Assessment of the quality management trainings of universities under the ministry of industry and trade

N (FABLE) April 2014 CONTENTS No Contents Page Chapter I – INTRODUCTION 4 Background of the Study 7 Objectives of the study 8 Significance of the study 9 Scope and limitation of the study 10 Definitions of Terms 10 Chapter II – REVIEW OF LITERATURE AND STUDIES 14 2.1 Management 14 2.2 Quality management and management of training quality 15 2.3 Education management 16 2.4 Quality of training 17 2.5 Quality assessment 17 2.6 Quality assessment criterions of ASEAN University Network 19 (ANU) 2.7 Quality assessment criterions of Universities in Vietnam 20 Research Paradigm 21 Chapter III – RESEACH METHODOLOGY 22 3.1 Locale of the Study 22 3.2 Research Design 23 3.3 Population and Sampling 23 3.4 Research Instrumentation 24 3.5 Data Gathering Procedure 24 3.6 Statistical treatment of the data 24 3.7 Questionnaire and Information collection method 24 Ranking method 26 Statistical table method 27 2 Chapter IV – RESULTS AND DISCUSSIONS 28 4.1 Result of the assessment of the quality management training of 28 the universities under MOIT 4.2 Solution to develop and enhance program based on the finding 41 4.3 Evaluate the enhancement program by experts on the field 53 4.4 Discussions 54 Chapter V – SUMMARY, FINDINGS, CONCLUSIONS 55 AND RECOMMENDATIONS 5.1 Summary 55 5.2 Findings 55 5.3 Conclusion 55 5.4 Recommendations 56 REFERENCES 60 A. Books 60 B. Periodical, Journal and Magazine 60 C. Unpublished Materials 61 D. Electronic References 61 APPENDICES A 62 APPENDICES B 76 3 Chapter I INTRODUCTION In past years, Vietnam’s education and training sector has achieved significant accomplishments considering the size and quality of training which shows an increasing demand for technical labor force by economic sector, manufacturing and services. The trainings conducted at university levels had been gradually strengthened that resulted to significant management changes. Quality training is the top concern of the whole society but it still exists many problems which need to be solved particularly in the scope of state management and school management. Training facilities have been directly created and take the responsibility for the quality of training. However, higher education sector also reveals many shortcomings and weaknesses, such as: the quality of education is generally low which is not responsive to the demands of social and economic development of the country; the management mechanism of State for higher education system and the management of universities and colleges is unreasonably prolonged and does not create a strong motivation to develop the creative capacity and responsibility among the faculty members, managers and students. It is also a fact that social and potential foreign investment for the development of higher education has not been promoted effectively. In the international context, the world is moving toward industrial and automatic revolution, taken as a dynamic knowledge development. Level of innovation and the application of knowledge decide the level of development of each country. The development of science and technology has drastically changed the content and methods of education in schools, and requires higher education to provide highly qualified human resources for society. In domestic context, in terms of opportunities, after nearly 30 years of transition, the country enters a period of strong growth with the new position 4 and appearance. Vietnam’s economy is more improved, national security is well-maintained. Economic structure continues to shift toward strengthening industrial and service sectors. The living standard of community is markedly improved. Vietnam is actively involved in the process of international integration with high economic growth rate and a stable political environment. By actively integrating into international economics and joined the World Trade Organization (WTO) in 2007, it has created more favorable conditions for socio-economic development process of Vietnam. However, despite the significant growth, the Vietnam’s economy is still suffering from low-income economy. Indicators of infrastructure, human development is still lower than many countries in the world. Labor productivity is low; production is still mainly based on outdated technology, products as raw materials, high cost, low value added. The economic structure has shifted but still slow: the ratio of services and industry in GDP is low. Economic infrastructure and social development does not meet the requirements. Quality management of the State for many areas of socio-economic, health and education sectors are limited. International cooperation is extended to facilitate investment of other countries, international organizations and foreign enterprises, increase the demand for labor recruitment through training, creating opportunities for education development. Global integration process in the education creates favorable opportunities for Vietnam to quickly access to new trends, new knowledge, the modern model of education, taking advantage of international experience to develop and narrow the development gap between Vietnam and other countries. The contribution of the state's resources and people for the development of education is increasingly enhanced. Many economic sectors are willing to contribute to education revolution in Vietnam. The needs of learning at university level of Vietnamese (especially young people between the ages of 18-45) are enormous. The needs of highly 5 qualified, professional skills, be able to meet the requirements of the operation and exploitation of advanced technological devices labor force are also high.. Therefore, university should have a appropriate strategy to achieve both quantity and quality of training. In terms of challenges, with the strong development of the scientific revolution, the technology in the world can make the economic and knowledge gap between Vietnam and other countries increasingly larger, Vietnam is at risk of lagging further. Education management capacity of Vietnam is weak, the lack of appropriate policies and measures to guide and monitor the educational institutions with foreign elements. Requirements of economic development in the coming years request not only the number but also request high quality of human resources. With the aim of continuing to grow over the threshold of the low-income country, Vietnam need to restructure the economy, develop value-added and high technology products and services. To do this contents, it requires Vietnam to have sufficient qualified manpower engineering and technology. Currently, Vietnam has more than 63% of working-age population, but the level of the labor force is still low compared to many countries in the region, both in knowledge and professional skills. The country lacks highly qualified labor force in various fields, especially the field of electric, electronic and information technology. Etc. The structure of the workforce through training (university / high school / vocational training) is not reasonable. The demand of trained labor force is increasing in both quantity and quality it also puts more pressure for university education. By 2020, Vietnam will basically become a modern industrial country following the university requirements of the Ministry to train and provide technical qualified human resources for heavy industry (including: the engineering; metallurgy; exploitation, processing of minerals); light industry (including: textiles; footwear; food processing; wine, beer and beverage production. etc.); energy (includes: electricity; electronics; petroleum); 6 economics, business administration,. Etc... The demand of Industrial and Trade sector on high quality labor force is huge, but the universities do not meet the requirements of the quantity and quality of training. Therefore, this dissertation will research and recommend solutions on quality training of the universities under the MOIT. In fact in Vietnam, many graduates but cannot find jobs or they have to do jobs differ from subjects that they have been trained. One of the reasons is the quality of education; especially the quality of training of human resources cannot meet the employer’s desire and expectations as well as requirements of industrialization, modernization and international integration objectives. Overall, the quality of graduates is limited, professional practice skills, information technology skills language ability and social activities of students did not meet the requirements of the employers. BACKGROUND OF THE STUDY At present, Ministry of Industry and Trade has 8 universities. They were established on the basic of the upgrade from college and are derived from the secondary schools, professional training mainly engineering, technology and economic management, direct service for businesses. In fact, through testing, evaluation, the management of the quality of university education in universities under MOIT as follows: 1 . Advantages: Each university has built and identified goals and mission for itself. They gradually change teaching and learning methods, infrastructure investment and training facilities, consolidate construction teachers develop proficiency standards, cooperation in scientific research and technology transfer. 2 . Constraints and disadvantages : Every year, there is not a realistic assessment and report on the quality of education in general and higher education system in particular since there is no 7 standard output of the university, not quantitative standards of teachers, programmes , facilities .etc. - There is no correct solution to implement the identified targets. Training programs do not fully develop in the field of study curriculum prescribed by the Ministry of Education and Training; Teaching and learning activities are not effective so the graduates do not meet the requirements of the employers, majority of producers must retrain knowledge, practical skills; The management of faculty, administrators and staff does not ensure the standards and qualifications in accordance with the Charter of the University. Besides, it’s also lack of policies and working conditions to encourage scientific research of students and lecturers.etc. - Every year, the report does not have a realistic assessment of the quality of education in general and university education system in particular. From the Central Government (Ministry of Education and Training, the Ministry of Industry and Trade) to the base of university education is no agency in charge of quality management training; For these reasons, I choose the research title: “Assessment of the management quality trainings of universities under the MOIT” for my PhD dissertation with the hope that I can play my contribution to improve contents above to enhance the management quality training of universities under the MOIT. OBJECTIVES OF THE STUDY This study focused on the assessment of the quality management trainings of the universities under the MOIT. Specifically, it sought answer to the following objectives: 1. Assess the quality management trainings of the universities under the MOIT in terms of : 1.1. Mission and goal; 8 1.2. Education program; 1.3. Training activities; 1.4. Management of staff and faculty; 1.5. Scientific research application development and technology transfer; 1.6. Learning equipment and facilities. 