Management practices of vocational training partnerships between selected colleges and enterprises in vinhphuc province: Bases for improving the vocational training and industry relationships

epublic of Vietnam In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Educational Management NGUYEN TIEN TUNG (TRUDY) Thai Nguyen, 2014 II APPROVAL SHEET In partial fulfillment of the requirements for the degree Doctor of Philosophy in Education al Management program, this research study entitled Management practices on vocational training partnerships between selected Colleges and Enterprises in Vinhphuc province: Bases for improving the vocational training and industry relationships has been submitted by Nguyen Tien Tung (Trudy) and is hereby recommended for oral examination. PROF. Dr. WALBERTO A. MACARAAN 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 Vietnam. (NAME OF PROFESSOR) (NAME OF PROFESSOR) Member Member (NAME OF PROFESSOR) Chairman Accepted 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 Vietnam. APOLONIA AESPINOSA, Ph.D. WALBERTO A. MACARAAN, Dean, Graduate School Ed.D. Vice President, Academic Affairs Date___________________ III ACKNOWLEDGMENT In grateful recognition and sincerest thanks for the encouragement, guidance and unselfish sharing of their knowledge, time, effort and skills, and for the untiring motivation that leads to the completion of this study, the Researcher acknowledges the following: DR. CECILIA N. GASCON, Ph.D., President of the Southern Luzon State University in the Republic of the Philippines, for her untiring effort and belief that this collaboration is possible thus enabling us to pursue the Ed.D degree; DR. DANG XUAN BINH, Ph.D., Director of the International Training Center, Thai Nguyen University of the Socialist Republic of Vietnam, for his enormous pursuit to provide the Vietnamese people an opportunity to grow through education; DR. WALBERTO A. MACARAAN, Ed.D., his adviser, for guidance and endless support for the improvement of this study. ITC STAFF, for providing the necessary research materials; ADMINISTRATIVE CHIEF AND STAFF, PRINCIPAL OF COLLEGES IN VINHPHUC PROVINCE, ENTERPRISES MANAGMENTS my Respondents, for their patience and cooperation in answering the questionnaire and for other data given; MY FAMILY and FRIENDS, for the love and support in one way or the other; and TO ALL who have contributed to make this study a success. Nguyen Tien Tung (Trudy) IV DEDICATION This research is healthfully dedicated to my family and to all my relatives, my colleagues, friends, classmates, administrators, staffs and employees for Colleges in Vinhphuc province. Nguyen Tien Tung (Trudy) V TABLE OF CONTENTS Title page Page Approval Sheet II Acknowledgment III Dedication IV Table of Contents V List of Figures VIII List of Table Ĩ Abstracts XI Chapter I. Introduction 1 Introduction 1 Background of the study 2 Objectives of the study 4 Null Hypothesis 5 Significance of the study 6 Scope and limitations 6 Definition of terms 7 Chapter II. Review of literatures and studies 9 Related literature and studies 9 Types of partnership between Enterprises and Colleges 17 Influences of partnership between Colleges and Enterprises on improving quality of Vocational training 22 Factors influence on partnership between Colleges and Enterprises 25 Management activities to strengthen partnership with Enterprises in vt of Colleges 26 Research paradigm 27 Chapter III. Methodology 29 Locale of the study 29 VI Title page Page Research design 36 Population and sampling 36 Sampling design and techniques 36 Research instrument 37 Validation of the instrument 38 Data gathering procedure 38 Data processing method 39 Statistical treatment 40 Chapter IV. Results and discussions 41 Profile of respondents 41 Cooperation between Colleges and Enterprises in vocational training in Vinhphuc 50 Assessment about quality of graduate students in Colleges 53 Positive effectiveness and what advantages that Colleges and students got from the cooperation between Colleges and Enterprises in training 54 Factors influence on partnership between Colleges and Enterprises 58 Assess about management activities of the Colleges in Vinhphuc to enhance cooperation between Colleges and Enterprises in training 61 Testing a significance differences in the perceived by the 2 groups of respondents (Colleges and Enterprises) about management activities of the cooperation between Colleges and Enterprises 67 Proposed formation measures to strengthen the cooperation between Colleges in Vinhphuc and Enterprises in vocational training 72 Chapter 5. Summary, Findings, Conclusions and Recommendations 76 Summary 76 Findings 78 VII Title page Page Conclusions 82 Recommendations 85 Bibliography 87 Vietnamese documents 87 English documents 90 Appendix A: Questionaire Checklist 91 Curriculum Vitae 109 VIII LIST OF FIGURES Figures Title Page 2.1 Factors of training process 13 2.2 Colleges and Enterprises are independent units model 17 2.3 College is a part of Enterprises model 18 2.4 Enterprises is a part of College model 20 2.5 Training Cooperation in parallel method 21 2.6 Training Cooperation in turn method 21 2.7 Training cooperation in succession method 21 2.8 The Schematic Presentation of independent variables and dependent variables and the result of research 27 3.1 Location of respondent Colleges in Vinhphuc province 32 3.2 Location of respondent Enterprises in Vinhphuc Province 33 3.3 Location of respondent Enterprises in Hanoi city 34 3.4 Location of respondent Enterprises in Bacninh province 35 IX LIST OF TABLES Tables Title Page 3.1 List of the Colleges in Vinhphuc 29 3.2 List of the respondent Enterprises 30 3.3 Ratting scale for respondent's perception 37 3.4 Type of data and methods of gatherning and processing 40 4.1 Frequency Distribution Profile of Principal and Management Staff as Indicated by Age, Gender, and Education Attainment and Position 41 4.2 Frequency Distribution Profile of College as Indicated by Year of Foundation, Number of training course, Number of teacher, The number of graduate student, The number of current student 43 4.3 Frequency Distribution Profile of Enterprice management's Respondent as Indicated by Age, Gender, and Education attainment and Position 45 4.4 Frequency Distribution Profile of College as Indicated by Year of foundation, Mode of Enterprises, Fields of manufacture, Labor resource 47 4.5 Frequency Distribution Profile ofAdministrative Chief and Staff on Training Manager's Respondent as Indicated by Age, Gender, and Education attainment and Position 49 4.6 Frequency Distribution of Enterprises and Colleges as Indicated by model, method and level cooperate between Enterprises and College 50 4.7 Mean Distribution of Responses on the level of quality on graduated students of Vinh Phuc Colleges 53 4.8 Mean Distribution of Responses on the level of the Following elements have positive effectiveness to the technical training in this market and integration mechanisms 55 4.9 Mean Distribution of Responses on the what advantages that Colleges and students got from 56 X Tables Title Page the cooperation between Colleges and Enterprises 4.10 Mean Distribution of Responses on the existing level of the which of the following factors effected on the current cooperation between Collegess and Enterprises 59 4.11 Mean Distribution of Responses on the level of following management activities are cooperated between Colleges and Enterprises 61 4.12.1 Significance differences in the perceived by the 2 groups of respondents (Colleges and Enterprises) on the level of management activities of the cooperation between Vinhphuc's Colleges and Enterprises 67 4.12.2 68 4.12.3 69 4.12.4 70 4.12.5 71 4.13 Content of Formation specific measures to strengthen the cooperation between Colleges in Vinhphuc and Enterprises in vocational raining 72 XI ABSTRACT This dissertation with the title "MANAGEMENT PRACTICES OF VOCATIONAL TRAINING PARTNERSHIPS BETWEEN SELECTED COLLEGES AND ENTERPRISES IN VINHPHUC PROVINCE: BASES FOR IMPROVING THE VOCATIONAL TRAINING AND INDUSTRY RELATIONSHIPS". The study's objective is to indicate models, methods, management activities of partnership between Colleges and Enterprises, factors that influence on partnership between Colleges and Enterprises; make evaluation of the present vocational training quality of Colleges in Vinhphuc and take a census of the actual situation of partnership between Colleges and Enterprises and how it influences the vocational training quality. This study reviews operational status of relationships between Colleges and Enterprises in Vinhphuc province through groups such as the basic criterion to determine the real situation and management activities for cooperation between Colleges and Enterprises in Vinhphuc province. This study used methods of descriptive statistics, the method of comparison statistics and analysis of variance through the selection of three respondents, they are Enterprises, Colleges in Vinhphuc province and State management. Research has shown that the typies of cooperation between Enterprises with Colleges in Vinhphuc. The researcher tries to study theories and facts, propose management practices in order to strengthen cooperation between Enterprises and Colleges in Vinhphuc province to improve VT quality. Null Hypothesis test results also show that there is no significance differences in the perceived by the 2 groups of respondents (Colleges and Enterprises) about management activities of the cooperation between Colleges and Enterprises. 