Management competency based training for construction engineering occupations in construction colleges

management, the teaching process management, output management and ability to adapt to the impact of the new context; therefore, the quality of training did not meet the requirements of

MINISTRY OF EDUCATION AND TRAINING

THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES

The dissertation is completed at:

THE VIETNAM INSTITUTE OF EDUCATION SCIENCES

Instructor:

Prof.Dr.Sc Nguyen Minh Duong

Dr Phan Chinh Thuc

Reviewer 1: Ass.Prof.Dr Do Minh Cuong

General Directorate of Vocational Training

Reviewer 2: Ass.Prof.Dr Phan Van Nhan

The Vietnam Institute of Education Sciences

Reviewer 3: Ass.Prof.Dr Bui Minh Hien

Hanoi National University of Education

The thesis is defended before the juridical board at the Institute level at The Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi

On ……… 2014

The dissertation can be found at:

1 The Vietnam National Library

2 The Library of The Vietnam Institute of Educational Sciences

INTRODUCTION

1 Reasons for choosing topic

The resolution of the 8th Conference of the Party XI confirmed viewpoints:

“Development of Education and Training (MOET) is to enhance the intellectual, human resources training, talent fostering Moving up the process of education from mainly equipped with the knowledge to comprehensive capacity and quality development of learners.Learning by doing, linking theoretical to practical, school education combined with family education and social education.”

Competence Based Training (CBT) has been being the new trend of education and training and has made fundamental changes in the teaching process

Advantages of CBT have met the needs of both learners and employers

Construction is a multidisciplinary field of economics, related to many fields, influenced by scientific and technological advances such as mechanics, electronics, materials technology, construction, Demand for high-quality human construction industry today is huge However, quality of training did not meet the practical requirements of production This is a great challenge as well as a motivation for the Training Facilities (TF) who must actively look for solutions to meet the labor needs of the engineering industry The network of TF in Ministry of Construction (MoC) includes 33 schools For years, the schools have had a positive innovation in training, started training with CBT or credit training; however, the deployment process has been still struggling, as results have not achieved the desired goals This is due to many reasons, but the main reason is most of schools have not renewed the way of training management (TM)

For the above reasons, the authors selected topic “Management competency

based training for construction engineering occupations in construction colleges”

for the PhD thesis

2 Research purposes

Proposed solutions to manage CBT for construction engineering occupations (CEO) in construction colleges, to gradually improve the quality and efficiency of training and to meet the requirements of practical production and demand for business sector in construction

3 Subjective and objective research

* Subjective research: Train CBT in construction colleges

* Objective research: Manage CBT in construction colleges

4 Scientific hypothesis

Nowadays, CBT is being implemented in colleges of construction; however, the way of management of vocational training in general and TM of CEO in particular have not been renewed So there are still weaknesses and shortcomings from input

management, the teaching process management, output management and ability to adapt to the impact of the new context; therefore, the quality of training did not meet the requirements of enterprises If it is synchronized the techniques training management on CBT include the management of inputs, management of the teaching process, manage the output elements, it will take steps to improve the quality and efficiency training to meet the business requirements of the

construction industry

5 Research tasks

- Do research and development of a theoretical basis for vocational training and

TM on CBT

- Assess the reality of training and TM of CEO on CBT in construction colleges

- Recommend solutions of training TM of CEO on CBT in construction colleges

- Test the feasibility and practicality of the solution

6 Limit the scope of the study

- The thesis is limited according to research of TM of CEO on CBT the vocational college level (VC) in construction colleges The survey was carried out in all colleges under the MoC who train CEO

- The test is limited to 2 solutions and conducted at the College of Urban Works Construction (MoC)

7 Approach and methodology

* Approach

- Approach to the market In the market mechanism, schools need to be managed

and operated under the laws of the market economy The quality is the deciding survival factor of training colleges, therefore, the colleges must continually improve quality to meet customer needs and to be competitive, survive and thrive

in the market economy and international integration In short, training management must be to quality-oriented

