Status of training program management of part - Time courses of tuaf: Basis for management regulation policies

SHEET 2 In partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management, this research study entitled “Status of Training Program Management of Part-Time Courses of TUAF: Basis for Management Regulation Policies” has been prepared and submitted by Ha Van Chien (Schumacher) and is hereby recommended for oral examination. May, 2014 Dr. Apolonia Espinosa 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 ESPINOSA, Ed.D. Date Dean, Graduate School 3 ACKNOWLEDGMENT Writing a doctoral dissertation is a gratifying but difficult and sometimes nerve wrecking endeavor that only few engaged in because it requires a lot of sacrifices and hard work from the researcher. However, at the end of the task, one experiences a wonderful feeling of joy, happiness, relief and fulfillment. The researcher would like to extend his sincerest gratitude and thanks to the following people who were very instrumental in the fulfillment of this research study. DR. CECILIA N. GASCON, 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 PhD.EdM degree; DR. DANG KIM VUI President of Thai Nguyen University in the Socialist Republic of Vietnam, for his untiring effort and belief that this collaboration is possible thus enabling us to pursue the PhD.EdM degree DR. NGUYEN TUAN ANH, Ph.D., former Director of the International Training Center, Thai Nguyen College of Agriculture and Forestry - Thai Nguyen University of the Socialist Republic of Vietnam, for his enormous pursuit to provide the Vietnamese people an opportunity to grow through education; PROF. Opolonia Espinosa his adviser, for the guidance and endless support for the improvement of this study. PROFESSORS .., ., and , who composed the Oral Defense Committee, for their suggestions, comments and corrections to improve this study; ITC STAFF, for providing the necessary research materials; HIS 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. 1 Table of Contents Title Page Page Abstract List of Tables Chapter I: Introduction Introduction 5 Background of the study 7 Objectives of the study 14 Significance of the study 15 Scope and limitation 17 Definition of terms 17 Chapter II. Review of Literatures and Studies Management 20 Training program management 22 Training curricula 28 Infrastructure 35 Classroom climate 39 Teaching activity 45 Learning activity 49 Management regulation policies 54 Research paradigm 63 Chapter III Methodology Locale of the study 65 Research design 65 Population and sampling 66 2 Research Instrumentation 68 Chapter IV. Results and Discussions Status of Part-time training programs of TUAF 71 Training facilities 80 Teaching activity 82 Learning activity 83 Curricula 84 Comparison between three groups 93 Seminar results 97 Chapter V. Summary, findings, conclusions and 101 recommendations References 122 Appendices 131 List of tables Content of tables Page Table 1. Teaching staff of TUAF 13 Table 2. Population of graduated students 67 Table 3. Population of local leasers 68 Table 4. Population of instructors 68 Table 5. Chi square of homogeneity counts 71 Table 6. Frequency of graduated students in provinces 77 Table 7. Frequency of part-time training courses by majors 80 Table 8. Quantity of part-time training courses of TUAF 81 Table 9. Students and Instructor’s opinions about training facilities 86 3 Table 10. Student’s opinions about teaching activities 87 Table 11. Instructor’s opinions about learning activities 88 Table 12. Students, Instructors and Local Leader’s opinion about curricula 90 Table 13. Student’s perceptions about part-time training programs by provinces 92 Table 14. Anova analysis results in student’s perceptions by provinces 93 Table 15. Post hoc Multiple analyses in student’s perceptions by provinces 94 Table 16. Student’s perceptions about part-time training programs by majors 96 Table 17. Anova analysis results in student’s perceptions by majors 97 Table 18. Post hoc Multiple analyses in student’s perceptions by majors 98 Table 19. Instructor’s perceptions about part-time training programs by majors 99 Table 20. Anova analysis results in Instructor’s perceptions by majors 100 Table 21. Post hoc Multiple analyses in Instructor’s perceptions by majors 101 Table 22. Post hoc Multiple analyses in Instructor’s perceptions on learning 102 activities Table 23. Post hoc Multiple analyses in Instructor’s perceptions on curricula 103 Table 24. Local leader’s opinions about part-time training programs 104 Table 25. Anova analysis results in local leader’s perceptions by provinces 105 Table 26. Post hoc Multiple analyses in local leader’s perceptions by provinces 106 Table 27. Comparison on students and instructor’s perceptions about part-time 108 training programs Table 28. Chi square test of Homogeneity in students and instructor’s 109 perceptions Table 29. Comparison of students, instructors and local leader’s perceptions 110 about training curricula Table 30. Chi square test of Homogeneity in students and instructor’s 111 perceptions about training facilities 4 Table 31. Chi square test of Homogeneity in students, instructors and local 112 leader’s perceptions about curricula Table 32. Management regulation policies Matrix 115 List of Figures Figure 1. Structure of classroom climate 40 Figure 2. Learning model 3C 48 Figure 3. Model for learning activities of Beethan 49 Figure 4. Research paradigm 61 5 Chapter 1 INTRODUCTION For generations, Vietnam has been recognized as a country with thousands of years of culture and of the people who have a traditional fondness of learning. Those who are knowledgeable and capable have always been praised and extolled through folk songs and allegories, from generation to generation to remind the future generations. Those who achieved high grades were named in the rolls of honor in the Temple of Literature in Hanoi or the temples and communal houses in their motherlands to be worshiped and remembered for ever. Therefore, much importance has always been invested in education, by the leaders of Vietnam. The 11th National Congress of Vietnamese Communist Party affirmed: "The development of education and training together with the development of science and technology is a top national policy." According to the Department of Planning and Finance, the Ministry of Education and Training: "in the last 12 years (1998 - 2010), the investment in education and training increased from over 13% to 20% of the total national budget. At the current rate of expenditure on education and training, Vietnam is a country with one of the highest rates of investment. Like all other education systems in the world, after a certain time, the Vietnamese education system needs changes and development to meet the needs of socio- economic development of the country. The 11th National Congress of the Vietnamese Communist Party emphasized: "comprehensively innovate the basic education of Vietnam in the direction of standardization, modernization, socialization, democratization and international integration." However, education and training in Vietnam today retains a large gap between training and application, between supply and demand for human resources, or in other words, effectiveness of training is low. This "disease" has been mentioned for tens of years, since the Government began referring to the policy of social education, but so far it has not been overcome, if not 6 tending to worsen under the pressure of international integration. The said “disease" is a dual result of an education system which not only is heavy on vainglory, formal