1 Chapter I. INTRODUCTION Vietnam is in the initial process of socio - economic development strategy of 2011-2020 stage to become an industrialization country. In order to attain sustainable economic growth, Vietnam’s considerable attention is being paid to 3 main factors: applying new technology, developing infrastructure, enhancing human resource quality, of which through vocational training (VT). Hence, developing and raising VT quality is an indispensable request, demand of the country for enhancing human resource quality and raising competition capacity of the economy in general. Throughout the times, as VT in Vietnam has been considered by both the society and the Government in terms of financial investment and other resources, it has accomplished encouraging achievements, step by step met the demand of labor through VT for different economic sectors. As shown in followings: Vietnam Government has built comprehensive and united law system on vocational education (consisting of VT law and related legal documents), established the practice-driven VT system at 3 official levels: primary level, secondary level and College level. Vocational education network is relatively properly expanded and allocated among industries, localities, regions and areas. In 2011, nationwide there were 136 VT Colleges, 308 secondary VT Colleges; 849 VT centers. and over 1.000 others institutions (workshops, Enterprises etc.) taking part in VT. The total number of enrolment in VT increases from 887.3 thousands in 2001 to 1.860 millions in 2011. Significant investment has been made into developing favorable conditions for VT, such as VT teachers (in 2010, there were about 35.000 VT teachers - increase 4 times compared with 2001); developing VT curricula, infrastructure, equipments for VT institutions (VTI). Since 2008, VT accreditation and worker’s occupational skill assessment has been implemented. The system of criteria, standards and procedure for accreditation has been issued. About 70% graduates are employed or self-employ right after graduation, this rate obtains over 90% in some occupations and in some VTIs 2 Resources for VT is diversified, where the national budget holds key role (accounting for about 60%). National budget for VT increases yearly (4,9% and 9% of total national budget for education and training respectively in 2001 and in 2010). However, there remains some limits in Vietnam VT: Although VT quality has been improved, it fails to meet the demand of labor market, in terms of occupational skills and soft skills such as industrial style, team- working. There remains a big gap between Vietnamese workers and those in developed countries in the world and in the region in terms of occupational skills and capability. Level-based and occupation-based training structure is not very suitable, irrelevant to the demand of human resource of each industry, each locality; hasn’t met the demand of high quality technical human resource for production and labor market. Favorable condition for ensuring quality in VT is still insufficient; vocation teachers are insufficient in quantity and quality. Strong partnership between Enterprises and VTIs has not been established. Participation of Enterprises in VT is still passive, Enterprises have not been considered one of the entities in VT activity by written documents. However, a strong and institutionalized partnership between Enterprises and VTIs has not been established. Participation of Enterprises in VT is very passive, there lacks of important legal documents and regulation speculating business community and its role as one related partner in VT. Depending upon above-mentioned fact and the researcher’s ability, the study’s main purpose is to study and clarify the managing practices contributing to strengthen the partnership between Colleges and Enterprises in VT in Vinhphuc province. BACKGROUND OF THE STUDY Vinhphuc is a province located in the Northern Key Economic Region of Vietnam, next to Thai Nguyen province and Tuyen Quang to the North, and to Phu Tho province to the West, and to Hanoi capital to the East and the South. The province has natural area of 1.230,98 km2, average population of 2008 is 1.014,5 thousands. The growth rate is always at high level among the provinces of Red River Delta and 3 The Northern Key Economic Region, much higher than national growth rate. The province’s education and training has been strengthened to meet the demand for educated labor for socio-economic development and people’s educational demand. Now, there are 4 universities and 7 Colleges in the Vinhphuc province. Vinhphuc’s VT has developed recently both in the number of training places and the number of trained people in Vinhphuc. However, almost VTI in Vinhphuc have rather low training quality. A lot of graduated people don’t satisfy the job’s requirement. Vinhphuc’s VT systems have helped to train workers for socio-economic development, to enhance people’s living standard. Nevertheless, there are some shortcomings of VT beside achievements, as follow: it is lack of infrastructure of Colleges, classrooms, equipments for teaching and learning; teachers’ qualification is at medium; VT system hasn’t met the demand of labor market of training levels and training scale. VT is not really relevant to labor market. Generally, according to employers’ evaluation after employing the students: most of graduated students can’t start professional work at once; they themselves can’t make studying plans to fulfill themselves in working; they have insufficient or even they have not soft necessary skills for the assigned job. They have insufficient knowledge of career standards, professional working requirements and easily discouraged when facing difficulties, insufficient sense of learning. Above fact shows that the VT in Colleges haven’t met the requirement of the employers; Colleges haven’t related to society, training hasn’t attached with usage. There are many reasons are different but I think one of the most important reasons is insufficient relation between Colleges and Enterprises in training career. Proposed Training Formation program mostly based on their ability but they don’t care correlative demand curve of the Enterprises. This leads to unbalance supply-demand in scale, structure and especially quality causing big waste and ineffective training. It can be said that, attachment between training and usage, Colleges and society tend to increase with transformation into market mechanism. Nevertheless, it is still insufficient that training outputs haven’t met the socio-economic development, the demand of employers. The reasons are varied, of which there the reasons rising from the trainers, employers and society. 4 Based on theory, the researcher tries to study theories and facts, propose management practices in order to strengthen cooperation between Enterprises and Colleges in Vinhphuc province to improve VT quality. OBJECTIVES OF THE STUDY The study's objective is to indicate models, methods, management activities of partnership between Colleges and Enterprises, factors that influence on partnership between Colleges and Enterprises; make evaluation of the present vocational training quality of Colleges in Vinhphuc and take a census of the actual situation of partnership between Colleges and Enterprises and how it influences the vocational training quality. Base on the discovery of the study, the research have suggested management measures to strengthen partnership between Colleges and Enterprises. Specifically, it have sought to find out the following: 1. Identify the profile of the respondents in term of: 1.1. Principal and management staff of Colleges: 1.1.1. Age 1.1.2. Gender 1.1.3. Educational Attainment 1.2. Colleges: 1.2.1. Years of foundation 1.2.2. Number of training course 1.2.3. Number of teachers 1.2.4. The number of students (present) 1.2.5. The number of graduate students 1.3. Enterprises: 1.3.1. Years of foundation 1.3.2. Mode of Enterprises 1.3.3. Fields of manufacture 5 1.3.4. Number of labor resource 2. Find out the models, methods and levels of cooperation between Colleges and Enterprises in vocational training in Vinhphuc: 2.1. Model of cooperation 2.2. Method of cooperation 2.3. Level of cooperation 3. Assess about quality of graduate students from Colleges and positive effectiveness and what advantages that Colleges and students got from the cooperation between Colleges and Enterprises in training. 4. Evaluate the factors that affect the cooperation between Colleges and Enterprises, in which factors may have done well and which factors need to be improved. 5. Assess about management activities of the Colleges in Vinhphuc to enhance cooperation between Colleges and Enterprises in training. 6. There is significance differences in the perceived about management activities of the cooperation between Colleges and Enterprises. 