Managing activities of teaching and learning the specialized subjects in the vocational schools in Vietnam under the ministry of industry and trade

- (John) April 2014 ii APPROVAL SHEET In partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management, this research study entitled “Managing activities of teaching and learning the specialized subjects in the vocational schools in Vietnam under the Ministry of Industry and Trade” has been submitted by Nguyen Thien Nam (JOHN), and is hereby recommended for oral examination. PROF. APOLONIA A. ESPINOSA 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) (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 A ESPINOSA, Ph.D. WALBERTO A. MACARAAN, Ed .D Dean, Graduate School Vice President, Academic Affairs Date_______________ iii ACKNOWLEDGMENT I could have never completed this work without contributions from various people and institutions, great respect and gratitude to whom I endlessly owe. The first and foremost, I would like to thank Professor Apolonia A. Espinosa, my advisor, for her invaluable thoughts, insightful suggestions and useful guidance throughout the thesis works. My sincere appreciation also goes to the committee members for their propositions, valuable comments, and constructive suggestions, which were of substantial value to this study. I would like to acknowledge faithfully professors of South Luzon State University (SLSU) and Thai Nguyen University (TNU) for their insightful lectures in different subjects that provide me knowledge and technique to develop a good research. My sincere thanks are also extended to my friends for their meaningful discussion, hospitality and friendship. Finally, my greatest debt is owed to my own, personal source of inspiration - my parents, my wife and children, for their immense love, loyalty, determination and perseverance even during the most difficult times. Without them nothing would have been possible. Nguyen Thien Nam iv TABLE OF CONTENTS TITLE PAGE APPROVAL SHEET ....................................................................................................... ii ACKNOWLEDGMENT ................................................................................................. iii TABLE OF CONTENTS ................................................................................................ iv ABSTRACT ....................................................................................................................................... vi LIST OF FIGURES ......................................................................................................... vii LIST OF TABLES ........................................................................................................... viii Chapter I. INTRODUCTIOIN ........................................................................................ 1 Background of the Study......................................................................................... 2 Objective of the research ........................................................................................ 5 Significance of the Study ....................................................................................... 5 Scope and Limitation of the Study ......................................................................... 7 Definitions of terms ................................................................................................ 7 Chapter II. REVIEW OF LITERATURE AND STUDIES .......................................... 10 Review of related Studies ...................................................................................... 10 Theoretical framework ............................................................................................ 20 The conceptual framework ...................................................................................... 30 Chapter III. RESEARCH METHODOLOGY .............................................................. 32 Locale of the Study ................................................................................................ 32 Research Design ..................................................................................................... 35 Population and Sampling ....................................................................................... 35 Research Instrumentation ....................................................................................... 36 Data Gathering Procedures .................................................................................... 36 v Statistical Treatment Data ....................................................................................... 41 Chapter IV. RESULTS AND DISCUSSIONS ............................................................... 42 Survey results ................................................................................................................ 42 Propose a management measure to enhance the teaching-learning activities of the specialized subjects. ............................................................................................................ 63 Determine the acceptability of the proposed management measures among school managers. ........................................................................................................................ 71 Chapter V. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS.................................................................................................. 73 Summary .............................................................................................................. 73 Findings ............................................................................................................... 74 Conclusions ......................................................................................................... 79 Recommendations ................................................................................................ 80 BIBLIOGRAPHY ............................................................................................................ 82 APPENDICES .................................................................................................................. 87 CURRICULUM VITAE................................................................................................... 100 vi ABSTRACT Viet Nam is aiming to become an industrialized country by 2020. Technical and vocational education and training (TVET) is central to this aspiration: the demand for skilled workers is increasing steadily as the country‟s economy continues to grow and it aims to be competitive both regionally and globally. The Government of Viet Nam has, therefore, put vocational skills training and boosting employment at the heart of its development goals. The Government also wants to promote the expansion of vocational education and training provision and improvements in the quality and needs-based focus of training. To achieve the objectives set by the Government with the training, the Ministry of Trade and Industry has directed the vocational schools need to have positive innovation in management the quality of teaching and learning, especially in specialized subjects. This Dissertation aimed to propose the management measures the activities of teaching-learning the specialized subjects to improve the quality of these activities in vocational schools under MOIT. Based on previous research, the Dissertation discusses about the theoretical framework of education management. Then, examine four (4) typical vocational schools under the Ministry of Industry and Trade. This research focuses on five elements of education management: curriculum, learner, faculty member, technical facilities and labor market. Finally, recommendations are suggested to the Ministry of Education and Training, Ministry of the Interior, Ministry of Industry and Trade and vocation schools in order to implement better the work of education management in the vocational schools under the MOIT. vii LIST OF FIGURES Figure 2.1: Four ways of thinking about teaching, (Hopkins, 2007, p 76) ........................................ 17 Figure 2.2: Model of LEPO framework, showing the interrelationships between learning environments, learning processes, learning outcomes, and the roles of students and teachers. ......................................................................................................... 27 Figure 2.3: Representation of Biggs‟ 3-P model .................................................................................. 27 Figure 2.4: The extended Laurillard conversational framework ......................................................... 29 Figure 4.1: Satisfaction level of surveyed lecturers about faculty members ....................................... 47 Figure 4.2: Satisfaction level of surveyed lecturers about Technical facilities for teaching and learning ................................................................................................................................ 50 Figure 4.3: Satisfaction level of surveyed lecturers about learners. ..................................................... 52 Figure 4.4. Study results of students at the Ha Noi University of Industry (school year: 2011- 2012). ................................................................................................................................... 53 Figure 4.5. Study results of students at the Hue College of Industry (school year: 2011-2012). ...... 54 Figure 4.6: Satisfaction level of surveyed lecturers about labor market ............................................. 