2. Develop an enhancement program based from the finding. 3. Evaluate the enhancement program by experts on the field. SIGNIFICANCE OF THE STUDY This study will be of significance to the following: Through this research, the managers shall be assisted in assessment of the quality management trainings of the universities and at the same time will serve as the legal basis for assessment of the quality of training, based on the devised policies. University leaders: From this research, the university leaders will be able to build and design a mission of the university management in providing quality management training. Hence, the application of the solution will improve the quality of education in universities. Faculties This study will help teachers understand the role and responsibilities in improving of assessment the quality management training. For them to know that good quality training, along with other measures, requires good teaching staff, the ability to guide and equipped with the proper knowledge and skills for the advancement of students. Students Students will also directly benefit from this study. The investment of money, effort, time - time to get the quality of knowledge, professional skills in 9 their learning and research at the university. Upon completion, graduate students will apply the knowledge learned to practical production-business. Head of Business enterprise production This study will help businesses to select qualified human resources (knowledge, skills, and attitudes) in their recruitment strategy. At the same time, business sectors shall be able to have a clear idea on their roles and responsibilities in financial aspects/contributions, as well as to facilitate the location and environment for students for domestic practice, thus, improving the quality of training of students. SCOPE AND LIMITATIONS OF THE STUDY This study focused on the assessment of the quality management trainings of the universities under the MOIT at Vietnam. There were 15 education managers, 10 faculties and 5 students for each 8 universities with a total of 240 respondents involved in the study. The instrument used in this study was the questionnaire to assess the quality management trainings of the universities under the MOIT. The variables used for the assessment were the Mission and goal, education program, training activities, management of staff and faculty, scientific research application development and technology transfer, learning equipment and facilities. DEFINITION OF TERMS Assessment: Assessment can be defined as a general term Furniture embraces all methods used to judge the performance of a group, an organization or an individual. Evaluation is a review, critique, valuation. Management: The way of organizing control, impact of management objects subject to management in order to effectively achieve objectives set by the organization. The form of the main functions of management: planning, organizing, leading and directing or check. 10 Education is a system of complex operations, therefore need to be closely managed. Management education is implemented in the field of management education. Management education is managed mainly the younger generation education, school education, education in the national education system. Management education is to implement and monitor policies for education and training on a national level, regional, and local basis. Quality management training: Management training is quality management is responsible for ensuring the results of training activities to achieve educational goals. Quality management training is done through the process of evaluating the results of the education and training of students, student performance evaluation of schools and educational institutions. Quality management training was conducted in a planned, organized, based on different criteria. The method of quality management training including group assessment methods and traditional reporting, the test methods associated with information systems management education . Management quality of higher education is an activity aimed at ensuring the quality of training of the university. Quality Management System universities often implement the following activities: - Develop criteria and process documentation and tools to evaluate the quality of the university. - Monitor quality assurance and self-assessment activities. - Organization of the external evaluation of the quality of individual generalized every college or training programs, the evaluation report. - Dissemination of good practices to ensure the quality of the university, the teaching methods, examination methods. Mission and goal: 11 The Mission is the content and mission statement to work towards Objectives. The goal is to achieve the targets. Mission and goal are target strategies, goals to be achieved. The goal is an indication that the subject request (the school, the learners) should be achieved after a process of training and learning. These requirements are presented as a model of how to take into account the standard of education and training systems, a large set of characteristics predicted or sustainable change will occur in an important group of all possible after a learning process . Mission and the overall objectives of the university is to develop scale (numbers, trades training) coupled with quality assurance training to develop comprehensive human, moral, intellectual, health, aesthetics and career. Education program: Education program is to equip the knowledge and skills for learners. The training program is used to identify goals, objectives, requirements, knowledge and skills, the overall structure of the subject, practice plan, every year high ratio between subjects (modules), between theory and practice, prescribed methods , methods , means , facilities , certificates, and diplomas of education and training institutions. Training programs by professional bodies or ministerial drafted by the institutions (universities, colleges ...) itself, but must be prepared by authority to approve and allow out. The training program is the basic for planning staff, curriculum development, instructional materials, cost estimating, construction of facilities.etc as well as a basic for monitoring, control, inspect, evaluate and approve training diploma. Training Activities: Training activities are teaching and learning performance in schools to a new direction to achieve goals. 12 In a narrow sense, the training activity is activities of teachers (collective and individual) to form worldview, ethics, and foster knowledge, skills and physical development through measures to effect on emotions and lifestyles of students. . Management of staff and faculty: Management of staff and faculty are managed in quantity, content and tasks of the staff and teachers to undertake scientific research application development and technology transfer. Scientific research and technology transfer activities of the staff, teachers and students - students in research and contributions to science, valuable practical applications to solve economic development - the local society and the country. The activity of scientific research and technological development of the university must be associated with training associated with scientific research institutes, universities and other businesses. The results of scientific activities and technological contributions to the development of the resources. Learning equipment and facilities: Learning equipments and facilities is enable teachers to do his / her work very well and help the learners to learn effectively. Equipments and facilities also include school building classrooms, assembly halls, libraries, laboratories, workshops materials and information technology are sufficient. Equipment and facilities support teaching and learning for training and research, be sure to use quality and efficient service to meet the requirements of teaching and learning. Enhancement program: Enhancement program is strengthening / making something better of program which is still limited. 13 Chapter II REVIEW OF LITERATURE AND STUDIES 1. Concept management Management is the process of planning, implementation, management and inspection and assessment of the work of the members of a system unit and the use of appropriate resources to achieve the intended purpose. Planning Organization Checking and Leadership Assessment Figure 1: The content of the management process Functions of Managers Managers just don't go out and haphazardly perform their responsibilities. Good managers discover how to master four basic functions: planning, organizing, leading, and controlling. Planning: This step involves mapping out exactly how to achieve a particular goal. For example: the organization's goal is to improve company sales. Firstly, the manager needs to decide which steps are necessary to accomplish that goal. These steps may include increase advertising, inventory, and sales staff. These essential steps are developed into a plan. When the plan is in place, the manager can follow it to accomplish the goal of improving company sales. Organizing: After a plan is in place, a manager needs to organize her team and materials according to her plan. Assigning work and granting authority are two important elements of organizing. 14 Leading: A manager needs to do more than only planning, organizing her team to achieve a goal. She must also lead the team. Leading involves motivating, communicating, guiding, and encouraging. It requires the manager to coach, assist, and solve problems with employees. Controlling: After other elements are in place, a manager's job is not finished. He needs to continue to check results against goals and take any essential corrective actions to make sure that his area's plans remain on track. All managers at all levels of every organization perform these functions, but the amount of time he spends on each one depends on both the level of management and the specific organization. 