- Approach to outputs target: Competency based training Training technical

workers must be moved to reach the goal, taking the target as the target output towards the formation of power needed for students so that after graduation they can do in the position certain employees in accordance with professional standards and have the opportunity to find work

- Approach to process The quality of the whole process! To manage the training

towards quality needs to manage from the input, the teaching process to the output,

and also pay attention to the impact of the new context, especially the renovation of fundamental and comprehensive education and training, advancement of science and technology of the construction industry

* Methodology

- Methods of theoretical studies: Collect relevant information, analyze, synthesize,

evaluate and apply to the construction of a theoretical basis

- Practical research methods: Analyze the activity of training management

according to CBT shows the actual situation in organization, management training process in order to identify strengths, weaknesses and causes, as the basis for the identification of innovative solutions for training management Some methods are used such as: survey method using questionnaires; Summation method of education experience; Test methods

- Other methods: Methods of experts; Methods of mathematical statistics

8 The argument for protection

1) TM is crucial to the success or failure of the market mechanism in the colleges

To improve the quality and effectiveness of training which can be met the business requirements, the colleges must renew methods of TM that is the key step and breakout step in each college; Accordingly, The colleges should use the views, modern management model in TM

2) Applying the model CIPO: CBT depends on the inputs, the teaching process, the output elements, and attention to the impact of the new context, especially

renewing fundamental and comprehensive education and training, scientific and technological progress of the construction industry and the market economy is consistent with the TM of CEO profession towards quality

3) Implement training method according to CBT is necessary for colleges of construction to be able to quickly innovated training output approach, gradually improving the quality of training to meet customer requirements and contribute to the development of the country's construction industry

9 New contributions of the thesis

* Methodologically: Applying CIPO models and philosophies, principles of

CBT, the author has developed a theoretical basis for management of CBT

* Practicality: Assessing the situation of training and TM of CEO in

construction colleges based on the followings: quality and effectiveness of training; manage the enrollment, teaching staff development, improve physical facilities and teaching equipment, organize the teaching process, assessment outputs and output information as the basis for proposing practicality solutions 6 recommend

solutions is practical and feasible to manage TM of CEO on CBT in construction colleges with the teams: manage the inputs, the teaching process, and the output elements

CHAPTER 1:

THEORETICAL BASIS ON VOCATIONAL MANAGEMENT OF

COMPETENCY BASED TRAINING 1.1 Overview of research issues

* Overseas

+ About CBT: Along with the development of behavioral learning theory and

training approach targeted output, CBT was conducted very early in some

industrialized countries Many studies of foreign scholars have analyzed, evaluated, summarized and suggested the ability to apply training methods of CBT on

Education and Training There have been numerous reports summarizing on CBT that strongly growth in the 1990s with a series of big organization in the United States, Britain, Australia, New Zealand, Wales etc and in many Asian countries such as Singapore, India, the Philippines, Brunei, Malaysia,… Each country, each organization applied training methods of CBT with different level based on each factual condition All above researches showed: CBT is a tendency that many nations, many scientists are interested in research in many different angles and application in the teaching process at universities, professional and vocational colleges Theory of CBT is applying appropriate depending on the characteristics

of each country

+ About vocational training management: has many professionals, scientists’

research with many angles, different approaches to each national institution, and each stage of development Recently, Vocational training management has been studied towards to marketing and concerned by management professionals

* In the country

+ About CBT: In our country, from 1987 to 1990, modular training skills have been

organized by Institute of Vocational Scientific Research and Vocational Technical Center They have organized several conferences and began testing short-term training in a number of vocational training centers In 1990s, many studies of inland and outland scholars, organizations researched, analyzed, evaluated,

reviewed and proposed specific solutions, to introduce CBT in vocational teaching and vocational teachers in Vietnam

+ About vocational TM: Vocational TM in Vietnam is also the subject of

management scientists, research professionals, seeking application in the past dozen years with each stage of development of the country Recently, trend of innovation in vocational TM in Vietnam has accessed to the world; especially when

we are deepening integration, development opportunities open up along with the challenges with a negative impact on education and training system

