Đánh giá việc quản lý chất lượng đào tạo của các trường đại học trực thuộc bộ công thương

However, higher education sector also reveals many shortcomings and weaknesses, such as: the quality of education is generally low which is not responsive to the demands of social and ec

(FABLE)

April 2014

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CONTENTS

3.6 Statistical treatment of the data 24

3.7 Questionnaire and Information collection method 24

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Chapter IV – RESULTS AND DISCUSSIONS 28

4.1 Result of the assessment of the quality management training of

the universities under MOIT

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Chapter I INTRODUCTION

In past years, Vietnam’s education and training sector has achieved significant accomplishments considering the size and quality of training which shows an increasing demand for technical labor force by economic sector, manufacturing and services The trainings conducted at university levels had been gradually strengthened that resulted to significant management changes

Quality training is the top concern of the whole society but it still exists many problems which need to be solved particularly in the scope of state management and school management Training facilities have been directly created and take the responsibility for the quality of training However, higher education sector also reveals many shortcomings and weaknesses, such as: the quality of education is generally low which is not responsive to the demands of social and economic development of the country; the management mechanism

of State for higher education system and the management of universities and colleges is unreasonably prolonged and does not create a strong motivation to develop the creative capacity and responsibility among the faculty members, managers and students It is also a fact that social and potential foreign investment for the development of higher education has not been promoted effectively

In the international context, the world is moving toward industrial and automatic revolution, taken as a dynamic knowledge development Level of innovation and the application of knowledge decide the level of development of each country The development of science and technology has drastically changed the content and methods of education in schools, and requires higher education to provide highly qualified human resources for society

In domestic context, in terms of opportunities, after nearly 30 years of transition, the country enters a period of strong growth with the new position

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and appearance Vietnam’s economy is more improved, national security is well-maintained Economic structure continues to shift toward strengthening industrial and service sectors The living standard of community is markedly improved Vietnam is actively involved in the process of international integration with high economic growth rate and a stable political environment

By actively integrating into international economics and joined the World Trade Organization (WTO) in 2007, it has created more favorable conditions for socio-economic development process of Vietnam

However, despite the significant growth, the Vietnam’s economy is still suffering from low-income economy Indicators of infrastructure, human development is still lower than many countries in the world Labor productivity

is low; production is still mainly based on outdated technology, products as raw materials, high cost, low value added The economic structure has shifted but still slow: the ratio of services and industry in GDP is low Economic infrastructure and social development does not meet the requirements Quality management of the State for many areas of socio-economic, health and education sectors are limited International cooperation is extended to facilitate investment of other countries, international organizations and foreign enterprises, increase the demand for labor recruitment through training, creating opportunities for education development

Global integration process in the education creates favorable opportunities for Vietnam to quickly access to new trends, new knowledge, the modern model of education, taking advantage of international experience to develop and narrow the development gap between Vietnam and other countries The contribution of the state's resources and people for the development of education is increasingly enhanced Many economic sectors are willing to contribute to education revolution in Vietnam

The needs of learning at university level of Vietnamese (especially young people between the ages of 18-45) are enormous The needs of highly

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qualified, professional skills, be able to meet the requirements of the operation and exploitation of advanced technological devices labor force are also high Therefore, university should have a appropriate strategy to achieve both quantity and quality of training

In terms of challenges, with the strong development of the scientific revolution, the technology in the world can make the economic and knowledge gap between Vietnam and other countries increasingly larger, Vietnam is at risk

of lagging further Education management capacity of Vietnam is weak, the lack of appropriate policies and measures to guide and monitor the educational institutions with foreign elements

Requirements of economic development in the coming years request not only the number but also request high quality of human resources With the aim

of continuing to grow over the threshold of the low-income country, Vietnam need to restructure the economy, develop value-added and high technology products and services To do this contents, it requires Vietnam to have sufficient qualified manpower engineering and technology Currently, Vietnam has more than 63% of working-age population, but the level of the labor force is still low compared to many countries in the region, both in knowledge and professional skills The country lacks highly qualified labor force in various fields, especially the field of electric, electronic and information technology Etc The structure of the workforce through training (university / high school / vocational training) is not reasonable The demand of trained labor force is increasing in both quantity and quality it also puts more pressure for university education

By 2020, Vietnam will basically become a modern industrial country following the university requirements of the Ministry to train and provide technical qualified human resources for heavy industry (including: the engineering; metallurgy; exploitation, processing of minerals); light industry (including: textiles; footwear; food processing; wine, beer and beverage production etc.); energy (includes: electricity; electronics; petroleum);

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economics, business administration, Etc The demand of Industrial and Trade sector on high quality labor force is huge, but the universities do not meet the requirements of the quantity and quality of training Therefore, this dissertation will research and recommend solutions on quality training of the universities under the MOIT

In fact in Vietnam, many graduates but cannot find jobs or they have to

do jobs differ from subjects that they have been trained One of the reasons is the quality of education; especially the quality of training of human resources cannot meet the employer’s desire and expectations as well as requirements of industrialization, modernization and international integration objectives Overall, the quality of graduates is limited, professional practice skills, information technology skills language ability and social activities of students did not meet the requirements of the employers