2. Quality management and Management of training quality - Quality management is the process of designing criteria and maintaining ones for training products reaching the defined standards. Quality Level Improvement Overall Quality Management Quality Assurance Prevention Quality Controlling Detection Removal Phase Figure 2: Level of quality management - Management of training quality is to manage the teaching and learning process of teachers and students in the training process. Management of training quality models, including: + Training Quality controlling is to remove components or final products that do not meet the standards prescribed or over if possible. Training Quality 15 controlling is the traditional management model, inspection and testing of two methods are widely applied to examine the standard input, process and output training. + Training Quality Controlling is considered as a system of measures, activities planned to be carried out inside and outside the university. Training quality assurance means creating products (students) to meet the proposed standards. The move to ensure quality model is a great step forward about management of training quality. + Overall, management of training quality is the sum of ensuring training quality, expand training and development. Overall quality control inspection is not that it is the efforts of the staff, teachers, staff and students to get right from the beginning and right time rather than checking. 3. Education Management 3.1 The concept of education Education management is a process of formation of personality integrity; organized a purpose and plan; through the activities and the relationships between teachers and learners in order to transfer and gain human’s social experiences. 3.2 The concept of Education Management Education Management is interpreted as the impact of management subject to active management in the field of education or in other words, Education Management system is intended impacts, plans, rules of the management in the education system. 3.3. Function of education management Function of education management consists of four functions: planning, organizing, leadership and checking and assessment. 4. Quality of training Quality of training is a reflection of the nature of things (events) compared to targets in order to distinguish this object with the others. 16 The typical product of the quality of training is the human resource. Quality of training is the actualization level or reached level of the training aims, shown in the personality development of students after the training process with full checking and assessment in general and in particular in a certain condition. 5. Quality Assessment 5.1. Assessment can be defined as a general term that embraces all methods used to judge the performance of an individual, group or organization. Self-assessment is the process of critical reviewing the quality of one’s own performance at institutional, system or program level. Quality assessment in university education, therefore, can be defined as a diagnostic review and evaluation of teaching, learning, and outcomes based on a detailed examination of curricula, structure and effectiveness of the institution, system or program. It aims to determine if the institution, system or program generally meet accepted standards. 5.2. Function and Principles of quality assessment Self-assessment is introduced in university education together with external assessment, accreditation or quality audits. In many cases, self-assessment serves as preparation for a site visit by external experts and the self- assessment report (SAR) provides the external experts with basic information. However, a self assessment has specific value for the university itself. It provides an opportunity for discovering quality. 5.3. Organization of quality assessment In organizing self-assessment, the following factors should be taken into consideration: - Self-assessment should never be the work of one single person. - Make a group responsible for the self-assessment. - This group should consist of some three to five people, chaired by a coordinator appointed by the faculty or university. - A clear timetable should be set up, assuming a total amount of time 17 available of some five to six months between the moment of the formal announcement and the actual visit. - The criteria that have to be considered in the self-evaluation should be distributed among the committee members and each member should be made responsible for collecting information, and for analyzing and evaluating the situation. Each member must have a good understanding of the AUN-QA criteria. - The draft results should be discussed on the largest scale possible. - Do involve students and other stakeholders (such as employers and alumni) in the self-assessment as much as possible. 5.4. Quality Assessment Process The Plan-Do-Check-Action (PDCA) or Deming Cycle illustrated in Figure 15 is adopted for quality assessment at the program level, as well as for both institutional level and IQA system. Figure 2: PDCA cycle 5.5 The assessment criteria of Training Quality 18 System of the Training Quality criteria assessment, including the following criteria: - The quality of the socio-professional - Indicators of health, psychology, biology, etc. - The level of knowledge and skills. - Capacity of practice. - Ability to adapt to the labor market. - Research capacity and the potential for career development. Assessment of the level of knowledge and skills training in Bloom Table of assessment level of learners’ ability Component Knowledge Skills Quality level 1. Knowing 1. Imitating Average 2. Understanding 2. Formation of initial skills Pretty Average 3. Applying 3. Formation of basic skills Pretty 4. Analysis 4.Linking, integrating skills synthesis resources High 5. Assessing 5. Skill Formation Pretty high 6. Developing 6. Developing skills 7. Creating 7. Creating 6. Quality assessment criterions of ASEAN Universities Network (AUN) To further enhance and sustain quality assurance practices and quality in higher education, AUN establishes an AUN-QA Documentation Review committee and Procedure to keep its documents updated and relevant. Revised Criteria 1. Goals and objectives; expected learning outcomes 19 2. Programme specification 3. Programme structure and content 4 Teaching and learning strategy 5. Student assessment; 6. Academic staff quality 7. Support staff quality 8. Student quality 9. Student advice and support 10. Facilities and infrastructure 11. Quality assurance of teaching and learning process 12. Staff development activities 13. Stakeholders feedback 14. Output 15. Stakeholders satisfaction 7. Quality assessment criterions of universities in Vietnam In Vietnam, on 01 November 2007, The Ministry of Education Decided number 65 /2007/QĐ-BGDĐT regulation on the evaluation criteria of the quality of university education include 10 standards: -Standard 1: Mission and goals of the university; -Standard 2: Organization and Management; -Standard 3: Education Program; -Standard 4: Training activities; -Standard 5: The management staff, faculty, and staff; -Standard 6: The school; 20 - Standard 7: Scientific research, appl...ly raised students have practical knowledge to raise awareness , career skills. In addition to teaching and learning facilities, schools need to improve infrastructure to create a clean environment for students. 39 Table 4.7 Frequency and weighted mean distribution of the respondents in Education Program in Students Statement SA A D SD WM QD (4) (3) (2) (1) 1.The program’s curriculum meets 9 15 10 6 the requirements and standards of the Ministry of Education. 2,675 A 2.The program’s curriculum reflects 6 13 14 7 the mission and goals of the institution. 2,45 D 3.The program content shows good 7 14 13 6 balance between generic and specialized skills and knowledge. 2,55 A 4.The program is coherent and all 8 15 10 7 subjects & courses have been integrated. 2,6 A 5.The program content clearly shows 5 18 12 5 the basic courses, intermediate courses, specialized courses and the final project, thesis/ dissertation. 2,575 A 6.The program content reflects the 7 17 9 7 depth and breadth of the professional and technical preparation required of its graduates. 2,6 A 7.The program provides for 5 18 9 8 opportunities for participation in activities, such as immersion and practical trainings. 2,5 A 8.The different skill competencies are 7 19 5 9 built in the program and satisfied at the end of the course 2,6 A 9.The program content responds to the 10 15 12 3 needs of the country and developments in the voc-tech profession 2,8 A 10The feedbacks from various 9 19 5 7 stakeholders are used for program’s improvement. 2,75 A Average Wm 2,61 A (Source: the Assessment of the quality management trainings Survey, 2013) 40 Table 4.8 Frequency and weighted mean distribution of the respondents in Learning Facilities and Equipment in Students Statement SA A D SD WM QD (4) (3) (2) (1) 10. 1.There is a library which strategically 7 17 11 5 located and accessible to students, faculty and other clientele. 2,65 A 11. 2.The library size meets the standard 8 15 12 5 requirements and accommodates at least 5% of the total enrollment. 2,65 A 12. 3.The library provides sufficient books and 5 16 13 6 on-line resources for each course/program. 2,5 A 13. 4.The classrooms are sufficient and 7 15 14 4 conducive to learning. 2,625 A 14. 5.The classroom size meets standard 5 14 12 9 specifications for specific activities. 2,375 D 15. 6.There are laboratories/shops for specific 7 13 13 7 course/program accessible for every student. 2,5 A 16. 7.The laboratory/shops is provided by 10 15 11 4 sufficient number of equipment/tools/ chemicals. 2,775 A 17. 8.There is a well-equipped multi-media 9 13 14 4 center which is accessible to students. 2,675 A 18. 9.There is lecture facilities (lecture halls, 5 14 15 6 small course rooms) provided for faculty and students. 2,45 D 10.There is laboratory operation manual 6 15 16 3 for the faculty and students provided in each laboratory/shop. 2,6 A Average 2,56 A (Source: the Assessment of the quality management trainings Survey, 2013) The table above shows that, for Learning Facilities and Equipment in universities of the MOIT with the 6.5% respondents strongly agree, 80.75% agree; 11% Disagree and 1.75% strongly disagree. 