A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines In Collaboration with Thai Nguyen University, Socialist Rep

lment of the requirements for the degree of Doctor of Philosophy in Educational Management, this research entitled “RELEVANCE OF INFORMATION TECHNOLOGY GRADUATES’ COMPETENCIES TO THE INDUSTRY NEEDS” has been submitted by Bui Ngoc Tuan (Future) and is hereby recommended for oral examination. DR. CONRADO ABRAHAM Research Adviser Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Viet Nam DR. .... DR Member Member DR. DR. Member Member DR. Chairman Accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Viet Nam APOLONIA A. ESPINOSA, Ph.D. WALBERTO A. MACARAAN, Ed .D Dean, Graduate School Vice President, Academic Affairs Date___________________ i ACKNOWLEDGEMENT Sincerest appreciation is extended to the following individuals who in their own special ways have made this dissertation a reality: Hon. Dr. Cecilia Gascon, President of Southern Luzon State University, Republic of the Philippines, for her immeasurable contribution in the development of the joint program of Doctor of Philosophy in Educational Management between Southern Luzon State University and Thai Nguyen University; Prof. Dr. Dang Kim Vui, President of Thai Nguyen University, the Socialist Republic of Vietnam for his approval in the offering of Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines; Prof. Dr. Tran Van Dien, Rector of Thai Nguyen University of Agriculture and Forestry, for his invaluable assistance in the establishment of the Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines; Dr. Nguyen Tuan Anh, Former Director of the International Training Center, Thai Nguyen University, for his enthusiasm in the establishment of the Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines; The Panel of Examiners, for their remarkable comments, suggestions and recommendations to enhance this thesis manuscript; Dr. Conrado Abraham, his thesis adviser, for his unparalleled guidance and advice in conducting this research; The Visiting Professors including Dr.Arivalan, Dr. Balakrishnan, Dr. Walberto A. Macaraan, Dr. Lee Kar Ling, Dr. W.Johnson, Dr. Teresita V. de la Cruz, and Dr. ii Apolonia A. Espinosa and other professors, for sharing their most precious time and abundance of knowledge during the whole duration of this study; The information and communication departments in the provinces: Thai Nguyen, Bac Giang, Bac Kan, Police Bac Kan, National Academy of Public Administration for approving the request to conduct the study; The Graduates – respondents of the study, for their active involvement, without their cooperation, the result of this dissertation could not have been possible; His loving classmates and colleagues, for the endless support and friendship which inspired the researcher to do his best in finishing the study; His wife, his son and his parents, for their encouragement, financial, moral and spiritual supports for continuously believing that he can finish the task to the best of his abilities Bui Ngoc Tuan (Future) iii TABLE OF CONTENTS APPROVAL SHEET ..................................................................................................... i ACKNOWLEDGEMENT ........................................................................................... ii TABLE OF CONTENTS ............................................................................................ iv LIST OF TABLES ....................................................................................................... vi LIST OF FIGURES ................................................................................................... viii ABSTRACT ......................................................................Error! 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CHAPTER I INTRODUCTION Background of the Study ............................................................................................. 5 Objectives of the study ................................................................................................ 8 Hypothesis ................................................................................................................... 8 Significance of the study ............................................................................................. 8 Scope and limitations................................................................................................... 9 Definition of terms ..................................................................................................... 10 II REVIEW OF RELATED LITERATURE AND STUDIES Research paradigm .................................................................................................... 35 Relevance and satisfaction......................................................................................... 35 III RESEARCH METHODOLOGY Locale of the Study .................................................................................................... 37 Research Design ........................................................................................................ 39 Population and sampling ........................................................................................... 39 Research instrumentation .......................................................................................... 41 Data gathering procedure........................................................................................... 41 Statistical Treatment .................................................................................................. 41 iv Descriptive interpretation of the scale ....................................................................... 43 IV RESULTS AND DISCUSSIONS V SUMMARY, FINDING, CONCLUSION AND RECOMMENDATION Summary .................................................................................................................... 69 Conclusions ............................................................................................................... 70 Recommendations ..................................................................................................... 70 BIBLIOGRAPHY ....................................................................................................... 72 APPENDICES ............................................................................................................. 75 Apendices A..76 Apendices B77 RESEARCH PROFILE.163 v LIST OF TABLES Table1 : Frequency and Percentage Distribution of the Respondents 40 Table 2: Frequency and Percentage Distribution of the units surveyed 40 Table 3: Graduation student capacity about qualifications and skills 45 Table 4 : Specialized capacity of graduation students 46 Table 5: Assessing work ability of graduation students 48 Table 6: Industry’s knowledge requirement to IT graduation students 49 Table 7: Industry’s skill requirement to IT graduation students 50 Table 8: Industry’s working attitude requirement to IT graduation students 52 Table 9: Level Knowledge training needs of industry for IT graduates 53 Table 10: Level Skills training needs of industry for IT graduates 54 Table 11: Level Attitude training needs of industry for IT graduates 54 Table 12: The Mean and Standard Deviation 55 Table 13: Correlations 56 Table 14: The Mean and Standard Deviation 58 Table 15: Correlations 58 Table 16: The Mean and Standard Deviation 58 Table 17: Correlations 59 Table 18: Level of competency and satisfaction of IT graduates and the training needs 60 of the industry (Skill and qualities- knowledge) Table 19: Level of competency and satisfaction of IT graduates and the training needs 61 of the industry (Professional capacity - knowledge) Table 20: Level of competency and satisfaction of IT graduates and the training needs 63 of the industry (Work ability - Attitude) Table B 1.1 Reliability Statistics Cronbach's Alpha of Skill and qualities - 75 Professional capacity - Work ability Table B.1.2 : Frequency, percentage and Distribution of the Respondents 78 Table B 1.3: The IT curriculum of Thai Nguyen University. 