56 Figure 4.7: Satisfaction level of surveyed students about curriculum ................................................. 58 Figure 4.8: Satisfaction level of surveyed students about faculty members ....................................... 59 Figure 4.9: Satisfaction level of surveyed students about Technical facilities for teaching and learning. ............................................................................................................................... 61 1. Map of Ho Chi Minh University of Industry .............................................................. 88 2. The picture of The Ha Noi University of Industry ...................................................... 89 3. Map of The Ha Noi University of Industry ................................................................. 89 4. Picture of the University of Quang Ninh Industrial .................................................... 90 5. Map of Hue Industrial College ..................................................................................... 90 6. Picture of Hue Industrial College ................................................................................. 91 viii LIST OF TABLES Table 4.1: Frequency and Weighted Mean Distribution of the current status of the management of teaching and learning activities in terms of curriculum ........................ 41 Table 4.2: Weighted means (WM) of satisfactory in faculty members of surveyed lecturers ............................................................................................................... 45 Table 4.3: Weighted means (WM) of satisfactory in Technical facilities for teaching and learning of surveyed lecturers. ........................................................................................... 48 Table 4.4: Weighted means (WM) of satisfactory in learners of surveyed lecturers. ........... 51 Table 4.5.Weighted means (WM) of satisfactory in labor market of surveyed lecturers. .............................................................................................................................. 55 Table 4.8. Assess the need and feasibility of measures to manage the teaching and learning activities of the specialized subjects among school leaders. ............................................ 71 Table 5.2.Weighted Mean on the Teaching and Studying management the specialized subject in term of leaners in the surveyed vocational schools by Lecturers and Students ......... 74 Table 5.3.Weighted Mean on the Teaching and Studying management the specialized subject in term of faculty members in the surveyed vocational schools by Lecturers and Students ............................................................................................................................... 75 Table 5.4.Weighted Mean on the Teaching and Studying management the specialized subject in term of technical facilities in the surveyed vocational schools by Lecturers and Students ............................................................................................................................... 77 Table 5.5.Weighted Mean on the Teaching and Studying management the specialized subject in term of labor market in the surveyed vocational schools by Lecturers and Students ............................................................................................................................... 78 1 CHAPTER 1 INTRODUCTION Teaching is one of the communicate activity with the social aspect. The subject of the teaching activity is teachers and for studying are students. The two activities are not opposites but always parallel existence and development of a unified process together towards the common goals. According to Tran Ba Hoanh (2006), teaching activity refers to imparting knowledge, organizing, directing, controlling and dominating the operating instructions of the learned knowledge. Teachers guided tasks, accompany with the learners on the path of occupied by knowledge in the program prescribed pedagogy, creating a cohesive between teachers and learners. Learning is a cognitive activity under the influence of the teacher with the positive efforts of the students. Learning activity is not only the repeat lessons, but also renewable for yourself, creative thinking, and control who can use the knowledge in the process of absorbing the new knowledge. Through learning, students know how to use and control knowledge in order to build their own personality to be able to adapt to the social requirements. As mentioned by Seymour (2003), the goal of teaching is associated with the purpose of the lesson and the course. The goal of teaching is to equip the learners with knowledge - skills - attitudes and values. Specific purposes of the course provide specific requirements for the teachers and, which is the direct target is calculated based on the specific characteristics of the subjects and the student. The purpose of teaching is gained by implementation of objective of the lessons and the courses. Teaching and learning in the unique system is the main activities of the school and 2 all the school's activities are focused on that. Teaching operations management system is intended impact in order to achieve teaching objectives. In the schools, teaching operations management is to manage the labor process of teacher and learning activities, self- education of students takes place in the teaching process. In order to gain the teaching- learning activities effectively, the leaders board need to identify the objects, contents and methods of teaching-learning process. In order to meet the demand for the vocational schools, Ministry of Industry and Trade (MOIT) has had education strategy plan for the vocational schools under the MOIT. One of the key requirements is to innovate the management activities of teaching and learning the specialized subjects to improve the education quality. BACKGROUND OF THE STUDY Since 1999, Vietnam‟s education has changed significantly with the support of Vietnamese government‟s Renovation policy that promoted the open door to the open market and international collaboration and partnership. The general education system is highly centralized as the Ministry of Education and Training (MOET) oversees its nation- wide curriculum, teaching standards and teacher development for the public education. The MOET also has critical influence on the private general education in terms of curriculum and teaching standards. As mentioned by Vietnamese Government (2001), the MOET specifies that the purpose of general education is to link content to the realities of life and gears learning toward the appropriate psycho-physiological characteristics and needs of the students. With the goal of providing a basic, but comprehensive education, the MOET requires that methodologies of instruction nurture the student‟s discipline for self-study and ability to collaborate and work in teams. By helping students apply learned knowledge into practice, 3 schools aim to inform and plant the seeds of interests for students on the possibilities of career paths. This career-orienting approach will not only promote students‟ worldly consciousness and develop their creativity and self-awareness, but also will bring them joy, connection, and a purpose on their path of learning (Andreas Dernbach, 2010). Beside the general education system for the general school aged students, the MOET also supervises the Vocational and Technical Education (VTE) in partnership with the Ministry of Invalid and Social Affair (MOLISA). Students who are more than 15 years old or who do not pass the entrance exam to public upper secondary schools will have to enroll in the private upper secondary schools or VTE schools in order to achieve upper secondary education and receive skill-labor training. The VTE consists of two sub- systems: vocational schools and centers specialized in training skilled or semi-skilled workers; and the technical vocational school specialized in training intermediate practitioners in the field of education, economy, technology, culture and art (Andreas Dernbach, 2010). At present, the Ministry of Industry and Trade has 50 vocational schools. There are 32 schools, including one (1) school of training and retraining of civil servants, eight (8) universities, twenty one (21) colleges, one (1) vocational college, and eleven (11) professional secondary schools. Eighteen (18) schools including two (2) universities, five (5) colleges, nine (9) vocational colleges, one (1) professional secondary school, and (1) vocational school belong to the corporation. One (1) university and one (1) college approved by the Ministry of Industry and Trade to participate in some activities in the schools of the Ministry are also included. Thanks to the proactive measures, vocational training quality in the vocational schools under the MOIT has been increasingly upgraded, contributing to improved 4 workers‟ quality, economic competitiveness, and economic growth. Practice has shown that it has met the requirements of high-tech enterprises in such sectors as telecommunications, electronics, informatics, etc. Skilled workers are able to master modern equipment and later they become key workers in many enterprises. Some vocational schools under the MOIT have been conditioned to train regional and international technical laborers. Some schools have successfully equipped laborers with 3G-to-6G welding technology which is recognized in other countries. As mentioned in the report of the MOIT (2010, 2011, 2012), vocational training has been