4.2. Solution to Develop and Enhance program based from the findings 41 From the results of the, to develop and enhance program bases, and assessment of quality management training universities under MOIT, we need some solutions as follow: 1. Principle of selection solutions. - Ensure uniformity and rationality Ensure reasonable synchronization requirements and a request comes from the state of the management of the quality of universities today. In quality management training, management, issues such as the objectives, content, curriculum, structure and level of teaching staff, infrastructure investment, the development scale comply with improving the quality and effectiveness of training. etc. - Guarantee the practical characteristic Improve the quality of solutions must be realistic.. The research, quality management solutions primarily derives from the strategic orientation and educational development derives from the reality therefore, university requires to provide appropriate solutions. - Guarantee the feasibility The solutions must be able to apply practically to universities under the Ministry of Industry and Trade in a convenient and feasible way, 2. Assessment of Quality management training in universities under the MOIT * Assessment of content and Education program management - The curriculum shows the expected competences of the graduates. Each course should be clearlydesigned to show the expected outcomes of the course competencies. To obtain this, a curriculum map should be constructed. - The curriculum is designed so that the subject matter is integrated and strengthens other courses in the curriculum. The curriculum is structured to show range, depth, coherence of the courses. - The curriculum structure shows clearly the basic courses, the intermediate courses, the specialised courses and the final project, thesis or 42 dissertation. Programme specification makes explicit the intended outcomes in terms of knowledge, skills and attitudes. Contents of training programs innovation is one of the key solutions of quality management. Content, training programs and goals have a close relationship with each other. The goal of the University is training students with the knowledge and skills at a high level. For universities under MOIT, especially engineering and technology, based on the application of advanced technological equipment, modern universities building training programs of each line observations with the need of practical production. Contents of the training programs must be developed in the direction of standardization, modernization, flexibility, continuity between courses to enhance practical skills, ensuring the basic knowledge is in line with professional skills. After the contents of the training program has been developed, workshops, editing and evaluation and approval of training programs. After being approved program, the school held for the faculties and organizational planning, assigning document drafting faculty teaching the courses have been identified in each of the knowledge. * Training activities - Staff is encouraged to implement learning actions. Learning actions is a continuous process of learning and reflection, supported by peers, with the intention of achieving quality learning for students. Through learning actions, teachers can learn from each others by working on real problems and reflecting on their own experiences. A programme of facilitated learning actions is aimed at improving the environment learning. - Learning quality is understood as involving the active construction of meaning by the students, and not just something that is imparted by the teachers. It is a deep approach of learning that seeks to make and achieve understanding. 43 Hence, the conception of teaching is the facilitation of learning. Learning quality is largely dependent on the approach that the learner takes when learning. This in turn is dependent on the concepts that the learner holds of learning, what he or she knows about his or her own learning, and the strategies she or he chooses to use. - To promote responsibility in learning, teachers should: a. create a good teaching-learning environment that enables individuals to participate responsibly in the learning process. b. provide curricula that are flexible and enable learners to make meaningful choices in terms of subject contents, programme routes, approaches, modes and duration (4.9) - In engaging with feelings and values as well as intellectual development, teachers provide learning opportunities and encounters. * Management of staff: Competent university teaching staff is able to: design and deliver a coherent teaching and learning programme apply a range of teaching and learning methods and select methods which are the most appropriate to achieve learning outcomes develop and use a variety of instruction tools employ a range of techniques to assess students’ work and match these to gain learning outcomes monitor and evaluate their own teaching performance and evaluate programmes that they deliver reflect upon their own teaching practices identify needs and develop plans for continuous development. (2.13) - The teaching staff establishment or staffing is sufficient to deliver the curriculum and suitable in terms of the mix of qualifications, experience, capacity, age, etc. - Recruitment and promotion of academic staff are based on merit system, which includes teaching and research. 44 - Duties are appropriately allocated based on qualification, experience, and aptitude. - Time management and incentive system are are directly supported for the quality of teaching and learning. - There is a well-planned staff appraisal based on fair and objective measures in the spirit of enhancement which are carried out regularly. - There is adequate support in terms of staffing at the libraries, laboratories, administration and student services. Teachers plays a crucial role in ensuring the quality of training. Most university lecturers are recruited from technical schools; some are recruited from enterprises. They can be recruited in the form of recruitment, selection and labor contracts. * Learning facilities and Equipment - The physical resources to deliver the curriculum, including equipment, materials and information technology are sufficient. - Equipment is up-to-date, readily available and effectively deployed. - Learning resources are selected, filtered, and synchronized with the objectives of the study programme. - A digital library is set up in keeping with progress in information and communication technology. - Information technology systems are set up or upgraded. - Computer centres provide continuously a highly accessible computer and network infrastructure that enables the campus community to fully exploit information technology for teaching, research and development, services and administration. * Increase autonomy and finance Universities can implement the protocol for the faculties and the teachers on the basis of calculating the number of teaching hours to pay wages, income and implement the inspection, quality management training. It should manage 45 the lecturers through a the number and quality of teaching hours. Decentralized management faculty is needed for faculties and the direct management. * Universities management - Quality management input (entrance) Universities organize an entrance examination annual. Input quality management is an essential factor, and is the initial basis for the school grasp the quality of new students into the field to take the teaching management solutions to suit to students. - Output quality management Output quality of students is often evaluated based on two factors, which are learning outcomes in student learning and assessment accreditation institutions. - Assessment of students cover: New student entrance by means of input competency Student’s study progress by means of matrix/map/portfolio of the competency and outcome-based curriculum Final/ Exit test of the graduates by means of Graduate Competency Checklist or comprehensive and integrated assessment. 46 The goal of universities under the MOIT include: Goal: The demands of the country Objectives: 1. Act as effective tool in teaching when students have received training in collaborative process 2. Make instruction more student-centered and encourage cooperative learning Area of Compentence to Behavioral Persons Activities Duration Expected management Develop Indicators Involved outcome Technology in Assigning Encouraging All Workshop on Judicious use of collaborative students to active learning instructional facilitating skills Whole year technology- tasks mixed-ability while and in real and based teams motivating support staff; virtual differentiated students administrators environment instruction and learning. learner self- assessment Technology Annually towards Insuring Improving Students Solving and Students learn cooperative individual teacher group tasks via hypermedia in learning accountability facilitating knowledge non-linear skills. webpages and manner and Students’ group Cooperative learning project boost their processing of work by small management thinking skills information groups of a tools common learning task Goal: The goals are clearly stated and are consistent with the mission of the institution Objective: 1. Support variety of ways learners construct their understanding. 2. The development of Long-term goals and short-term Area of Compentencies to Behavioral Persons Activities Duration Expected outcome management Develop Indicators Involved Technology for Students’ skills Creativity Students, ICT Engagement to Whole year Students create establishing on analyzing, through task specialists, problem-solving their software understanding synthesizing definition, webpage and group tasks materials to and promoting brain storming, developers via knowledge supplement the idea webpages and need for relevant evaluation, and learning project and effective adopting management materials flexibility tools. Enhancement of listening, and compromising skills through teamwork and information- The School leaders Ensure the The leaders learning Development (principals, vice development of activities Annually A deployment department of principals) and the school in plan meets its goal advising terms of The build plan objectives officers in the quantity and and control unit quality of results student 48 Proposed Enhancement Program on the Quality Management of universities under the MOIT Areas of Objectives Strategies Persons Expected Outcomes Concern Involved Assessment of - show range, depth, Content innovation, the - The curriculum shows content coherence and organisation of the training program is one of the the expected competences management, courses. key solutions of quality of the graduate. Each Education - integrate and strengthens management. Content, training Respondents course should clearly be program other courses in the curriculum programs and goals have close designed to show the relationship with each other. expected outcomes of the course competencies. Training - Encourage the staff to Action learning should be Through action learning, activity employ action learning facilitated which is a continuous Respondents university teachers learn - create a teaching-learning process of learning and with and from each other environment that enables reflection, supported by peers, by working on real individuals to participate with the intention of achieving problems and reflecting on responsibly in the learning process quality student learning. their own experiences. - provide curricula that are Quality learning will be flexible and enable learners to facilitated which is understood Quality learning which is make meaningful choices in terms as involving the active largely dependent on the of subject content, programme construction of meaning by the approach that the learner routes, approaches to assessment student, and not just something takes when learning. and modes and duration of study that is imparted by the teacher. 