7. Proposed formation measures to strengthen the cooperation between Colleges in Vinhphuc and Enterprises in vocational training. NULL HYPOTHESIS There is no significance differences in the perceived by the 2 groups of respondents (Colleges and Enterprises) about management activities of the cooperation between Colleges and Enterprises. SIGNIFICANCE OF THE STUDY This study attempting to know the influence of management activities to strengthen cooperation between Enterprises and selected Colleges in Vinhphuc which would be beneficial to the following: Colleges’ Administrators. It is hoped that the study may contribute in giving some new management activities for Colleges’ administrators in strengthening 6 partnership with Enterprises to improve quality of Colleges’ training. The study would provide administrators with a clear idea on how beneficial is in cooperation with Enterprises. In the same manner, school’s trade name could develop; its position and prestige could be improved in society. Enterprises. The study could make the Enterprises know more about their benefit and responsibility when cooperating with Colleges. They also understand that partnership with Colleges is an important solution to make sure stable development of Enterprises. Teachers. The result of the study is of great help to teachers because it is necessary to be good at theory but also have steady skill to teach practice. Good partnership between Enterprises and Colleges provide good conditions for teachers to approach new technology, update science and technology development. The researcher hopes to contribute to a new avenue in fostering teachers by taking them to study technology in factories yearly. Through this, improving teacher quality would lead to better quality training because of having teachers who are good at both theory and practice. Students. They was benefited by this study since they are the main concerns of educators. Good partnership between Enterprises and Colleges make educators understand more about society’s demand and educators train what the society need but don’t train what they have. In this way, learners would have knowledge, skills, attitudes and other soft skills to be able to find a stable job in companies, ensuring their own life future. Future researchers. This study could provide references for future proponents who wish to venture a study similar to the nature of this ongoing research. Thus, study on partnership between Colleges and Enterprises to improve training quality could serve as resources for other studies. SCOPE AND LIMITATIONS The primary purpose of this study was to further investigate management activities to strengthen partnership between Enterprises and 7 Colleges in Vinhphuc province to improve quality of VT quality. There were 168 people as invited respondents in this study: 2 Deputy Director of Department of Labor - Invalids and 7 Social Affairs of Vinhphuc , 5 VT Management officials of Department of Labor - Invalids and Social Affairs of Vinhphuc; 2 Deputy Director Department of Education and Training of Vinhphuc, 5 Professional Training officials of Department of Education and Training of Vinhphuc; 7 rectors of Colleges in Vinhphuc province, 7 Head of Training Departments of Colleges, 42 Head of Faculty in the Colleges; 20 Directors of Enterprises, 20 Head of Human Resource Departments of Enterprises. The time frame of this study covered the period from February 2012 to August 2013. DEFINITION OF TERMS For the clarity and better understanding of the study, the following terminologies are defined both operationally and conceptually. Cooperation is together join, help each other in a certain work and field to gain common goal. Human resource indicates people who are and was supply of diversified social labor force including the youth studying in general education bases, vocational education bases and College-university. Only potential is mentioned when taking about human resource; then in the training process, it is the use and improvement of human resource really influence on socio-economic development. Management activities are all implemented through its function, as making plan, organizing, directing, testing and evaluating. Management is conscious activity of managing subjects to control impact on the objects, subject to gain management goal. Method bears narrower meaning than solution; it is system of using ways to implement any activity. It reflects the way of implementing content, which includes deploying goal, argument content and technical structure to perform content; Partnership is both a specific legal entity and an intellectual approach as to how a business is going to be run. Profession is a type of work which requires us to get specialized training process to have certain knowledge, professional high skill. Thank to profession 8 activity process, one can make products to satisfy individuals and society. Solution is method to solve a problem, which include both content and method. Strengthening is “to make stronger, much more ". Training Cooperation in parallel method is method that theory and on-the- job training are parallel at both Colleges and Enterprises during the training time Training Cooperation in succession method is method that theory and basic practice are done at Colleges in classroom and Colleges’ workshop. Then students go for their on-the-job training at Enterprises. Training Cooperation in turn method is method that theory is trained at Colleges, basic practice and on-the-job training are done in turn at Colleges and at Enterprises. Vocational training is a process of transmitting and perceiving certain knowledge system, skill, vocational attitude generalized in trained career; a process of practicing skills, high technique, attitude and career capacity of learners to form vocational qualification. This is implemented through teaching according to standard of trained careers. Vocational training quality is a level that learners achieve in accordance with planed training goal, at the same time accord with and meet the demand and requirement of production, labor market. 9 Chapter II. REVIEW OF LITERATURE AND STUDIES This chapter presents the relevant readings and related literature which bear significance and similarities in this study. This also includes the paradigm and the definition of terms that could help the readers to fully understand the context of this study. RELATED LITERATURE AND STUDIES Vietnam is in the renovative process of VT system to gradually meet the demand of labor market and society in the context of national development and region integration. This is a remarkable point in Vietnam 2011-2020 strategy of socio- economic development which is considered a national breakthrough strategy to become industrialized countries. Hence, the strategy goal of the country is to achieve breakthrough VT quality in the context of ASIAN integration. Then, VT strategy in Vietnam’s 2011-2020 stage directing to the goal “raising quality and expanding VT scale meet the demand of every field, needing well skilled workers at homeland and for export”. By 2020, VT meet the demand of labor market in both quality and quantity, career structure and training qualification, at the same time contribute to improving income, alleviating poverty and ensuring social security. Training quality of some fields obtain the similar level with developed countries in ASEAN and in the world. Vietnam managers of VT desire to have breakthrough VT quality with many different solution groups, for example: setting up national career skill standards corresponding with society requirement; forming career formation program meets the defined norms; training, improving and developing vocational teachers; cooperating with Enterprises in training career; renovating financial mechanism for career training until 2020; strengthening international cooperation, especially with developed countries in VT. Challenges related to achieving ambitious target of vocational development and renovation can not be successfully solved by only government. So, active participation of related sides in VT especially business community is very important and getting more and more attention. It is considered in various fields and positive impacts when cooperating with business community-individuals, private and state-owned 10 Enterprises. As VT plays an important role of output standards (quality) for career trainers from worker users, vocational standard setup is an important filed in which businesses’ participation with the guide role is very essential. Other cooperation is to train career based on organization cooperation activities. Following this, vocational education components especially practice skills are implemented at Enterprises. It is the most ideal to organize that program in the shape of learning at working places, combining learning with working. Its benefit is to increase demand direction, raise cost effect (because investment in practice workshops at career places and related transport costs are reduced) which help learners adapt with working situations and connect them with potential labor users. Other cooperation field is the participation of different economies in vocation teacher building. How Enterprises community actively takes part in VT is a key problem for achievement direction cooperation. Proved successfully activities are equal cooperation as well as convince basing on benefits obtained by both of two sides. It also includes appropriate participation of Enterprises in strategy setup and career training policies. Management Management is a special activity, closely attached to development process. Especially, management plays a very important role at present world. Assigning, cooperation in work contribute to achieving high output, which comprises managing, cooperating, managing, testing, According to Peter F. Drucker (1999), the final goal of science of management is how to limit risk, get over abroad risk, avoid risk for organization. Aunapu F.F (1994)... improving high-qualified human resource is the function of VTI, 26 if this function is not well performed, there is no place for existing, and trained human resource is exactly the main motivation of Enterprises. Information of each other: information is considered blood vessel of every system. If managing is considered a system, it is impossible to lack information in managing process. In the relation between VTI and Enterprises, if both of two sides don’t have necessary information of each other, they face many difficulties and barriers in partnership. Demand and ability of both two: ability of organization is finance, facility, labor and management ability. Ability could be improved according to progress but no demand resulting to no partnership. Demand is normally in implicit, only when subjects aware that objects are able to satisfy demand and at this time demand exists and becomes motivation encouraging subjects to actively act in order to evading objects with a view of meeting demand. Thus, in capacity of being administrators, it is in need for both VTI leaders and Enterprises to have art of provoking implicit