In short, CBT is a training method which is not new to the world but in

Vietnam it has mainly been applying in vocational training The research in Vietnam is not much; most of the research has just mentioned viewpoint,

orientation, or research applying only in a narrow range, a part of the teaching process, practical teaching management when applying CBT methods Vocational

TM on CBT has not had yet, therefore that is a new way to contribute to the effective implementation of CBT in vocational training In the dissertation, the author has studied, inherited, compared with multiple points, the data from the studies mentioned above

1.2 Basic concepts

* Competence and Competency Based Training

Competence is understood that capability or functionality to execute well one

the job but not quite clear for particular work as well as the standard regulations to estimate its level

CBT is the combination of three elements of knowledge, skills and professional

attitude that each individual needs to complete the mission and work of a

professional standard rules of certain conditions

* Training management

Management is the impact of customer management subjects to be managed in

a particular environment with the tools and management methods appropriate to achieve its objectives Management has four functions: Planning; Organization of implementation; Leadership and direction; Testing and evaluation

Training is done to an individual who has become CBT according to certain

standards through activities of teaching and learning associated with moral

education, personality learners to meet manpower requirements of the market labor

Training management is subject to the impact of customer management to be

managed in the training process through the function of managing and using the tools and methods appropriate management to achieve common goals the training process and students have been prescribed a standard CBT

* Standard jobs and outputs

Professional standards (or standard CBT) is a set of rules to do the work and achieve the level required to perform the work at locations corresponding to the employee's job levels

Standard output is the school's commitment to the objectives of social education (knowledge, skills, and attitudes) of a training program (TP), thereby confirming CBT for the specific work that students will be in accordance with prescribed standards in the field of vocational training after school

1.3 Competency Based Training

* Philosophy of CBT: Philosophy of CBT is the training process based on the

specified criteria for a profession and training that standard that is not based on the training time

* Characteristics of CBT:To develop the TP according to CBT should be treated by a three - aspect system: Identify competency, develop the competency and Evaluate objectively capacity

To determine the competency, the starting point is usually the outcomes and output-oriented is the most basic characteristics with main meaning of CBT, it orients and focuses on result, at the output of the training process, that means: Each learner can do something in a certain situation as labor standards set out

Characteristics of CBT have two components: Teaching and learning CBT and evaluating and certifying of CBT

* Content of CBT: The content of CBT is the integration of the system of

scientific knowledge, techniques, methods related to occupation; system of

vocational skills; experience systems innovation activities and knowledge systems

of occupational attitudes to ensure that students have the ability to adapt to changes

in production practices

* CBT in relation to the labor market: Process of CBT must have closed ties to the labor market through a system of skill standards and recognition skills

* Organize CBT: To determine a learner who has completed TP, they based on

proficiency in all CBT in TP in the standard output The amount of time is not required for learning because students can learn according to ability and pace of their own, not dependent on others, as long as enough time to absorb and be proficient in the CBT This allows students to be able to study and finish school at any given time Academic record of each individual and everyone learns adequate storage Learners can study the transition from the program or school does not need

to repeat the CBT based on the credit system has previously granted CBT focuses

on solving problems for learners The assessment of learning outcomes of learners based on performance criteria, they are determined primarily from professional standards

* Conditions for CBT: Precondition for training organizations as the CBT is to

identify a CBT system as outputs of the training process and orientation as the basis for all subsequent activities of teachers and students The requirements (conditions) organize CBT:

+ Construction and development TP of CBT according to each grade level on the basis of professional standards;

+ Ensure the necessary conditions for team teachers, facilities and equipment for training to meet the training requirements of the CBT;

+ Use appropriate tools to manage training following the learners’ demand and the ability Use management software combined with support from Internet

connectivity to create the electronic portal for the process of “transactions” between

TF and learners

1.4 Training management according to CBT

1.4.1 Training management towards quality: TM with the biggest aim is to

continuously improve the quality and effectiveness of training, because the training quality is of vital concern training facilities in the market mechanism Some models

of TM toward to quality has been studied and applied as model of TM and CIPO model The quality of training does not exist as itself but there is a process,