examination competition and degree preference, as in feudal times but also reflects the retreat of education, separating education from community needs and practical business like a model practiced by the former Autonomous Soviet Socialist Republic. Moreover, this "disease" has caused a serious imbalance in the structure of educated human resources which has long been known as the state of "teacher redundancies and worker shortage”. This refers to a circumstance where many university graduates cannot get jobs while business sectors severely lack workers trained in accordance with their needs, especially in the rural areas, mountainous areas, islands, and difficult areas, where most of the graduates do not want to work. Along with the development of the market economy and international integration, Vietnam’s formal accession to the World Trade Organization (WTO) with commitments to open the higher education market have put direct pressure to force us to change our thinking on education and training. One of the obvious forms of evidence is that we need to understand the concept of the education market in its full meaning. It can be seen that in order to implement our WTO commitments, if we do not urgently and radically change our thinking on education and training and put education in the center of development and integration, the educational crisis of backwardness and human resource shortages is going to continue. Therefore, Vietnam has defined the education innovation policy as a fundamental and comprehensive improvement. First of all, we need to identify training objectives, changing from "offer training on whatever we have” to "offer training on what society needs" to meet the demands of society, specifically, we should pay attention to the demands for development of high quality human resources for the rural, mountainous, island and disadvantaged areas. Part-time education is considered to be the most effective, influential and feasible because this form of training will 7 enable the local staff to take classes while working at the same time to improve their qualifications. Particularly, since 2010, the Government of Viet Nam has promoted the new rural development program, in which the training of qualified human resources is considered the most important. Hence, the focus and investment is on the part-time/in-service model, particularly in the fields that relate to agriculture, forestry and fisheries because more than 70% of the population are living and working in those fields. Background of the study Along with the development of Vietnam, the education system has several achievements. However, there still exist some weaknesses and inadequacies. The quality of education has not met the demands of society or encouraged self-study, creativeness and activeness of learners. The current training programs do not meet the socio-economic development demands in the whole country. The Secretary General of Vietnam, Mr. Nguyen Phu Trong said at the 6th meeting of the 11th National Congress of Vietnamese Communist Party, “So far, the education and training of Vietnam has not been prioritized. There even exist lots of inadequacies and weaknesses, especially in educational quality, management activities, mechanism of creating human resources and development motivations. Some of the weaknesses and inadequacies mentioned in the 9th and 10th National Congresses of Vietnamese Communist Party include: the focus is on quantity rather than the quality of learners; that the curricula are inappropriate and methodologies are outdated and not practical; that quality assurance is ignored, especially the attitude, ethics and lifestyle of the learners; that the national education system is not synchronous and equal; that the education management at state level is still weak and the educational management mechanism is slowly innovated; that the educational managing staff and teachers have low ethics and capacity; that the role of educational socialization and 8 international cooperation in education are not fully understood; that the education innovation is slow and educational science has not been paid proper action to among others. The 2nd Comparative Education Conference “Vietnamese Education in Globalization Context”, which was held in Ho Chi Minh City on May 23rd, 2008 concluded that: Vietnamese society is being divided. Along with economic achievements that exceed expectations came the increasingly large gap between the rich and the poor and other social issues such as the decline in moral discipline, crisis of faith, ideals and values. In such a context, the burden of responsibility of education becomes heavier than ever before. Education has to supply human resources and participate in solving social issues at the same time. It is education’s nature to foster the search for the truth and “Truth is an aspiration, not a possession”. Let’s return to education in its true meaning. Let study be a creative pleasure and not a burden of obligations and ambitions. Because the ultimate goal of development is people. Instead of crushing people in order to achieve development goals, we need to do the opposite: making people’s happiness the ultimate goal of all developments. Currently, more than 70% of the population lives in the countryside and their main incomes are from agricultural, forestry and fishery activities. The gap between the income and economic status of those in the countryside and those in the city is warningly big. In addition, recent research reveals that around 80%-90% of the students enrolled in regular programs stay and work in the cities after their graduation. The rest of the graduates, who return to their motherland, are of course not enough, particularly in the remote and disadvantaged areas. Continuing education is required in order to improve human resource in these regions. Those educational problems could not be solved comprehensively. This requires the managers, experts, and educators to have a comprehensive and objective outlook. The part-time model of training now is very important as it provides students with more opportunities to enroll in academic programs where they do not have to travel or move to the cities, which are far away from their motherland. This training more should be invested and 9 focused more in order that it can significantly contribute to the development and success of the education system of Vietnam. Especially, from 2010, Vietnam has begun to implement the New Rural Strategy according to Decision number 800, June 04th , 2010 justified by the Prime Minister. This strategy has 19 criteria, and one of the most important criteria is human resource development for rural regions with priority for disadvantaged villages in remote zones. With the current conditions of Northern mountainous provinces, part-time training type plays a very important role for human resource development. TUAF is one of the members of Thai Nguyen University. It started as the College of Agricultural Technology number 3 in 1970. In 1994, under the decision No. 31/CP of the Prime Minister of Vietnamese government, it became Thai Nguyen University of Agriculture and Forestry. Since its foundation, TUAF has been distinguished by its ability to maintain a higher standard of education and outstanding research in the North of Vietnam. The missionsof the university is: To offer higher education in agriculture, forestry, natural resource and environment management, agricultural economics and rural development in the Northern Mountainous Region of Vietnam. To conduct research and technology transfer in the fields of