49 - design and deliver a - teaching staff - Well developed coherent teaching and learning establishment or staffing management staffs. programme - Recruitment and - Ability of the staff - apply a range of teaching promotion of academic staff to create varied and learning methods and select based on merit system, which instructional materials. methods most includes teaching, research and Respondents - Staff can apply - develop and use a variety of service different teaching methods instructional media - Time management and and strategies. Management - employ a range of incentive system are directed to of staff techniques to assess students’ work support quality of teaching and and match these to learning. - intended learning outcomes - A well-planned staff - monitor and evaluate their appraisal based on fair and own teaching performance and objective measures in the spirit evaluate programmes they deliver of enhancement which are carried out regularly. - There is adequate support in term of staffing at the libraries, laboratories, administration and student services Learning - Monitor the status of the - Updating equipment and Respondents - University facilities and learning facilities and equipments facilities, readily available and computer centres provide Equipment of each institution to those persons effectively deployed continuously a highly concern. - select, filter, and accessible computer and 50 - develop action plan for synchronize the learning network infrastructure that these problems identified. resources with the objectives of enables the campus the study programme. community to fully exploit - A digital library is set up information technology for in keeping with progress in teaching, research and information and communication development, services and technology administration. - Information technology systems are set up or upgraded - implement the protocol for - Decentralized - Systematic and Increased the faculties and the teachers on the management faculty need for organized autonomy and autonomy and basis of calculating the number of faculties and the direct finance. finance teaching hours to pay wages, management, avoid, and income and implement the overlapping. Respondents inspection, quality management training. - Enhance the management of Quality management input - New student the university through the proposed (entrance) entrance by means of input Universities programs. - The annual university competency management - Resolved the current entrance exam application form - Student’s study problems of the university in terms or selection. Input quality Respondents progress by means of of management. management is an essential matrix/map/portfolio of the factor, important, is the initial competency and outcome- basis for the school grasp the based curriculum quality of new students into the - Final/ Exit test of 51 field to take the teaching the graduates by means of management solutions to suit the Graduate Competency of students. Checklist or comprehensive and integrated assessment. Output quality management - Output quality of students is often evaluated based on two factors, which are learning outcomes in student learning and assessment accreditation institutions. 52 Evaluate the enhancement program by experts on the field EVALUATORS STATEMENTS Total Mean DESCRIPTI VE ANALYSIS I – Objectives 430 2.8667 A 1. Objectives are clear and unambiguous. 91 3.0333 A 2. They are relevant to the needs. 110 3.6667 SA 3. They are attainable and are measurable. 63 2.1 D 4. Subject matter is workable and applicable to 92 3.0667 A daily life. 5. Value components integrated and appropriate to 74 2.4667 D the needs. II – Contents 448 2.9867 A 6. Contents are suited to the objectives. 104 3.4667 SA 7. There is a satisfactory balance between practice 56 1.8667 D and theoretical input. 8. The balance of the course reflects the different 96 3.2 A degrees of importance attached to the objectives. 9. The program has the right length. 102 3.4 SA 10. The activities indicated provide opportunity to 90 3 A achieve the objectives. III – Strategies 747 3.1125 A 11. The approaches are interesting and challenging. 108 3.6 SA 12. They are adequate in realizing the objectives. 72 2.4 D 13. Presentation of the activities is properly 80 2.6667 A sequenced and well organized. 14. The varied activities can stimulate active 91 3.0333 A participation among the respondents. 15. The schedule is flexible. 78 2.6 A 16. The behavioural methods being used can expect 105 3.5 SA behavioural change. 17. The methods can encourage learning to 106 3.5333 SA participants. 18. The characteristics of the participants are being 107 3.5667 SA considered in the approaches utilized. IV – Evaluation 293 3.244 A 19. The evaluative questionnaire can elicit feedback 112 3.7333 SA from about the training (before and after) 20. The assessment methods are reliable and timely. 105 3.5 SA 21. There is a feedback given to the trainees and 76 2.5333 A trainors. TOTAL 1918 MEAN 3.044 Problems evaluation the enhancement program by experts on the field are very necessary, this activity is sure to create lasting relationships within the administration, operation of the education management process. Therefore, the evaluating the enhancement program by experts on the field after each operation is essential and indispensable, in order to determine the cause success, and proposed management measures for the next activity. So that, the criteria for evaluation the enhancement program by spends on the field are targets, goals and plans outlined within the process from preparing to implement. Develop test plans to evaluate the progress of time during the school year needs efforts involved assessment organization to coordinate the involvement of universities. During the inspection division of responsibilities and coordination activities of the forces. In the process of organizational assessment should closely check forms between direct and indirect, between regular and irregular. C. Discussion After designing the Assessment of the quality management training with extra curriculum activities, we have sent this to dozens of experts in education and asked them to give comments on this interest as followings: - If the quality management is consistent with educational development of the country. - If the Assessment of the quality management is reasonable and practical to be implemented. As my point of view, their evaluation is very positive and regarded as some kind of encouragement for my study. Because the time is limited, I did not have the opportunities to get the evaluation with more experts and more people in other industries. To make my study more perfect, other comments are warmly welcome in the future. 54 Chapter V SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS 5.1. Summary Based on the research objectives, the author survey and evaluate the status of the quality management training at universities under the Ministry of Industry and Trade. Through survey, it assess the quality management training of universities under the MOIT such as: the Mission and goal, Education program, Training activities, Management of staff and faculty, scientific research development and technology transfer application , learning equipment and facilities. Most of teachers agree with the assessment questions that the author stated. On the other hand, the author has come up with some solutions to improve the quality of management training. 5.2. Findings This study focused on the assessment as following: 1. Assess the quality management training of universities under the MOIT in terms of: 1.1. Mission and goal; 1.2. Education program; 1.3. Training activities; 1.4. Management of staff and faculty; 1.5. Scientific research development and technology transfer application; 1.6. Learning equipment and facilities. 2. Develop and enhance training programs based on the findings. 3. Evaluate the enhancement program by experts on the field. 5.3. Conclusion Based on the survey results, evaluation of staff, faculty and students shows that only 01 criteria weighted average 3.4 point with the answer is 55 strongly agree, most of the criterias (5/6 criteria, from criteria 2 to criteria 6) has been the subject assessment survey, agreed to answer questions with content (weighted average of approximately 3.25 to 2.24). Assessment of the quality management trainings to enhance the performance of education is a very important issue. It’s also the key step in the management of education in Vietnam. Content innovation assessment of the quality management training is one of efficient solutions of the universities’s quality management and development. The goal of the universities is educating students with the knowledge and skills at a high level. Innovating quality management training in teaching and learning activities with the aim of improving the quality of human resources is a difficult mandate, it requires much more efforts. There is a long process to adopt it and it should be researched seriously and deeply. In addition, we need to apply the findings flexibly in the each certain situation. This mission is very important and necessary because it has both valued and long-term effects on the development of the country. Besides, universities under the MOIT need to analyze the status of teaching and learning activities management with a concentrate on specialized subjects. To identify, evaluate and summarize of the strengths and weaknesses to implement the recommendations, on the basics, universities need to implement simultaneous measures to review and reform assessment of the quality management training aimed at improving the quality of training activities to meet the requirements of the human resources. 