demand for their organization as well as partner to strengthen cooperation. Conformity level between goals, content of formation program with production reality: it is Enterprises, the most dynamic in economy. It is survival for Enterprises to adapt sharply and quickly with demand and requirement of market, so they should change operation way to meet demand. whereas, goal and content of formation program always tend to change more slowly, which causes a gap between "what Colleges have " with "what Enterprises need ". Where ever this gap is minimized, partnership between VTI and Enterprises was favorable [9, p38-42]. MANAGEMENT ACTIVITIES TO STRENGTHEN PARTNERSHIP WITH ENTERPRISES IN VT OF COLLEGES By searching “management” concept, management process includes 4 structure components, which is administrator, administrative object and objective factors, administrative target. With self-conscious impact of administrators, these components are reciprocal influence and thanks to this, administrators implement management tasks to gain managing goals. To gain management goal, administrators have to use tools, facilities, measure, and method to impact on managing subject. So, how is management measure understood to strengthen partnership in training with VTI? 27 Due to the researcher, management activities to strengthen partnership with Enterprises in VT of Colleges is conscious activity of principals in order to control, impact on cooperation with Enterprises in training to gain the target which is strengthening partnership with Enterprises in training to improve VT quality. RESEARCH PARADIGM Figure 2.8. The Schematic Presentation of independent variables and dependent variables and the result of research This research paradigm shows the The models, methods and levels of cooperation between Colleges and Enterprises, the factors that affect the cooperation between Colleges and Enterprises and management activities to enhance cooperation between Colleges and Enterprises in training and training quality taken from the achievement of students after final exam and graduation exam, ability to find job after graduating. The important subject that research focus is to post management measures to strengthen partnership between Enterprises and Colleges in Vinhphuc province. The models, methods and levels of cooperation between Colleges and Enterprises: Model of cooperation Method of cooperation Level of cooperation The factors affect to the cooperation between colleges and enterprises. Management activities to enhance cooperation between colleges and enterprises in training. VT quality of colleges in Vinhphuc Independent variables Dependent variables MANAGEMENT MEASURES TO STRENGTHEN THE COOPERATION BETWEEN COLLEGES AND ENTERPRISES IN VOCATIONAL TRAINING 28 Quality of VT are affected by many factors such as: goal, content of formation program; training measure; characteristics of students’ learning activity at VTI; material facilities, teaching equipment; partnership between VTI and Enterprises etc. In which cooperation between VTI and Enterprises plays a special role, especially in the tendency of international economic integration with hot competition of product’s quality, even special products that is human resource training. Some researchers in domestic and abroad have studied on cooperation between VTI and Enterprises, but the number was not various and the results were limited and are unsystematic. Improving quality of VT is vital requirement to satisfy industrialization and modernization of our country at present. It requires that workers must be flexibly trained, suit market’s changes. It means that quality of training human resource is not only showed in knowledge, skills and attitude. According to present point of view, these factors are only hardware of training quality but more important thing is that training quality must be showed in software, which is creativity and adaptability. Creativity and adaptability are not nature but through taking exercise. The best environment for developing this ability of learners is reality of production at Enterprises. It is the whole society’s responsibility to offer favorable conditions for VT, and need to emphasize that the firstly is the principals of VTI. It is principals themselves need aware that changing management activities to continuously strengthen cooperation with Enterprises to contribute on improving Colleges’ quality of training. 29 Chapter III. METHODOLOGY This chapter deals with the locale of the study, research design, population and sampling, data gathering procedures, and statistical treatment used in the study. LOCALE OF THE STUDY This study was conducted in 7 selected Colleges in Vinhphuc of which are administered by Department of Labor - Invalids and Social Affairs of Vinhphuc and 20 big Enterprises in the North Vietnam. The respondent Colleges are the following: Table 3.1. List of the Colleges in Vinhphuc No. Name Address website Address 1 Military Vocational College No.2 Lung Hoa ward, Vinh Tuong district, Vinhphuc province 2 PhucYen College of Industry www.pci.edu.vn Trung Nhi ward, Phuc Yen town, Vinhphuc province 3 Vietnam Germany Vocational College of Vinhphuc www.vdvp.edu.vn Lien Bao ward, Vinh Yen city, Vinhphuc province 4 Viet-Xo Vocational College No.1 www.vixo.edu.vn Xuan Hoa ward, Phuc Yen town, Vinhphuc province 5 Vinhphuc College www.caodangvinhp huc.edu.vn Trung Nhi ward, Phuc Yen town, Vinhphuc province 6 Vinhphuc Technology and Economics College www.vtec.edu.vn Hoi Hop ward, Vinh Yen city, Vinhphuc province 7 Vocational College of Agricultural Mechanics www.vcam.edu.vn Tam Hop ward, Binh Xuyen ward, Vinhphuc province 30 The respondent Enterprises are the following: Table 3.2. List of the respondent Enterprises No. Name Address 1 19-8 Mechanical Co., Ltd. Minh Tri ward, Soc Son, Hanoi city 2 Foxconn Technology Group in VietNam Que Vo Industrial Zone, Van Duong ward, Bacninh city, Bacninh province 3 Goshi-ThangLong Auto parts Co., Ltd. Sai Dong ward, Gia Lam town, Hanoi city 4 Katolec Vietnam Co., Ltd. Quang Minh Industrial Zone, Me Linh District, Hanoi 5 Meiko Electronics Vietnam Co., Ltd. Thach That – Quoc Oai Industrial Zone, Phung Xa ward, Thach That district, Hanoi 6 Nippon Konpo Vietnam Co., Ltd. Noi Bai Industrial Zone, Quang Tien ward, Soc Son District, Hanoi 7 Nissin brake Vietnam Co., Ltd. Quat Luu ward, Binh Xuyen district, Vinhphuc province 8 Phucyen Construction and Commerce Co., Ltd. Trung Nhi ward, Phuc Yen district, Vinhphuc province 9 Piaggio Vietnam Co., Ltd. Binh Xuyen Industrial Zone, Binh Xuyen district, Vinhphuc province 10 Prime group JSC. Binh Xuyen Industrial Zone, Binh Xuyen district, Vinhphuc province 11 Summit Auto Seats Industry Co., Ltd. Noi Bai Industrial Zone, Quang Tien ward, Soc Son District, Hanoi 12 TOA Vietnam Co., Ltd. North Thanglong Industrial Zone, Dong Anh District, Hanoi 13 TOKYO Micro Vietnam Co., Ltd. North Thanglong Industrial Zone, Dong Anh District, Hanoi 14 Tuan Tai JSC. Trung Nhi ward, Phuc Yen district, Vinhphuc province 31 No. Name Address 15 Vietnam Germany Steel Pipe JSC. Binh Xuyen Industrial Zone, Binh Xuyen district, Vinhphuc province 16 Vietnam Honda Co., Ltd. Phuc Thang ward, Phuc Yen town, Vinhphuc province 17 Vietnam Samsung Electronics Co., Ltd. Yen Phong I Industrial Zone, Yen Trung ward, Yen Phong district, Bacninh province 18 Vietnam Toyota Co., Ltd. Phuc Thang ward, Phuc Yen town, Vinhphuc province 19 Xuan Hoa Furniture Co., Ltd. Xuan Hoa ward, Phuc Yen town, Vinhphuc province 20 Zamil Steel Buildings Vietnam Co., Ltd. Noi Bai Industrial Zone, Quang Tien ward, Soc Son District, Hanoi On the succeeding pages, the location map of the aforementioned Colleges and Enterprises are presented and markets as figures 10 to 13. 32 Figure 3.1. Location of respondent Colleges in Vinhphuc province Legend: VINHPHUC PROVINCE MAP Scale: 1:40.000 1 2 3 4 5 6 1. PhucYen college of industry 2. Vinhphuc College 3. Vocational college of agricultural mechanics 4. Viet Xo vocational college No.1 5. Vietnam Germany vocational college of Vinhphuc 6. Vinhphuc Technology and Economics College 7. Military Vocational College No.2 7 33 Figure 3.2. Location of respondent Enterprises in Vinhphuc province Legend: 1. Vietnam Honda Co., Ltd. 2. Vietnam Toyota Co., Ltd. 3. Tuan Tai JSC. 4. Phucyen Construction and Commerce Co., Ltd. 5. Vietnam Germany Steel Pipe JSC. 6. Prime group JSC. 7. Piaggio Vietnam Co., Ltd. 8. Nissin brake Vietnam Co., Ltd. 9. Xuan Hoa Furniture Co., Ltd. 1 2 3 4 9 5 6 7 8 VINHPHUC PROVINCE MAP Scale: 1:40.000 34 Figure 3.3. Location of respondent Enterprises in Hanoi city Legend: HANOI MAP Scale: 1:40.000 10. 