UNESCO has launched CIPO management model, in which has components: input management (Input), process management (Process), output management (Output / Outcome), and the impact of context (Context) Along with the management approach according to the process, CIPO has added components impact of context; that means, after taking into vocational TM, CIPO model training process has controlled all factors and the impact of the economic environment - social up to the training process to meet quality-oriented practical requirements of production and business needs Meanwhile, TM will be placed in an environment of “movement”

with more comprehensive meaning In short, TM should be a process-based

approach; oriented output approach - CBT; market access - towards quality

1.4.2 Applying model management CIPO in vocational training of CBT:

According to Figure 1.6, the groups of management content consists of: input management, process management, output management and the impact of context

- Manage and develop TP as CBT On market access perspective, to develop

vocational TP as CBT, TF must keep abreast of the needs of the business, updating the achievements of advanced science and technology related jobs and feedback from users employers, students had to go to work after graduation, to improve individual courses completed, CBT modules must suit with new requirements of the labor market

- Manage the quality assurance conditions, meet the requirements of CBT,

including: Manage the recruitment process, use, training and retraining teachers to teach CBT; manage the procurement process, construction, maintenance and use of equipment and teaching aids for CBT

Figure 1.6: Applying the model CIPO in management CBT

+ Process management:

Process management is to manage the process of teaching and learning

occupations - a process that combines continuous interlocking, flexible, flexibility between teaching and learning process for the assessment of teaching and learning

in order to ensure the implementation of CBT are fulfilled from initial preparation

to the final result

To manage the process of teaching and learning on CBT need for planning, directing and administering learning TP process which was designed to meet the requirements of the CBT In this process, note the evaluation of teaching and learning outcomes of CBT to ensure results are evaluated according to the process and through standards CBT

+ Output management:

- Management assessment outputs of CBT Outputs (for CBT) was assessed

with a combination of knowledge, skills, attitudes The availability of corporate professionals engaged in the process as checking the quality of products before release

- Manage certification, diploma apprenticeship of CBT Noting the degree of

flexibility of certificates (credits) per module and the assemble of completed certificates to get diplomas corresponding to the level of training as prescribed

- Manage Output information Through enterprises’ needs as employment

(location, quantity, degree requirements ), prospects for career development ; through management of multi-dimensional information from the environment of economic development - society, from enterprises and from students who have

Input management Process management

- Manage the process

Management Information output:

- Institutional, policy, population

- Progress of science and technology

- Relationship schools and businesses

- International Integration, Competition Partner

- Investment in vocational training

graduated from surveys track TF can develop system of labor market information, implement consultancy and support students to find jobs

+ The impact of context to training management of CBT

- Institutional and policy: the impact of Resolution, Education Law, Vocational

Training Law, Decree, is driven to open the way for the development of

vocational training

- Progress of science and technology: updated impact, application, make

vocational training be adapted to the volatility of the labor market when the production process, the service has been upgraded, the rapid development of technology

- International integration, competition partners: these effects helped TF have

comparable conditions, determine the location, value, their brand not only within the country but also the region and the world; at the same time, provide a bridge to fully utilize the benefits of the association, cooperative education, training and technology transfer, access to the world's advanced TP

In addition, the TF need to consider factors other impacts on population, the situation of economic development - social, investment in education and training

to have driven consistent growth, although the effects on this brings the macro level, but also at many of the most influential TM of CBT