81 Table B 1.4 : Questionnaire for employer survey 85 vi Table B.1.5 SURVEYS FORM LEVEL OF SATISFACTION OF GRADUATES COMPETENCIES 89 Table B 1.6: Online questionnaire 92 Table B 1.7: SURVEYS FORM LEVEL OF SATISFACTION OF GRADUATES 98 COMPETENCIES Table B 1.8: Mean Distribution of the Responses According to Skill and qualities Needs 104 Table B 1.9: Mean Distribution of the Responses According to Professional capacity Needs 105 Table B 1.10: Mean Distribution of the Responses According to Work ability Needs 105 Table B 1.11: Mean Distribution of the Responses According To Knowledge Needs 106 Table B 1.12: Mean Distribution of the Responses According to Skills Needs 106 Table B 1.13: Mean Distribution of the Responses According To Attitude Needs 107 Table B 1.14: Level Knowledge training needs of industry for IT graduates 108 Table B 1.15: level Skills training needs of industry for IT graduates 108 109 Table B 1.16: level Attitude training needs of industry for IT graduates 109 Table B 1.17: The Mean and Standard Deviation 111 Table B 1.18: Correlations 111 Table B 1.19:The Mean and Standard Deviation 112 Table B 1.20: Correlations 112 Table B 1.21:The Mean and Standard Deviation 113 Table B 1.22: Correlations Table B 1.23: level of competency and satisfaction of IT graduates and the training 113 needs Table B 1.24: level of competency and satisfaction of IT graduates and the training 114 needs 116 Table B 1.25: level of competency and satisfaction of IT graduates and the training 116 Table B 1.25: Da ta industry’s need Table 126: Data graduates need 131 vii LIST OF FIGURES Figure 1. Competencies model 23 Figure 2. Research diagram 35 Figure 3. Location of Thai Nguyen University 37 viii INTRODUCTION According to international assesment agencies on Information Technology and Communication, Vietnam has informantion technology and communication development index (IDI) ranking at 86 out of 161 nations and rank 4th position in Southern East Asia (2012). Networked Readiness Index (NRI) of Vietnam ranked at 84 out of 144 nations and 5th position in Southern East Asia in 2012. Regarding to information technology industry, Vietnam ranked at 8th worldwide on software processing activities (according to Tholon Corporation, 2011), stays on top ten nations in Pacific Asia and top thirty worldwide (according to report of Gartner Corporation in 2012). Vietnam has been highly considered on public service and application of information technology on State Agencies. For the norms of electronic Administration/Government, Vietnam has been classified at 4th position in South East Asia and 81 out of 190 nations in 2012. Regarding human resource quality, Vietnam has ranked at 101 out of 161 nations in 2012 and highly considered on education qualification of mathematics and scientific subjects. Nowaday human resource on information technology is not only very limited in number in Vietnam, but it is also lack in the world. Now the world is in shortage of 4 million engineers on information technology (IT). And in Vietnam demand of humand resource on software industry (PM) has been drammatically increasing. From 2011 to 2015, Vietnam is estimated to need about 20.000 - 25.000 engineers on IT. While education and training capacity of human resource on information technology provides about 34.448 engineers, 41.048 ones in 2010 and 2012 respectively.In fact number of qualified IT enginners under employer’s requirements are even much smaller. According to employer’s statistics database, Vietnamese IT engineers are very weak in communication skill, professional working style, and English proficiency. Moreover, about 64% of human resource is weak in group working ability. Thus they could not integrate and adapt to employer’s standards after being recruited. Up to 71% graduation students have not adapted to technology advance change, 90% foreign language insufficient students. Therefore Vietnamese IT staffs could only utilise 60% their capacity and big obstacles for enterprise’s recruitment. ix According to, Deputy Prime Miniser Nguyen Thien Nhan: “In IT industry, Vietnam has very good potentials to cooperate with international partners. And a question is how to attract more and more foreign investors participating in IT human resource education and training”. Therefore, I have conducted this study “Relevance of information tecnology graduates’ competencies to the industry needs”. The objective of this study is to assess IT student capacity of Thai Nguyen University in meeting to enterprise’s demand and to find out gap between training education quality and real requirements. The findings of this study will be scientific evidences for policy- makers, educational institutions, educators, and students in improving education program and efficiency. x CHAPTER I GENERAL INTRODUCTION Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. It is essential for everyone and the level of education helps people earn respect and recognition. It is a fact that the importance of education is undeniable for every single person. It goes without saying that education has a positive effect on human life. All people need to access to education. Only with the advent of education can people gain knowledge and enlarge their view over the world. Education plays such a rudimentary role in our society that we cannot even imagine a life without it. It is a determined element for the civilization of human society. Not only does it helps us develop healthy surroundings but it also generates an advance community. As a matter of fact, everything we create today is based on the knowledge that we obtain throughout our life by way of education. This assists scientists in inventing equipment and devices, resulting in a high technology nowadays. The more developed life becomes, the more necessary education is for everyone because the development of a country depends vastly on the standard of education, it must do everything to improve it. Although the educational systems of different countries are not similar but they have to share a common goal which is to provide its citizens a suitable and proper learning. Education is absolutely beneficial for the society on the whole. It is a life-long process to each person that needs to be reinforced throughout life. However, we need an education system that may eradicate illiteracy and may provide the common man an access not only to basic education but also to higher and technical education. Viet Nam’s competitive advantage in the global economy depends on qualified and skilled workforce. A troubling gap, however, currently exists between the skills and knowledge of the country’s current and projected workforce and the demands of jobs expected to grow most rapidly during the next decade. From 1stof October to 15th of October 2012 in Hanoi, the 11th steering committee of the party held the 6th meeting to discuss and draw the resolutions on 1 building project “Fully and fundamentally innovate the education and training in the market economy which is oriented to the socialist and international integration; and on building project “Develop science and technology to support the industrialization and modernization in the market economy which is oriented to the socialist and international integrations.” The steering committee of the party identified that for a secured leading of the party and for the consideration of the whole nation as well as the efforts of the teachers, managers and scientist communities are the reasons that the science and technology of the nation obtained important achievements on the quantity and quality of the education in all levels, including management, scientific research and applications, market and services for the science and technology, and international collaboration. Developing Viet Nam ICT brand name Products and service On September 22nd, 2010, the Prime Minister promulgated the Decision No. 1755/QD-TTg approving the National Strategy on “Transforming Viet Nam into an advanced ICT country”, which defines strategic missions to accelerate the IT industry of Viet Nam. Some of the important missions are to improve the capacity and competitiveness of Vietnamese