19-8 Mechanical Co., Ltd. 11. Zamil Steel Buildings Vietnam Co., Ltd. 12. Nippon Konpo Vietnam Co., Ltd. 13. Summit Auto Seats Industry Co., Ltd. 14. Katolec Vietnam Co., Ltd. 15. TOKYO Micro Vietnam Co., Ltd. 16. TOA Vietnam Co., Ltd. 17. Goshi-ThangLong Auto parts Co., Ltd. 18. Vietnam Toyota Co., Ltd. 18. Meiko Electronics Vietnam Co., Ltd. 10 12 11 13 14 15 16 17 18 35 Figure 3.4. Location of respondent Enterprises in Bacninh province Legend: 19. Vietnam Samsung Electronics Co., Ltd. 20. Foxconn Technology Group in VietNam BACNINH MAP Scale: 1:40.000 36 RESEARCH DESIGN The study was started from the determination of its basic content, what value of research theory and practice is. Apply the theoretical research methods to review the previous studies related to this study. This study was conducted to correlate independent variables namely partnership between Enterprises and Colleges, the models, methods and levels of cooperation between Colleges and Enterprises, the factors that affect the cooperation between Colleges and Enterprises and management activities to enhance cooperation between Colleges and Enterprises in training impacting dependent variable is quality in vocational training in Vinhphuc’s Colleges. Base on the data analysis results that obtained from the investigation, apply the evaluated research methods to make conclusions or recommendations related to research problems. POPULATION AND SAMPLING This study was conducted in 7 Colleges in Vinhphuc and 20 big Enterprises in the North Vietnam. There were about 180 people as selected respondents in this study, they are 2 Deputy Director of Department of Labor - Invalids and Social Affairs of Vinhphuc , 5 VT Management officials of Department of Labor - Invalids and Social Affairs of Vinhphuc; 2 Deputy Director Department of Education and Training of Vinhphuc, 5 Professional Training officials of Department of Education and Training of Vinhphuc; 7 rectors of Colleges in Vinhphuc province, 7 Head of Training Departments of Colleges, over 50 Heads of Faculty in the Colleges; 20 Directors of Enterprises, 20 Head of Human Resource Departments of Enterprises and 40 foreman of factories. SAMPLING DESIGN AND TECHNIQUES All respondents were selected by selection techniques. Because the characteristics of this study only to those who are responsible and have enough information to answer, such as: Principal and Management Staff of Colleges, State Administrative Chief and Staff on Training, Enterprises Managements. 37 RESEARCH INSTRUMENT The Researcher will utilize the questionnaire as the main instrument for data gathering. There were three sets of questionnaires used for respondents. Each questionnaire is composed of two. Part I pertains to the personal profile of the respondent, Part II bring forth the respondent's perception on elements of level of cooperation between Colleges and Enterprises. The respondents shall answer the questionnaire based on a five point scale (Linker's Scale) to measure the perception. The result shall be ranked and averaged to get the common perception of the respondents. The following table shows the choices to be made by the respondents using the Likert's 5-point Scale: Table 3.3. Ratting scale for respondent's perception Rating Scale Point Ranges Choice Description Verbal Interpretation 5 4.20 - 5.00 Strongly Agree Very High (VH) 4 3.40 - 4.19 Agree High (HI) 3 2.60 - 3.39 Neither Agree nor Disagree Average (AV) 2 1.80 - 2.59 Disagree Low (LO) 1 1.00 - 1.79 Strongly Disagree Very Low (VL) In addition, the researcher used other methods and instruments to gather data as follow: Observation: approaching, overall observing, keeping a close watch on expressions depicted in the partnership process between vocational Colleges and Enterprises; discovering factors influencing on that partnership. Studying materials and dynamic works: through stored documents, closing report of Colleges, Labor and Social welfare Services in Vinhphuc to deeply investigate the partnership process between vocational Colleges and Enterprises in 38 order to have experiences contributing to withdraw science judgment. Conversation: making conversation, live talking with prestigious and experienced objectives in managing to gather more data for this study. Counseling the idea from the experts: counseling the idea from the experts of training management in general and vocational training management activities in particular. An unstructured interview was also conducted to cross check the participants’ responses. VALIDATION OF THE INSTRUMENT Before print all questionnaires to survey respondents, the researcher due pretest about 15 questionnaires. Though this pretest we check and assess questionnaire. Some items on the questionnaire were based from published patterns to assure best outcomes of the data gathering process, and the validity of the research instrument and modified to include items that specifically fit the type of the study. DATA GATHERING PROCEDURE For starting research, the researcher requested for permission from SLSU and TNU for approving the field of research. To preparing for the research, the researcher spent time to review literatures and related studies The study made use of both primary and secondary data. The primary data were gathered from survey respondents. A survey questionnaire was administered to the respondents. Preparing research instrument such as checklist and questionnaire for information collections. The checklist and questionnaire based on the research topic and the objective of the survey. Checking of the instrument, validating and final revise the instrument to make sure all information can be collected by using the instrument. The pretest phase is useful for validating the questionnaire. The secondary data were taken from the various sources including report 39 coming from the research policies, guidelines and policies of the party and state policies and direction of economic development - social and educational development of Vinh Phuc; the Education Law, education development strategy and training in Vietnam etc. The actual data gathering procedures was done through several processes. After the finalization of the instrument, the researcher contacted the vocational training administrators, the heads of Enterprises and the principals of Colleges through telephone in order to schedule the visits to their offices. Here, the researcher would inform the object of the study and request for their partnership by distributing the questionnaire to the respondents. Those visits were done during the month of May. While waiting for the respondents to finish answering the questionnaires, the researcher go to Vietnam Institution of Vocational Training Study to request for pertinent information regarding the vocational training quality, the evaluation made by the experts and Enterprises of the partnership between Colleges and Enterprises and other critical information. The researcher have some another actions, such as, approaching, overall observing, keeping a close watch on expressions depicted in the partnership process between vocational Colleges and Enterprises; discovering factors influencing on that partnership. Studying materials and dynamic works: through stored documents, closing report of Colleges to deeply investigate the partnership process between vocational Colleges and Enterprises in order to have experiences contributing to withdraw science judgment. Making conversation, live talking with prestigious and experienced objectives in managing to gather more data for this study and counseling the idea from the experts: counseling the idea from the experts of training management in general and vocational training management activities in particular. Finally the questionnaires were retrieved in late June 2013 thus tallying, tabulating and analyzing the data followed. DATA PROCESSING METHOD After the retrieval of the questionnaire the following the researcher done as: Encoding of data, data clean (hand with outline and missing value) before entering into computer using Microsoft Excel. Data analysis and evaluation by using Microsoft Excel and SPSS program for ANOVA analysis. 40 STATISTICAL TREATMENT To answer the problems posed in this study, the following statistical tools were applied on the data collected, in which: Some qualitative and quantitative criteria such as: gender, age, department, position, working experiences, which was processed through frequency or distributed percentage. Table 3.4. Type of data and methods of gatherning and processing Item Methodology Type of Data Requirement Profile of respondents Frequency Count, Percentage Survey Cooperation between Colleges and Enterprises in vocational training in Vinhphuc Weighted Mean, ranking Survey Assessment about quality of graduate students in Colleges positive effectiveness and what advantages that Colleges and students got from the cooperation between Colleges and Enterprises in training Weighted Mean, ranking Survey Factors influence on partnership between Colleges and Enterprises Frequency Count, Percentage Survey Assess about management activities of the Colleges in Vinhphuc to enhance cooperation between Colleges and Enterprises in training Weighted Mean, ranking Survey Testing a significance differences in the perceived by the 2 groups of respondents (Colleges and Enterprises) about management activities of the cooperation between Colleges and Enterprises ANOVA - one way Survey Chapter IV. RESULTS AND DISCUSSION 41 This chapter presents the data on tables with their corresponding analysis and interpretation. The presentation followed the situation of cooperation between Enterprises and Colleges in vocational training. PROFILE OF RESPONDENTS Table 4.1 shows age, gender, educational attainment, difference in profile of Principal and Mangement Staff of Colleges at Vinhphuc province as Indicated by Age, Gender, and Education Attainment and Position. Table 4.1 Frequency Distribution Profile of Principal and Management Staff as Indicated by Age, Gender, and Education Attainment and Position Indicators Frequency Percent Valid Percent Cumulative Percent 1. Age bracket: <25 2 2.6 2.6 2.6 25-29 4 5.1 5.1 7.7 30-34 16 20.5 20.5 28.2 35-39 13 16.7 16.7 44.9 40-44 17 21.8 21.8 66.7 45-49 14 17.9 17.9 84.6 50-54 9 11.5 11.5 96.2 >54 3 3.8 3.8 100 Total 78 100 100 2. Gender: Male 51 65.4 65.4 65.4 Female 27 34.6 34.6 100 Total 78 100 100 3. Education attainment: University Bc 6 7.7 7.7 7.7 Master 64 82.1 82.1 89.7 42 Indicators Frequency Percent Valid Percent Cumulative Percent Doctor 8 10.3 10.3 100 Total 78 100 100 3. Positions: Principal 7 9 9 9 Vice Principal 14 17.9 17.9 26.9 Department Head 22 28.2 28.2 55.1 Faculty Head 35 44.9 44.9 100 Total 78 100 100 Figures in the table above indicate that the age of leaders and management staff of Colleges in Vinhphuc, mainly from 40 to 44 is 21.8%, the age from 30-34 is 20.5% and the age from 45-49 is 17.9%. This shows that officials of the College of Vinh Phuc relatively young, dynamic, consistent with the requirements of