defined with specific standards to knowledge, skills, methods and forms of training Has equipped with syllabus for the modules and subjects Reviews the syllabus and supplement it by semester / annually IV Library Has sufficient numbers and types of teaching materials, books, articles, professional documents in accordance with vocational training Supplements library with syllabus materials and magazines/journals Supports an information lookup equipment V Facilities Have infrastructure system for vocational activities, experimentation and practice Have enough classrooms, laboratories, practice rooms Have enough practical training equipment for students' practice Ascertain the quality and quantity of supplies and materials for student practice VI Services for Students Provides information on training programs, training plan of course Fully briefed on training regulations, competition regulations and inspection, evaluation, review lxxxii 5 lxxxiii graduation conditions Fully briefed on the rules and regulations of the school Serve and provide good services in dormitories, canteen, health care and collective living quarters for students THANK YOU VERY MUCH! The Researcher Appendix B Exploratory Factor Analysis After removing factors that have not met the requirements of reliability test analysis, all remaining variables are put into EFA analysis The following results are obtained: Total Variance Explained lxxxiii lxxxiv 15.577 34.615 34.615 15.577 4.081 9.070 43.685 4.081 3.296 7.325 51.010 2.282 5.071 1.757 34.61 Cumulative % % of Variance Rotation Sums of Squared Loadings Total Cumulative % % of Variance Cumulative % % of Variance Total Component Total Extraction Sums of Squared Loadings Initial Eigen Values 34.615 6.579 14.621 14.621 9.070 43.685 6.464 14.364 28.985 3.296 7.325 51.010 5.827 12.948 41.933 56.081 2.282 5.071 56.081 3.013 6.695 48.628 3.904 59.985 1.757 3.904 59.985 2.739 6.086 54.714 1.369 3.042 63.027 1.369 3.042 63.027 2.499 5.552 60.267 1.216 2.703 65.729 1.216 2.703 65.729 1.852 4.115 64.382 1.092 2.426 68.156 1.092 2.426 68.156 1.378 3.062 67.443 1.012 2.249 70.405 1.012 2.249 70.405 1.333 2.962 70.405 10 920 2.045 72.450 11 873 1.940 74.391 12 783 1.739 76.130 13 765 1.700 77.830 14 734 1.632 79.462 15 684 1.521 80.983 16 645 1.434 82.417 17 608 1.350 83.767 18 566 1.258 85.025 19 552 1.227 86.252 lxxxiv lxxxv 1.028 88.351 22 441 981 89.332 23 436 970 90.301 24 404 898 91.200 25 379 843 92.043 26 375 834 92.876 27 356 792 93.668 28 329 730 94.398 29 303 674 95.072 30 268 596 95.669 31 261 580 96.248 32 244 542 96.790 33 218 484 97.274 34 202 450 97.724 35 200 445 98.170 36 178 396 98.566 37 162 361 98.927 38 148 328 99.255 39 134 297 99.552 lxxxv Cumulative % 463 % of Variance 21 Rotation Sums of Squared Loadings Total 87.323 Cumulative % 1.071 % of Variance % of Variance 482 Cumulative % Total Component 20 Total Extraction Sums of Squared Loadings Initial Eigen Values lxxxvi 42 6.850E -17 43 4.314E -17 44 1.962E -17 45 1.158E -16 1.522E-16 100.000 9.586E-17 100.000 -4.359E17 -2.574E16 100.000 100.000 lxxxvi Cumulative % 191 100.000 % of Variance 086 Rotation Sums of Squared Loadings Total 41 99.809 Cumulative % 257 % of Variance % of Variance 116 Cumulative % Total Component 40 Total Extraction Sums of Squared Loadings Initial Eigen Values lxxxvii Appendix C Linear Regression and Hypothesis Testing R-Square = 0.692; Adjusted R-Square = 0.685, F-Test = 93.865, Sig < 0.05 Model Unstandardized Coefficients B (Constant) Teaching and Learning Activities Teachers and Administrato rs Curriculum and Syllabus Library Facilities Services for Students Std Error 4.037 016 190 016 206 Standardized Coefficients Correlations t Sig Beta Collinearity Statistics ZeroPartial Part Tolerance order VIF 260.063 000 397 12.221 000 397 582 397 1.000 1.000 016 430 13.255 000 430 613 430 1.000 1.000 174 016 363 11.174 000 363 547 363 1.000 1.000 126 016 264 8.120 000 264 429 264 1.000 1.000 083 016 174 5.361 000 174 299 174 1.000 1.000 114 016 237 7.306 000 237 393 237 1.000 1.000 lxxxvii lxxxviii CURRICULUM VITAE CHU BA CHIN English name: NINE A PERSONAL DATA Status : Married Age : 44 Date of Birth : January 16, 1970 Place of birth : Bac Giang Province, Vietnam Address : Nenh Town, Viet Yen District, Bac Giang Province Phone/ Mobile : (084)2413.854.680/ 0913.069.656 Father : Chu Ba Nuoi Mother : Chu Thi Bay B EDUCATIONAL ATTAINMENT Degree School Year Graduated Ph D EM Southern Luzon State University 2013 MA EM Hanoi National University of Education 2008 University Hanoi University of Technology 2004 University Hanoi National University of Education No 1993 Upper secondary Upper Secondary School Viet Yen 1989 Secondary Quang Minh Secondary School 1986 Elementary Quang Minh Elementary School 1980 C ELIGIBILITIES Certification of Management Schools Certificate Political Theorist lxxxviii lxxxix D WORK EXPERIENCES 2011-2013 Head of Administration Bac Ninh Vocational College of 2009-2011 Training Head Electromechanical and 2004-2008 Vice Head of Training 1998-2003 Teacher 1993-1997 Teacher Construction Upper Secondary School Han Thuyen lxxxix xc xc xci xci xcii xcii xciii xciii xciv xciv xcv xcv xcvi xcvi [...]