closely linked to labor market needs, contributing to the reduction of unemployment, especially structural unemployment caused by technological advances. However, from the current status of education and training in the vocational schools under the MOIT, it can be seen that there are shortcomings in term of teacher quality, infrastructures, education program, as well as curriculum (MOIT, Annual Reports, 2012). That is why students who graduate do not meet the demand and requirements of the enterprises, especially foreign companies. Moreover, curriculum in these vocational schools under the MOIT does not put the specialized subject in the right position. Teachers who cover the specialized subjects, in some cases, do not meet the requirements (MOIT, Annual Reports, 2012). For these reasons, the researcher chose to conduct this study “Managing activities of teaching and learning the specialized subjects in the vocational schools in Vietnam under the Ministry of Industry and Trade” with the hope that he can contribute in the improvement of the quality training of the vocational schools under the MOIT. OBJECTIVES OF THE STUDY The study aims to find out the managing activities of teaching and learning the 5 specialized subjects in the vocational schools in Vietnam under MOIT with an endview of developing some management measure during the school year 2012 – 2013. Specifically, it aims to find answers to the following: 1. Assess the current status of the management of teaching and learning activities in terms: 1.1. Curriculum; 1.2. Staff, faculty; 1.3. Learning; 1.4. Technical facilities for teaching and learning; and 1.5. Labor market 2. Analyze the problems encountered in the management of teaching and learning activities the specialized subjects. 3. Propose a management measure to enhance the teaching-learning activities of the specialized subjects. 4. Determine the acceptability of the proposed management measures among school managers. SIGNIFICANCE OF THE STUDY This study attempted to propose management measures in enhancing the activities of teaching-learning the specialized subjects to improve the quality of these activities in vocational schools under MOIT which would be beneficial to the following: Vocational schools’ Administrators It is hoped that the study may contribute in giving some new measures for vocational schools‟ administrators in managing the teaching-learning activities the specialized subjects to improve quality of colleges‟ training. The study would provide 6 administrators with a clear idea on how beneficial are in management the teaching-learning specialized subjects. In the same manner, school‟s trade name could develop; its position and prestige could be improved in society. Teachers/Lecturers The study will teachers/lecturers to focus on what they are teaching, thereby improve the quality of their teaching. Through research, teachers will understand the situation of the current management of teaching and studying at their school, and have a positive orientation to contribute for improving the quality of this work, including how their work associated with the practice. Students This study will help students get specialized training courses in a systematic way. Students will be teaching specialized subjects, to meet the requirements after graduation. 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 management teaching-learning activities the specialized subjects in vocational schools could serve as resources for other studies. SCOPE AND LIMITATION OF THE STUDY Scope of the study: Measures for the management teaching –learning activities the specialized subjects in the vocational schools under the MOIT. The variables the study will determine in the management of teaching and learning activities include: Curriculum; Staff, faculty; Learning; Technical facilities for teaching and learning; and Labor market. Research Areas: Performing at 4 vocational schools under the MOIT (University of Industry of Ho Chi Minh City, Hanoi University of Industry, University of Quang Ninh 7 Industrial, Hue College of Industry). They are schools which play vital role in vocational education under the MOIT and representative from 3 areas in Vietnam: South, North and Middle. Range of time: from 2006 (the year of the Law on Vocational Training was promulaged) to the present. The time frame of this study covered the period from October 2012 to September 2013. DEFINITIONS OF TERMS For clarity and better understanding of the study, the following terminologies are defined conceptually and operationally. Curriculum is a document or blueprint for teaching. It can be referred to as a „syllabus‟ if it includes in detail the content to be taught, how it should be presented (methodology) and how it should be assessed. (Education Department, Republic of South Africa, 2008) Learning is described as ''a relatively permanent change in behavior based on an individual's interactional experience with its environment.'' As such, learning is an important form of personal adaptation. (Do Ngoc Dat, 1997). Labor market is the nominal market in which workers find paying work, employers find willing workers, and wage rates are determined. Labor markets may be local or national (even international) in their scope and are made up of smaller, interacting labor markets for different qualifications, skills, and geographical locations.(Education Department, Republic of South Africa, 2008). Management is a conscious activity of managing subjects to control impact on the objects, subject to gain management goal. (Bui Minh Hien, Vu Ngoc Hai, Dang Quoc Bao, 8 2006). Management measures establish performance expectations and, in many cases, describe actions that can be taken to solve a issue. (Bui Minh Hien, Vu Ngoc Hai, Dang Quoc Bao, 2006). Specialized subjects are school or university subject that concentrates on a particular field of knowledge. (Collins English Dictionary) Staff and faculty are teachers or administrators with an educational degree while staff members are employees who are not licensed teachers. Sometimes faculty members are referred to as being part of the staff. However, staff members are not faculty.(Tran Ba Hoanh, 2006) Teaching is the action of a person who is undertaking certain ethical tasks or activities the intention of which is to induce learning. Teaching is the process of carrying out those activities that experience has shown to be effective in getting students to learn. .(Tran Ba Hoanh, 2006) Teaching strategies are the „tools for teaching and learning‟ that teachers have available to them and „teaching skills‟ are the ways in which teachers select and use the „tools‟ at their disposal to achieve effective learning.(Tran Ba Hoanh, 2006) 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. (Andreas Dernbach, 2010) 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 9 production, labor market. (Andreas Dernbach, 2010) Technical facilities for teaching and learning: Technical facilities can be defined as those things that enable the teacher to do his/her work very well and helping the learners to learn effectively. Technical facilities also include school building e.g. classrooms, assembly halls, laboratories, workshops, libraries e.t.c. They also include teaching aids, chairs, tables, devices such as modern educational hardware and software in the form of magnetic tapes, films, and transparent stripes. Technical facilities are all the things that are needed for effective teaching – learning process to take place. They are designed to enhance the process of teaching.(Seymour, D. T.,2003). 10 CHAPTER 2 REVIEW OF LITERATURE AND STUDIES This chapter presents the relevant readings and related literature which bear significance and similarities in this study. REVIEW OF RELATED STUDIES Management Management is a conscious activity of managing subjects to control impact on the objects, subject to gain management goal. On the view of Mai Huu Khue (2010), it is a special activity, an indispensable factor in social life, closely attached to development process, especially management plays a very important role at present world. Nnabuo (2004) argues that management is the : “final goal of science of management is how to limit risk, get over abroad risk, avoid risk for organization”. At the same opinion, Tran Kiem (2008) said that: "management is science and art affecting society system, mainly managing people to peruse given goals. That system is either moved or quiet including interacted components”. So far there are many definitions of management. It is very difficult to determine the most correct definition because the researchers give their definition based on their professor fields. Some researchers have made the following definitions: Quang An (2004) found out that management is oriented and intended ...del to include discussions between students. An illustration of the extended framework is provided in Figure 2.4. Laurillard‟s schema is based on forming an information-rich environment in which the student is able to discover knowledge, but the discovery is supported and scaffold by extra guidance functions which provide support and feedback for subsequent learning. 