development and innovation today. However, most of leaders are male, making up 65.4% (nearly 2 times female). This data probably shows weakness in training the female leaders in the Colleges in Vinhphuc province. The table also shows educational attainment of management staff in the Colleges in Vinhphuc. Most of management staff is Master and over, Master is 82.1%. This is corresponding to current principles, because according to the principles for Vietnam Colleges, Principals and management staff must have Master and over. The number of management staff having University Bachelor mainly work in offices. Percentage of managers surveyed are relatively consistent, increase reliability and to evaluate the interest of the responsible person at Vinh Phuc Colleges, as many as 07 principals involved answered (are 9%), Vice Principals are 17.9%, Department Head are 28.2% and Faculty Head are 44.9%. Table 4.2 following shows the most general information of the Colleges at Vinhphuc province such as: Year of Foundation, Number of training course, Number 43 of teacher, The number of graduate student, The number of current student. Table 4.2 Frequency Distribution Profile of College as Indicated by Year of Foundation, Number of training course, Number of teacher, The number of graduate student and The number of current student Indicators Frequency Percent Valid Percent Cumulative Percent 1. Year of Foundation: 10-19 years 1 1.3 14.3 14.3 20-29 years 3 3.8 42.9 57.1 30-39 years 1 1.3 14.3 71.4 50 years and more 2 2.6 28.6 100 Total 7 9 100 2. Number of training course: 1-10 3 3.8 42.9 42.9 11-20 2 2.6 28.6 71.4 21-30 1 1.3 14.3 85.7 >30 1 1.3 14.3 100 Total 7 9 100 3. Number of teacher: 1-100 1 1.3 14.3 14.3 151-200 3 3.8 42.9 57.1 >200 3 3.8 42.9 100 Total 7 9 100 4. The number of graduate student: 5.000 – 10.000 1 1.3 14.3 14.3 10.001 - 15.000 2 2.6 28.6 42.9 15.001 - 20.000 2 2.6 28.6 71.4 44 Indicators Frequency Percent Valid Percent Cumulative Percent >20.000 2 2.6 28.6 100 Total 7 9 100 5. The number of current student: 1.000 - 2.000 1 1.3 14.3 14.3 2.001 - 4.000 3 3.8 42.9 57.1 4.001 - 6.000 2 2.6 28.6 85.7 > 6.000 1 1.3 14.3 100 Total 7 9 100 The data on table 4.2 shows that in Vinhphuc, many Colleges were established for a long time, from 20-29 years have 3 Colleges (are 42.9%), from 30-39 years have one (is 14.3%) and over 50 years have 2 Colleges (are 28.6%); There was only 1 Colleges established for less than 10 years. So, most of Colleges in Vinhphuc have tradition in education and great experience in training activities. Some Colleges have a lot various training programs. But through study, most of training programs are of technical majors (mechanical, auto technology, electronics, information technology) that is key economy development, all contributes to help Vinhphuc province become a Province of Industry in 2020. Others are of economic, teacher training, tourism. But most Colleges have same majors training, which leads to high competition in education and training resources (such as people, facilities) were shared. The number of teachers in the Colleges are average, there are 3 Colleges have from 151-200 teachers (are 42.9%) and 3 other Colleges have the number of teachers are over 200 (are 42.9%). The number of such teachers is consistent with the amount of college students, since the survey, there are three cases where the number of students from 2001-4000 (are 42.9%) and 2 other Colleges have from 4001-6000 students (are 28.6%). This is appropriate because according to the ratio between the number of students with one college teacher in Vietnam is 25:1. 45 The number of graduate students is rather great, average 1.000 students/year/College. According to assessment of Colleges, most of these students are Vinhphuc residents’ children and they are working for Enterprises in Vinhphuc. Thus, Colleges in Vinhphuc contributed much in helping their juniors have job and stable income, contributing to poverty –alleviation and development of Vinhphuc province to become one of the top- rank economic provinces in Viet nam for 10 years. Table 4.3 shows Profile of Enterprice Management's Respondent as Indicated by Age, Gender, and Education attainment and Position. Table 4.3 Frequency Distribution Profile of Enterprice Management's Respondent as Indicated by Age, Gender, and Education attainment and Position Indicators Frequency Percent Valid Percent Cumulative Percent 1. Age bracket: <25 5 6.5 6.6 6.6 25-34 16 20.8 21.1 27.6 35-44 31 40.3 40.8 68.4 45-54 19 24.7 25 93.4 >54 5 6.5 6.6 100 Total 76 98.7 100 2. Gender: Male 55 71.4 72.4 72.4 Female 21 27.3 27.6 100 Total 76 98.7 100 3. Education attainment: University Bachelor 61 79.2 80.3 80.3 Master 15 19.5 19.7 100 Total 76 98.7 100 46 Indicators Frequency Percent Valid Percent Cumulative Percent 4. Positions: Rector 11 14.3 14.5 14.5 Vice Rector 18 23.4 23.7 38.2 Department Head 17 22.1 22.4 60.5 Division Head 30 39 39.5 100 Total 76 98.7 100 Table 4.3 shows that the age of Enterprises managers are relatively young, which about 35-44 years old accounted for the highest rate, with 40.3%. This is the suitable with current trends, such as the dynamic, young, good health to the very high pressure from work at market econo. However, as College leaders, Enterprises leaders also mostly male, accounting for 71.4%. This suggests that, also need to improve more on strengthening of female in business. Educational attainment of the Enterprises leaders are relatively high, in which a university degree accounted for 80.3%. Table 4.4 following shows the most general information and percentage distribution about Enterprises from the survey such as: Year foundation, mode of Enterprises, fields of manufacture and labor resource. 47 Table 4.4 Frequency Distribution Profile of College as Indicated by Year of foundation, Mode of Enterprises, Fields of manufacture, Labor resource Indicators Frequency Percent Valid Percent Cumulative Percent 1. Year of foundation: 1 – 10 years 3 3.9 15 15 11 – 20 years 8 10.5 40 55 21 – 30 years 7 9.2 35 90 Above 30 2 2.6 10 100 Total 20 26.3 100 2. Mode of Enterprises: State-owned Enterprises 2 2.6 10 10 Private Enterprises 4 5.3 20 30 Foreign-invested Enterprises 14 18.4 70 100 Total 20 26.3 100 3. Fields of manufacture: Mechanic 4 5.3 20 20 Automotive Technology 6 7.9 30 50 Electronic Equipment 4 5.3 20 70 Information Technology 1 1.3 5 75 Building Materials 2 2.6 10 85 Other sectors 3 3.9 15 100 Total 20 26.3 100 4. Labor resource: 10 – 50 workers 3 3.9 15 15 51 – 300 workers 5 6.6 25 40 Above 300 workers 12 15.8 60 100 Total 20 26.3 100 48 According to table 4.4, most of Enterprises were established for 11 to 20 years (accounting for 40%), 7 Enterprises were established for 21 to 30 (accounting for 35%), this indicates that Enterprises operated firmly, especially these Enterprises still can exist in the stage of Viet nam economic crisis (2011-2013), this shows that Enterprises found out their development orientation. Table 4.4 also shows that most of the Enterprises are Foreign-invested Enterprises (accounting for 70%), there are only 2 state –owned Enterprises (accounting for 10%), which indicates that Vietnam economy become more and more diversified, different from 30 years ago, most of Enterprises were of State-owned. Table 4.4 also shows that fields of manufacture are varied but majority are technical, example: mechanical accounting for 20%, automotive technology accounting for 30%, electronics and construction which need more skilled workers of Colleges accounting for 25%. Table 4.4 indicates that the Enterprises wewe surveyed... Enterprises) of the cooperation between Colleges and Enterprises. 7. Because some of the independent variables are problematic, proposed formation measures to strengthen the cooperation between Colleges in Vinhphuc and Enterprises in vocational training are ready for implementation. 85 Recommendations Based from the findings of the study, the following are recommended: 1. Because officials of the Vinhphuc College relatively young, dynamic, but they have little practical experience, therefore, these officials should be join training and practical experience to work more effective. Colleges also need to pay more attention to the training of female cadres. It should be the direction of the State on the opening the new training programs for a College, to avoid in a region that has many Colleges have a similar training programs. 2. Although Colleges and Enterprises are independent units is mainly model, but also the need to develop other models to more diverse and can comparable of the effectiveness of the models. The training cooperation in succession method is mainly method, but even this method is performed a loose by Colleges and Enterprises, need to more concretize this method to easy for the parties to perform; Due to the incoherent cooperation level is mainly level so Enterprises and Colleges should strengthen cooperation, toward cooperation in a comprehensive level. 3. Every College should have a strategy to improve the quality of training to overcome the current situation. Due to factors Training close to practice, connect with Enterprises college is most appreciated, so each College to focus on expanding the cooperation with Enterprises, understanding what needs, to train the students to meet the requirements of the Enterprises. Due to Developing facilities and finance for Colleges factor to be underestimated, so in the cooperation between Colleges and Enterprises should pay more attention to this factor. The Enterprises should be support for College the equipment as well as financial for training. 4. Because "Policies of the Government" aspect, and "Information about each other" aspect seen as the least impact, so Colleges and Enterprises should enhance provided 86 the information about each other. In particular, Colleges must have plans to introduce its capacity for Enterprises. 