agriculture, forestry, natural resources and environment management in order to improve socio-economics in the region. Since its establishment day, the university has developed continuously and confirmed its important role to provide human resources with a high level of professional knowledge and skills for not only the Northern Mountainous region but also for other regions across the whole country. Up to June 2013, the University has graduated about 27,000 bachelors; 1,500 masters and over 40 doctoral students in the fields of agriculture, forestry, natural resources 10 and environment management, agricultural economics and rural development. Of the graduates, over 40% came from ethnic people groups and remote regions. At present, the university is delivering 21 professional majors at BSc. Level for 2,050 students per year, 7 professional majors at MSc. Level and 8 professional majors at PhD. Level. The professional majors at BSc. Level are Land Management, Environmental Science, Environmental and Land Management, Post-harvest Technology, Food Technology, Biotechnology, Crop Plantation, Horticulture, Silviculture, Agro-forestry, Forest Protection and Management, Wood Processing Technology, Animal Science and Veterinary Medicine, Aquaculture, Veterinary Medicine, Agricultural Pedagogy, Rural Development, Agricultural Extension, Agricultural Industry, Agricultural Economics, and Agricultural Engineering. The professional majors at MSc. Level are Land Management, Environment Science, Crop Science, Silviculture, Veterinary Medicine, Animal Science, and Rural Development. The professional majors at PhD. Level are Land Management, Environmental Science, Crop Science, Silviculture, Animal Science, Animal Nutrition, Veterinary Parasite, and Veterinary Micro-organisms. In addition, TUAF is a center of research and technology transfer in the fields of agriculture, forestry, natural resource and environment management. At present, the university has the following research centers: Institute of Life Science, Center for Agricultural Experimentation and Practice, Agriculture and Forestry Research and Development Center for the Northern Mountainous Region, Center for Resources and Environment in the Mountainous Region, Northern Mountainous Forestry Research Center, Research Center for Temperate Fruit Crops, and Center for Foreign Language and Applied Informatics. These centers provide experimental and practical opportunities for students to conduct scientific research and practical application. In order to develop international training programs, the university has an advanced education program. This program in the field of Environment Science and Management has been 11 imported from the University of California at Davis. At the same time, the university has also improved international cooperation in education. The International Training Center of the university has established in 2008. At present, the Center has cooperation agreements with universities from China, the Philippines, Australia, and Korea. Teaching staff of TUAF The staff of TUAF comprises 518 officers, of which the teaching staff number 313. The teaching staff are distributed into professional faculties according to the following table: Table 1: Teaching staff of TUAF Faculty Professor PhD. MSc. BSc./Eng. Total Animal Husbandry and 8 29 26 2 57 Veterinary Medicine Forestry 1 11 25 2 38 Agronomy 5 21 18 4 43 Bio-technology and Food 1 2 25 4 31 Technology Natural Resources and 6 16 25 5 46 Environment Economic and Rural 1 3 26 8 37 Development Basic Science 0 2 30 11 43 Center of Foreign Language 1 1 13 4 18 and Applied Informatics Total 22 85 188 40 313 12 This table shows that the teachers holding MSc. and Ph.D number 228, comprising 72.84% of all teaching staff. At this rate TUAF is standing at the top of the higher education system in Vietnam. These staff can ensure teaching quality at the university. There are five professional faculties with a large number of teachers, and they are also managing five professional majors, which have the highest number of students of part-time training courses of the university. The Faculty of Animal Husbandry and Veterinary Science has 57 teachers and manages the major of Animal Husbandry and Veterinary Science. Teacher numbers for the other faculties are: the Faculty of Natural Resources and Environment: 46, Land Management; Faculty of Agronomy: 43, Crop Plantation; Faculty of Forestry: 43, Agro-forestry; and Faculty of Economics and Rural Development: 37, Rural Development. These faculties are also selected as respondents of the study. The part-time training programs of TUAF began in 1995 with two professional majors. These were Crop Science, and Animal Husbandry and Veterinary Science, with about 120 students in two provinces: Thai Nguyen and Son La. At present, the part-time training courses of TUAF have 4,559 students, and this will reach 5,055 students after the first entrance examination in April 2013. There are 12 professional majors and 76 groups, which are located in 21 provincial training centers of 14 Northern mountainous provinces. The professional majors were selected by local leaders based on the socio-economic development demands of their province. According to the cooperation contracts, provincial People’s Committees choose training majors based on their socio-economic development demands, the provincial training centers provide the training infrastructure and prepare need teaching-learning requirements, while the TUAF develops the training curricula and appoints the teachers. In order to provide comfortable conditions for learners who are working in communes and districts, most part- time training courses are located in their provinces. That is a cause of many different problems in training program management of part – time courses. 13 There are some urgent problems which should be solved as soon as possible. These problems are low quality, difficulty of control, assessment and quality assurance system, student performance assessment, training management and inflexible training curricula. Thus, the purpose of this study was to find out the causes and solutions to solve these problems as soon as possible. Objectives of the study The objectives of the study are solving problems of current status of part-time training programs of TUAF for enhancing management regulation policies. So the study aims to answer the following questions: 1. Determine the present status on the management of the part-time training programs of TUAF as perceived by the respondents in terms of: 1.1. Training facilities; 1.2. Teaching and learning activities. 1.3. Curricula; 2. Find out if there is any significant difference in the perception of the respondents by province on the current status of the part-time training programs of TUAF in terms of: 2.1. Training facilities; 1.2. Teaching and learning activities. 1.3. Curricula; 3. Prepare a management regulation policy. Ascertain the acceptability of the proposed management regulation policy among personnel in the Management authority. Hypothesis: There are no significant differences between the perception of the respondents in the status of the part-time training programs of the TUAF in terms of training facilities; teaching and learning activities; and curricula by provinces and professional majors. 