enterprises, and to develop Viet Nam’s ICT brand- name products and services. To accomplish these missions and implement the campaign, “Vietnamese people prefer Vietnamese products” of the Politburo of the Communist Party of Viet Nam and the Government’s Resolution No. 11/NQ-CP dated February 24th, 2011 regarding measures to control inflation, stabilize the macro- economy and ensure social welfare. In this regard, the Ministry of Information and Communications launched the Program in Promoting the development of Viet Nam ICT brand-name products and services (VIBrand) in 2011. VIBrand 2011 leverages the nation’s patriotism in encouraging domestic consumers to choose Viet Nam ICT brand-name products and services, thereby creating a competitive market for Vietnamese enterprises to provide highly qualified ICT products and services not only for domestic demands but also for exports. The program brings together government agencies, national and foreign enterprises and 2 investors, as well as Vietnamese consumers to cooperate and enjoy shared benefits for the following: - For government agencies: The program has provided a broad overview of the current development of the IT market in Viet Nam and suggested solutions to the challenges and bottlenecks in order to create a conducive condition and enhance the competitiveness of Vietnamese IT enterprises. These understandings will help responsible agencies build appropriate supporting programs in the upcoming years; - For Vietnamese IT enterprises: The program creates a venue for enterprises to express their needs and recommendations to the state management agencies, share their experiences, promote their images, and seek business cooperation opportunities; - For consumers: Through this program, a variety of top ICT products and services were introduced to the domestic consumers. It was a valuable opportunity for IT enterprises to provide adequate and accurate information on their trademarks and products, thus allowing for stronger trust and higher usage of Viet Nam’s ICT brand- name products and services. - For foreign investors and enterprises: The program analyzes the potential developments of IT market in Viet Nam, where demand for specialized products and services in particular technical fields has yet to fully emerged. The program has also allowed investors and foreign enterprises to explore the opportunity for joint ventures with Vietnamese IT businesses providing IT products and services. Thus far, VIBrand 2011 has received the support and participation of various Ministries, agencies, associations and IT enterprises nationwide, as well as international partners. In this context, the Ministry of Information and Communications is developing and implementing the VIBrand 2012 on a larger scale, with a hope to bring about a greater impact. Together with the VIBrand, the Ministry of Information and Communications is conducting several related activities, namely: periodically updating a list of IT products suitable for government-funded organizations and agencies; developing and publishing the “Catalogue of Viet Nam IT products”; implementing the “National Brand” program in cooperation with Ministry of Industry and Trade; and promoting youth innovation in the IT sector in cooperation with Ho Chi Minh Communist Youth 3 Union. These activities will contribute substantially to the development of the IT industry and operationalize the National Strategy on “Transforming Viet Nam into an advanced ICT country”. In recent years, under the leadership of the Party and the Government, the ICT sector of Viet Nam has been continuously moving forward, fostering the development of infrastructure system, and contributing positively to the socio-economic growth. In 2011, although the Vietnamese economy still faced many challenges due to the negative effects of the global economic crisis, this sector maintained its growth and continuously gained many important achievements. The telecommunication infrastructure was modernized to cover the whole country with and had met international standards in providing good quality services and improving customer satisfaction. IT application in government agencies has been adopted widely and contributed to a significant extent to public administration reform efforts. The educational system on ICT human resource was scaled up both in volume and form. In view of this, 290 universities and colleges had ICT faculties or departments (only 13 compared with 2010) and the quota of ICT-related student’s enrolment was 64,796 students (only 4,000 students compared with 2010). In 2011, there were 41,908 students graduating in different ICT majors; 173,107 studying in ICT faculties or departments; and 55,197 ICT students enrolled to these institutions. The policy and regulatory environment for ICT development was gradually improved in order to assure the transparency and clarity to facilitate procedures and to ensure strict law enforcement. Specifically, the establishment of Viet Nam Telecommunication Authority in August 2011 was considered a big step to strengthen the public management capacity in the field of telecommunications and the Internet. In particular, on January 16th, 2012, the 4th Congress of the Central Committee of the Communist Party of Viet Nam promulgated the Resolution No. 13-NQ/TW on Building a synchronous infrastructure system with a view to transforming Viet Nam into a modernized industrial country by 2020. The resolution places strong emphasis on “Improving the capacity to leverage technology and manage effectively the information infrastructure and content to assist the Party’s and the Government’s 4 leadership; meeting the demand of information exchange and flow within the society to boost socio-economic development to ensure the national defence and security, information security, state sovereignty over the cyber space. Further the development in the networking system inside the country and with other nations to form the country’s information super highway and in enhancing the application of information technology in the managemet of the socio- economic infrastructure and the whole economy. This is considered a top priority in the industrialization and modernization process of each strategic economic sector; and in accelerating the information technology industry including the software industry in a fast and sustainable manner. Background of the Study The strategy on development of human resources of Viet Nam during the period 2011 – 2020 ( Prime Minister’s No. 579/QĐ-TTg dated Apr 09, 2011) are as follows: The National strategy on “Transforming Viet Nam into an advanced ICT country” (Prime Minister’s Decision No. 1755/QD-TTg dated Sep 22, 2010) includes: (1) Planning on the development or digital information security to 2020 (Prime Minister’s Decision No. 63/QD-TTG dated Jan 13, 2010); (2) Master plan on development of information technology human resources of Viet Nam to 2015,orietations toward 2020 (Prime Minister’s Decision No. 698/QĐ-TTg dated Jun 01, 2009); and (3) Planning on the development of information technology human resources of Viet Nam to 2020 (Decision No. 05/2007/QĐ-BTTTT dated Oct 26, 2007). The strategy in the development of information and communication technology of Viet Nam to 2010 and orientations toward 2020 (Prime Minister’s Decision No. 246/2005/QD-TTg dated Oct 6, 2005), includes the following: (1) National strategy on development of posts and telecommunications of Viet Nam to 2010, Orientations towards 2020 (Prime Minister’s Decision No. 158/2001/QD-TTg dated Oct 18, 2001). (2) National Programs and Projects on ICT 2.1 IT industry, posts and telecommunications 5 Project on improvement of computer usage and public Internet access ability in Viet Nam (BMGF), with the Ministry of Information and Communications, implementation duration: 2011 – 2016 as implementing agency. 