BACKGROUND OF THE STUDY

At present, Ministry of Industry and Trade has 8 universities They were established on the basic of the upgrade from college and are derived from the secondary schools, professional training mainly engineering, technology and economic management, direct service for businesses

In fact, through testing, evaluation, the management of the quality of university education in universities under MOIT as follows:

1 Advantages:

Each university has built and identified goals and mission for itself They gradually change teaching and learning methods, infrastructure investment and training facilities, consolidate construction teachers develop proficiency standards, cooperation in scientific research and technology transfer

2 Constraints and disadvantages :

Every year, there is not a realistic assessment and report on the quality of education in general and higher education system in particular since there is no

of faculty, administrators and staff does not ensure the standards and qualifications in accordance with the Charter of the University Besides, it’s also lack of policies and working conditions to encourage scientific research of students and lecturers.etc

- Every year, the report does not have a realistic assessment of the quality of education in general and university education system in particular From the Central Government (Ministry of Education and Training, the Ministry of Industry and Trade) to the base of university education is no agency

in charge of quality management training;

For these reasons, I choose the research title: “Assessment of the management quality trainings of universities under the MOIT” for my PhD dissertation with the hope that I can play my contribution to improve contents above to enhance the management quality training of universities under the MOIT

OBJECTIVES OF THE STUDY

This study focused on the assessment of the quality management trainings of the universities under the MOIT Specifically, it sought answer to the following objectives:

1 Assess the quality management trainings of the universities under the MOIT in terms of :

1.1 Mission and goal;

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1.2 Education program;

1.3 Training activities;

1.4 Management of staff and faculty;

1.5 Scientific research application development and technology

transfer;

1.6 Learning equipment and facilities

2 Develop an enhancement program based from the finding

3 Evaluate the enhancement program by experts on the field

SIGNIFICANCE OF THE STUDY

This study will be of significance to the following:

Through this research, the managers shall be assisted in assessment of the quality management trainings of the universities and at the same time will serve

as the legal basis for assessment of the quality of training, based on the devised policies

University leaders:

From this research, the university leaders will be able to build and design

a mission of the university management in providing quality management training Hence, the application of the solution will improve the quality of education in universities

Faculties

This study will help teachers understand the role and responsibilities in improving of assessment the quality management training For them to know that good quality training, along with other measures, requires good teaching staff, the ability to guide and equipped with the proper knowledge and skills for the advancement of students

Students

Students will also directly benefit from this study The investment of money, effort, time - time to get the quality of knowledge, professional skills in

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their learning and research at the university Upon completion, graduate students will apply the knowledge learned to practical production-business

Head of Business enterprise production

This study will help businesses to select qualified human resources (knowledge, skills, and attitudes) in their recruitment strategy At the same time, business sectors shall be able to have a clear idea on their roles and responsibilities in financial aspects/contributions, as well as to facilitate the location and environment for students for domestic practice, thus, improving the quality of training of students

SCOPE AND LIMITATIONS OF THE STUDY

This study focused on the assessment of the quality management trainings of the universities under the MOIT at Vietnam There were 15 education managers, 10 faculties and 5 students for each 8 universities with a total of 240 respondents involved in the study

The instrument used in this study was the questionnaire to assess the quality management trainings of the universities under the MOIT The variables used for the assessment were the Mission and goal, education program, training activities, management of staff and faculty, scientific research application development and technology transfer, learning equipment and facilities

training on a national level, regional, and local basis

Quality management training:

Management training is quality management is responsible for ensuring the results of training activities to achieve educational goals Quality management training is done through the process of evaluating the results of the education and training of students, student performance evaluation of schools and educational institutions

Quality management training was conducted in a planned, organized, based on different criteria

The method of quality management training including group assessment methods and traditional reporting, the test methods associated with information systems management education

Management quality of higher education is an activity aimed at ensuring the quality of training of the university Quality Management System universities often implement the following activities:

- Develop criteria and process documentation and tools to evaluate the quality of the university

- Monitor quality assurance and self-assessment activities

- Organization of the external evaluation of the quality of individual generalized every college or training programs, the evaluation report

- Dissemination of good practices to ensure the quality of the university, the teaching methods, examination methods

Mission and goal:

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The Mission is the content and mission statement to work towards Objectives The goal is to achieve the targets Mission and goal are target strategies, goals to be achieved

The goal is an indication that the subject request (the school, the learners) should be achieved after a process of training and learning These requirements are presented as a model of how to take into account the standard of education and training systems, a large set of characteristics predicted or sustainable change will occur in an important group of all possible after a learning process

Mission and the overall objectives of the university is to develop scale (numbers, trades training) coupled with quality assurance training to develop comprehensive human, moral, intellectual, health, aesthetics and career

Education program:

Education program is to equip the knowledge and skills for learners The training program is used to identify goals, objectives, requirements, knowledge and skills, the overall structure of the subject, practice plan, every year high ratio between subjects (modules), between theory and practice, prescribed methods , methods , means , facilities , certificates, and diplomas of education and training institutions

Training programs by professional bodies or ministerial drafted by the institutions (universities, colleges ) itself, but must be prepared by authority to approve and allow out

The training program is the basic for planning staff, curriculum development, instructional materials, cost estimating, construction of facilities.etc as well as a basic for monitoring, control, inspect, evaluate and approve training diploma

Training Activities:

Training activities are teaching and learning performance in schools to a new direction to achieve goals

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In a narrow sense, the training activity is activities of teachers (collective and individual) to form worldview, ethics, and foster knowledge, skills and physical development through measures to effect on emotions and lifestyles of

Management of staff and faculty:

Management of staff and faculty are managed in quantity, content and tasks of the staff and teachers to undertake scientific research application development and technology transfer

Scientific research and technology transfer activities of the staff, teachers and students - students in research and contributions to science, valuable practical applications to solve economic development - the local society and the country The activity of scientific research and technological development of the university must be associated with training associated with scientific research institutes, universities and other businesses The results of scientific activities and technological contributions to the development of the resources

Learning equipment and facilities:

Learning equipments and facilities is enable teachers to do his / her work very well and help the learners to learn effectively Equipments and facilities also include school building classrooms, assembly halls, libraries, laboratories, workshops materials and information technology are sufficient

Equipment and facilities support teaching and learning for training and research, be sure to use quality and efficient service to meet the requirements of

teaching and learning

Enhancement program:

Enhancement program is strengthening / making something better of program which is still limited

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Chapter II REVIEW OF LITERATURE AND STUDIES

1 Concept management

Management is the process of planning, implementation, management and inspection and assessment of the work of the members of a system unit and the use of appropriate resources to achieve the intended purpose

Planning: This step involves mapping out exactly how to achieve a

particular goal For example: the organization's goal is to improve company sales Firstly, the manager needs to decide which steps are necessary to accomplish that goal These steps may include increase advertising, inventory, and sales staff These essential steps are developed into a plan When the plan is

in place, the manager can follow it to accomplish the goal of improving company sales

Organizing: After a plan is in place, a manager needs to organize her team

and materials according to her plan Assigning work and granting authority are two important elements of organizing

Checking and

Assessment

Leadership

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Leading: A manager needs to do more than only planning, organizing her

team to achieve a goal She must also lead the team Leading involves motivating, communicating, guiding, and encouraging It requires the manager

to coach, assist, and solve problems with employees

Controlling: After other elements are in place, a manager's job is not

finished He needs to continue to check results against goals and take any essential corrective actions to make sure that his area's plans remain on track

All managers at all levels of every organization perform these functions, but the amount of time he spends on each one depends on both the level of management and the specific organization

2 Quality management and Management of training quality

- Quality management is the process of designing criteria and maintaining ones for training products reaching the defined standards

Quality

Improvement

Overall Quality Management

Figure 2: Level of quality management

- Management of training quality is to manage the teaching and learning

process of teachers and students in the training process Management of training quality models, including:

+ Training Quality controlling is to remove components or final products that do not meet the standards prescribed or over if possible Training Quality

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controlling is the traditional management model, inspection and testing of two methods are widely applied to examine the standard input, process and output training

+ Training Quality Controlling is considered as a system of measures, activities planned to be carried out inside and outside the university Training quality assurance means creating products (students) to meet the proposed standards The move to ensure quality model is a great step forward about

management of training quality

+ Overall, management of training quality is the sum of ensuring training

quality, expand training and development Overall quality control inspection is not that it is the efforts of the staff, teachers, staff and students to get right from

the beginning and right time rather than checking

3 Education Management

3.1 The concept of education

Education management is a process of formation of personality integrity; organized a purpose and plan; through the activities and the relationships between teachers and learners in order to transfer and gain human’s social experiences

3.2 The concept of Education Management

Education Management is interpreted as the impact of management

subject to active management in the field of education or in other words,

Education Management system is intended impacts, plans, rules of the

management in the education system

3.3 Function of education management

Function of education management consists of four functions: planning,

organizing, leadership and checking and assessment

4 Quality of training

Quality of training is a reflection of the nature of things (events)

compared to targets in order to distinguish this object with the others

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The typical product of the quality of training is the human resource Quality of training is the actualization level or reached level of the training aims, shown in the personality development of students after the training process with full checking and assessment in general and in particular in a certain condition

5 Quality Assessment

5.1 Assessment can be defined as a general term that embraces all methods used to judge the performance of an individual, group or organization

Self-assessment is the process of critical reviewing the quality of one’s

own performance at institutional, system or program level

Quality assessment in university education, therefore, can be defined as

a diagnostic review and evaluation of teaching, learning, and outcomes based on a detailed examination of curricula, structure and effectiveness of the institution, system or program It aims to determine if the institution, system or program generally meet accepted standards