29 Figure 2.4: The extended Laurillard conversational framework Labor market: While much of the terminology used to describe the labour market activities of individuals may seem familiar, official documents tend to use fairly precise definitions. THE CONCEPTUAL FRAMEWORK: From theory and definition above, the Dissertation propose main areas of Managing activities of teaching and learning following: 30 Diagram 2.4. Scope and contents of managing activities of teaching and learning Curriculum Faculty members Learners (Students) Technical facilities for teaching and learning Labor market Managing activitie s of teaching and learning 31 CHAPTER 3 RESEARCH 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 four (4) selected vocational universities/colleges which are administered by the Ministry of Industry and Trade. They are Ho Chi Minh University of Industry in Ho Chi Ming City, Ha Noi University of Industry of Ha Noi, University of Quang Ninh Industrial of Quang Ninh and Hue Industrial College from Hue City. These schools are representative of North, South and Middle in Viet Nam. On the succeeding pages, the location map of the aforementioned schools are presented and marked as figures 3.1 to 3.5. Ho Chi Minh University of Industry: Ho Chi Minh University of Industry 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). According to the report of the University (2012), there are 100% graduates including bachelors and engineers. Moreover, 15 professors and associate professors, 110 PhDs and fellows, 800 masters and many teachers are participating in scientific research. In recent years, the school has gathered a contingent of young scientific, technical and professional skill workers who have good teaching skills, such as potential resources to supplement the talented, dedicated and professional teaching staff, that is pivotal to the development process and to improve the quality of school education. It is 32 considered one of the largest universities in Vietnam and working under the management of the Ministry of Industry and Trade. The total number of students in the university in 2012 was approximately 129,000. Ha Noi University of Industry: Hanoi University of Industry is under the Ministry of Industry and Trade was established on 2 December, 2005 on the basis of upgrading the Hanoi College of Industry. 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). The university has three campuses with a total area of nearly 50 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). University has built collaboration training with more than 20 institutes across the country to train multiple levels to meet the needs qualified labor market. Quang Ninh University of Industry: Quang Ninh University of Industry is upgraded from the Mining Technical College. This will be a tertiary training center under the administration of the Ministry of Industry and Trade and the State management of the Ministry of Education and Training. 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 33 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). Hue Industrial College: Hue Industrial College was ratified by the Prime Minister as one of 15 main Colleges in the “Vocational and Technical Education” project and was; therefore, sponsored $ 2 millions in terms of equipment, modern teaching equipment. Hue Industrial College is now a vast training unit, with more than 30% lecturer of post - graduate decree. This is a reliable training address, inheriting and developing the tradition of well-known “Hue Practical Technical School” Trade Mark for over 100 years. Hue Industrial College has been variously training in various levels (College training, Professional Training, technical worker training) and many courses: Electricity, Mechanical Engineering, Welding, Electronics, Thermal Refrigeration, Information Technology, and Automobile Engineering. Moreover, the College has associated with many prestigious Colleges for University training. The training program has been built with the purpose of practical training development, approaching industrial environment and orienting learners to be skillful and knowledgeable in job hunting. Training programs are highly associative and favorable for learners to better level in many colleges. (Hue University of Industry, 2012). RESEARCH DESIGN 34 This study used the descriptive correlation design in analyzing the variables. It is designed to help determine the extent to which different variables are related to each other in the population of interest. They quoted Fox (2004) stating that the critical distinguishing characteristics are the effort to estimate a relationship, as distinguished from simple description. This study was conducted to assess the management activities of teaching and studying the specialized subjects, including curriculum, faculty members, learners, technical facilities and labor market in vocational schools under the MOIT. POPULATION AND SAMPLING Four (4) universities/colleges were selected to participate in the survey. Quang Ninh Industrial University has 257 faculty members, of which 120 people participated in answering questions, accounting for 47%. Hanoi University of Industry has a huge number of teachers (1451 teachers), so the researcher selected teachers of three Faculties. This includes: Faculty of Electrical Engineering, Faculty of Informatics, and Faculty of Fashion Technology to answer. The total number of teacher of three Faculties is 112 teachers. Similarly, Ho Chi Minh University of Industry has 1,600 faculty members, so the researcher selected teachers of three Faculties: Faculty of Mechanical Engineering, Faculty of Chemical Technology, Faculty of Automotive Technology with a total number of teachers is 92 people. Hue College of Industry has 151 teachers, in which 90 people were interviewed, accounting for 59%. The respondents were randomly selected in which representative of different departments, genders, ages and qualifications. For students: The researcher chose randomly 50 students each school. They are representative for different departments and for both male and female. The respondents were randomly selected in which representative of different departments, genders, ages and 35 qualifications of each school. Totally, 414 teachers and 200 students requested to answer the questionnaire. There were no restrictions as to who were qualified to answer the questionnaire such as sex, age, civil status, length of service, educational background among others. There was no difficulty encountered in selecting the respondents. RESEARCH INSTRUMENTATION The researcher adapted a questionnaire which was the main tool in gathering data. The contents of the questionnaire are based on the annual reports of the MOIT recent years and researches in which focus on the limitations of managing teaching and learning activities in the vocational schools under the MOIT. A validation of the questionnaire was done using the inter-consistency judgment criteria. The researcher sought the assistance of ten (10) experts to validate the content of the questionnaire in terms of correctness of language, appropriateness of the statements and relevance of the items to the problem using the codes. After which, it was tried out in a 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. 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 contacted them through the telephone to schedule the former‟s visit to the schools thus distribution of questionnaires started. Secondary Information Collection Method Secondary information were collected from various sources, including the Vocational Training Law, Decree 43/2008/ND-CP dated 8/04/2008 Guide Article 62 and 36 Article 72 Law on Vocational Training; and other legal documents relating to the managing vocational schools in general and teaching activities the specialized subjects in particular. In addition, books, scientific papers written about managing activities of teaching and learning, the reports of the Department of Human Resource Development in the MOIT and vocational schools are also reviewed. Method of collecting secondary information: 1- Check the title of the books, the reports or the scientific papers if relevant to the topic of managing activities of teaching and learning. 2- Check the Table of Content; select the relevant items to read. 3- Scan/skim the relevant parts to choose the appropriate information. 4-Systematize the collected relevant information. After systematizing, the information is ready to be used in the Dissertation. Primary Information Collection Method Primary information is used in the chosen vocational schools (4 cases). In order to get the primary information, the survey plan has to be made. The survey plan consists of the following content: 1- Objective of the survey 2- Who are the respondents? 3- How many respondents are needed? 4- How do we select the respondent? 5- Questionnaire and the contents of the survey? 6- What should be the appropriate time to conduct the survey? 7- How to gather, evaluate the questionnaire, and code the information, entry the data to worksheets, ready for processing? 37 The survey plan can be explained more in-depth as the follows: 1) Objective of the survey: The survey is conducted to provide the Dissertation with the necessary data. The objectives of the survey, therefore, are consentaneous with the objectives of the Dissertation. 2) Who are the respondents: The respondents in the survey are the lecturers at some departments and head of studied schools; students at choose departments by key aspects such as work place, educational attainment, gender, and so on. That is to ensure the representativeness of the surveying sample, so as to make the information collected from the surveyed sample similar to the information taken from all the lectures and students of the studying schools. 