2.2 Information technology application/E-Government (3) National program on information technology application in state agencies’ operations during the period 2011 - 2015 (Prime Minister’s Decision No. 1605/QD- TTg dated Aug 27, 2010). (4) Project on national authentication with the Ministry of Information and Communications, as implementing agency, implementation duration: 2011 – 2015; and (5) Project on investment in devices for information technology application in state agencies with the Ministry of Information and Communications, as implmenting agency, implementation duration: 2011 - 2015. The industry’s success is determined much by the skills of its workforce. This requires focusing on how human resource development activities can be used in ensuring the workforce to be equipped with skills and to successfully meet the challenges. The ICT industry of Viet Nam faces challenges that are complex, and new dimensions, such as the increasing workforce diversity and the rate of technological change make it difficult to ensure human resource development efforts to succeed unless the decision makers make informed choices about the content and methods of delivering the development interventions. Training Needs Assessment provides decision making information on the competency gaps of the training audiences, training providers and courses available, training gaps, appropriate delivery methods, training strategies, recommendations and strategic vision as a way forward for the ICT industry. Training, education and development areas are focused with a Competency Based Training approach in the skill development of the ICT industry workforce. The nature of ‘a never ending cycle’ in training and the role of human resource managers in planning, monitoring, reviewing and evaluating the training outcomes for enhanced and effective work performance emphasize the need for a continuous strategic training process for the industry. The horizontal and vertical career movements in search of 6 higher exposure in gaining strong profiles and the transitory trend of ‘keep learning keep moving’ of the workforce identifies the need for faster learning techniques and acknowledging IT worker as an industry resource rather than an organization resource. The multiple professional expertise’s required in terms of the industry specific technical nature of the ICT capabilities for effective discharge of functions is identified for the industry. The horizontal and vertical career movements in search of higher exposure in gaining strong profiles and the transitory trend of ‘keep learning keep moving’ of the workforce identifies the need for faster learning techniques and acknowledging IT worker as an industry resource rather than an organization resource. The multiple professional expertise’s required in terms of the industry specific technical nature of the ICT capabilities for effective discharge functions is identified. In building a competent ICT workforce to meet the industry’s challenging opportunities, this report presents a detailed list of key findings, recommendations and a way forward that include; Requirement of greater congruence between training organizations and the ICT industry need for training strategy to be implemented as an evolving process and ICT to initiate an accreditation process for training courses as well as on the training entities. Non-technical skills lack in greater proportions across the industry of which effective communication skills in the English language is highlighted Industrial standardization and accreditation of the courses and course curriculums, evaluation mechanisms with the participation of the training institutes and the industry is recommended for skill standardization. Career and transitory trends of individuals identified as seeking greater exposure for building high profiles for future progression rather than titles that require deployment of faster, economical training methods with the increasing demand for value-added services that require higher competencies in both modern technical and non-technical areas. Pot.... So, every job at any level in the organization would have a threshold competency, the bare minimum required to perform the job. To gather a better understanding of competencies, it would be interesting to have a look at the work of some of the pioneers of the field. To begin one can always resort to the exemplary work done by McBer and the competency dictionary developed by him. Some of the generic competencies that were included in the list were: Achievement Orientation Analytical Thinking Conceptual Thinking Customer Service Orientation Developing Others Defectiveness Flexibility Impact and Influence Information Seeking Initiative Integrity Interpersonal Understanding There are several more, but looking at the above list, one can notice that these competencies are applicable across businesses and functions and hence called generic competencies. The above lists leads to an obvious conclusion that there might be specific types of competencies as well, and surely competencies are also categorized into: Leadership Competencies: Are managerialed and cognitive competencies, e.g. analysis and problem solving, managing execution, adapt and learn etc. 22 Functional Competencies: Are those which are required within specific functions, e.g. knowledge of products, labor laws, inventory distribution systems, local food safety and handling regulations. The development of a competence is quite a comprehensive job involving several steps. It would be interesting to have a look at the basic structure regarding the development of a competence as given by Training Enterprise and Universities. Figure1. Competencies model Information technology training at Thai Nguyen University Information technology training programs are created by university members to build on the basis of the Framework Program of the Ministry of Education and Training for the purpose of training in accordance with the goal of the disciplines in each school: 23 Including the knowledge: - General knowledge: 51 credits - Basic knowledge: 61 credits - Specialized knowledge: 54 credits Total of 164 credits Knowledge: Knowledge or understanding can be defined as theoritical and practical perception on objects or subjects. It can be invisible knowledge such as skills or practical ability. Or it can also be visible such as theoritical understanding on objects. It can be in formality or system. Although there are variety of knowledge theory, standard definition of knowledge that is accepted by all academics is not available. According to, Robert Reid, knowledge (1896). Thomas Jefferson Building, Washington, D.C. (See also: Epistemology), “The eventual demarcation of philosophy from science was made possible by the notion that philosophy's core was "theory of knowledge," a theory distinct from the sciences because it was their foundation Without this idea of a "theory of knowledge," it is hard to imagine what "philosophy" could have been in the age of modern science.” Further, he said that Knowledge is a familiarity with someone or something, which can include facts, information, descriptions, or skills acquired through experience or education. It can refer to the theoretical or practical understanding of a subject. It can be implicit (as with practical skill or expertise) or explicit (as with the theoretical understanding of a subject); it can be more or less formal or systematic. In philosophy, the study of knowledge is called epistemology; the philosopher Plato famously defined knowledge as "justified true belief." However, no single agreed upon definition of knowledge exists, though there are numerous theories to explain it. Knowledge acquisition involves complex cognitive processes: perception, communication, association and reasoning; while knowledge is also said to be related to the capacity of acknowledgment in human beings.  (Dreyfus, 2004: 2) The Dreyfus brothers identified five stages at which the acquisition and also the application of skills are different; they call these “novice”, “advanced beginner”, “competent”, “proficient”, “expert”. 