5.2 Function and Principles of quality assessment

Self-assessment is introduced in university education together with external assessment, accreditation or quality audits In many cases, self-assessment serves as preparation for a site visit by external experts and the self-assessment report (SAR) provides the external experts with basic information However, a self assessment has specific value for the university itself It provides an opportunity for discovering quality

5.3 Organization of quality assessment

In organizing self-assessment, the following factors should be taken into consideration:

- Self-assessment should never be the work of one single person

- Make a group responsible for the self-assessment

- This group should consist of some three to five people, chaired by a coordinator appointed by the faculty or university

- A clear timetable should be set up, assuming a total amount of time

- The draft results should be discussed on the largest scale possible

- Do involve students and other stakeholders (such as employers and alumni) in the self-assessment as much as possible

5.4 Quality Assessment Process

The Plan-Do-Check-Action (PDCA) or Deming Cycle illustrated in Figure 15 is adopted for quality assessment at the program level, as well as for both institutional level and IQA system

Figure 2: PDCA cycle

5.5 The assessment criteria of Training Quality

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System of the Training Quality criteria assessment, including the following criteria:

- The quality of the socio-professional

- Indicators of health, psychology, biology, etc

- The level of knowledge and skills

- Capacity of practice

- Ability to adapt to the labor market

- Research capacity and the potential for career development

Assessment of the level of knowledge and skills training in Bloom

Table of assessment level of learners’ ability

Component

Quality level

1 Knowing 1 Imitating

Average 2 Understanding 2 Formation of initial skills

Pretty Average 3 Applying 3 Formation of basic skills

Pretty 4 Analysis

synthesis

4.Linking, integrating skills resources

High 5 Assessing 5 Skill Formation

Pretty high 6 Developing 6 Developing skills

7 Creating 7 Creating

6 Quality assessment criterions of ASEAN Universities Network (AUN)

To further enhance and sustain quality assurance practices and quality in higher education, AUN establishes an AUN-QA Documentation Review committee and Procedure to keep its documents updated and relevant

Revised Criteria

1 Goals and objectives; expected learning outcomes

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2 Programme specification

3 Programme structure and content

4 Teaching and learning strategy

5 Student assessment;

6 Academic staff quality

7 Support staff quality

8 Student quality

9 Student advice and support

10 Facilities and infrastructure

11 Quality assurance of teaching and learning process

12 Staff development activities

13 Stakeholders feedback

14 Output

15 Stakeholders satisfaction

7 Quality assessment criterions of universities in Vietnam

In Vietnam, on 01 November 2007, The Ministry of Education Decided number 65 /2007/QĐ-BGDĐT regulation on the evaluation criteria of the quality of university education include 10 standards:

-Standard 1: Mission and goals of the university;

-Standard 2: Organization and Management;

-Standard 3: Education Program;

-Standard 4: Training activities;

-Standard 5: The management staff, faculty, and staff;

-Standard 6: The school;

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- Standard 7: Scientific research, application development and technology transfer

-Standard 8: Activities of international cooperation

-Standard 9: Learning equipment and facilities and other facilities

-Standard 10: Financial and management of learning equipment and other facilities

RESEACH PARADIGM

Assessment of the

quality management

trainings under MOI:

1 Mission and goal;

of the Enhancement program

Enhancement program

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Chapter III RESEACH METHODOLOGY

This chapter will present the methodology of the study including local of the study, the research design, population and samples, research instruments, data gathering procedure, and statistical treatment of data

3.1 Locale of the Study:

It’s an overview of the university system under the MOIT Currently, the MOIT manage 50 schools, including:

- Direct management Ministry: 32 cases (including: 1 training school, training officers, 8 universities, 21 colleges,, 2 vocational college )

- Direct management companies (the Group Corporation): 18 cases (including: 2 universities, 5 colleges, 9 vocational colleges, one middle school and one professional secondary and vocational school)

Characteristics of universities under MOIT:

- There are 8/8 university under the Ministry of Industry and Trade was established on the basis of upgrading from the colleges All universities are diversifying trades training (there are many trades training)

- The universities are located in six provinces and cities in the country

- MOIT manages the fields: finance, faculty, quality training, to enroll students in to universities, facilities and equipments etc

- MOET manage curriculum framework of training

This study was conducted in 8 selected universities by the MOIT

The respondent universities are the following:

1 Hanoi University of

Industry

Minh Khai, Tu Liem, Ha noi www.Haui.edu.vn

2 University of Economics

and Industrial Technical

456 - Minh Khai, Hai Ba Trung, Ha

Noi

Uneti@moet.edu.vn

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3 University of Quang Ninh

Industrial

Yen Thọ, Đong Trieu, Quang

www.hui.edu.vn

5 University of Food

Industry of Ho Chi Minh

140 Le Trong Tan, Tan Phu, Ho Chi Minh City

7 University of Sao Do Sao Do, Chi Linh,

Hai Duong www.saodo.edu.vn

3.3 Population and Sampling

Eight (8) universities were selected to participate in the survey

The respondents were randomly selected As time and research funding is limited, so I have considered and given a certain amount of votes for each university I have gave questionnaires to 8 universities, each university consist

of 15 education managers; 10 faculties and 5 students There are 240 respondents in total