3) Respondent Selection: The respondents are chosen from the total lecturers and students of the departments of the vocational schools and distributed to ensure their representativeness. Therefore, the work department, gender, educational attainment compositions of respondents must be similar to the lecturers and students of the school. To do so, the sample selection has to be done step by step - Distribution of respondents by working departments/school - Distribution of respondents by education attainment - Distribution of respondents by gender - Simultaneous Distribution of respondents by departments, education attainment, and gender. 4) Questionnaire construction: Primary data were collected by doing survey with questionnaire (Appendix C). The questionnaire includes two main parts: Part 1: Respondent characteristics: gender, age, 38 years of working experience, education attainment. Part 2: Status of the Management of Teaching and Learning Activities. The questionnaire consists of 45 questions with the hope to identify the issue from the aspect of curriculum, faculty members, and learners, technical facilities for teaching and learning and labor market. The contents of the survey are presented in the form of questions of the questionnaire. The range of the questions should cover all the information needed to evaluate the status of the management of teaching and learning activities. It is necessary to be aware that the questionnaire, on the one hand, should not include redundant questions, and on the other hand, should not miss any necessary question. 5) The appropriate time to conduct the survey should not be the busy time or on rush hours. It should be also the time when number the lecturers and students is free from the lectures and ready to answer the questionnaire. It should be also the most convenient time for the interviewers to conduct the survey. 6) Who are the interviewers? The interviewers should be knowledgeable who well understand the purpose, the content of the survey, and the meanings of the entire question. 7) Gather, evaluate the questionnaire, and code the information, entry the data to worksheets, ready for processing: All the surveyed questionnaires, after being used for interviewing are gathered at the researcher office. Then, their quality must be checked. Some low quality questionnaires should not be used, and should be drawn off . Then, the qualified questionnaires are coded by researchers, so that the information are ready to be processed by statistical software. Satisfaction ranking method 39 The satisfaction level of the lecturers and students on the status of the management of teaching and learning activities reflecting by each criteria has been evaluated using four points ranking levels: 4-Strongly Agree (SA), 3- Agree (A), 2 - Disagree (D) and 1- Strongly Disagree (SD) (Abrencillo, 2008). According to Abrencillo (2008), the point range interval from 3.25 to 4.00 is rated strongly agree, from 2.50 to 3.24 is for agree, from 1.75 to 2.49 is rated disagree and the point range interval is from 1.00 to 1.74 is strongly disagree. During the survey, the respondents are requested to answer their satisfaction on the status of the management of teaching and learning activities, presented in the form of question in the Questionnaire. Their answers are multiple choices. They will choose one of the four number implying either 1 or 2, or 3, or 4 for their respective satisfaction on each statement. Data Collection Procedure During the preparation period of the research, the literatures and related studies have been reviewed, and then research instruments such as checklist and questionnaire for information collection have been prepared. The checklist is based on the research topic and the objective of the survey. After that, come the selecting, sorting, and encoding of data. Data will be cleaned (detecting and correcting (or removing) corrupt or inaccurate records and missing values) before entering into computer using SPSS. Data analysis and evaluation will be carried out by using Excel software and Eviews software for the regression analysis. STATISTICAL TREATMENT OF DATA After information is collected, information in the questionnaire were processed using SPSS 16.0. To determine the satisfaction level, the researcher used the weighted mean formula: 40 where WM = weighted mean f = frequency of responses N = number of the respondent 41 CHAPTER 4 RESULTS AND DISCUSSIONS This chapter includes the findings of the study in tabular forms. Data were analyzed and interpreted to draw conclusions and relevant recommendations. SURVEY RESULTS Teaching management in selected vocational school under the MOIT (by lecturer respondents) Teaching management in term of curriculum: Table 4.1: Frequency and Weighted Mean Distribution of the current status of the management of teaching and learning activities in terms of curriculum Statements WM DR SA (4) A (3) D (2) SD (1) Total (%) 1. The curriculum meets the requirements of the Ministry of Industry and Trade 56 35 9 0 100 3.47 SA 2. The curriculum reflects the national and regional goals as well as institutional vision and mission. 48 44 8 0 100 3.40 SA 3. The curriculum provides for the acquisition of knowledge of theories based on the field of specialization 46 30 22 2 100 3.23 A 4. The curriculum has provision for learning the application of the theories to real problems 15 72 13 0 100 3.00 A 42 5. The curriculum is adaptive to the needs of the environment 19 77 4 0 100 3.16 A 6. The curricular content is responsive to the needs of the country 27 66 7 0 100 3.20 A 7. The curricular content reflects the depth and breadth of technical preparation required of its graduates 51 42 7 0 100 3.45 SA 8. The curriculum provides for opportunities of participation in activities such as on-the-job training 28 67 5 0 100 3.21 A 9. There is periodic review, assessment and updating of the curriculum 3 78 19 0 100 2.55 A 10.The curriculum allows the accommodation of students with special needs and assists them to finish the course. 2 66 32 0 100 2.66 A Average Weighted Mean 3.13 A The table above shows that, for curriculum in vocational schools of the Ministry of Industry and Trade has met the requirements of the Ministry. To the question: "The curriculum reflects the national and regional goals as well as Institutional vision and mission", with the 200/414 respondents strongly agree, accounting 48%, 182 respondents agreed (44%), only 32 respondents disagreed (8%) and having 3.40 weighted mean. Some questions to get the high consent of the interviewee. Specifically, with the statement "The curriculum meets the requirements of the Ministry of Industry and Trade", 232 respondents 43 strongly agree, accounting 56%, 146 respondents agreed, accounting 35%, and only 36 respondents do not agree, no one answered Strongly Disagree and having 3.47 weighted mean. Thus, it can be seen, the percentage of respondents said that training programs meet the requirements set forth. For the statements "The curriculum has provision for learning the application of the theories to real problems", "The curriculum is adaptive to the needs of the environment", "The curricular content is responsive to the needs of the country", "The curriculum provides for Opportunities of Participation in activities from on-the-job training "," There is periodic review, assessment and updating of the curriculum "," The curriculum allows the accommodation of students with special needs and assists them to finish the course "received high percentage of teachers agree and having 3.00, 3.16, 3.20, 3.21 and 2.55 weighted means, respectively. From the survey of four vocational schools, it can be said that training content is expressed through the list of subjects in the curriculum for each level and department. Integrated training content for the curriculum is being applied which is showed that there is one-third of the curriculum for specialized subject in the University and professional level. Training content area of specialized subjects is expressed as follows: * College System: includes professional with duration of about half of the total amount of specialized subjects, the rest reserved for the professional management and specialized language. * Professional secondary system: the professional subjects (the theory and practice) accounted for 100% of the time teaching the specialized subjects. * Training system (now is Vocational): the professional skills accounted for the majority of teaching time and also structured by two basic components (theory and 44 professional practice). From above, it can be seen that the specialized subjects have been taught with the high proportion of the curriculum of the school. The content of the courses is adapted with the training objectives settled and meet the basic requirements of the society. This is the key point that the building curriculum and implementation of education management training curricula to get a good results. However, there are some surveyed lecturers who are do not agree or strongly disagree with the statement: “The curriculum provides for the acquisition of knowledge of theories based on the field of specialization” ( 22% disagree and 2 % strongly disagree); “The curriculum is adaptive to the needs of the environment” ( 4% disagree and 19% strongly disagree). It can be explained with the following reasons: - Some of the content in the course have overlapping, are not omitted. - Number of subjects is still much more than the requirement, bulky structure, waste of time, because boredom for students should have the plan to integrate. - Some content of the course is not deeply specialized, not access to the update knowledge and skills. - Some contents of theoretical lectures, practical skills of the specialized subjects are not the same between lecturers in the same faculty. Teaching management in term of faculty member: 45 Table 4.2: Weighted means (WM) of satisfactory in faculty members of surveyed lecturers Faculty members Satisfactory level (%) WM SA (4) A (3) D (2) SD (1) Total (%) 1. Have earned appropriate and relevant degrees to the programs they are teaching . 