5.4. Recommendations: 5.4.1. To the Ministry of Education and Training: 56 To improve the quality of education in universities in general and universities under the MOIT in details, the Ministry of Education and Training need to implement these recommendations: - Complete the strategy and policies of human resources to develop university education. - Strengthening the close direction of improving the quality of education management of universities in Vietnam’s education system. - It should adjust and innovate contents, curriculum, training, assessment methods in accordance with practical requirements. - Priority should be given adequately to the lectures, education managers who can get higher education at the international education institutions. - To enhance and encouraging self-researched skills of lectures and students, it need to adjust wage and welfare as well. 5.4.2. To the Ministry of Industry and Trade: For provide human resources at high level to adapt enterprise’s demands, MOIT need to recognize the following issues: - Request universities under the MOIT to improve the assessment of the quality management training for higher human resources. - Implement effectively programs of human resources development and consider as a positive factor for the development of specialized training bachelor in universities under the MOIT. - Support budget for universities and have more national action programs to boost up in the training capacity of managers and lecturers in the coming years. 57 5.4.3. To the Universities: - Universities need to enhance their contribution to the education activities and assessment of quality training. - Plan to improve the team of staffs and lecturers management to undertake management activities at present and in the future. - Directly enhance more activities to the research groups, especially invest in facilities and equipment for the professional activities at higher levels. - Focus and innovate scientific research development and technology transfer application in university. Research Design This study used the descriptive correlation design in analyzing the investigation variables. It is designed to determine the extent which different variables are related to the others in the interest of population. Population and Sampling Eight (8) universities were selected to participate in this survey. Instrumentation The researcher adopted a questionnaire which was the main tool in gathering data. The detail of the questionnaire were provided as soon as possible. A validation of the questionnaire was done using the inter-consistency judgment criteria. The researcher sought the assistance of 4 experts to validate the content of the questionnaire in terms of correctness of language, appropriateness of the statements and relevance of the items to the problem using the codes. After that, it was tried out in school not included in the population to determine the suitability of the language and to determine the length of time of each administration before it was submitted to the researcher’s adviser for final approval. 58 Data Gathering Procedure The actual data gathering procedure was done through several processes. After the finalization of the instrument, the researcher asked the permission of the respective school heads and principals to administer the questionnaire. Then the researcher contacted them via telephone to have a schedule to of visiting to universities thus distribution of questionnaires started. Those visits w...e Human Resource Development Department under the MOIT, 8 principals of Universities under the MOIT, Heads of Training Departments of universities, 5 students/university (40 students included). Finally, the questionnaires were retrieved in early August 2013 then the data was tallied, tabulated and analyzed. Statistical method: I use SPSS and statistic method./. 59 REFERENCES I. Books 1. Brown H. and Ciuffetelli D.C. (eds.) (2009). Foundational Methods: Understanding Teaching and Learning. Toronto: Pearson Education. 2. Educational Research and Publishers Ltd. 3. Mai Huu Khue (2010), What is management, The Social Science Publishing House. 4. Kondacop.MI (1984), Rationale management science education, science education institute. 5. National Policy on Education, (2004) 4th Edition Lagos: NERD Press. 6. Seymour, D. T. (2003), On Causing Quality in Higher Education, Series on Higher Education. 7. Vietnam’s Parliament (2005), Education Law of Vietnam, Education Publisher. 8. Vietnamese Government (2001). Education Development Strategic Plan for 2001-2010, Ministry of Education and Training. 9. Dang Quoc Bao, Nguyen Dac Hung (2004). Vietnam Education towards the future. National Political Publishing House. 10. Bui Minh Hien, Vu Ngoc Hai, Dang Quoc Bao (2006). Management Education. Pedagogical Publishing House 11. Tran Ba Hoanh (2006). Innovative teaching methods, warehouse programs and books. Pedagogical University Publishing House, Hanoi. II. Periodical, Journal and Magazine 1. Tran Khanh Duc (2001). Bases and indicators, the assessment process conditions to ensure quality higher education. Create No.1 Education Press, April 2001. 2. Nguyen Ba Son (2000). Some basics of management science. Journal of Educational Development, Hanoi. 60 III. Unpublished Materials 1. Brock Mann M. (2007). Qualifications, Learning Outcomes and Competencies: A Review of European Divergences in Vocational Education and Training (VET). Draft Working Paper. 2. Decree No. 95/2012/ND-CP, 12 November 2012 of the Government were consistent with the functions, tasks, powers and organizational structure of the Ministry of Industry and Trade Decree No. 44/2011/ND-CP of June 14 in 2011 of the Government). 3. DES (2002). Assessment for Learning: 10 Principles. National Strategies Assessment Reform Group. 4. Decide No. 65/2007/QĐ-BGDĐT dated 01 November 2007 of ministry of Education and training. 5. Decision No. 201/QĐ-TTg dated 28/12/2001 on "education development strategy for 2001-2010" of Prime Minister . 6. Decision No 711/QĐ-TTg dated 13/6/2012 on Vietnam education development strategy period 2011-2020 of Prime Minister. B. IV. Electronic References 1. Assessment of the quality management trainings of Ministry of Education and Training (MOEI), website: http: www.moet.gov.vn. 2. LSN (2006). Learning Styles for Vocational Teaching and Learning. LSIS Excellence Gateway. 3 Website: www.AUNSEC.org./. 4. 61 APPENDIX A Overview of studied universities 1.Hanoi University of Industry - History: - Hanoi University of Industry (HaUI) is under the MOIT was established on 2 December, 2005 on the basis of upgrading the Hanoi College of Industry. 62 HaUI has the history with over 110 years (1898), descended from two schools: Hanoi Vocational School and Hai Phong Vocational School. In the process of building and development, the school has been awarded many honors from the Party and State, the ministries of Vietnam. - Quantity and qualification staff: The University has more than 1,700 officers and employees including nearly 1451 teachers, lecturers, 75% at postgraduate level (Master, Doctor). 20 best teachers at national level and many of Professor and Vice Professor, Doctor of universities and research institutes are involved in teaching at the University (HaUI, 2012). - Campus: The University has three campuses with a total area 47 hectares. The university was built more than 300 theory classroom; 200 labs with full of equipment for training more than 60.000 students and continuing to build the 3rd campus in Phu Ly commune, Ha Nam province with a total area of 40 ha. (HaUI, 2012). Main campus is Minh Khai, Tu Liem, Ha Noi. - Enrolment and scale In 2012, The HaUI enrolled and correlative scale : University students 5205/16.140; College students 4759/13.510; professionals intermediate pupils 1517/3.220 and vocational college pupils 1098/2.152. - Result training of the University Student rate: pass exam 99%; graduate: 99,2%; bad conduct: 0,2% - Total finance incomes in 2012: 344.484 million VND - Library: Library center has over 400,000 e-books and many different types of reading rooms. Nearly 2,500 computers, internal network full Internet 63 connection service in the executive management, teaching, learning and scientific research. (HaUI, 2012). - Hostel : Hostel with accommodation for 550 students, boarding students are fully equipped with living facilities can cater for 6,000 students. These services meet the needs of the students such as sports facilities, ATM, supermarkets, restaurants... - International cooperation: The University has built collaboration training with more than 20 institutes across the country to train multiple levels to meet the needs qualified labor market. 2. University of Economics and Industrial Technical - History: University of Economics and Industrial Technical (UNETI) is under the MOIT was established under Decision No.1206/QD-TTg dated 11, September, 2007 on the basis of upgrading the College of Engineering Industrial Economics I, formerly the School of Engineering III, was established in 1956. UNETI has the history with over 55 years. In the process of building and development, the school has been awarded many honors from the Party and State, the ministries of Vietnam. - Quantity and qualification staff: The University has more than 1,067 officers and employees including 02 Professor and Vice Professor, 75 Doctors; 417 masters. 