Totally, 200 managers and faculties and 40 students requested to answer the questionnaire There were no restrictions as to who were qualified to answer the questionnaire such as gender, age, civil status, length of service, educational background among others There was no difficulty encountered in selecting the respondents

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3.4 Research Instrument

The researcher adapted a questionnaire which was the main tool in gathering data A validation of the questionnaire was done using the inter-consistency judgment criteria The researcher sought the assistance of ten (10) experts to validate the content of the questionnaire in terms of correctness of language, appropriateness of the statements and relevance of the items to the

problem using the codes

3.5 Data Gathering Procedure

The actual data gathering procedures was done through several processes After the final of the instrument, the researcher asked the permission of the respective school heads and principals to administer the questionnaire Then contacted them through the telephone to schedule the former’s visit to the

schools thus distribution of questionnaires started

3.6 Statistical Treatment of Data

After information is collected, information in the questionnaire will be

processed using SPSS 16.0 and excel program

3.7 Questionnaire and Information Collection Method

Information is used in the chosen 8 universities In order to get the information, the survey plan has to be made The survey plan consists of the following contents:

- Objective of the survey

- How do we select the respondent?

- Questionnaire and the contents of the survey?

- What should be the appropriate time to conduct the survey?

- How to gather, evaluate the questionnaire, and code the information, entry the

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data to worksheets, ready for processing?

The survey plan can be explained more in-depth as the follows:

3.7.1 Object of the survey:

The survey is conducted to provide the necessary data The objectives of the survey, therefore, are consentaneous with the objectives of the Dissertation

3.7.2 How do we select the respondent?

The respondents in the survey are the lecturers, managers; students at chosen faculties, educational attainment, gender That is to ensure the representativeness of the surveying sample, so as to make the information collected from the surveyed sample is similar to the information taken from all the lectures and students of the school

The respondents are chosen from the total lecturers and students of the faculties of the universities and distributed to ensure their representativeness Therefore, the faculties, gender, educational attainment compositions of respondents must be similar to the lecturers and students of the school

To do this, the sample selection has to be done step by step:

- Part 2: Status of the Quality management training

The questionnaire consists of 60 questions with the hope to identify the 6 main issues from the Mission and goal of the university; Education Program; Training activities; The management staff, faculty, and staff; Scientific research, application development and technology transfer; Learning equipment and facilities

The contents of the survey are presented in the form of questions of the questionnaire The range of the questions should cover all the information

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needed to evaluate the status of the Quality management training

3.7.4 The appropriate time to conduct the survey

It should not be the busy time or on rush hours It should be the time when number the managements, the lecturers and students is free from the managements, the lectures and ready to answer the questionnaire It should be also the most convenient time for the interviewers to conduct the survey

3.7.5 Gather, evaluate the questionnaire, and code the information, entry the data to worksheets, ready for processing:

All the surveyed questionnaires, after being used for interviewing are gathered at the researcher office Then, their quality must be checked

Ranking method

The satisfaction level of the lecturers and students on the status of the management of teaching and learning activities reflecting by each criteria has been evaluated using four points ranking levels:

1-Strongly Agree (SA), 2- Agree (A), 3 - Disagree (D) and 4- Strongly Disagree (SD) (seen in the following Table).Statistical Table Method

Statistical tables are used to present the findings in a systematic, logical and clear way in the four of tables with columns, and rows Documents in the statistical table are grouped by each of the group

Table Ranking level of satisfactory

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During the survey, the respondents are requested to answer They will choose one of the four number implying either 4; 3; 2 or 1 for their respective satisfaction on each statement

Data Collection Procedure

During the preparation period of the research, the literatures and related studies have been reviewed, and then research instruments such as checklist and questionnaire for information collection have been prepared The checklist is based on the research topic and the objectives of the survey

After that, it will be elected, sorted, and encoded Data will be reviewed before entering into computer using SPSS Data analysis and evaluation will be carried out by using Excel soft ware

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CHAPTER IV RESULTS AND DISCUSSIONS 4.1 Assessment of the quality management trainings of the universities

Table 4.1 Frequency and weighted mean distribution of the respondents in term

of Mission and Goals

(4)

A (3)

D (2)

SD (1)

WM QD

1 The mission clearly reflects the

institution’s legal and educational

mandate

65 95 29 11 3,07 SA

2.The mission and goals of the

university are responsive to the

demands of the country

155 45 0 0 3,775 SA

3.The goals are clearly stated and

are consistent with the mission of

the institution

129 41 21 9 3,45 SA

4.The mission statement and goals

are properly printed in bulletin

boards and can be seen in school’s

offices and hallways

141 42 10 7 3,585 SA

5.The administrators/faculty and

staff are aware of the mission and

goals of the institution

118 39 41 2 3,365 SA

6.The students are aware of the

mission and goals of the institution

115 41 33 11 3,3 SA

7.The institution periodically

review, and if needed, revise the

college mission & goals documents

113 51 36 0 3,385 SA

8.The goals clearly state the expected

outcomes in terms of knowledge and

skills

87 45 36 42 2,985 SA

9.The institution ensures that the

operation focuses in line with their

basic mission and goals

151 49 0 0 3,755 SA

10.The mission & goals of the

institution are widely disseminated

133 36 11 20 3,41 SA

(Source: the Assessment of the quality management trainings Survey, by the author, 2013)