14 Significance of the study The purpose of this study is to determine the advantages and disadvantages in organizing TUAF Part-time training courses, focusing on preparation of teaching syllabi, teaching activities and training facilities for effective learning. So this study will be beneficial to the following groups: The teachers of TUAF: In Vietnam, series universities have just established in the past 10 years. All universities actively go to the provinces to organize different training courses, including Northern mountainous provinces. They consider these activities as a main income source. So, if the training quality of TUAF can be assured then the university can confirm its standing in these regions. This provides opportunities for the university to enroll students in the university not only for part-time training courses but also for full time training courses. TUAF has redesigning the training curricula with the aim of meeting the socio-economic development demands in the Northern mountainous regions. Teachers can adapt the curricula to fit the individual needs of their own students. Research helps teachers to share with colleagues. Too often research looks backwards and there are lessons to learn. So the outcome of the study will be a great basis for them in this work. On the other hand, that will be a foundation for the university to develop cooperative projects in the field of scientific research and technology transfer with these provinces. Thus, this study will play an important role to increase the income for the university. The outcome of this study will help all teachers to re-examine their teaching methods, lectures, teaching documents, and so on. In order to improve the effectiveness of their lectures they should research socio-economic development in each province, where training courses are provided. That will help them to improve their professional knowledge, skills and experience. In addition, we hope that the results of this study will encourage all teachers to concentrate more on their responsibility which will lead to enhancement of their performance. 15 On the other hand, teachers are accountable. The public must have faith in the profession – and attitudes to education vary across many social groups – so the performance of teachers can be demonstrated through the publication of these research findings. Teachers project their own personality upon learning experiences. Sometimes this is intuitive and these decisions can either be successful or they can fail. Research methodologies give teachers the tools to analyze and make informed decisions about their practice. Training managers of TUAF: The result of this study will help the Center to determine the advantages and disadvantages of training management activities. That is the basis for developing management methodology, especially for training program management regulation policies. The cooperative contract activities between the Center and local training centers will be changed effectively. We hope that this study will help the training managers of TUAF to work more effectively in the future. Students: The outcome of the study will successfully help students, firstly to improve their performance, secondly to improve their problem solving skills, and thirdly to enhance their employability. We hope that these results will bring harmonious relationships among the class and with other. That will enable all students to solve their problems not only in learning but also in their lives, and enable them to work independently. Local leaders: Most of the students of part-time training courses are officers of local offices. So students’ improved performance, knowledge and skills will enhance the working effectiveness in their offices and leading to improved leadership styles. That requires local leaders to not only improve their professional knowledge and skills but also their leadership power and management skills. This plays an important role in socio-economic development, and will help local provinces to develop sustainably. Future researchers: This study could provide support for future researchers, who would like to conduct similar studies, by providing a basis for research on quality assurance of training, and policy development for this training form. 16 Scope and Limitations of the Study The primary purpose of the study is to evaluate the current status of training program management of part-time training programs of TUAF which were organized in the Northern mountainous provinces. From 2008, the university has re-built the training curricula, and began to deliver Part-time training programs from September 2008. So the scope of the study is training management program of Part-time courses 2008 – 2013 of TUAF in the Northern mountainous provinces. In order to evaluate the present training curricula, graduate students and teachers who take part in these courses will be selected as respondents. As the purpose of the study is to find out the solution for improvement of Part-time training programs in order to meet the needs of socio-economic development of the Northern mountainous provinces, the local leaders will also be selected as respondents. The training management programs of these courses have many problems, but there are limitations so the study will emphasise three urgent matters closely related to needs of the learners. These are training facilities in provincial cooperative foundations, teaching - learning activities, and training curricula. Definition of Terms In order to clarify and provide better understanding of the study, the following termi... has also implemented a similar classical core curriculum starting in the Fall of 2010. Pearl S. Buck’s viewpoint is: "We were soundly taught and the curriculum carried no hint that we were young women and not young men. We were not corrupted by home economics or dressmaking or cookery or any such soft substitute for hard thinking. We were compelled to take sciences whether we liked them or not, and mathematics and Latin were emphasized and excellently administered. Each year the student body petitioned for a course in home economics, for in those days no girl thought it possible that she might not marry, and each year the faculty sternly refused to yield to the request." A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education. For example, an elementary school might discuss how its curriculum, or its entire sum of lessons and teachings, is designed to 32 improve national testing scores or help students learn the basics. An individual teacher might also refer to his or her individual course of classes, referring to all the subjects that will be taught during a school year. Usually, students in high school and colleges have some degree of choice in pursuing their education. They often have an individual curriculum that helps them attain a degree or to specialize in a certain field. Even at the high school level, the course of study may be separated into courses that make a student eligible to attend certain colleges, and courses that will merely earn him or her diploma. In colleges, specific courses make up the individual’s curriculum, allowing a student to obtain a degree or certification in a certain field. Usually an individual will have to complete a certain amount of general education courses, and then specialized courses within a chosen field. In this way, the plan is individualized to the person’s desire for a certain type of expertise. Not following the prescribed course of study may mean not obtaining a degree. (Rechard Barrett, 2003). According to the standards of Ministry of Education and Training of Vietnam, training curriculum on higher education level is a training model for professional major and specialized professional major. Each graduate student will be granted a degree of one professional major or specialized professional major. The specialized professional major is at a deeper