6 78 16 100 2.90 2. Are licensed. 12 72 16 100 2.97 3. Have the specialization and technical skills of the courses they are handling. 57 30 13 100 3.34 4. The faculty members handling on-the- job training/practicum courses have industry based experience. 29 60 9 2 100 3.17 5. Demonstrates mastery of the content, issues and methodologies in the area of specialization. 46 51 3 100 3.43 6. Are proficient in the use of the language of instruction. 25 68 7 100 3.17 7. Use ICT resources in the enhancement of the teaching learning process. 14 52 22 12 100 2.68 8. Update lecture notes. 13 53 32 2 100 2.76 46 9. Demonstrate harmonious interpersonal relations with superiors, peers, students, parents and the community 20 53 7 20 100 2.72 10.Show evidence of professional growth by attending seminars and trainings. 41 40 19 100 3.22 (Source: Managing teaching – learning activities Survey, by the author, 2013) The table above shows that, faculty members in vocational schools of the Ministry of Industry and Trade have met the requirements of the education management. To the statement: "Have earned appropriate and relevant degrees to the programs they are teaching”; “Are licensed”; “The faculty members handling on-the-job training/practicum courses have industry based experience”, the respondents showed their agreement with the high percentage, 324/414 (78%), 301/414 (72%) and 248/414 (60%) respondents strongly agree, respectively and having 2.90, 2.97 and 3.17 weighted means. In the way to identify why the faculty member has the high level of satisfactory with this issue, the researcher can conclude as follows: In order to improve the quality of the faculty members, the vocational schools has implemented various activities, such as to conduct workshops on innovation method of teaching. Every year, school leaders request faculties to conduct professional activities to adjust the content, teaching method towards promoting positivity, thematic discussions on methods of teaching. Faculties have been taken seriously and applied to actual conditions of each lesson and course. Besides, many vocational schools had organized the teaching show. As a rule, every month teachers must attend the teaching show at least 2 times, 47 professional groups learned at least one hour after the event, it is also an opportunity for teachers, education managers recognized the quality of their own teaching. These issues need to be reviewed, strengthened and maintained in teaching management of school leaders in the future. 0 10 20 30 40 50 60 70 80 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 SA A D SD Figure 4.1: Satisfaction level of surveyed lecturers about faculty members (Source: Managing teaching – learning activities Survey, by the author, 2013) Note: S: Statement; SA: Strong agree; A: Agree; D: Disagree; SD: Strong Disagree Through the above figure, we can see, most of statements have received the agreement from the respondents. however, many problems still limited. for example: there has been 32% of respondents disagreed with the statement: “ Update lecture notes” or 22% disagree with the question: “Use ICT proficient in the use of the language of instruction”. These statements got 2.76 and 2.68 weighted means, respectively. Teaching management in term of technical facilities: 48 Table 4.3: Weighted means (WM) of satisfactory in Technical facilities for teaching and learning of surveyed lecturers. Technical facilities for teaching and learning Satisfactory level (%) WM SA (4) A (3) D (2) SD (1) Total (%) 1. Training facilities and materials were in good condition. 23 51 26 100 2.98 2. The training used up-to-date equipment, facilities and materials. 8 73 19 100 2.90 3. Computers are available at the institution for the student and teachers to use. 10 85 5 100 3.04 4. The institution has a Learning management system (LMS), Virtual learning environment (VLE), e-portfolio system or equivalent. 25 25 49 1 100 2.74 5. The institution provides Internet access to the student teachers. 25 74.5 0.5 100 3.24 6. The institution apply technical measures (such as filtering) to prevent access to certain content. 2 32 62 4 100 2.32 7. The institution had had a major training program in technology for teacher trainers in the last ten years. 40 56 4 100 3.34 8. Technical support are provided for student 9 74 17 100 2.92 49 teachers at the institution. 9. The institution has a policy to promote or support ICT-based innovations by teacher trainers in their teaching. 8 41 13 8 100 2.79 (Source: Managing teaching – learning activities Survey, by the author, 2013) Looking at the above table shows, in general, the technical facilities for teaching and learning are at the good assessment. Some statements had got the high percentage of agreement. For example: “The training used up-to-date equipment, facilities and materials”; “Computers are available at the institution for the student and teachers to use”; “The institution provides Internet access to the student teachers” or “The institution apply technical measures (such as filtering) to prevent access to certain content” are all statements which gain the high proportion in agreement and having 2.90, 3.04, 3.24, and 2.32 weighted means, respectively. However, it is not good to see that there is still negative adjustment related to the technical facilities for teaching and learning. For the statement: “The institution apply technical measures (such as filtering) to prevent access to certain content”, the number of respondents disagreed is 257, accounting 62%. This number is 71 (17%) for the statement: “Technical support is provided for student teachers at the institution” and got 2.92 weighted mean. Besides, the number of statements was adjusted not good based on the technical support. 50 0 10 20 30 40 50 60 70 80 90 S1 S2 S3 S4 S5 S6 S7 S8 S9 SA A D SD Figure 4.2: Satisfaction level of surveyed lecturers about Technical facilities for teaching and learning (Source: Managing teaching – learning activities Survey, by the author, 2013) Note: S: Statement; SA: Strong agree; A: Agree; D: Disagree; SD: Strong Disagree Through the survey, the majority of surveyed lecturers have the same opinions as follows: Technical facilities are one of the important conditions that support for teaching activities of the school. It has a vital role in improving the quality of teaching the specialized subjects. Technical facilities have diversity of types, specifications and strict preservation. So the management of technical infrastructure is complex and difficult. To implement this task effectively, schools have to equip with teaching supplies at the request of t...f teaching and learning management - For necessary: 75.5% of respondent are for very necessary; 24.5% of respondents are for necessary. - For feasibility: 70.8% for very feasible; 29.2% for the feasibility. The second group of measure : To manage teaching activities of lecturers - For necessary: 86.2% of respondent are for very necessary; 13.8% of respondents are for necessary. - For feasibility: 90.8% for very feasible; 9.2% for the feasibility. The third group of measure: To manage the learning activities for students to specialized subjects - For necessary: 96.7% of respondent are for very necessary; 3.3% of respondents are for necessary. - For feasibility: 91.5% for very feasible; 8.5% for the feasibility. The fourth group of measure: To manage supporting conditions for teaching and learning: - For necessary: 95.5% of respondent are for very necessary; 4.5% of respondents are for necessary. 72 - For feasibility: 78.4% for very feasible; 19.6% for the feasibility and 2% for not feasibility. CHAPTER 5 SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS SUMMARY This study attempting to propose the management measures the activities of teaching-learning the specialized subjects to improve the quality of these activities in vocational schools under MOIT sought to assess the teaching and learning activities of the specialized subjects. Specifically, it aimed to assess the current status of the management of teaching and learning activities in terms of curriculum; staff, faculty; learning; technical facilitate for teaching and learning and labor market. Moreover, it tried to find out the problems influenced in the management of teaching and learning activities the specialized subjects and propose a management measure to enhance the teaching-learning activities of the specialized subjects. Finally, to determine the acceptability of the proposed management measures among school managers. This study used the descriptive correlation design in analyzing the investigated variables. Four hundred and fourteen (414) teachers and two hundred (200) students from four (4) vocational schools under the MOIT (University of Industry of Ho Chi Minh City, Hanoi University of Industry, University of Quang Ninh Industrial, Hue College of Industry were requested to answer the questionnaire. They were randomly selected using the fish bowl technique. Weighted mean was utilized to describe the teaching and studying management. Multiple regressions were used to find out the predictability of the influence of teaching and studying management the specialized subjects. The statistical analysis was 73 done using the Statistical Package for Social Sciences (SPSS 16.0), now also known as Predictive analysis software. FINDINGS The study reveals the following findings: Table 5.1.Weighted Mean on the Teaching and Studying management the specialized subject in term of curriculum in the surveyed vocational schools by Lecturers and Students Content Lecturers Descriptive Rating Students Descriptive Rating WM WM 1. The curriculum meets the requirements of the Ministry of Industry and Trade 3.47 A 3.32 A 2. The curriculum reflects the national and regional goals as well as institutional vision and mission. 