5. The management activities of cooperation between Colleges and Enterprises with a low assessment, in which the role of the College is essential, so the College to more actively in the implementation of those management activities. 6. There are many management activities in Cooperation between Colleges and Enterprises are not same perception by two groups (Colleges and Enterprises). The parties need to improve this situation, the College should be more proactive in these activities, because the Colleges generally passive, not yet have responsibility with their product (the student) were created by themselves. With Enterprises also more aware of the need to cooperate with the College because the Enterprises is the beneficiary of College's products, so Enterprises must also be responsible to support for the College, so College trained to better products. The State agency must be responsible for making appropriate policies to promote cooperation between Colleges and Enterprises. 7. 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Thomas J.Sergiovani (2009), The Principalship A Reflective Practice Perspective, Pearson Education, Trinity University, San Antonio, Texas, USA. 47. Vilffredo Pareto (1848-1923), The Pareto principle has several name variations, including: Pareto's Law, the 80/20 rule, the 80:20 rule, and 80:20 rule. 91 APPENDIX A: QUESTIONAIRE CHECKLIST SURVEY QUESTIONNAIRE For Principal and Management Staff of Colleges PART I: PROFILE OF THE RESPONDENTS AND THEIR COLLEGES Direction: Please answer the questionnaire checklist by putting a checkmark () on the item that corresponds to your choice or by filling in the answer on the space provided. Rest assured that any information will be treated with trust and confidentiality. Profile of respondents: 1. Age:  Below 25  40 – 44  25 – 29  45 – 49  30 – 34  50 – 54  35 – 39  Above 54 2. Gender:  Male  Female 3. Educational attainment:  University Bachelor  Master  Doctor 4. Position:  Principal  Department Head  Vice Principal  Faculty Head Some informations of college (only for college’s Principal): 5. Year of foundation:  1 – 9 years  30 – 39 years  10 – 19 years  40 – 49 years  20 – 29 years  50 years and more 92 6. Number of training course:  1 – 10  21 – 30  11 – 20  Above 30 7. Number of teacher:  1 – 100  151 – 200  101 – 150  Above 200 8. The number of graduate student:  5.000 – 10.000  15.001 – 20.000  10.001 – 15.000  Above 20.000 9. The number of current student:  1.000 – 2.000  4.001 – 6.000  2.001 – 4.000  Above 6.000 10. College address: 11. Phone number/Fax:.. 12. WEBSITE: 93 PART II. PERSONAL RESPONSES Direction: Below is a list of items for you to answer as honestly as possible. Please check () the column that you think and believe is the most appropriate rating for each statement using the only choice or 5 point scale interpreted as follows: Level Choice scale Status Equivalent Verbal Interpretation 5 Strongly Agree Excellent 100% the systems is implemented, effective and efficient. 4 Agree Good 80% the system is implemented, effective and efficient. 3 Neither Agree nor Disagree Average 50% the system is implemented, effective and efficient. 2 Disagree Poor 80% the system is not implemented, not effective and not efficient. 1 Strongly Disagree Very Poor Is not implemented, not efficient and not effective. Q1. Has your college had any cooperation plan with Enterprises?  Yes  No 1.1. What is the cooperation model of cooperating in training between your College and Enterprises?:  College and Enterprises are independent units model  College is a part of Enterprises model  Enterprises is a part of College model 1.2. What is the cooperation method of cooperating in training between your College and Enterprises?:  Training cooperation in parallel method  Training cooperation in turn method  Training cooperation in succession method 1.3. What is the cooperation level of cooperating in training between your College and Enterprises?: 94  Comprehensive cooperation level  Limited cooperation level  Incoherent cooperation level Q2. Assess about quality on graduated students of Vinh Phuc Colleges? No. Elements Scale of assessment 5 4 3 2 1 1 Theoretical knowledge 2 Skill 3 Attitude Q3. Assess about which of the following elements have positive effectiveness to the technical training in this market and integration mechanisms? No. Elements Scale of assessment 5 4 3 2 1 1 Training objectives and curriculum 2 Training methodology 3 Teaching and administrative staff 4 Students’ input competency 5 Learning and teaching materials, facilities 6 Financial resources 7 Training close to practice, college connect with Enterprises 95 Q4. Assess about what advantages that Colleges and students got from the cooperation between Colleges and Enterprises in training? No. Elements Scale of assessment 5 4 3 2 1 1 Renovating the College’s training management 2 Training objectives and curriculum meet the requirements of socio 3 Enhancing the quality of teacher and administrative staff 4 Developing facilities and finance for Colleges 5 Improve the quality assessment 6 Motivating student's motivation in studying 7 Helping students with their creative and adapting abilities 8 Rise the percent of students who are recruited into Enterprises Q5. Assess the level of following management activities are cooperated between Colleges and Enterprises? No. Elements Scale of assessment 5 4 3 2 1 1 Establishing an in-charge department to find out and evaluate information on demands and requirements of Enterprises 2 Making survey to leaders, managers, and graduates working in Enterprises to have research or predict on human resource of the market development 3 Setting up a Website to advertise for the Colleges 4 Strengthen advertisement for the training capacity of Colleges 96 No. Elements Scale of assessment 5 4 3 2 1 5 College’s leaders having visits or meetings with Enterprises to exchange experience 6 Inviting leaders, professionals, alumni working at Enterprises to give a special talk 7 Objectives and content of the curriculum are close to requirements of Enterprises. 8 Inviting representatives from Enterprises to take part in building objectives and content of curriculum. 9 Sending teachers to visit and attend training course in applying new technology to meet requirements of Enterprises 10 Inviting experts of new technology application from Enterprises or outside to foster Colleges’s teachers 11 Adding learning materials which have suitable contents with reality manufacture of Enterprises 12 Use of Enterprises’s documents as references for students 13 Enlisting finance, facilities, learning equipment of Enterprises 14 The linkage with job consultancy centers. 15 Proposing recommendations for state agencies to create cooperation mechanisms with Enterprises 97 Q6. Assess about which of the following factors effected on the current cooperation between Collegess and Enterprises? No. Elements Scale of assessment 5 4 3 2 1 1 Policies of the Government 2 Cooperation environment 3 Requirements and competence of each part 4 Information about each other 5 Competency of the leader (individual) 6 Goal and content of training program 7 Characteristics of Enterprises’ manufacture Thank you for your cooperation! 98 SURVEY QUESTIONNAIRE For Enterprises Managments PART I: PROFILE OF THE RESPONDENTS Direction: Please answer the questionnaire checklist by putting a checkmark () on the item that corresponds to your choice or by filling in the answer on the space provided. Rest assured that any information will be treated with trust and confidentiality. Profile of respondents: 1. Age:  Below 25  40 – 44  25 – 29  45 – 49  30 – 34  50 – 54  35 – 39  Above 50 2. Gender:  Male  Female 3. Educational attainment:  University Bachelor  Master  Doctor 4. Position:  Rector  Department Head  Vice Rector  Division Head 5. Enterprises’s name and address: Some informations of Enterprises (only for Enterprises’s Rector or Vice Rector): 6. Year of foundation:  1 – 10 years  21 – 30 years  11 – 20 years  Above 30 99 7. Mode of Enterprises:  State-owned Enterprises  Private Enterprises  Foreign-invested Enterprises 8. Fields of manufacture:  Mechanic  Information Technology  Automotive Technology  Building Materials  Electronic Equipment  Other sectors 9. Labor resource:  10 – 50 workers  51 – 300 workers  Above 300 workers PART II. PERSONAL RESPONSES Direction: Below is a list of items for you to answer as honestly as possible. Please check () the column that you think and believe is the most appropriate rating for each statement using the only choice or 5 point scale interpreted as follows: Level Choice scale Status Equivalent Verbal Interpretation 5 Strongly Agree Excellent 100% the systems is implemented, effective and efficient. 4 Agree Good 80% the system is implemented, effective and efficient. 3 Neither Agree nor Disagree Average 50% the system is implemented, effective and efficient. 2 Disagree Poor 80% the system is not implemented, not effective and not efficient. 1 Strongly Disagree Very Poor Is not implemented, not efficient and not effective. 100 Q1. Has your Enterprises had any cooperation plan with Colleges?  