level. Every professional major is determined by a correlative training curriculum frame. The training curriculum frame contains two factors as follows: - Classification of knowledge: The training curriculum frame designs that the learning content has to get two blocks of knowledge: general education and professional education. The knowledge of general education can be understood as common, general, minimum knowledge needed for each group of professional majors. The knowledge of professional education can be understood as studious, specific knowledge needed for one professional major or 33 specialized professional major. They designed also there are compulsory and select block of knowledge. Content form: Training curriculum frame is designed closely by list of subjects. These subjects are described exactly about content, objects, objective, teaching duration and training time distribution of students. The standard duration for student’s learning is determined as credit that is calculated as 15 learning hours of theory; or 30 learning hours of practice, experiment, seminar; or 45 – 60 hours of essay or project work. The combination of from 2 to 5 units is called a study unit. Each study unit is completed in one semester. Thus the training curriculum is integrated into different units following the training curriculum model. The content model of a training curriculum is described by two factors such as: Training curriculum frame and Detailed training curriculum. The training curriculum frame is a list of subjects that was designed for a concrete professional major. Because, every university has the right to train many majors, many systems so subjects of the frame are classified as follows: Basic subjects are subjects using for different training systems; Common subjects for different majors; professional basic subjects for different specialized professional majors; and professional subjects. The detailed training curriculum is a training curriculum frame, which is integrated into different detailed units. That is distributed for each semester of student’s learning duration. Because, units are inherited from frame subjects so units are also classified following Basic – Common – Professional basic – Professional. (Tran Van Cu, 2010). An important note is that the training curriculum frame is usually examined by Ministry of Education and Training, while the detail training curriculum depends upon concrete situation of the university, characteristics of major then each university can design flexible. Often, the detail training curriculum can be changed depending concrete conditions (for example quantity of select subjects...) and managed closely with aim to assurance teaching rate of progress and knowledge of the training curriculum frame. 34 For part-time training program, the training curriculum is built up based on curriculum of Full-time training program, and the training curriculum frame is core part. According to Decision No.36 of Ministry of Education and Training, training curricula for Part-time Training courses are the same as training curricula of Full-time courses at the university less out only physical and national defense education subjects. The training duration of Part-time training courses is longer than of Full-time courses of a half or one of year. Infrastructure Infrastructure of an area is the sum of all relevant economic data such as rules, stock and measures with the function of mobilizing the economic potential of economic agents. Infrastructure systems include both the fixed assets, and the control systems and software required to operate, manage and monitor the systems, as well as any buildings, plants, or vehicles that are an essential part of the system. Also included are fleets of vehicles operating according to schedules such as public transit buses and garbage collection, as well as basic energy or communications facilities that are not usually part of a physical network, such as oil refineries, radio, and television broadcasting facilities. That can be categorized into hard and soft infrastructure. (Fulmer, Jeffrey, 2009, page: 30-32) Georg Indest (2009) summarized that the list of hard infrastructure is limited to capital assets that serve the function of conveyance or channeling of people, vehicles, fluids, energy, or information, and which take the form either of a network or of a critical node used by vehicles, or used for the transmission of electro-magnetic waves. So the Hard infrastructure includes following components: transport, energy, water management, communication, solid waste management, and Earth monitoring and measurement network infrastructure. While, the Soft infrastructure includes both physical assets such as highly specialized buildings and equipment, as well as non-physical assets such as the body of rules and 35 regulations governing the various systems, the financing of these systems, as well as the systems and organizations by which highly skilled and specialized professionals are trained, advance in their careers by acquiring experience, and are disciplined if required by professional associations (professional training, accreditation and discipline). Unlike hard infrastructure, the essence of soft infrastructure is the delivery of specialized services to people. Unlike much of the service sector of the economy, the delivery of those services depend on highly developed systems and large specialized facilities or institutions that share many of the characteristics of hard infrastructure. The Soft infrastructure includes governance, economic, social, and cultural, sports and recreational infrastructure. (Fulmer, Jeffrey, 2009, page: 30-32). Infrastructure may be owned and managed by governments or by private companies, such as sole public utility or railway companies. Generally, most roads, major ports and airports, water distribution systems and sewage networks are publicly owned, whereas most energy and telecommunications networks are privately owned. Publicly owned infrastructure may be paid for from taxes, tolls, or metered user fees, whereas private infrastructure is generally paid for by metered user fees. Major investment projects are generally financed by the issuance of long-term bonds. (The New York Time, November 2008) Following the Theory of employment, interest and money of Keynes, John Maynard (2007), the method of infrastructure asset management is based upon the definition of a Standard of service (SoS) that describes how an asset will perform in objective and measurable terms. The SoS includes the definition of a minimum condition grade, which is established by considering the consequences of a failure of the infrastructure asset. The key components of infrastructure asset management are:  Definition of a standard of service - Establishment of measurable specifications of how the asset should perform - Establishment of a minimum condition grade 36  Establishment of a whole-life cost approach to managing the asset  Elaboration of an Asset Management Plan Training infrastructure is analogous to the teaching laboratory in biology and is a vital tool for educators and students. Training infrastructure contents institutional, personal, and material type. The function of infrastructure in training is concluded as below (Peter McCawley, 2010): Institutional infrastructure to be provided by the state comprises the rules as well as facilities and procedures guaranteeing and implementing the rules with the function of activating the economic potentialities of economic agents. This category of infrastructure comprises all customary and established rules of the