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Table 4.1 shows the distribution of the weighted average number of variables with the mission and goals weighted average Wm= 3,4; QD= SA, corresponds to " strongly agree " In particular, the response to questions 2 , 4 ,

9 is appreciated with the corresponding weights of 3.7 , 3.5 and 3.7 higher than the average weight of the contents of this question, corresponding interpretation

is equivalent to " strongly agree " The remaining questions are also opinions strongly agree However, the Q 1, 8 values are 3.0 and 2.9 respectively

“strongly agree" but at a lower level

Mission and goals of the school require clear, right direction, a vision that

in the future, to meet national goals , the school's development objectives , and

to ensure training objectives knowledge and skills of students to meet the requirements of production and business ; consistent with human resource needs

of the country Tasks and objectives must be regularly updated, adjusted to suit the actual situation One thing that is very important to public schools, common objectives for all staff, teachers, and school students know to implement In addition, the study found the solution to perform the tasks and objectives set out Currently, the university under the Ministry of Industry and Trade will build its own mission and goals of their schools However, there is no official agency review, evaluate and approve of tasks and goals of the school On the other hand, most universities are self- constructed goals; there is no positive, effective solutions to achieve the identified goals The target of the school is not available public for staff, teachers and students of the school It seems only school leaders, some relevant faculties know about it

Therefore, the evaluation of the management of the mission and goals of the school is very important and necessary The right target and direction will help universities to exist and develop

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Table 4.2 Frequency and weighted mean distribution of the respondents in Education

1.The program’s curriculum meets

the requirements and standards of the

Ministry of Education

101 59 18 22

3,195 SA 2.The program’s curriculum reflects

the mission and goals of the

institution

98 62 21 19

3,195 SA 3.The program content shows good

balance between generic and

specialized skills and knowledge

62 78 46 14

2,94 A 4.The program is coherent and all

subjects & courses have been

integrated

54 56 23 67

2,485 A 5.The program content clearly shows

the basic courses, intermediate

courses, specialized courses and the

final project, thesis/ dissertation

82 58 32 28

2,97 A 6.The program content reflects the

depth and breadth of the professional

and technical preparation required of

its graduates

52 48 66 34

2,59 A 7.The program provides for

opportunities for participation in

activities, such as immersion and

practical trainings

38 62 47 53

2,42 A 8.The different skill competencies are

built in the program and satisfied at the

end of the course

51 59 42 58

2,615 A 9.The program content responds to the

needs of the country and developments

in the voc-tech profession

56 64 59 41

2,875 A 10The feedbacks from various

stakeholders are used for program’s

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Table 4.2 and 4.7 shows the distribution of the weighted average processing education programs with an average weight of 2.6 corresponds (for teachers and managers); 2.61 students to a level of "acceptable" In particular, the response to questions 1 and 2 are rated very high with weights of 3.1 and 3.2 respectively higher than the average weight of the contents of this question, corresponding to the solution is equivalent to “strongly agree " The remaining questions have consented However, the question number 4, 6 and 7 have the respective values of 2.4, 2.5 and 2.42 A level answer “agree " but at a low

Most interviewers suppose that the curriculum of schools need to meet the requirements and standards of the Ministry of Education and Training; training contents must be balanced between theory and practice, knowledge and skills, general subjects and specialized subjects The program must be consistent and integrated The program contents must clearly reflect the depth and wide of essential technical program, provide opportunities for students to engage in learning activities, knowledge and practical skills Knowledge and skills are different ways to build a harmonious and meet the needs of the country and the development of high technology The program must be updated and adjusted to suit to the new technology

Currently, the construction work of the training program has poor standards Ministry of Education and Training has issued a framework program for most majors However, most schools are not edited, issued textbooks, standardized training program to help students with learning materials In particular, it only uses the training programs of other schools, not developed appropriate training programs to meet the goals of their schools The education program is very important; it has a huge impact on the target and the quality of training Therefore, the evaluation of management education

programs need to be set, the respected schools

D (2)

SD (1)