3.40 A 2.88 A 3. The curriculum provides for the acquisition of knowledge of theories based on the field of specialization 3.23 A 3.16 A 4. The curriculum has provision for learning the application of the theories to real problems 3.00 A 2.95 A 5. The curriculum is adaptive to the needs of the environment 3.16 A 3.59 SA 6. The curricular content is responsive to the needs of the country 3.20 3.17 A 7. The curricular content reflects the depth 3.45 A 2.88 A 74 and breadth of technical preparation required of its graduates 8. The curriculum provides for opportunities of participation in activities such as on-the-job training 3.21 A 3.15 A 9. There is periodic review, assessment and updating of the curriculum 2.55 A 2.72 A 10. The curriculum allows the accommodation of students with special needs and assists them to finish the course. 2.66 A 3.08 A OVERALL Weighted Mean 3.13 A 3.09 A Table 5.2.Weighted Mean on the Teaching and Studying management the specialized subject in term of leaners in the surveyed vocational schools by Lecturers and Students Content Lecturer s Descriptiv e Rating Students Descriptiv e Rating WM WM 1. Developed the skills expected from the course. 3.47 A 3.17 A 2. Identified ways to build on the current knowledge and skills. 2.95 A 3.16 A 3. Leaners have learned on the course about their behavioral skills 3.40 A 3.40 A 4. Learners have learned on the course 2.84 A 2.50 DA 75 about how much they contribute to group discussions 5. Learners were taught very well the specialized subjects that related directly to their work after graduation. 3.35 A 2.64 A 6. Learners have a good preparation for their work by having good mix of theory and practice. 2.95 A 2.66 A 7. Learners can access the technical facilities during their courses. 3.00 A 3.10 A 8. Learners can meet their lectures when they have difficulties in their studying, especially if they study the specialized subjects. 3.00 A 3.01 A 9. Learners can receive useful feedback on their assessments 3.13 A 3.07 A OVERALL Weighted Mean 3.12 A 2.96 A Table 5.3.Weighted Mean on the Teaching and Studying management the specialized subject in term of faculty members in the surveyed vocational schools by Lecturers and Students Content Lecturers Descriptive Rating Students Descriptive Rating WM WM 1. Have earned appropriate and relevant degrees to the programs they are teaching . 2.90 A 2.90 A 76 2. Are licensed. 2.97 A 3.25 A 3. Have the specialization and technical skills of the courses they are handling. 3.34 A 2.74 A 4. The faculty members handling on-the-job training/practicum courses have industry based experience. 3.17 A 3.00 A 5. Demonstrates mastery of the content, issues and methodologies in the area of specialization. 3.43 A 3.43 A 6. Are proficient in the use of the language of instruction. 3.17 A 2.61 A 7. Use ICT resources in the enhancement of the teaching learning process. 2.68 A 2.47 DA 8. Update lecture notes. 2.76 A 2.74 A 9. Demonstrate harmonious interpersonal relations with superiors, peers, students, parents and the community 2.72 A 2.93 A 10.Show evidence of professional growth by attending seminars and trainings. 3.22 A 2.98 A OVERALL Weighted Mean 3.03 A 2.90 A 77 Table 5.4.Weighted Mean on the Teaching and Studying management the specialized subject in term of technical facilities in the surveyed vocational schools by Lecturers and Students Content Lecturers Descriptive Rating Students Descriptive Rating WM WM 1. Training facilities and materials were in good condition. 2.98 A 3.26 A 2. The training used up-to-date equipment, facilities and materials. 2.90 A 3.14 A 3. Computers are available at the institution for the student and teachers to use. 3.04 A 2.72 A 4. The institution has a Learning management system (LMS), Virtual learning environment (VLE), e-portfolio system or equivalent. 2.74 A 2.70 A 5. The institution provides Internet access to the student teachers. 3.24 A 3.10 A 6. The institution apply technical measures (such as filtering) to prevent access to certain content. 2.32 DA 2.30 DA 7. The institution had had a major training program in technology for teacher trainers in the last ten years. 3.34 A 3.16 A 78 8. Technical support are provided for student teachers at the institution. 2.92 A 2.70 A 9. The institution has a policy to promote or support ICT-based innovations by teacher trainers in their teaching. 2.79 A 2.95 A OVERALL Weighted Mean 2.91 A 2.89 A Table 5.5.Weighted Mean on the Teaching and Studying management the specialized subject in term of labor market in the surveyed vocational schools by Lecturers and Students Content Lecturers Descriptive Rating Students Descriptive Rating WM WM 1. The employees have positive outlook in relation to the degree of professional training. 3.53 A 3.07 A 2. The employees‟ knowledge is enough to develop the company‟s activity. 2.81 A 3.68 A 3.The knowledge gained in school helps the employee to fulfill the work tasks. 3.23 A 2.22 DA 4.The relation between the theoretical training and the practical one developed by the university curricula is optimal. 3.65 A 2.44 DA 5.The practical skills and abilities have been developed inside the university 3.43 A 2.70 A 79 curricula in order to address the increase of the employees‟ productivity degree. 6.It is necessary to develop teamwork activities in the educational system in order to increase employees‟ work efficiency. 2.94 A 2.90 A 7.The employees are characterized by teamwork, capacity and the affiliation to the enterprise‟s organizational culture. 3.24 A 3.25 A OVERALL Weighted Mean 3.26 A 2.89 A CONCLUSION Teaching and learning management activities to enhance the quality of education is a very vital problem, the key step in the management of education in Vietnam. From the theoretical basis for management, education management, school management (colleges and universities), activity of teaching the specialized subjects have extremely important role in the quality of graduated students in the vocational schools, of the output professional schools, to contribute effectively in providing quality human resources for the process of industrialization and modernization of the country. Over the past 10 years, graduated students from vocational schools under the MOIT has increasingly matured through years, have proper awareness about occupational, deeper understanding about the role of knowledge and skills. However, in the current situation, with the requirements of innovation and improve the quality of human resources for the country, there are new challenges need to be addressed. These require the vocational schools have to organize and innovate teaching activities in general and especially for 80 specialized subjects at higher level to meet the requirements of integration at the regional and international levels. Innovative teaching and learning activities aimed at improving the quality of human resources is a complex and difficult task, requiring much effort. This issue has multiple processes which should be studied seriously and apply flexible to adapt the real situation of development in the current period. This work is very important and necessary, both immediate value and long-term effects on the development of the country. In the following years, the vocational schools under the MOIT need to analyze the status of the teaching activities with a focus on specialized subjects. Then, to identify, evaluate and summary of the strengths and weaknesses to implement the recommendations. On the basis, vocational schools need to implement synchronous measures to reform teaching activities aimed at improving the quality of training activities, to meet the requirements of the human resources. RECOMMENDATIONS To the Ministry of Education and Training: To improve the quality of training activities at the vocational schools under the MOIT, the Ministry of Education and Training need to implement these recommendations: - Need to adjust, innovate content, curriculum, teaching 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. - Strengthening the close direction of improving the quality of education management in the vocational schools in the education system in Viet Nam. 81 To the Ministry of the Interior To enhance and encourage lectures focusing on research and teaching, it is necessary to recommend to the Ministry of the Interior the following issues: - Need for wage reform, teaching allowance, adjusted wage scales, wage levels in the line with the qualifications obtained. - Need to adjust the allowance for leaders in the universities to enhance the responsibility and appreciate their contributions to the education activities. To the Ministry of Industry and Trade: For teaching activities associated with the actual requirements of the enterprise and the ongoing development of the country, we propose MOIT need to recognize the following issues: - Conduct number of conferences and seminars on improving the quality of education training for higher human resources. - Implement effectively programs of human resource development and consider this as a positive factor for the development of specialized training in the vocational schools under the MOIT. - Enhanced support budget for the vocational schools, the national action program in the field of training, capacity training managers and lecturers for the coming years. To the vocation schools: - Have a direct long-term plan to improve the team of management staff and lecturers to undertake the work of teaching activities at the present and in the future. - Having more activities directly to the research groups, especially invest in facilities, equipment for the professional activities at higher levels. - Create favorable conditions for staff members from the management team by 82 appoint to attend to the training course on education management. - To organize regularly training course for lecturers of specialized subjects in term of foreign languages, informatics and participate in field trip at the big companies. - Focusing directly to teach specialized subjects and foreign languages for students. 