... on the current status of the training quality management of vocational schools in Vietnam The students at Bac Ninh s vocational training centers also find the usefulness in this study as they can share their ideas on training quality in these facilities and contribute directly to the intervention program to uplift the performance of vocational education and training in the province On the other hand,... the status of the training 13 quality management of vocational schools in Bac Ninh Province needs an intervention program since some of the indicators in determining the training quality management requires enhancement for better performance and service The intervention program is ready for try-out and utilization Descriptive statistics shows that the students agree with current teaching and learning... Study The study determines the quality management training status of vocational schools in BacNinh province and an intervention mechanism program Specifically, this research aimed to achieve the following objectives: 1 Determine the status of the training quality management of vocational schools in terms:  Teaching and Learning Activities  Teachers and Administrators 17  Curriculum and Syllabus  Library... concepts and theories of vocational training quality and its antecedents Then, the conceptual research model is established in the latter part of the chapter Therefore, this is set to focus on literature and studies relevant to topics about training quality in vocational schools Training and Training Quality in Vocational Education Understanding and awareness of training and training quality in education context... well-recognized in Vietnam although it requires the management of input such as student recruitment, investment on training equipment, lecturers, syllabi, etc TQM training system also requires vocational training centers to develop the system of measuring the performance of trainings, including learning-teaching plan and its implementation, assessment, inspection) Objectives of the Study The study determines... impacting on vocational training quality The study was conducted in Bac Ninh Province from April 2013 to April 2014 The respondents of the study consisted of 300 students from the 10 vocational schools in BacNinh Province with 271 students responding to the questionnaire Slovin’s formula and random selection method were used to determine the samples Based on the findings of the study, the following are...11 LIST OF APPENDICES APPENDIX PAGE A Questionnaire ………………………… …………………… 69 B Exploratory Factor Analysis ……………………………… 72 C Linear Regression and Hyphothesis Testing …………… 75 12 ABSTRACT Title of Research : STATUS OF TRAINING IMPLEMENTATION OF VOCATIONAL SCHOOLS IN BAC NINH PROVINCE: DEVELOPMENT OF INTERVENTION PROGRAM Researcher : CHU BA CHIN (NINE) Degree Conferred : DOCTOR OF PHILOSOPHY IN EDUCATIONAL... improved through vocational training, according to Ryder (2002) examining the kind or quality vocational training or vocational education Vietnam Ministry of Education and Training (2014) asserted that there are a lot of training centers that have been established in Vietnam for the last many years However, the training quality of these centers are quite questionable because many of them refuse to... development of the intervention program Finally, the output is a proposed intervention program INPUT` PROCESS Status of Training Quality Management of Vocational Schools in terms of: -Questionnaire  Teaching and Learning Activities -Data Collection  Teachers and Administrators  Curriculum and Syllabus  Library  Facilities  Services for Students -Analysis Interpretation OUTPUT PROPOSED INTERVENTION PROGRAM. .. Library  Facilities  Services for Students -Analysis Interpretation OUTPUT PROPOSED INTERVENTION PROGRAM -Development of the Intervention Program Figure 3 Input-Process-Output Model on the Status of Training Implementation of Vocational Schools in Bac Ninh Province: Development of Intervention Program ... about training quality in vocational schools Training and Training Quality in Vocational Education Understanding and awareness of training and training quality in education context can be obtained... Linear Regression and Hyphothesis Testing …………… 75 12 ABSTRACT Title of Research : STATUS OF TRAINING IMPLEMENTATION OF VOCATIONAL SCHOOLS IN BAC NINH PROVINCE: DEVELOPMENT OF INTERVENTION PROGRAM. .. CERTIFICATE OF ORIGINALITY This is to certify that the research work / dissertation entitled STATUS OF TRAINING IMPLEMENTATION OF VOCATIONAL SCHOOLS IN BAC NINH PROVINCE: DEVELOPMENT OF INTERVENTION PROGRAM,