1.4.3 Matrix of management functions and content of management CBT

order

Contents of

management

CIPO

The management functions

Organizing career counseling and vocational enrollment of CBT

Leading career counseling and vocational enrollment of CBT

Controlling vocational counseling and vocational enrollment of CBT

1.2 Manage

development TP

of CBT

Planning development

TP of CBT

Organizing development TP

of CBT

Leading development

TP of CBT

Controlling development

TP of CBT 1.3 Manage the

- Planning to improve teaching facilities

- Organizing recruitment and retraining of teachers

- Organizing teaching equipment

Leading recruitment, retraining of teachers

- Leading improving of teaching equipment

- Controlling the recruitment, retraining of teachers

- Controlling for improving

of teaching equipment

2 Process management

- Planning teaching results of CBT

- Organizing for teaching profession,

- Organizing teaching results

of CBT

- Leading activities of teaching and learning outcomes

- Leading teaching results of CBT

- Controlling the teaching process and learning outcomes

- Controlling teaching results

Organizing the evaluation of outputs of CBT

Leading the evaluation of outputs of CBT

Controlling the evaluation of outputs of CBT 3.2 Management

diplomas and

certificates of

CBT

Planning the delivery of diplomas and certificates of CBT

Organizing the delivery of diplomas and certificates of CBT

Leading the delivery of diplomas and certificates of CBT

Controlling the delivery of diplomas and certificates of CBT 3.3 Manage the

output

information

Planning the acquisition and multi- dimensional information processing on the output of CBT

Organizing the acquisition and multi- dimensional information processing on the output of CBT

Leading the acquisition and multi- dimensional information processing on the output of CBT

Controlling the acquisition and multi- dimensional information processing on the output of CBT

4 Adapting to the

impact of

context to TM

Planning proactively adapt to the effects of context

Organizing the plans to adapt to the effects of context

Leading readily adapt

to the effects

of context

Controlling the activities to adapt to the effects of context

Conclusion of Chapter 1

CBT has been formed and developed long ago and are now being applied to the development conditions of Vietnam The biggest advantage of this method of training is conducted training process based on the capacity of the school and

“outcomes” are always the closest proximity to the practical requirements of production and business needs however, to better promote these advantages requires accompanying conditions (TP, team teachers, teaching equipment, ) must

be synchronized and met the requirements of the training process; simultaneously select the optimal model of TM CIPO model is suitable for TF to use in managing

CBT by approach in applying this model is a process-based approach,

approach-oriented output and market access - towards quality The construction of matrix

functions CIPO has managed to facilitate navigation and access the features and the core issue in management of CBT that should focus on practical research and propose for appropriate solutions TM

CHAPTER 2:

THE REALITY OF TRAINING MANAGEMENT ON CBT FOR

CONSTRUCTION ENGINEERING OCCUPATIONS IN CONSTRUCTION

COLLEGES 2.1 Characteristics of skilled labor in the construction industry

Labor’s engineering construction industry specific nature, diverse professions, level uneven Industry structure in many fields of construction occupations heavy, dangerous, often climbs or conditions of labor in complex terrain, extreme weather (accounting for 40% of the total portfolio heavy jobs, toxic, hazardous material production sectors of both countries) In recent years, along with the development

of the country, many construction projects have been implemented with new building technologies; tools of labor, modern equipment; many industrial facilities, construction materials had mechanization and automation to improve working conditions, prevention of labor accidents and occupational diseases

2.2 The network of vocational training facilities of the Ministry of construction

Currently, the network of public training facilities in construction industry concludes: 1 Institute; 4 universities; 4 colleges; 7 vocational colleges, 9

professional high schools, 7 vocational schools There are 5 colleges of

construction training technique to building with vocational college – level

2.3 Survey on the reality of training management on CBT for CEO

* The purpose and content of the survey: Acquire information as a basis for a

realistic assessment of the status of training and training management CBT in the field of construction in colleges through discussions with the leadership, staff of management and teachers; also sent questionnaires to four contents: input

management; process management; output management; ability to adapt to the impact of context to training management Actual survey in enterprises in the construction sector and send the questionnaire on the status of workers using construction techniques, the subjective assessment in the enterprises about the quality of training, relationship with training facilities,

* Time and respondents: From June to December 2012, the author surveyed 7

colleges and 2 colleges who were upgraded to university in 2011; and sent

questionnaires to 150 teachers, 50 staff of management, and 175 students of five schools in Ministry of Construction For the enterprises in the construction sector, the author surveyed 6 enterprises; sent questionnaires to 30 staff of technique, 120 technical workers

2.4 The reality of CBT in construction colleges

* Fields of training in the colleges of construction: The TF in MoC are

training 45 jobs in 4 vocational groups