64 - Campus: The University has two campuses with a total area of 26 hectares. The university was built more than 187 theory classroom; Main campus is Minh Khai, Hai Ba Trung , Ha Noi. - Enrolment and scale In 2012, The UNETI enrolled and correlative scale: University students 3015/10.164; College students 2.915/8.274; professionals intermediate pupils 980/2.005; - Result training of the University Student rate: pass exam 99,6%; graduate: 96,5%; bad conduct: 0% - Total finance incomes in 2012: 112.715 million VND 3. Quang Ninh University of Industry (QUI) Quang Ninh University of Industry (QUI) is under the MOIT was 65 established under Decision No.: 1730/QD-TTg based upgrade mine engineering colleges (is the precursor of the Senior Mining Engineering, was established on 25.11.1958). Over 55 years of training and development efforts, the school has trained 50,000 staff including technicians and workers, training 1,000 officers commanding production for 38 provinces, cities and more ministries, produced nearly a million tons of coal, dig above 10,000 meters fireplace, over 8000 meters deep drilling, mapping, thousands of hectares of the province. The school has made many outstanding achievements in education - training, the Party and State have been awarded many honors section. Currently the school has 453 staff, teachers, public employees, including teachers of the property is 257 (QUI, 2012). - Quantity and qualification staff: The University has more than 373 officers and employees including 14 professors and vice professors; 175 Doctor and Master; 160 teachers bachelors 66 - Campus: The University has three campuses with area 29 hectares. The university was built more than 60 theory classroom; The campus is Yen Tho, Dong Trieu, Quang Ninh. - Enrolment and scale: In 2012, The QUI enrolled and correlative scale : University students 596/1844; College students 1054/2533; professionals intermediate pupils 267/713 - Result training of the University Student rate: pass exam 98%; graduate: 99,1%; bad conduct: 0,2% - Total finance incomes in 2012: 50.785 million VND - International cooperation: The University has built collaboration training with 04 institutes across the country to train multiple levels to meet the needs qualified labor market. 4. Industrial University of Ho Chi Minh City Industrial University of Ho Chi Minh City (IUH) is under the MOIT was established on 2004 on the basis of upgrading the Ho chi minh College of Industry. It is a university based in Go Vap district, Ho Chi Minh City, Vietnam. It is one of many technical universities in Ho Chi Minh City. The university has 2,000 employees, including about 1,600 teachers and 200 guest trainers who are invited from universities, scientific institutes, and industry (HUI, 2012). - Quantity and qualification staff: The University has more than 2.266 officers and employees including 15 professors and associate professors, 110 PhDs and fellows, 800 masters and many teachers are participating in scientific research. 67 - Campus: The university is biggest university in Viet Nam. There are 6rd campus with area 57,5 hectares in 6 provinces, consists of: Main address: 12 Nguyen Van Bao, Ward 4, District Go Vap Dist. Ho Chi Minh City; 39 Cach Mang Thang 8. P. Decision Win, Bien Hoa City, Dong Nai Province; Tan Binh Dist. Thai Binh, Thai Binh Province; 938 Quang Trung Dist. Quang Ngai; Tam Quang, Dist. Thanh Hoa, Thanh Hoa Province and 26 Nguyen Thai Hoc Street, City. Vinh, Nghe An Province. (Main campus in District Go Vap Dist. Ho Chi Minh City) - Enrolment and scale: In 2012, The UIH enrolled/correlative scale: University students 6383/17097; College students 7763/19847; professionals intermediate pupils 7280/9881 and vocational college pupils 10496/20730. The total number of students in the university in 2012 was approximately 129,000. The University offers specialized training courses in following Faculties: Faculty of Information Technology; Mechanical Engineering; Electrical Technology, Electronics Technology Department; Computers Fashion, Department of Chemical Engineering; Electrical Technology; Foreign Languages; Business Administration, Department of Banking and Finance, Auditing Department, Department of Tourism Commerce, National Institute for 68 Biotechnology & Food Science and Technology Institute and Environmental Management .ect - Result training of the University Student rate: pass exam 85%; graduate: 49,7,1%; bad conduct: 13,1% - Total finance incomes in 2012: 1.083.442 million VND - International cooperation: The University has built collaboration training with more than 10 institutes across the country to train multiple levels to meet the needs qualified labor market. 69 5. University of Food Industry of Ho Chi Minh (HFUI) - History: University of Food Industry Ho Chi Minh City (HFUI) was established 2010 on the basis of upgrading the College of Food Industry Ho Chi Minh City. The university is one of the key technical personnel training , technical workers, the industry processing agricultural products . Every year, schools have the ability to train 14,000 students. The university has 20 majors, include: Information Technology, Electrical Engineering, Electrical Engineering, Thermal Engineering - Electronics, Mechatronics, Mechanical Engineering, Chemical Technology, Chemical analysis; food Technology, Engineering cooking, seafood technology, biotechnology, environmental engineering, computer technology, fashion design , shoe technology, travel Guide, Accounting, Management business technology turns plastic . - Campus: The University has 3 facilities. Main Base at 140 Le Trong Tan , P. West , Q. Tan Phu Dist . Ho Chi Minh City (This facility has 73 classrooms , two 70 lecture halls ( seating capacity 500 seats ), 27 working room , 1 living room , 1 library , computer lab 8 , 1 room Internet; Base 2 at Tan Ky Tan Quy , Tan Son Nhi , Tan Phu Dist . Ho Chi Minh City (This facility has 21 laboratories , 5 workshops (brewery and beverage , factory pressed vegetable oil, refining sugar factory , candy factory , farm produce processing plant). According to this plan will be the basis of a new building at the center of the experiment ( 10 floors). Also, facilities in Tra Vinh province has an area of 35 ha for the training of human resources in the Mekong Delta. - Quantity and qualification staff: The University has more than 519 officers and employees including 01 vice professor, 18 PhDs and fellows, 205 masters and many teachers are participating in scientific research - Enrolment and scale: In 2012, The HFUI enrolled/correlative scale : University students 2439/5.200; College students 1767/2563; professionals intermediate pupils 1476/1810 and vocational college pupils 1456/1750. The total number of students in the university in 2012 was approximately 22.000. - Result training of the University Student rate: pass exam 90%; graduate: 60,0%; bad conduct: 0,1% - Total finance incomes in 2012: 85.990 million VND - International cooperation: The University has built collaboration training with more than 5 institutes across the country to train multiple levels to meet the needs qualified labor market 6. Industry University of Vietnam - Hungary (VIC) Industry University of Vietnam - Hungary (VIC) is public schools under the Ministry of Industry and Trade was established on 2011 on the basis of 71 upgrading the College of Industry Vietnam - Hungary (was established in 1976, has 34 years of traditional training). Where the interest of the two countries especially Vietnam and Hungary. The university has two main training facility is operating, the center of Hanoi, 20 km and 50 km to the west. - Quantity and qualification staff: The University has more than 346 officers and employees including 42 PhDs and 186 masters and many teachers are participating in scientific research - Enrolment and scale: In 2012, The VIC enrolled/correlative scale: University students 1179; College students 1189/4042 and vocational college pupils 456/1122. The total number of students in the university in 2012 was approximately 7.000. - Result training of the University Student rate: pass exam 97,8%; ; bad conduct: 0,6% - Total finance incomes in 2012: 49.607 million VND - International cooperation: The University has built collaboration training with Hungary government support finance to train labor market. 7. University of Sao Do University of Sao Do (SDU) was established 2010 on the basis of upgrading the College of Sao Do Industry (It was established in 1969). - Quantity and qualification staff: The University has more than 539 officers and employees including 40 PhDs and 368 masters and many teachers are participating in scientific research - Campus: The University has 2 facilities. Main facility in Sao Do, Chi Linh, Hai Duong 72 province, with over area 27,6 hectares. - Enrolment and scale: In 2012, The SDU enrolled/correlative scale: University students 687/835 College students 1680/5126. The total number of students in the university in 2012 was approximately 10.000. - Result training of the University Student rate: pass exam 99,3%; graduate: 99,7%; ; bad conduct: 0,4% - Total finance incomes in 2012: 82.154 million VND - International cooperation: 73 The University has built collaboration training with 03 institutes across the country to train the needs qualified labor market 8. University of Industry of Viet Tri - History University of Industry of Viet Tri (VUI) is under the MOIT was established on 20 January, 2011 on the basis of upgrading the Chemical Industry College (war established in 1956). In 55 years of building and growing, the school has trained over 70 thousand technicians and skilled workers, especially in the 31 years of training and a senior technical staff of highly qualified technical College, the school has provided workforce of highly qualified ... - Quantity and qualification staff: The University has more than 511 officers and employees including 20 professors and vice professors; 250 Doctor and Master; 210 teachers bachelors - Campus: The University has three campuses with area 9,3 hectares. The university was built more than 130 theory classroom; There are two campus. Main campus in Tien Kien, Lam Thao dist ; Phu Tho province. 74 - Enrolment and scale: In 2012, The QUI enrolled and correlative scale : University students 524/516; College students 608/2484; professionals intermediate pupils 420/632; vocational colleges 170/632. - Result training of the University Student rate: pass exam 96,9%; bad conduct: 0,5% - Total finance incomes in 2012: 37.366 millions VND 75 APPENDIX B QUESTIONNAIRE ON THE ASSESSMENT OF THE QUALITY MANAGEMENT TRAININGS OF UNIVERSITIES UNDER THE MINISTRY OF INDUSTRY AND TRADE (For management s and lectures) To properly assess the situation and suggest measures for research” assessment of quality management training of Universities under the MOIT” suggested you kindly said comments on the following issues by marking (X) or fill in the blanks. The opinion of your reference only used in the process of researching the subject. Thank you very much Information of the respondents + Full name: . + Position: + Years old. + Number of years of experience + Gender:  Male  Female + Educational Attainment (Qualification):  Doctor ) Master  University Bachelor + Address : + Phone number/Fax ( : + Email:.. You may refer to this scale for your guide in answering this questionnaire; 4 - Strongly Agree (SA) 3 - Agree (A) 2 - Disagree (D) 1 - Strongly Disagree (SD) No Statement SA A D SD 4 3 2 1 A Mission and Goals 1 The mission clearly reflects the institution’s legal and 76 educational mandate. 