83 BIBLIOGRAPHY A. Books 1. Adaralegbe, (n.d) in Abraham, N. M. (2003 . Educational Administration in Nigeria, Port Harcourt: Pam Unique Publishing Company Ltd. 2. Adesina, (n.d.) in Abraham, N. M. (2003). 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LSIS Excellence Gateway. 88 APPENDDICES Appendix A: Maps of Respondent schools 1. Map of Ho Chi Minh University of Industry 89 2. The picture of The Ha Noi University of Industry 3. Map of The Ha Noi University of Industry 90 4. Picture of the University of Quang Ninh Industrial 5. Map of Hue Industrial College 91 6. Picture of Hue Industrial College 92 Appendix B. REQUEST LETTER TO CONDUCT THE SURVEY (To School Principal) Date: 2013 Subject: Doctor Dissertation Application Dear Sir / Madam, My name is Nguyen Thien Nam. I am doing a Dissertation of Doctor of Education Management. I am very much interested in doing research in your school. In this connection may I ask your kindly permission to use your school as my subject for research? My proposed title is “Managing activities of teaching and learning the specialized subjects in the vocational schools in Vietnam under the Ministry of Industry and Trade”. If it is approved, I will conduct a research survey in your school to be able get feedback with regards to the management of teaching and studying the specialized subjects in your school. Rest assured that all information gathered will be treated with utmost confidentially. I am looking forward to having your permission as soon as possible. Thanks very much for your time, please acknowledge at your earliest convenience. Yours sincerely, Nguyen Thien Nam 93 Appendix C. EVALUATION OF THE QUESTIONAIRE FOR CONTENT VALIDATION July 10 th , 2013. Dear Evaluator, Please rate the items of my questionnaire as to the following criteria: a. correctness of language, b. appropriateness of the statements c. relevance of the items to the title Please use codes below. 3 acceptable 2 needs improvement 1 not acceptable Thank you very much for your assistances. Respectfully yours, (Sgd.) NGUYEN THIEN NAM Researcher 94 Appendix D. QUESTIONAIRRE The information is provided is for scientific research: “Measures to manage the teaching - learning activities specialized subjects in the vocational schools under the Ministry of Industry and Trade ". We commit to keep privacy of all information. PART 1. General information 1. Name (optional): ................................... 2. Gender: (1) Male (2) Female 3. Age: ......................... 4. Working experience: ....................................................... 5. Qualification Level: (1) High school  (3) College  (2) Intermediate education (4) University  PART II. Status of the Management of Teaching and Learning Activities Direction: Below are statements affecting the management of teaching and learning activities. A scale of 1 to 4 is provided with the corresponding qualitative description. Please check the column that corresponds to your answer. Strongly Agree (SA) 4 Agree (A) 3 Disagree (D) 2 Strongly Disagree (SD) 1 95 CURRICULUM SA (4) A (3) D (2) SD (1) 1. The curriculum meets the requirements of the Ministry of Industry and Trade 2. The curriculum reflects the national and regional goals as well as institutional vision and mission. 3. The curriculum provides for the acquisition of knowledge of theories based on the field of specialization 4. The curriculum has provision for learning the application of the theories to real problems 5. The curriculum is adaptive to the needs of the environment 6. The curricular content is responsive to the needs of the country. 7. The curricular content reflects the depth and breadth of technical preparation required of its graduates. 8. The curriculum provides for opportunities of participation in activities such as on-the-job training 9. There is periodic review, assessment and updating of the curriculum 10.The curriculum allows the accommodation of students with special needs and assists them to finish the course. FACULTY The faculty members 1.Have earned appropriate and relevant degrees to the programs 96 they are teaching . 2. Are licensed. 3. Have the specialization and technical skills of the courses they are handling. 4. The faculty members handling on-the-job training/practicum courses have industry based experience. 5. Demonstrates mastery of the content, issues and methodologies in the area of specialization. 6. Are proficient in the use of the language of instruction. 7. Use ICT resources in the enhancement of the teaching learning process. 8. Update lecture notes. 9. Demonstrate harmonious interpersonal relations with superiors, peers, students, parents and the community 10. Show evidence of professional growth by attending seminars and trainings. LEARNERS - Students 1. Developed the skills expected from the course. 2. Identified ways to build on the current knowledge and skills. 3. Leaners have learned on the course about their behavioral skills 4.Learners have learned on the course about how much they contribute to group discussions 5. Learners were taught very well the specialized subjects that 97 related directly to their work after graduation. 6. Learners have a good preparation for their work by having good mix of theory and practice. 7. Learners can access the technical facilities during their courses. 8. Learners can meet their lectures when they have difficulties in their studying, especially if they study the specialized subjects. 9. Learners can receive useful feedback on their assessments TECHINCAL FACILITIES FOR TEACHING AND LEARNING 1. Training facilities and materials were in good condition. 2. The training used up-to-date equipment, facilities and materials. 3. Computers are available at the institution for the student and teachers to use. 4. The institution has a Learning management system (LMS), Virtual learning environment (VLE), e-portfolio system or equivalent. 5. The institution provides Internet access to the student teach ers. 6. The institution apply technical measures (such as filtering) to prevent access to certain content. 7. The institution had had a major training program in 98 technology for teacher trainers in the last ten years. 8. Technical support are provided for student teachers at the institution. 9. The institution have a policy to promote or support ICT- based innovations by teacher trainers in their teaching. LABOUR MARKET 1. The employees have positive outlook in relation to the degree of professional training. 2. The employees‟ knowledge is enough to develop the company‟s activity. 3. The knowledge gained in school helps the employee to fulfill the work tasks. 4. The relation between the theoretical training and the practical one developed by the university curricula is optimal. 5. The practical skills and abilities have been developed inside the university curricula in order to address the increase of the employees‟ productivity degree. 6. It is necessary to develop teamwork activities in the educational system in order to increase employees‟ work efficiency. 7. The employees are characterized by teamwork, capacity and the affiliation to the enterprise‟s organizational culture. 99 CURRICULUM VITAE I. PERSONAL INFORMATION Full name: Nguyen Thien Nam Date of birth: 21st January, 1978. Place of birth: 103 Hospital, Ha Dong, Ha Noi. Nationality: Vietnamese Sex/ marriage status: Male/ Marriage Contact address: - Current residence: 305 CT3 Alley 62, Tran Binh Street, Mai Dich Ward, Cau Giay District, Ha Noi, Viet Nam. - Phone: 0986016699. - Email address: hangnam2003@yahoo.com; namnt@moit.gov.vn II. EDUCATIONAL ATTAINMENT Degree School Year Graduated Master of Mechatronics Bachelor of Electronics AIT, Thailand Hanoi National University 2002 1999 100 III. TRANNING WORKSHOPS ATTENDED Year Name of training workshop Name of country 2012 Advanced Training for Vietnamese Managers on National Skills Testing and Certification system Korea 2012 Global Leadership Program Japan 2007 Skill Standard, Testing and Certification Korea 2005 Curricular and Instructional Material development Thailand 2001 Advanced Vocational Training in CAD/CAM and Auto Maintenance for ASEAN countries Korea IV. WORKING EXPERIENCES Year Workplace Position 1999-2003 2003 -4/2013 4/2013 up to now Hanoi University of Industry Department of Education and Training- Ministry of Industry and Trade Department of Human resource Development – Ministry of Industry and Trade Lecturer in the Department of Electronics Expert Head of Division