24 Management and educational services: Over the last decade, education is increasingly being seen as an avenue to success. Education and training have not only helped develop human capabilities, but have created social opportunities for those who until then had little access to them. The management of educational services has become necessary, due to the fact that competition today has become so severe. Even the best of the students feel they need some professional help, not just in their studies, but in charting out their career plans. Parents are prepared to pay what is necessary, as they realise that it is an investment in their children's future. Tutorials and coaching classes for school students, for the Board exams have seen the maximum growth. Coaching classes are popular today because they are cheaper and more affordable than private tuitions. Educational management consultancies have come up in a big way too. Today there are various types of consultancies and agencies, which provide information, guidance and counselling on various aspects. These range from career counselling, to preparing for scholarships or studying abroad. Personal skills and qualities: Skill is capable of subjects in smoothly implementing one or series of actions based on its understanding (knowledge and experience) to achieve expected results. These are important to employers, colleges, work based learning providers and universities. Many application forms now ask people to state their skills and qualities in addition to their qualifications and previous experience. Professional capacity: Specialized capacity is defined as specific ability in given fields such as organizable ability, music perception, business ability, painting, mathermatic capacity. General capacity and specialized capacity have mutual relationship. General capacity is basis of developing specialized ability. Five levels Professional capacity (Guskey, 2000a). Effective professional development evaluations require the collection and analysis of the five critical levels. With each succeeding level, the process of gathering evaluation information gets a bit more complex. And because each level builds on those that come before, success at one level is usually necessary for success at higher levels. 25 Five Levels of Professional Development Evaluation 1. Participants' Reactions 2. Participants' Learning 3. Organization Support & Change 4. Participants' Use of New Knowledge and Skills 5. Student Learning Outcomes Personal qualities that employers want: Here are some personal qualities that employers typically rate highly: • Adaptability and flexibility: Nearly half of employers in a recent survey gave a high rating to “openness to new ideas and concepts.” They also like candidates who can work independently or as part of a team, changing gears when required, whether multitasking or adapting working hours and locale. • Professionalism and work ethic: Employers seek productive workers with positive work ethics who stick with challenges until they meet them. • Positive attitude and energy: The last to be picked and promoted are candidates who show gloomy outlooks and emotional immaturity. Exhibit a sunny outlook and energetic, organized behavior. Popular skills that employers want: (By Joyce Lain Kennedy) A round up of several surveys suggests skills that employers often admire. The following list is representative but not comprehensive: • Effective communication: Employers seek candidates who can listen to instructions and act on those instructions with minimal guidance. They want employees who speak, write, and listen effectively, organize their thoughts logically, and explain everything clearly. • Computer and technical literacy: Almost all jobs now require an understanding, ranging from basic to advanced, of computer software, word processing, e-mail, spreadsheets, and Internet navigation. • Problem-solving/Creativity: Employers always want people who can get them out of a pickle. Problem-solving ability can aid you with making transactions, processing data, formulating a vision, and reaching a resolution. Employers need the assurance that you can conquer job challenges by thinking critically and creatively. 26 • Interpersonal abilities: Relationship-building and relationship- management are high priorities with many employers. These skills confirm that a candidate can relate well to others, both co-workers and customers. • Teamwork skills: The ability to work well with others while pursuing a common goal is a long-running favorite of employers. But so is the ability to work with minor supervision. • Diversity sensitivity: In today’s world, cultural sensitivity and ability to build rapport with others in a multicultural environment is highly valued by employers. • Planning and organizing: Workplace life requires prioritizing and organizing information. Employers value people who, metaphorically, dig a well before they’re thirsty. • Leadership and management: Leadership consists of a strong sense of self, confidence, and a comprehensive knowledge of company goals. These are qualities that motivate and inspire, providing a solid foundation for teamwork. Employers continue to look for assurances that you can in some way either make money for them or save money for them. Skills useful in saving money are universally desired, including by the nonprofit organizations. Qualities & Skills Employers Look For: (by Rick Suttle, Demand Media) Job candidates must have a number of qualities and skills to meet the demands of employers in the 21st century. Companies need employees who can contribute as soon as they are hired. These workers must be highly ethical and respectful of the multicultural differences in their co-workers, as companies are held to these high standards by shareholders and government agencies. If you possess and can demonstrate some of the qualities and skills desired by employers, you have a better chance of getting a job. Communication Skills: Communication is the skill most highly desired by employers, according to Quintessential Careers. Communication skills include the ability to listen, write and speak effectively. For example, as a market research manager, you may meet with marketing and advertising managers to determine what 27 information they need from customer surveys. You can then write questionnaires that help you obtain this information. Similarly, professionals must be able to write proposals, emails and reports that others can understand. And as a manager, you must be able to communicate with subordinates, peers and executives, and occasionally deliver one of those stellar presentations. Problem-Solving Skills: Companies face many complex issues because of competition, changing technologies, consumer tastes and government regulations. Consequently, employees must have problem-solving skills to identify issues, devise reasonable alternatives and develop solutions for problems. For example, as a production manager, you might need to include additional nutritional information on food packages to meet new government regulations - and accomplish this by staying within your budget. Regardless of the field you're in, the business environment is constantly changing. And whether you're developing counter ads to deflect aggressive competitive advertising or creating a new high-tech product because yours is becoming obsolete, you will be constantly solving problems as an employee. Computer Skills: Computer skills are essential for employees because practically everything these days involves computers. You use computers to announce meetings by email, write proposals, create project logs and reports and devise financial spreadsheets. You also use various software packages depending on your field. Sales reps and other employees who frequently travel use computers to stay linked to employers and deliver daily sales figures and other important information. Honesty: Employers want to hire honest people. Honesty can be demonstrated by past actions. For example, you might have been responsible for your company's payroll, or handle lots of money as a restaurant manager. Some companies go to greater extremes to ensure employee honesty, mandating polygraph tests before they hire workers. Honest employees are crucial to a company's success, especially in the age of corporate scandals. Self-Motivated: Hiring