community as well as the facilities and procedures for guaranteeing and implementing these rules by the state. Personal infrastructure is represented by the number (quantitative personal infrastructure) and the properties (qualitative personal infrastructure) of the working population that influence the economic potentialities of the economic agents. The realized potentialities determine again the properties of the economic agents (learning by doing in a wide sense). Personal infrastructure or human capital has marked references to institutional and material infrastructure (for example, consider the implementation of the policy of the economic order or the supply of qualified labor for the production of material infrastructure goods). Material infrastructure refers to the capital stocks that serve the function of mobilizing the economic potentialities of economic agents. This type of infrastructure is understood to represent capital goods in the form of transportation, education, and health facilities, equipment of energy and water provision, facilities for sewage, garbage disposal, and air purification, building and housing stock, facilities for administrative purposes and for the conservation of natural resources. Due to its public provision often given in reality, in the literature material infrastructure is also referred to as social overhead capital, social amenities, or public facilities. The economic agents contribute – individually and in interaction with each 37 other – to the creation of the social product, which is attributed to the national community. These productive contributions are based on the provision of infrastructure. Let us concentrate here on material infrastructure, since the influences of this category can most easily be understood. The generalization of our considerations to include also institutional and personal infrastructure does not create any additional problems of substance. Material infrastructure has the function of rendering possible the opening and development of the economic agents' activities. It puts into action the potentialities of economic units for the benefit of society. This is a dynamic view that goes beyond the realization of precautions for the human beings' existence in the sense. It comprises the number and the relevant properties of the working population (for example, general and special education, qualification in different functions). That is, we have to deal with population as a stock variable and the labor participation rate that are changed by the birth rate, death rate and migration (quantitative aspect of personal infrastructure) as well as with the characteristics of the working population (qualitative aspect of personal infrastructure). The National Institute of Building Science, United States (2012) considers professional’s need for education and training does not end upon completion of his or her formal schooling years. Today, more than ever, continuing education is paramount to maintaining and enhancing one’s skills, especially in response to changes in technology that impact virtually every profession. While most state licensing agencies and professional associations require continuing education credits for professional certification, individuals may seek educational opportunities to achieve other personal and career objective. Training facility for adult professionals must have flexible and technologically – advanced learning environments that are safe, healthy, comfortable, aesthetically – pleasing, and accessible. It must be able to accommodate the specific space and equipment needs of the training program and curriculum. Support spaces geared toward adult needs, such as a 38 business station that allows students to carry out some business functions during their training sessions, must be seamlessly integrated into the facility as well. Types of spaces are: 1- Classrooms: Auditoriums, Conference room, Seminar rooms, audio/Visual-equipment rooms, Computer Training rooms, Dry laboratories; 2- User Support Space: Trainee Storage Spaces, Library, Observation room, Business Stations, Convenience store, Bookstore, Lobby, Common space, Cafeteria or Dining Hall, Infirmary, Restrooms; 3- Administrative Support Spaces: Administrative offices, Trainer offices, General storage, Food preparation area or kitchen, Computer/ Information technology closets, Maintenance closets. Thus, the training facilities are considered as a part of soft infrastructure with emphasis on training assets. Classroom climate Classroom climate may be considered as educational environment such as atmosphere, ambience, ecology, milieu, and comfortable facility. The impact of classroom climate on students and teachers can be beneficial for a barrier to learning. School Climate or Educational Climate is an important part of the larger focus on school improvement. That defines how teachers interact with each other and with administrators. This is different from Classroom Climate, which identifies relationships among students with each other, the teacher and how this translates into learning. Elizabeth Soby mentioned that: When students have been asked to describe effective classroom managers, researchers report that these are teachers who set clear expectations and consequences early in the year. They also describe teachers who consistently (and predictably) follow through with consequences, as opposed to merely threatening consequences. These characteristics appear essential in establishing good classroom environment in terms of social support and mutual respect. Additionally, the amount of time a teacher spends in teaching organizational behaviors impacts the classroom environment. Researchers have found that students in classrooms that spent more time early in the school 39 year on organizational instruction substantially increased the amount of time students spent in student-managed activities later in the academic year. Intentionally providing organizational instruction at the start of the academic year is a characteristic of an effective classroom environment manager. The Center for Innovative Teaching and Learning of Idiana University defined classroom climate as: Students experience the classroom as not just an intellectual space, but also as a social, emotional, and physical environment. Huston and Di Pietro (2007) defined that classrooms are subtly or indirectly exclude certain groups of students tend to be common from the students’ perspectives; students have a particularly negative reaction to instructors who fail to acknowledge consequential local or national events. Instructors’ attentiveness to the intellectual, social, emotional, and physical environments creates a classroom climate conducive to student engagement with the content and skills of the discipline. In terms of the intellectual environment, instructors provide content in an organized and engaging manner and give students motivating and challenging practice so that they are able to do authentic tasks in the discipline. From the emotional aspect of classroom climate, instructors create an encouraging atmosphere where students feel safe taking risks, receive support when events intrude on learning, and believe they can succeed if they put forth effort. And instructors foster approachable and supportive social interactions with students and among students so that learning is a collaborative and not competitive endeavor. With respect to the physical environment, instructors reduce and remove disruptions and barriers to learning so that all students can equally access course material. Ambrose et al., (2010) mentioned that these implicitly marginalizing classrooms have a negative effect on students’ motivation to learn and cognitive development. Brookver and Lezotte (2009) assisted that classroom should be student-centered, but recognizes that students need guideline to feel comfortable. 