W

M

Q

D 1.There is a clear training plan on the needs

for training and development of both

academic/ support staff and students

37 93 53 17

2,75 A 2.The training and development activities

for both academic/support staff and students

are adequate to the identified needs

37 93 65 5

2,81 A 3.There is balance in the frequency of

theoretical teaching lectures and training

activities

37 93 41 29

2,69 A 4.The integration of ICT and other updated

technologies into the training activities are

introduced into the program

23 97 48 32

2,55 A 5.The trainings provided are within the

national policy framework

16 74 89 21

2,42 D 6.The network and bench-marking with

other training providers are facilitated to

maintain training activities’ quality

standard

16 84 72 28

2,44 D 7.The standards applied in the assessment

are explicit and consistent

22 78 49 51

2,35 D 8.There is established strong linkages and

collaborations with employers and industries

to enhance students’ training activities

27 73 75 25

2,51 A 9.The teaching and learning process,

assessment methods in the conduct of

training activities are always subjected to

quality assurance and continuous

improvement

15 65 93 27

2,34 D 10.The training activities are subjected to

structured student evaluation

28 98 54 20

2,67 A

(Source: the Assessment of the quality management trainings Survey, 2013)

Table 4.3 with overall GPA of 2.55 that are assessed agree “A” by teachers and managers has shown that training is key and the most important

33

activity in school, it consists of teaching and learning process

Training activities in schools have to support for students with essential factors to acquire theoretical knowledge and skills needed to practice The theoretical teaching should be balanced and appropriate with training activities,

if there is lack of theory, it will make students not enough knowledge to think,

do not understand the nature of the issues, and do not have scientific logical skill However, if the theoretical knowledge is too much, practice will lead to students to be lack of the practice skills

During training, it should use integration and application of information technology in teaching and learning Using computer software utility for teachers and high achieving students in teaching and learning Answer the question Q5, 6, 7 and 9 the corresponding weight is 2.42, 2.44, 2.35 and 2.34 when evaluating the management of training activities at the school, and mediator managers will not agree (D) They said that the training course is not really consistent with national policy framework; training network not maintain quality standards training In particular, the standards that have been applied in each assessment is not clear and consistent while process, method of evaluation

in the training and quality assurance has not been continuously improved yet

On the other hand, training activities is lack of the involvement of the students participation structure The structure is mainly imposed by the school

34

Table 4.4

Frequency and weighted mean distribution of the respondents in Management

of Staff and Faculty

(4)

A (3)

D (2)

SD (1)

WM QD

1 Draw up annual development plan covering

the entire faculty, according to which teaching

competence will be developed in line with

strategic objectives

16 74 81 29

2,385 D

2.Make sure that staff are consulted and that they

can participate in drawing up the human resources

strategy for teaching and learning

23 97 59 21

2,61 A

3.Ensure that the objectives related to human

resources strategy for teaching and learning are

tangible and measurable

22 68 82 28

2,42 D

4.Anticipate and chart the skills needs (core

competence) of their teaching and other staff as

part of their strategy process

33 77 74 16

2,635 A

5.Chart the faculty’s teaching and other staff’s

current competence level in relation to skills needs

(competence mapping) of the students

19 101 46 34

2,525 A

6.Draw up annual development plan covering the

entire staff, according to which competence will

be developed in line with strategic objectives

30 99 62 9

2,75 A

7.Make sure that performance and development

reviews are conducted regularly in all faculty and

staff groups;

28 93 62 17

2,66 A

8.Encourage faculty and staff to develop, share

and make use of their competence in their

teaching and students monitoring

18 132 41 9

2,795 A

9.Support Faculty and staff’s involvement and

well-being at work using various means and

Incentives

67 83 33 17

3 A

10 Provide facilities, equipment and

necessary teaching tools for faculty/staff to

enhance quality teaching-learning delivery

35

developing human resource strategies for teaching and learning, the needs of teaching skills as part of the process of strategy Planning and teaching capabilities of faculty is more involved in shaping students' skills The development plan of the entire faculty and staff need to be developed each year

in accordance with the strategic objectives of the University

The evaluation of the quality and effectiveness of student learning must

be interested and highly responsible by the lecturers Supply and facilitate essential equipment and tools for teaching faculty / staff to improve the quality

of teaching and learning is really important Strengthen management staff, faculty through quality work done

However, many interviewers did not agree with the managers of the school Specifically: in questions 1, 3 and 8 staff and lecturers said that most of the current development plan for the entire faculty and staff did not meet the strategic goals of the school Lack of number, weak in quality In particular, the lack of staff and faculty with high skills It encourages faculty and staff to develop and use their competence in teaching and supervising students

To develop the school, it requires organizing the management staff, teachers and staff Currently, the assessment of the management staff was superficial, lack of detail Despite these regulations, rules management educators but not markedly effective Therefore, it should closely follow the standards of staff and faculty to organize and manage a team to meet the needs

of the school

D (2)

SD (1)