managers want self-motivated people who don't have to wait for the boss to tell them what to do. You are driven to complete tasks on your own. Bosses have many projects to complete by certain deadlines and can't always micromanage subordinates or they'd never get their own work done. 28 Relevance and satisfaction: (Filak & Sheldon, 2003). The relevance of job satisfaction and motivation are very crucial to the long-term growth of any (The level of response for each of the Bloom’s taxonomy) Knowledge: count, define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, sequence, tell write educational system around the world. They probably rank alongside the professional knowledge and skills, center competencies, educational resources and strategies as the veritable determinants of educational success and performance. Professional knowledge, skills and center competencies occur when one feels effective in one’s behavior. In other words, professional knowledge, skills and competencies can be seen when one is taking on and mastering challenging tasks directed at educational success and performance. Skills: Skills are the learned ability to carry out a task with pre-determined results often within a given amount of time, energy, or both. In other words the abilities that one possesses. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used. People need a broad range of skills in order to contribute to a modern economy. A joint ASTD and U.S. Department of Labor study showed that through technology, the workplace is changing, and identified 16 basic skills that employees must have to be able to change with it. Labor skills, Life skills, People skills, Social skills, Soft skills, Hard. Skills, Communication skills, Deskilling, Skills and Competences, skill acquisition, Game of skill, transferable skills analysis, online skill-based game.  Dreyfus model of skill acquisition is a model of how students acquire skills through formal instruction and practicing. This leads to five roles: 29 1. Novice: non-situational recollection, decomposed recognition, analytical decision, monitoring awareness 2. Competence: situational recollection, decomposed recognition, analytical decision, monitoring awareness 3. Proficiency: situational recollection, holistic recognition, analytical decision, monitoring awareness 4. Expertise: situational recollection, holistic recognition, intuitive decision, monitoring awareness 5. Mastery: situational recollection, holistic recognition, intuitive decision, absorbed awareness. Social activities: social activity - activity considered appropriate on social occasions, group action - action taken by a group of people, association - the act of consorting. Training program According to education dictionary issued by Encyclopedia Publishing House in 2001, definition of syllabus program is understood as “official documents regulate training goals, objectives, requirements, knowledge contents and skills, overall structure, teaching and learning schedule, practice plan annually. In addition the program also regulates ratio of body units, pratical and theoritical knowledge, approach, method, facilities, certificate of merit, diploma, education and training level”. According to Wentling (1993): 'The training program is an overall design for a training activity (training course) that said entire training content should indicate what can be expected in humans to learn after training, outline the procedures necessary to implement training contents, training methods and how to test, evaluate learning outcomes and all the ones that are arranged in a time expression closely. ' Tyler (1949) argues that: structured training program must have four basic parts: 1. Training Objectives 2. Training contents 3. Training methods or training processes 30 4. How to evaluate training results On the basis of the general education program (or curriculum), it is regulated by the education authorities, educational institutions and organizations to develop training programs in detail. Detailed training program (or Curriculum) is a detailed design process taught in a specific training courses that reflect the objectives, contents, structure, order and how to implement and assess teaching activities for the training of subject, topics, chapters, sections and lectures. Training program by the training facility was built on the basis of training programs approved by the competent authority. Such that training programs or curriculum not only reflect the training contents, but also is a written or expressed overall design components of the training process, conditions, methods, procedures for, and evaluate training activities to achieve the training objectives. Under the Vietnam Education Act 2005, educational program prescribed by Article 6, Chapter I: "The education goals of education, defined standards of knowledge, skills, scope and structure of the educational content, training methods and organizational forms of education, how to assess the educational outcomes for subjects in each class, each level of education or training level. " The Framework for each sector training programs for collegial and university levels include the structure of the course content, length of training, the percentage of time allocation between disciplines, between theory and practice, and field trips. Based on the framework programs, colleges, universities determine their school's curriculum (Article 41 of the Education Act 2005). According to the Vietnamese Law on Higher Education (2012, Article 36): The level of training colleges and universities include: goals, standards of knowledge and skills of students after graduation; training content, assessment methods for each subject and field of study, the level of training; ensure continuity requirements between the qualifications and other training programs.  Training to meet the satisfaction of students and the requirements of employers. 31 The problem on "Training to meet student’s satisfaction and requirements of the employer" is not new to higher education in Vietnam. In the meeting conduct for the school year 2009 - 2010 among rectors’ universities & colleges and leaders of the Ministry of Education and Training, it was said that the "product" field of higher education did not meet the increasing demand of labor market and the key issues of higher education is "to improve the quality and accelerate the training for students’ satisfaction and requirements of the employers" The concept of "Training to meet the satisfaction of students and the requirements of employers" can be interpreted in two ways: first, the university must be properly trained professions that society needs with no extra training to avoid expenditure. Second, it can be trained to meet the satisfaction of students and the requirements of the employer for acceptance are qualified graduate students in order to meet the expectations of users. For the higher education service to meet satisfaction of students and the requirements of employers, first of all, universities should coordinate with the Ministry of Education and Training in setting out a program with individual field of study and should not impose a common curriculum for all schools, thus, avoiding a lot of courses/subjects that do not meet the required curriculum. An effort to meet the satisfaction of students and the requirements of employers actually takes effectively, in the Action Plan for the period 2011 - 2016, the Ministry of Education and Training emphasized the goal to 2015, all of the training in accordance with credit training system. In addition, the Ministry of Education and Training also set a target to perform a stratified University, in 2015 formed groups including: research-oriented universities, universities of career-oriented applications, and the community colleges. Since then, the training in university will be intensive to meet the needs of the recruitment agency, thus, avoiding the retraining further of professional after graduation. Eigh Levels: Level 1 Qualifications recognize basic knowledge and skills and the ability to apply learning with guidance or supervision. Learning at this level is about activities which mostly relate to everyday situations and may be linked to job competence. 