40 Adelman and Taylor (2009) defined that classroom climate is a perceived quality of the setting. It emerges in a somewhat fluid state from the complex transaction of many immediate environmental factors (physical, material, organizational, operational, social ). Both the climate of the classroom and the school reflect the influence of a school’s culture, which is a stable quality emerging from underlying, institutionalized values and belief system, norm, ideologies, rituals and traditions. Therefore, classroom climate and culture are both a shapes by the school’s surrounding and embedded political, social, cultural, and economic context. Moos (2009) defined classroom climate by following factors: The structure of the classroom climate is described as following scheme: Figure 1: Structure of classroom climate (Source: Center for Innovative Teaching and Learning of Idiana University) 41 - Relationship: the nature and intensity of personal relationship within the environment; the extent to which people are involved in the environment and support and help each other. - Personal development: basic direction along of which personal growth and self enhancement tend to occur. - System maintenance and change: the extent, to which the environment is orderly, clear in expectation, maintains control, and is responsive to change. Classroom climate is seen as a major determiner of classroom behavior and learning, understanding how to establish and maintain a positive classroom climate is seen as a basic to improving schools. Lee (2009) advocated a welcoming, caring, and hopeful atmosphere; social support mechanism for students and staff, an array of options for pursuing goals; meaningful participation by student and staff in decision making; transforming a big, classroom into a set of smaller units that maximize intrinsic motivation for learning and are not based on ability or problem-oriented grouping providing instruction and responding to problems in a personalized way; use of a variety of strategies for preventing and addressing problems as soon as they arise. Logan, et.al (2001) cited that instructional grouping and teacher behavior suggest may be an important variable and that whole class be divided into smaller groups. On measuring of classroom environment we can use the Classroom Environment Scale (Rudolf Moos, 1979). That based on three essential areas of classroom environment: (1) Relationship dimension, which focuses on the interpersonal relationships between students and students and the teacher in a classroom; (2) Personal Development dimension, which centers on individual characteristics of the classroom member; and (3) System Maintenance and Change dimension which includes attributes such as classroom control and order as well as responsiveness to change. At present, following models can be applied at universities for making up the learning environment: 42 - Instructional System Design (Clark, D. R., 2004): Instructional System Design is considered a plug and play model in that it allows other model and frameworks to be plugged into it so that it can adapt to almost any learning situation or environment. - Agile Design: An Ethos for Creating Learning Platforms - One of the criticisms of Instructional System Design is that it is too process orientated and does not focus enough on the people. Using Agile Design in conjunction with ISD helps to make the design process just as much an art as science. The model includes a Rapid Instructional Design iteration) method for creating an Agile and Blended learning model where people are above processes and documentation. - Instructional Design Framework: The Instructional System Design model is quite comprehensive as it covers the entire spectrum of the learning or training platform being built. Since ISD is so broad in nature, it does not go into a lot of design detail (which in turn makes it a great “plug and play model”). This framework plugs into the Design phase of ISD for creating richer and more interactive learning environments. - Extending Instructional System Design: The Instructional System Design was built for simple to complicated environments. However, as our world and the organizations within it get more complex, ISD is just not enough at times. This model shows how to extend the ADDIE model for designing learning platforms in complex environments. - Instructional Design: The main goal of an Instructional Design model or process is to construct a learning environment in order to provide the learners with the conditions that support the desired learning processes. Instructional Design models differ from an Instructional System Design model in that Instructional System Design models are broader in nature. On the other hand, Instructional Design models are less broad in scope and normally focus on the first two phases of the Instructional System Design model - analysis and design. They focus on the analysis of a to- 43 be-trained skill or knowledge-acquisition and then convert the analysis into a training strategy (design of the learning environment). While Instructional Design models normally only account for analysis and design, Instructional System Design models normally cover five- phases: 1- Analysis; 2- Design; 3- Development or Production; 4- Implementation or Delivery; 5- Evaluations. Teaching activity At every university, the teacher and students are basic components to build up the university. Where, the students play center role, while the teachers play decisive role. Ernest Melby said: “The authentic teacher is a person who takes out from students the anxiety and sadness, and brings to them the joy and faith of a bright future”. The Education Innovative Program of Vietnam wrote: “The University’s teachers not only to teach what they have, but also must teach which society needs”. Explaining the teacher’s role, Kaplan and Owings (2002) classified the attributes of a good teacher into three characteristics: (1) good interpersonal relations; (2) able to relate to students’ needs; (3) Professionalism. In order for learning to take place the teacher must be able to help students to understand the purpose of the lessons and to relate to the student’s needs. Different individuals have different learning styles so the teacher will need to adapt the teaching to the learning style of the student. Asuncion (2003) asserted that the personal, social and professional characteristics of the teachers as perceived by students significantly influenced their academic performance. The personal, social and professional characteristics of teachers were significantly related to the academic performance of the students. Thus she concluded that there is a significant relationship between the teacher’s personal, social and professional characteristics and the student’s performance. 