Yes  No 1.1. What is the cooperation model of cooperating in training between your College and Enterprises?:  College and Enterprises are independent units model  College is a part of Enterprises model  Enterprises is a part of College model 1.2. What is the cooperation method of cooperating in training between your College and Enterprises?:  Training cooperation in parallel method  Training cooperation in turn method  Training cooperation in succession method 1.3. What is the cooperation level of cooperating in training between your College and Enterprises?:  Comprehensive cooperation level  Limited cooperation level  Incoherent cooperation level Q2. Assess about quality on graduated students of Vinh Phuc Colleges? No. Elements Scale of assessment 5 4 3 2 1 1 Theoretical knowledge 2 Skill 3 Attitude 101 Q3. Assess about which of the following elements have positive effectiveness to the technical training in this market and integration mechanisms? No. Elements Scale of assessment 5 4 3 2 1 1 Training objectives and curriculum 2 Training methodology 3 Teaching and administrative staff 4 Students’ input competency 5 Learning and teaching materials, facilities 6 Financial resources 7 Training close to practice, college connect with Enterprises Q4. Assess about what advantages that Colleges and students got from the cooperation between Colleges and Enterprises in training? No. Elements Scale of assessment 5 4 3 2 1 1 Renovating the College’s training management 2 Training objectives and curriculum meet the requirements of socio 3 Enhancing the quality of teacher and administrative staff 4 Developing facilities and finance for Colleges 5 Improve the quality assessment 6 Motivating student's motivation in studying 7 Helping students with their creative and adapting abilities 8 Rise the percent of students who are recruited into Enterprises 102 Q5. Assess the level of following management activities are cooperated between Colleges and Enterprises? No. Elements Scale of assessment 5 4 3 2 1 1 Establishing an in-charge department to find out and evaluate information on demands and requirements of Enterprises 2 Making survey to leaders, managers, and graduates working in Enterprises to have research or predict on human resource of the market development 3 Setting up a Website to advertise for the Colleges 4 Strengthen advertisement for the training capacity of Colleges 5 College’s leaders having visits or meetings with Enterprises to exchange experience 6 Inviting leaders, professionals, alumni working at Enterprises to give a special talk 7 Objectives and content of the curriculum are close to requirements of Enterprises. 8 Inviting representatives from Enterprises to take part in building objectives and content of curriculum. 9 Sending teachers to visit and attend training course in applying new technology to meet requirements of Enterprises 10 Inviting experts of new technology application from Enterprises or outside to foster Colleges’s teachers 11 Adding learning materials which have suitable contents with reality manufacture of Enterprises 12 Use of Enterprises’s documents as references for students 13 Enlisting finance, facilities, learning equipment of Enterprises 103 No. Elements Scale of assessment 5 4 3 2 1 14 The linkage with job consultancy centers. 15 Proposing recommendations for state agencies to create cooperation mechanisms with Enterprises Q6. Assess about which of the following factors effected on the current cooperation between Collegess and Enterprises? No. Elements Scale of assessment 5 4 3 2 1 1 Policies of the Government 2 Cooperation environment 3 Requirements and competence of each part 4 Information about each other 5 Competency of the leader (individual) 6 Goal and content of training program 7 Characteristics of Enterprises’ manufacture Thank you for your cooperation! 104 SURVEY QUESTIONNAIRE For Administrative Chief and Staff on Training Managers PART I: PROFILE OF THE RESPONDENTS Direction: Please answer the questionnaire checklist by putting a checkmark () on the item that corresponds to your choice or by filling in the answer on the space provided. Rest assured that any information will be treated with trust and confidentiality. Profile of respondents: 1. Age:  Below 25  40 – 44  25 – 29  45 – 49  30 – 34  50 – 54  35 – 39  Above 50 2. Gender:  Male  Female 3. Educational attainment:  University Bachelor  Master  Doctor 4. Position:  Rector  Division Head  Vice Rector  Senior Staff  Department Head  Junior Staff 5. Office address: 6. Phone number/Fax: 105 PART II. PERSONAL RESPONSES Direction: Below is a list of items for you to answer as honestly as possible. Please check () the column that you think and believe is the most appropriate rating for each statement using the only choice or 5 point scale interpreted as follows: Level Choice scale Status Equivalent Verbal Interpretation 5 Strongly Agree Excellent 100% the systems is implemented, effective and efficient. 4 Agree Good 80% the system is implemented, effective and efficient. 3 Neither Agree nor Disagree Average 50% the system is implemented, effective and efficient. 2 Disagree Poor 80% the system is not implemented, not effective and not efficient. 1 Strongly Disagree Very Poor Is not implemented, not efficient and not effective. Q1. Assess about quality on graduated students of Vinh Phuc Colleges? No. Elements Scale of assessment 5 4 3 2 1 1 Theoretical knowledge 2 Skill 3 Attitude 106 Q2. Assess about which of the following elements have positive effectiveness to the technical training in this market and integration mechanisms? No. Elements Scale of assessment 5 4 3 2 1 1 Training objectives and curriculum 2 Training methodology 3 Teaching and administrative staff 4 Students’ input competency 5 Learning and teaching materials, facilities 6 Financial resources 7 Training close to practice, college connect with Enterprises Q3. Assess about what advantages that Colleges and students got from the cooperation between Colleges and Enterprises in training? No. Elements Scale of assessment 5 4 3 2 1 1 Renovating the College’s training management 2 Training objectives and curriculum meet the requirements of socio 3 Enhancing the quality of teacher and administrative staff 4 Developing facilities and finance for Colleges 5 Improve the quality assessment 6 Motivating student's motivation in studying 7 Helping students with their creative and adapting abilities 8 Rise the percent of students who are recruited into Enterprises 107 Q4. Assess the level of following management activities are cooperated between Colleges and Enterprises? No. Elements Scale of assessment 5 4 3 2 1 1 Establishing an in-charge department to find out and evaluate information on demands and requirements of Enterprises 2 Making survey to leaders, managers, and graduates working in Enterprises to have research or predict on human resource of the market development 3 Setting up a Website to advertise for the Colleges 4 Strengthen advertisement for the training capacity of Colleges 5 College’s leaders having visits or meetings with Enterprises to exchange experience 6 Inviting leaders, professionals, alumni working at Enterprises to give a special talk 7 Objectives and content of the curriculum are close to requirements of Enterprises. 8 Inviting representatives from Enterprises to take part in building objectives and content of curriculum. 9 Sending teachers to visit and attend training course in applying new technology to meet requirements of Enterprises 10 Inviting experts of new technology application from Enterprises or outside to foster Colleges’s teachers 11 Adding learning materials which have suitable contents with reality manufacture of Enterprises 12 Use of Enterprises’s documents as references for students 13 Enlisting finance, facilities, learning equipment of Enterprises 14 The linkage with job consultancy centers. 15 Proposing recommendations for state agencies to create cooperation mechanisms with Enterprises 108 Q5. Assess about which of the following factors effected on the current cooperation between Collegess and Enterprises? No. Elements Scale of assessment 5 4 3 2 1 1 Policies of the Government 2 Cooperation environment 3 Requirements and competence of each part 4 Information about each other 5 Competency of the leader (individual) 6 Goal and content of training program 7 Characteristics of Enterprises’ manufacture Thank you for your cooperation! 109 CURRICULUM VITAE I. PERSONAL INFORMATION Name: NGUYỄN TIẾN TÙNG English name: TRUDY Birthday: April, 16th, 1971 Birthplace: Sonla Province Nationality: Vietnamese Sex/ Marriage status: Male/ Marriage Contact Address: Phuc Yen College of Industry, No.1, Trung Nhi ward, Phuc Yen town, Vinh Phuc Province Current residence: Nam Viem ward, Phuc Yen town, Vinh Phuc Province Phone: +84.913038428 Email Address: tungnt@pci.edu.vn II. EDUCATIONAL QUALIFICATIONS Institution Year to year Degree(s) or Diploma(s) obtained Hanoi Pedagogical University No.2 1988-1992 Bachelor in Mathematics Institute of Mathematics 1997-1999 Master in Mathematics III. EXPERIENCES: Organization Year to year Posittion Professional Secondary School of Industry III 1992-2002 Teacher Professional Secondary School of Industry III 2003-2004 Vice Dean of Electronics – Informatics Faculty 110 Professional Secondary School of Industry III 2004-2006 Dean of Information Technology Faculty Phuc Yen College of Industry 2006-2007 Head of Scientific management and International relations Department Phuc Yen College of Industry 2007-6/2013 Vice Rector Phuc Yen College of Industry 7/2013-now Rector IV. SCIENTIFIC WORKS: Title Year to year Role Project: “Setting up National standards of vocational skills in the field of Computer Network Management", Ministry of Industry and Trade. 2011 Head of Project Project: “Setting up standards of vocational skills in the field of Laptop Repairing and Assembling”, Ministry of Industry and Trade. 2009 Head of Project Report: “Assessment of learning outcomes by objective tests at Phuc Yen College of Industry”, Journal of Education No. 160 (Term 1-4/2007). Page 33-34. 2007 Author of Report Research: “Research on subsidence curves of construction works over time, subsidence rate and other parameters related to the sustainability of the works”, Ministry of Industry and Trade. 2007 Member of research group Agency name and Address: Phuc Yen College of Industry, Trung Nhi ward, Phuc Yen town, Vinh Phuc province, Viet Nam. Email: tungnt@pci.edu.vn Hand phone: +84.913.038.428