32 Level 2 Qualifications recognize the ability to gain a good knowledge and understanding of the subject area of work or study, and to perform varied tasks with some guidance or supervision. Learning at this level involves building knowledge and/or skills in relation to the area of work or the subject area and is appropriate for many job roles. Level 3 Qualifications recognize the ability to gain, and where relevant is applicable to a range of knowledge, skills and understanding. Learning at this level involves obtaining detailed knowledge and skills. It is appropriate for people wishing to go to university, people working independently, or in some areas supervising and training others in their field of work. Level 4 Qualifications recognize specialist learning and involve detailed analysis of a high level of information and knowledge in an area of work or study. Learning at this level is appropriate for people working in technical and professional jobs, and/or managing and developing others. Level 4 qualifications are at a level equivalent to Certificates of Higher Education. Level 5 Qualifications recognize the ability to increase the depth of knowledge and understanding of an area of work or study to enable the formulation of solutions and responses to complex problems and situations. Learning at this level involves the demonstration of high levels of knowledge, a high level of work expertise in job roles and competence in managing and training others. Qualifications at this level are appropriate for people working as higher grade technicians, professionals or managers. Level 5 qualifications are at a level equivalent to intermediate Higher Education qualifications such as Diplomas of Higher Education, Foundation and other degrees that do not typically provide access to postgraduate programs. Level 6 Qualifications recognize a specialist high level knowledge of an area of work or study to enable the use of an individual’s own ideas and research in response to complex problems and situations. Learning at this level involves the achievement of a high level of professional knowledge and is appropriate for people working as knowledge-based professionals or in professional management positions. Level 6 qualifications are at a level equivalent to Bachelor's degrees with honour, graduate certificates and graduate diplomas. 33 Level 7 Qualifications recognize highly developed and complex levels of knowledge which enable the development of an in-depth and original responses to complicated and unpredictable problems and situations. Learning at this level involves the demonstration of high level specialist professional knowledge and is appropriate for senior professionals and managers. Level 7 qualifications are at a level equivalent to Master's degrees, postgraduate certificates and postgraduate diplomas. Level 8 Qualifications recognize leading experts or practitioners in a particular field. Learning at this level involves the development of new and creative approaches that extend or redefine existing knowledge or professional practice. Work ability: Ilmarinen & Tuomi (2004), work ability may be understood as ‘how good is the worker at present, in the near future, and his ability to do his/her work with respect to the work demands, health and mental resources’. This definition is based on a so called ‘concept of work ability’ according to which, work ability is the result of the interaction of the worker and his or her work. Work ability may also be described as the balance of the workers’ resources and the work demands. 34 RESEARCH PARADIGM Independent Variables Dependent Variables Industry needs: Graduates competencies: -Skill and qualities - Knowledge -Professional capacity - Skills -Work ability - Attitude ; DEFINITION OF TERMS GAP Relevance and satisfaction Schematic representation of the independent variable, dependent variable and the results of the study 35 The framework in Figure 1 suggests that the independent variable is conceptualized into three elements Graduates competencies, Skill and qualities, Professional capacity with variables: Adaptability, Independent Worker, Team Work / Team Player, Problem Solving Skills, Creative / Innovative, Analytical, comprehend basic knowledge, professional knowledge comprehend, Ability to apply knowledge into practice, Language skills, Planning skills, Work organisation and implementation, Ability of monitoring and evaluation, Negotiation skills, Leadership, management, Ability resolve conflicts, Capacity to work under High pressure, Ability to guide others. The dependent variable: Includes three elements Knowledge, Skills, Attitude with variables: Basic knowledge, Pofessional knowledge, Interdisciplinary knowledge, Advanced professional knowledge, Social knowledge, Effective communication, Computer and technical literacy, Problem-solving/Creativity, Use language, Teamwork skills, Diversity sensitivity, Planning and organizing, Leadership and management, Work Collaboratively, Honesty/Integrity, Creative/Innovative, Critical Thinking, Work Ethic. 36 CHAPTER III RESEARCH METHODOLOGY This Chapter describes the locale of the study, the research design, study population and sampling strategies, data collection methods and instruments, data quality control, procedure and data analysis techniques that were used in the study. Locale of the Study The universities under survey are as follows: Thai Nguyen Pedagogical University (1966), address: Quang Trung ward – Thai Nguyen City; Thai Nguyen university of Technology (1965); address: Tich Luong ward – Thai Nguyen City. Figure3. Location of Thai Nguyen City 37 Thai Nguyen Information Technology and Communication University (2001); address: Quyet Thang commune, Thai Nguyen city. Thai Nguyen College for Technical and Economics (2005); address Thinh Dan Ward, Thai Nguyen City, Thai Nguyen province. The universities in Thai Nguyen province that has fields of technology training and information are: University of Information Technology and Communication, Thai Nguyen University of Technology, Pedagogical University, College of Economics and Techniques. The bases of data analysis includes • The information and communication departments in the provinces: Thai Nguyen, Bac Giang, Bac Kan, Police Bac Kan, National Academy of Public Administration.  Companies: North QLB Company, Vietnam Petroleum Institute, JSC International Travel VVT, EVN Bac Giang, Minerals Joint Company in Bac Kan, Institute of pulpwood trees, JSC Investment and Construction HUDM, Song Da 505 JSC, Thai Nguyen Power Company, JSC management software companies FAST, IT Joint Stock Company of Vietnam - Thai Nguyen, Agribank Bac Giang Dinh Tram Industrial Zone, Viettel Company Network, Development Co., Ltd. Electronic and Telecommunication engineering tech – AddComm, FPT Branch Viet Tri, Jahwa VINA CO, Samsung Electronics Co., Ltd Vietnam, National Academy of Public Administration, International Telecommunications Company – VTI, Company imports commodity CJGLS 38 Research Design The study took mainly the quantitative approach which involved the collection of numerical data in order to explain, predict, and control phenomena and the data were analysed by statistical procedure. In particular the study was a predictor and cross- sectional survey. It was conduted to predict the Graduates competencies and Industry needs. The study was a cross sectional survey because it gathered data from the samples of a population. Population and sampling The target population in this study was composed of all graduates of IT in Thai nguyen University, Vietnam and the Companies, and The information and communication departments in the provinces, and the three Universities. There were three Universities in Thai Nguyen province...Công ty xi măng 7:19:00 Trần Văn Trường Bút Sơn 3 5 3 4 5 7/1/2013 Công ty cổ phần 8:15:00 danbt@fpts.com.vn Bùi Tân Dân chứng khoán FPT 4 4 4 4 1 BM Mạng&TT - Khoa CNTT - ĐH Công nghệ 7/1/2013 vhluong@ictu.edu. thông&Truyền 8:19:00 vn Vũ Huy Lượng thông 3 3 4 3 4 Công ty TNHH Khoa học Công 7/1/2013 ducthanghna@gma nghệ Phần mềm - 6:15:00 il.com Trần Đức Thắng CSE 4 5 3 5 5 7/1/2013 Công Ty Banpo 11:11:00 thangtx@hrm.vn Trần Xuân Thắng Viêt Nam 4 2 4 4 4 7/1/2013 lequangtung@gmai Bệnh viện đa Khoa 10:10:00 l,com lê quang tùng Thái Nguyên 3 3 4 3 3 7/2/2013 ducluucntt@gmail. 