WM QD

1.The Research activities are in

consonance with the institution’s research

agenda

23 87 51 39

2,035 D 2.The inquiry, skills & competencies and

critical judgment are conducted by faculty

and students

27 93 51 29

2,59 A 3.There is a well- established functional

and long-range program of faculty/staff

development to strengthen research

capability and competence

33 87 56 24

2,645 A 4.The institution allocates fund for

research activities and capability building

of faculty/staff

42 118 31 9

2,965 A 5.The institution provides incentives for

faculty/ staff and students researches

37 113 37 13

2,87 A 6.There is an office/unit who monitor, and

evaluate the on-going and completed

researches

21 149 19 11

2,9 A 7.The institution provides

facilities/equipment for the conduct of

research activities

66 84 32 18

2,99 A

8 The research results and outputs are

utilized to transfer generated technology

to the community

32 158 6 4

3,09 A 9.The packaged technologies generated

from research are disseminated to target

clientele through appropriate delivery

system

41 98 42 19

2,805 A 10.There is a mechanism to ensure that

research outputs are protected by

Intellectual Property Rights (IPR) laws

33 97 52 18

2,725 A

37

(Source: the Assessment of the quality management trainings Survey, 2013)

Based on the results in Table 4.5 shows, the average score was 2.76

corresponding to agree (A)

Most respondents agreed that the work of science research and

application development and technology transfer in the field is extremely

important, necessary The investigation, skills and competencies of faculty and

students in research and application of advanced scientific and technological

modernization should be reasonable Currently, the universities under the

Ministry of Industry Trade in particular and universities in general have the

center of scientific research and technology transfer of advanced countries The

mission of this center is a coordinator, planning and implementing of projects

and schemes in scientific research staff, teachers and students By researching,

it will help universities in inventing, patents or technology improvements

However, most universities do not have enough budget and human

resource to invest in complying with the certain requirements Therefore,

scientific research is only in staff deployment, few students to effectively

participate in the study For scientific research into order, efficiency, requiring

school leaders to be really enthusiastic, invested effort and money in this area

Answer questions 1 , many people believe that research activities in the field are

not consistent with the general studies program , monitoring and evaluation of

research subjects are not tight; conditions of facilities to serve scientific

research has not been properly invested , no reward regime timely research

results and outputs are not used to technology transfer are created for the

community There is no mechanism to ensure that research results are protected

by intellectual property rights (IPR) laws

Therefore, the standard management of scientific research and application

of advanced technology, scientists need to be evaluated and seriously control

38

Table 4.6 Frequency and weighted mean distribution of the respondents in

Learning Facilities and Equipment

(4)

A (3)

D (2)

SD (1)

WM QD

1 1.There is a library which strategically

located and accessible to students, faculty

and other clientele

30 150 16 4

3,03 A

2 2.The library size meets the standard

requirements and accommodates at least

5% of the total enrollment

9 91 71 29

2,4 D

3 3.The library provides sufficient books and

on-line resources for each course/program

5 5.The classroom size meets standard

specifications for specific activities

2,515 A

6 6.There are laboratories/shops for specific

course/program accessible for every

8 8.There is a well-equipped multi-media

center which is accessible to students

22 118 53 7

2,775 A

9 9.There is lecture facilities (lecture halls,

small course rooms) provided for faculty

and students

21 106 63 10

2,69 A 10.There is laboratory operation manual

for the faculty and students provided in

39

According to the statistics in Table 4.6 (for staff, faculty) and table 4.8 (for students), the average result is 2.7 and 2.56 respectively (A)) Equipment and tools are means which help teachers to convey knowledge and skills to students Therefore they are indispensable for teaching and learning

Equipment, tools include: theory classrooms, practice workshops, equipment and machines as teaching aids, laboratory equipment, study tables and chairs, etc

Ministry of Education and Training of Vietnam has regulations on the minimum area for the school and for each student Based on the above survey results, many teachers and students agreed that adequate classrooms and facilitate learning; class size to meet the technical standards for specific activities; foundations teaching material (lecture , small classrooms) provides faculty and students However, schools have not put library strategically located and accessible to students, faculty; size of library did not meet the standard requirements and contain at least 5 % total number of students , not providing enough books and online resources for each course / program not having a multimedia center is well equipped can access for students The manual operation of the lab instructors and students are limited

For students to high academic results, the university must really care, procurement of equipment, materials for the training , so quality can practice newly raised students have practical knowledge to raise awareness , career skills

In addition to teaching and learning facilities, schools need to improve infrastructure to create a clean environment for students

40

Table 4.7 Frequency and weighted mean distribution of the respondents in Education

Program in Students

(4)

A (3)

D (2)

SD (1)

WM QD

1.The program’s curriculum meets

the requirements and standards of the

Ministry of Education

2,675 A 2.The program’s curriculum reflects

the mission and goals of the

institution

2,45 D 3.The program content shows good

balance between generic and

specialized skills and knowledge

2,55 A 4.The program is coherent and all

subjects & courses have been

integrated

2,6 A 5.The program content clearly shows

the basic courses, intermediate

courses, specialized courses and the

final project, thesis/ dissertation

2,575 A 6.The program content reflects the

depth and breadth of the professional

and technical preparation required of

its graduates

2,6 A 7.The program provides for

opportunities for participation in

activities, such as immersion and

practical trainings

2,5 A 8.The different skill competencies are

built in the program and satisfied at

the end of the course

2,6 A 9.The program content responds to the

needs of the country and developments

in the voc-tech profession

2,8 A 10The feedbacks from various

stakeholders are used for program’s