2 The mission and goals of the university are responsive to the demands of the country 3 The goals are clearly stated and are consistent with the mission of the institution 4 The mission statement and goals are properly printed in bulletin boards and can be seen in school’s offices and hallways. 5 The administrators/faculty and staff are aware of the mission and goals of the institution. 6 The students are aware of the mission and goals of the institution. 7 The institution periodically review, and if needed, revise the college mission & goals documents. 8 The goals clearly state the expected outcomes in terms of knowledge and skills. 9 The institution ensures that the operation focuses in line with their basic mission and goals. 10 The mission & goals of the institution are widely disseminated. B Education Program 1 The program’s curriculum meets the requirements and standards of the Ministry of Education. 2 The program’s curriculum reflects the mission and goals of the institution. 3 The program content shows good balance between generic and specialized skills and knowledge. 4 The program is coherent and all subjects & courses have been integrated. 5 The program content clearly shows the basic courses, intermediate courses, specialized courses and the final project, thesis/ dissertation. 6 The program content reflects the depth and breadth of the professional and technical preparation required of its graduates. 7 The program provides for opportunities for participation in activities, such as immersion 77 and practical trainings. 8 The different skill competencies are built in the program and satisfied at the end of the course 9 The program content responds to the needs of the country and developments in the voc-tech profession 10 The feedbacks from various stakeholders are used for program’s improvement. C Training activities 1 There is a clear training plan on the needs for training and development of both academic/ support staff and students. 2 The training and development activities for both academic/support staff and students are adequate to the identified needs. 3 There is balance in the frequency of theoretical teaching lectures and training activities.. 4 The integration of ICT and other updated technologies into the training activities are introduced into the program. 5 The trainings provided are within the national policy framework. 6 The network and bench-marking with other training providers are facilitated to maintain training activities’ quality standard. 7 The standards applied in the assessment are explicit and consistent 8 There is established strong linkages and collaborations with employers and industries to enhance students’ training activities. 9 The teaching and learning process, assessment methods in the conduct of training activities are always subjected to quality assurance and continuous improvement. 1 The training activities are subjected to structured 0 student evaluation. D Management of Staff and Faculty 1 Draw up annual development plan covering the entire faculty & staff, according to which teaching and other staff’s competence will be 78 developed in line with strategic objectives 2 Make sure that staff are consulted and that they can participate in drawing up the human resources strategy for teaching and learning. 3 Ensure that the objectives related to human resources strategy for teaching and learning are tangible and measurable. 4 Anticipate and chart the skills needs (core competence) of their teaching and other staff as part of their strategy process. 5 Chart the faculty’s teaching and other staff’s current competence level in relation to skills needs (competence mapping) of the students. 6 Draw up annual development plan covering the entire faculty & staff, according to which teaching and other staff’s competence will be developed in line with strategic objectives. 7 Make sure that performance and development reviews are conducted regularly in all faculty and staff groups; 8 Encourage faculty and staff to develop, share and make use of their competence in their teaching and students monitoring. 9 Support faculty and staff’s involvement and well- being at work using various means and Incentives. 1 Provide facilities, equipment and necessary teaching 0 tools for faculty/staff to enhance quality teaching- learning delivery. E Scientific Research Application Development and Technology Transfer 1 The Research activities are in consonance with the institution’s research agenda. 2 The inquiry, skills & competencies and critical judgment are conducted by faculty and students. 3 There is a well- established functional and long-range program of faculty/staff development to strengthen research capability and competence. 4 The institution allocates fund for research activities and capability building of faculty/staff. 79 5 The institution provides incentives for faculty/ staff and students researches. 6 There is an office/unit who monitor, and evaluate the on-going and completed researches. 7 The institution provides facilities/equipment for the conduct of research activities. 8 The research results and outputs are utilized to transfer generated technology to the community. 9 The packaged technologies generated from research are disseminated to target clientele through appropriate delivery system. 1 There is a mechanism to ensure that research outputs 0 are protected by Intellectual Property Rights (IPR) laws. F Learning Facilities and Equipment 1 There is a library which strategically located and accessible to students, faculty and other clientele. 2 The library size meets the standard requirements and accommodates at least 5% of the total enrollment. 3 The library provides sufficient books and on-line resources for each course/program. 4 The classrooms are sufficient and conducive to learning. 5 The classroom size meets standard specifications for specific activities. 6 There are laboratories/shops for specific course/program accessible for every student. 7 The laboratory/shops is provided by sufficient number of equipment/tools/chemicals. 8 There is a well-equipped multi-media center which is accessible to students. 9 There is lecture facilities (lecture halls, small course rooms) provided for faculty and students. 1 There is laboratory operation manual for the faculty 0 and students provided in each laboratory/shop. 80 APPENDIX C QUESTIONNAIRE ON THE ASSESSMENT OF THE QUALITY MANAGEMENT TRAININGS OF UNIVERSITIES UNDER THE MINISTRYOF INDUSTRY AND TRADE (For Students) To properly assess the situation and suggest measures for research” assessment of quality management training of Universities under the MOIT” suggested you kindly said comments on the following issues by marking (X) or fill in the blanks. The opinion of your reference only used in the process of researching the subject. Thank you very much Information of the respondents + Full name: . + Position: + Years old. + Number of years of experience + Gender:  Male  Female + Number learning in the university  Under 2 years  over 2 years + Address : You may refer to this scale for your guide in answering this questionnaire; 4 - Strongly Agree (SA) 3 - Agree (A) 2 - Disagree (D) 1 - Strongly Disagree (SD) No Statement SA A D SD 4 3 2 1 I Education Program 1 The program’s curriculum meets the requirements and standards of the Ministry of Education. 2 The program’s curriculum reflects the mission and goals of the institution. 3 The program content shows good balance between generic and specialized skills and knowledge. 81 4 The program is coherent and all subjects & courses have been integrated. 5 The program content clearly shows the basic courses, intermediate courses, specialized courses and the final project, thesis/ dissertation. 6 The program content reflects the depth and breadth of the professional and technical preparation required of its graduates. 7 The program provides for opportunities for participation in activities, such as immersion and practical trainings. 8 The different skill competencies are built in the program and satisfied at the end of the course 9 The program content responds to the needs of the country and developments in the voc-tech profession 10 The feedbacks from various stakeholders are used for program’s improvement. II Learning Facilities and Equipment 1 There is a library which strategically located and accessible to students, faculty and other clientele. 2 The library size meets the standard requirements and accommodates at least 5% of the total enrollment. 3 The library provides sufficient books and on-line resources for each course/program. 4 The classrooms are sufficient and conducive to learning. 5 The classroom size meets standard specifications for specific activities. 6 There are laboratories/shops for specific course/program accessible for every student. 7 The laboratory/shops is provided by sufficient number of equipment/tools/chemicals. 8 There is a well-equipped multi-media center which is accessible to students. 9 There is lecture facilities (lecture halls, small course rooms) provided for faculty and students. 1 There is laboratory operation manual for the faculty 0 and students provided in each laboratory/shop. 82 EVALUATOR’S EVALUATION QUESTIONNAIRE Dear Evaluator, Please indicate the degree of agreement with each of the following statements by writing the number that corresponds to the codes below: 4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree STATEMENTS 4 3 2 1 I – Objectives 1. Objectives are clear and unambiguous. 2. They are relevant to the needs. 3. They are attainable and are measurable. 4. Subject matter is workable and applicable to daily life. 5. Value components integrated and appropriate to the needs. II – Contents 6. Contents are suited to the objectives. 7. There is a satisfactory balance between practice and theoretical input. 8. The balance of the course reflects the different degrees of importance attached to the objectives. 9. The program has the right length. 10. The activities indicated provide opportunity to achieve the objectives. III – Strategies 11. The approaches are interesting and challenging. 12. They are adequate in realizing the objectives. 13. Presentation of the activities is properly sequenced and well organized. 14. The varied activities can stimulate active participation among the respondents. 15. The schedule is flexible. 16. The behavioural methods being used can expect behavioural change. 17. The methods can encourage learning to participants. 18. The characteristics of the participants are being considered in the approaches utilized. IV – Evaluation 19. The evaluative questionnaire can elicit feedback from about the training (before and after) 20. The assessment methods are reliable and timely. 21. There is a feedback given to the trainees and trainors. 83