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Trường THCS 10:12:20 com Lưu Minh Hạnh Quang Trung 4 4 3 4 4 7/27/2013 trungtran@gmail.c 10:02:27 om Trần Trung KIA Thái Nguyên 3 4 4 2 2 7/27/2013 khactrung@yahoo. Kiểm Lâm Tuyên 8:01:12 com Đỗ Khắc Trung Quang 3 3 3 3 3 Điện Lực Đồng Hỷ 7/27/2013 hloan75@gmail.co Nguyễn Th Hồng - Cty điện lực Thái 9:00:23 m Loan Nguyên 4 4 4 4 4 7/28/2013 trungminhtq@gmai Trường CĐ Tuyên 10:10:24 l.com Bùi Trung Minh Quang 4 3 4 3 3 Trường ĐH Công 7/28/2013 phunghuan@gmail. nghệ TT&TT - ĐH 10:10:25 com Phùng Thế Huân Thái Nguyên 5 5 5 5 5 Trường THCS Quang Trung, P. Quang Trung, TX 7/29/2013 hoacothu2000@gm Bỉm Sơn, Thanh 10:10:26 ail.com Lê Th Thu Thảo Hóa 4 3 3 2 2 7/29/2013 thientu568@gmail. Cty Dược Phẩm 8:10:00 com Nguyễn Văn Bằng Tiến Lập 5 5 5 5 5 Trường ĐH Công 7/30/2013 htcanh@ictu.edu.v nghệ TT&TT - ĐH 10:12:20 n Hoàng Th Cành Thái Nguyên 2 3 3 3 3 7/30/2013 huuthanhddttk@g Nguyễn Hữu Trung Tâm điều 10:02:27 mail.com Thanh dưỡng và phục hồi 3 3 4 3 3 146 chức năng tâm thần kinh TN 7/30/2013 tdungpccn@gmail. Nguyễn Trung 8:01:12 com Dũng Foxconn Co.ltd 4 3 5 4 5 UBND Phường 7/30/2013 maithutn@gmail.c Phan Thiết - Tuyên 9:00:23 om Nguyễn Th Mai Quang 5 5 5 5 5 8/5/2013 nguyenduchoang29 Nguyễn Đức Trường ĐH Nông 11:11:00 7@gmail.com Hoàng Lâm - ĐHTN 5 5 5 5 5 Công ty TNHH truyền thông trực 8/5/2013 huuhoangk3acntt@ Nguyễn Hữu tuyến BANG 10:10:00 gmail.com Hoàng Media 3 3 3 3 3 Công ty cổ phần 8/6/2013 nguyenhoai86@gm Nguyễn Th Anh D ch vụ & Thương 8:22:00 ail.com Hoài mại AHT 5 4 4 4 4 Công ty TNHH 8/6/2013 huyen.hd.85@gmai D ch vụ Bảo vệ An 8:25:00 l.com Trần Th Huyền toàn T.S.T 4 3 4 3 3 Công ty cổ phần 8/8/2013 nobita.tn.vn@gmai truyền thông 22:16:00 l.com Trần Quang Khởi VNVAS Hà Nội 5 5 5 5 5 Trung tâm Viễn 8/8/2013 chuquanglinh@gm thông Thanh Sơn - 6:15:00 ail.com Chu Quang Linh Phú Thọ 3 3 3 3 4 Công ty TNHH truyền thông trực 8/8/2013 manhbt@gmail.co tuyến BANG 8:11:00 m Bàng Tiến Mạnh Media 5 5 5 5 5 Ngân hàng chính 8/9/2013 phmanh84@gmail. sách Xã hội Việt 8:15:00 com Phạm Huy Mạnh Nam 5 5 5 5 5 Công ty Cổ phần 8/9/2013 nhanpt@ucmasviet tư vấn và phát triển 8:17:00 nam.com Phan Thanh Nhàn giáo dục quốc tế 4 3 3 3 3 Khu công nghiệp 5/10/2013 namphong.it08@g Yên Phong - Bắc 8:20:00 mail.com Nguyễn Tá Phong Ninh 4 4 4 4 4 8/14/2013 thanhthuyictu@gm Bảo hiểm xã hội 22:16:18 ail.com Đào Th Thúy tỉnh Bắc Giang 5 5 5 5 5 8/15/2013 dqhuan_thacba_ye Cty TNHH Chiến 6:15:11 nbai@yahoo.com Đặng Quang Huân Công 4 4 4 4 4 Phòng THTK - Trường ĐH 8/15/2013 Nguyễn Th Thuý CNTT&TT Thái 8:11:14 nttlan@ictu.edu.vn Lan Nguyên 3 3 4 3 4 8/15/2013 nvhungk3b@gmail Nguyễn Văn 9:12:18 ,com Hưng Làm tư nhân 1 4 4 2 4 Phòng THTK - Trường ĐH 8/15/2013 nttrung@ictu.edu.v Nguyễn Thành CNTT&TT Thái 11:19:09 n Trung Nguyên 3 4 1 1 4 Cty viễn thông 8/18/2013 maivantho4c@gma viettel Thái 10:12:20 il,com Mai Văn Thọ Nguyên 5 5 5 5 5 Văn phòng tổng hợp, Nhà máy ô tô 8/18/2013 thuanbs1006@gma VEAM, th xã Bỉm 10:02:27 il.com Lê Minh Thuận Sơn, Thanh Hóa 3 4 3 4 4 147 8/20/2013 Viễn thông viettel 8:01:12 Vũ Văn Chiến Cao Bằng 3 3 3 2 3 8/20/2013 ngochak4b@gmail. phòng giáo dục võ 9:00:23 com Vũ Ngọc Hà nhai 4 3 3 3 3 8/20/2013 hmthai4c@gmail,c 10:10:24 om Hoàng Minh Thái Tại nhà 4 4 4 4 4 Tổng công ty hóa chất dầu khí petro 8/20/2013 bachtxp910@gmail Việt Nam, Quy 10:10:25 .com Trần Xuân Bách Nhơn. 3 3 3 4 4 Công ty TNHH Công Nghệ viễn thông Trung Nam, 266/82/19 Tô Hiến 8/20/2013 tn.vananh89@gmai Nguyễn Th Vân Thành, phường 15, 10:10:26 l.com Anh quận 10, TPHCM. 3 1 3 3 4 Công ty TNHH Đại An, đường 8/23/2013 LeAnhDuong.ICT Z115, thành Phố 8:10:00 U@gmail.com Lê Ánh Dương Thái Nguyên. 3 2 1 2 2 Gas Tân Th nh, Ngã Ba Điểm Hẹn, Tổ 4 Phường Tân 8/23/2013 nvdoK3c@gmail,c Th nh, Tp. 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5 2 4 3 3 3 4 3 3 3 3 3 3 3 3 4 3 3 3 3 4 3 4 3 3 3 2 3 3 3 2 4 4 4 2 3 2 2 3 3 2 3 3 3 3 3 3 3 2 4 3 3 4 4 4 3 4 4 4 2 3 4 4 159 4 4 4 4 4 3 4 3 4 3 4 4 4 4 4 4 4 4 3 3 4 4 3 3 3 3 3 3 3 1 4 3 3 2 4 1 5 2 4 1 5 1 4 1 3 4 4 5 4 5 2 3 4 5 2 4 3 2 4 4 4 4 2 2 4 4 2 2 4 4 3 2 3 3 4 2 3 3 3 3 3 3 4 3 2 4 4 3 5 5 2 4 2 4 2 3 3 4 2 3 3 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 4 4 4 4 4 4 4 3 4 4 4 4 4 5 3 4 4 3 4 4 4 3 4 4 4 4 3 4 3 4 4 4 3 3 4 3 4 3 4 4 4 4 4 4 3 4 5 4 4 4 4 4 3 4 4 4 5 4 2 3 3 4 4 3 3 4 2 2 3 3 3 3 3 4 4 3 3 4 4 4 4 4 4 4 4 4 4 4 5 5 4 3 4 4 3 4 4 4 3 4 5 5 5 4 4 4 4 4 4 4 4 3 3 3 3 4 4 5 4 4 4 4 4 5 4 4 4 4 3 3 4 4 4 4 4 3 3 3 4 3 3 3 4 4 4 3 4 3 3 4 4 3 3 4 4 4 3 3 3 3 3 5 2 3 3 5 5 5 5 5 5 5 3 4 5 5 3 4 3 3 1 4 1 4 3 4 1 3 2 3 4 3 3 3 2 2 3 3 2 2 2 2 2 2 2 4 4 2 2 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 4 4 4 3 4 4 4 2 4 4 4 3 4 2 5 2 4 2 5 5 4 5 4 5 4 3 2 5 4 5 5 5 5 5 5 5 3 4 5 5 4 4 3 3 3 4 3 3 2 4 3 3 4 4 2 5 2 3 3 2 2 3 4 4 3 3 2 2 4 5 5 2 4 5 5 5 5 5 5 5 3 2 5 5 4 4 4 3 3 5 4 3 4 5 4 2 5 2 5 2 4 2 3 2 4 2 4 4 4 3 3 5 4 3 4 5 4 4 5 4 4 5 4 4 4 2 4 4 5 5 5 5 5 5 5 3 4 5 5 4 4 4 4 4 4 4 2 4 4 4 4 4 4 4 4 4 3 3 3 4 3 3 3 2 3 3 3 3 5 4 3 3 4 3 5 5 5 4 5 5 4 4 5 3 5 4 5 4 4 4 2 4 4 4 4 4 5 4 5 4 3 3 2 4 3 4 4 4 3 3 4 4 3 4 4 4 4 4 4 5 4 4 4 2 4 4 4 160 4 4 4 4 4 4 4 2 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 2 4 3 4 3 3 2 4 3 4 3 4 3 3 2 3 4 4 2 3 4 5 4 4 4 4 3 1 4 4 3 5 5 4 4 3 4 1 2 3 4 1 2 4 3 4 3 3 3 3 4 3 3 4 4 4 3 3 4 3 3 4 4 3 5 5 4 4 3 4 4 1 2 4 4 5 3 1 3 3 2 4 1 5 2 4 5 5 5 5 5 5 5 3 4 5 5 4 4 4 5 4 4 5 2 4 4 5 3 3 3 3 4 4 3 2 4 4 3 4 4 4 4 4 4 4 3 3 4 4 5 4 4 4 4 3 4 4 4 3 4 4 5 4 4 3 4 3 2 3 4 3 3 3 3 3 3 3 3 2 3 3 3 3 3 1 3 2 3 2 2 4 3 2 3 3 2 3 2 4 3 2 3 4 3 3 3 4 3 3 3 3 2 3 3 3 4 3 4 3 3 3 3 4 4 3 3 4 5 4 5 3 4 3 5 4 4 3 4 4 5 4 4 4 5 4 5 4 5 5 5 4 4 4 5 5 3 4 5 5 4 4 5 4 4 4 4 3 4 4 4 3 3 4 3 3 4 3 3 4 4 3 4 4 4 4 4 4 4 2 4 4 4 3 3 4 4 3 4 3 3 3 4 3 3 4 3 4 3 3 3 3 4 3 3 4 4 4 4 4 4 4 3 4 4 4 4 4 4 3 2 4 4 4 2 4 4 5 5 5 5 5 5 5 3 3 5 5 5 4 3 2 1 3 3 4 5 3 3 5 5 5 5 5 5 5 2 4 5 5 3 3 2 2 3 4 3 3 3 4 3 4 3 3 3 2 3 4 3 3 3 4 3 4 4 5 3 3 2 4 5 3 2 5 5 5 5 5 5 5 3 2 5 5 5 5 5 5 5 5 5 1 3 5 5 3 3 3 3 3 3 3 3 4 3 3 5 5 5 5 4 4 4 4 3 4 4 4 4 3 3 4 3 4 3 2 3 4 5 5 5 5 5 5 5 3 3 5 5 4 4 4 4 3 3 3 2 5 3 3 5 5 5 5 5 5 5 3 5 5 5 5 5 5 5 5 5 5 3 3 5 5 4 4 3 4 3 3 2 2 4 3 2 4 4 4 4 4 4 4 1 5 4 4 5 5 4 5 5 5 4 3 4 5 4 4 4 4 4 4 4 4 3 4 4 4 3 4 3 4 3 4 3 5 3 4 3 1 1 3 4 1 3 2 3 2 3 2 161 3 4 4 3 5 5 3 4 5 5 3 5 5 5 5 5 5 5 3 3 5 5 4 3 3 4 4 3 4 3 4 3 4 4 3 3 3 4 4 4 2 3 4 4 4 4 3 2 2 3 3 3 3 3 3 4 4 5 4 4 3 4 3 4 3 4 4 3 4 3 4 4 4 2 4 4 4 4 3 3 2 3 4 3 1 1 4 3 2 3 1 2 2 1 2 3 2 1 2 4 4 4 4 4 4 4 3 2 4 4 162 RESEARCH'S PROFILE BUI NGOC TUAN – FUTURE A. PERSONAL DATA Status: Buddhism Age: 53 Date of Birth: April 02, 1961 Place of Birth: Dinh Hoa districts, Thai Nguyen province Address: Quang Trung streets, Thai Nguyen city Phone/Mobile: (0843656787) +84912239370 Email: bntuan@ictu.edu.vn Father: Bui Van Thang Mother: Nguyen Thi Dinh B. EDUCATIONAL ATTAINMENT Degree School Year Graduated Ph. D Ed Southern Luzon State University 2014 MAED Ads Thai nguyen University 2005 BASED Viet Bac Pedagogical University 1985 Secondary Dinh Hoa High schools 1979 163 Elementary Trung Hoi Elementary School 1975 C. ELIGIBILITIES Licensure for teacher (LET) 1985 D. WORK EXPERIENCES THAI NGUYEN UNIVERSITY University of information and 2026-2014 Information teacher communication technology Information teacher THAI NGUYEN UNIVERSITY University of information and 2002-2005 communication technology 1989-2001 Math teacher High school Dong Hy 1987-1989 Math teacher High school Dong Hy 1985 -1987 Army officers E66, F10, corps 3 E. POSITIONS HELD 1987-1989 Secretary of delegation High school Dong hy 1989-2001 Group leader of mathematics High school Dong hy 2001-2005 Deputy Head of Department University of information and communication technology 2005-2014 Head of Department University of information and communication technology 164 165