44 Marzan (2004) concluded that a teacher’s personality has an incalculable impact on her pupils. It is in a teacher’s power to inspire her pupils, to encourage and challenge them to create a sense of responsibility and perseverance and to develop their imagination. Beck (2004) suggested that lessons need to be devised in a way that will reflect what is known about learning strategies. It is also important to promote self-learning skills in order for students to be able to learn independently. Gilligan (2004) stated that ultimately a teacher should demonstrate tremendous professionalism. A teacher is a professional and needs to act accordingly. He is willing to seek and/ or accept feedback from colleagues and supervisors. A good teacher is able to express himself clearly in oral and written communication. One needs to identify any factor which helps or hinders her or his development as a teacher. Noddings (2004) said that college class will prepare the teacher. As a professional, the teacher will comply with the policies, procedures and requirements of the particular school in which she is teaching. Punctuality, reliability, appearance and behavior are all a part of professional conduct. Acigoz (2005) stressed personal teaching efficacy, modeling, caring, and having high expectations are personal characteristics that can increase student motivation. Teachers who are high in teaching efficacy believe they are able to help students to learn, regardless of the student’s background knowledge or other factors. Herhman (2009) emphasis the teacher’s role as a leader has much more importance that they sometimes realize in the classroom climate. As a leader, they must guide, shape, teach, motivate, correct, direct, and encourage their students. Prof. Dang Quoc Bao (2010) described the teaching activity by the following formula: F(teacher) = f(M + D + L + A) Where: - M = Monitoring - D = Designing 45 - L = Leading - A = Advising This formula shows that the teaching activity is demonstrated by four main activities: Monitoring, designing, leading, and advising. At present, most Vietnamese universities and colleges are trying to execute the training philosophy following the Total Quality Management (TQM) spirit. According to this spirit, the teacher at university should try to become a student’s leader, manager, trainer, and the highest is “TEACHER”. (Dang Quoc Bao and Vu Trong Quynh, 2012). According to their opinion, with the behavior of a student’s Leader, the teacher should implement four main works such as: “Du (to entice) – Tro (to help) – Khai (to awake) – Phat (to develop)”. Where: “Du” is meaning that to stimulate correct learning motive for students; “Tro” is meaning that to help students to overcome all difficulties in learning; “Khai” is meaning that to awake student’s latent ability during their learning and self-improvement; and “Phat” is meaning that to develop student’s comprehensive and harmonious personality. With the behavior of a student’s manager, the teacher should to implement four main works such as: “Ke (to plan) – To (to organize) – Kiem (to control) – Hoi (to feedback)”. Where: “Ke” is meaning that planning teaching content, communicating for students systematically; “To” is meaning that organizing implementation of teaching plan; “Kiem” is meaning that testing student’s academic records periodically; and “Hoi” is meaning that giving back all tested results to students and related experts. With the behavior of a student’s Trainer, the teacher should to implement four main works such as: “Huan (to educate) – Luyen (to train) – Luong (to evaluate) – Boi (to cultivate)”. Where “Huan” is meaning that implementing carefully designed teaching knowledge for students; “Luyen” is meaning that forming practical skills for students; “Luong” is meaning that to evaluate student’s performance and self-improvement in time; and “Boi” is meaning that additional training for students to fulfill weak lack of qualitative ability. 46 With the behavior of a student’s TEACHER, the teacher should implement four main works as following: “An (favour) – Uy (power) – Duc (virtue) – Phap (legal). Where: “An” means to treat students with a generous and big-hearted spirit; “Uy” means knowledge for building up their proper power with the students; “Duc” means knowledge of u...46 .188 .944 Groups Within Groups 72.732 296 .246 Total 72.917 300 Teaching Between .379 4 .095 .392 .814 148 Activities Groups Within Groups 72.097 298 .242 Total 72.476 302 Post Hoc Tests Multiple Comparisons Bonferroni 95% Confidence Interval Mean Dependent Difference Std. Lower Upper Variable (I) Major (J) Major (I-J) Error Sig. Bound Bound Training Land Rural Development -.008 .107 1.000 -.312 .295 Conditions Management Agro-forestry .092 .093 1.000 -.171 .356 Crop Plantation ,55590* .120 .000 .217 .894 Animal Husbandry and -.186 .110 .908 -.496 .124 Veterinary Rural Land Management .008 .107 1.000 -.295 .312 Development Agro-forestry .101 .097 1.000 -.174 .375 Crop Plantation ,56415* .123 .000 .218 .911 Animal Husbandry and -.178 .113 1.000 -.496 .141 Veterinary Agro-forestry Land Management -.092 .093 1.000 -.356 .171 Rural Development -.101 .097 1.000 -.375 .174 Crop Plantation ,46347* .111 .000 .151 .776 Animal Husbandry and -.278 .099 .055 -.560 .003 Veterinary Crop Land Management -,55590* .120 .000 -.894 -.217 Plantation Rural Development -,56415* .123 .000 -.911 -.218 Agro-forestry -,46347* .111 .000 -.776 -.151 Animal Husbandry and -,74180* .125 .000 -1.094 -.390 Veterinary Animal Land Management .186 .110 .908 -.124 .496 Husbandry and Veterinary Rural Development .178 .113 1.000 -.141 .496 Agro-forestry .278 .099 .055 -.003 .560 Crop Plantation ,74180* .125 .000 .390 1.094 Curricula Land Rural Development -.062 .093 1.000 -.324 .200 Management Agro-forestry -.008 .081 1.000 -.237 .220 Crop Plantation -.023 .103 1.000 -.315 .269 Animal Husbandry and .015 .095 1.000 -.253 .282 Veterinary Rural Land Management .062 .093 1.000 -.200 .324 Development Agro-forestry .054 .084 1.000 -.183 .291 Crop Plantation .039 .106 1.000 -.260 .339 Animal Husbandry and .077 .097 1.000 -.198 .352 Veterinary 149 Agro-forestry Land Management .008 .081 1.000 -.220 .237 Rural Development -.054 .084 1.000 -.291 .183 Crop Plantation -.015 .096 1.000 -.285 .256 Animal Husbandry and .023 .086 1.000 -.220 .266 Veterinary Crop Land Management .023 .103 1.000 -.269 .315 Plantation Rural Development -.039 .106 1.000 -.339 .260 Agro-forestry .015 .096 1.000 -.256 .285 Animal Husbandry and .038 .107 1.000 -.266 .342 Veterinary Animal Land Management -.015 .095 1.000 -.282 .253 Husbandry and Veterinary Rural Development -.077 .097 1.000 -.352 .198 Agro-forestry -.023 .086 1.000 -.266 .220 Crop Plantation -.038 .107 1.000 -.342 .266 Teaching Land Rural Development .072 .092 1.000 -.187 .332 Activities Management Agro-forestry .020 .080 1.000 -.206 .245 Crop Plantation .013 .102 1.000 -.277 .303 Animal Husbandry and -.046 .094 1.000 -.311 .219 Veterinary Rural Land Management -.072 .092 1.000 -.332 .187 Development Agro-forestry -.053 .083 1.000 -.287 .182 Crop Plantation -.059 .105 1.000 -.356 .237 Animal Husbandry and -.118 .097 1.000 -.391 .155 Veterinary Agro-forestry Land Management -.020 .080 1.000 -.245 .206 Rural Development .053 .083 1.000 -.182 .287 Crop Plantation -.007 .095 1.000 -.274 .261 Animal Husbandry and -.066 .085 1.000 -.306 .175 Veterinary Crop Land Management -.013 .102 1.000 -.303 .277 Plantation Rural Development .059 .105 1.000 -.237 .356 Agro-forestry .007 .095 1.000 -.261 .274 Animal Husbandry and -.059 .107 1.000 -.361 .243 Veterinary Animal Land Management .046 .094 1.000 -.219 .311 Husbandry and Veterinary Rural Development .118 .097 1.000 -.155 .391 Agro-forestry .066 .085 1.000 -.175 .306 Crop Plantation .059 .107 1.000 -.243 .361 *. The mean difference is significant at the 0.05 level. 150 ONEWAY traincond curriculum teaching BY i4 /MISSING ANALYSIS /POSTHOC=BONFERRONI ALPHA(0.05). Oneway Notes Output Created 09:59:35 ICT 09-thg 1-2014 Comments Input Data D:\chienDL\students data.sav Active Dataset DataSet1 Filter Weight Split File N of Rows in 304 Working Data File Missing Definition of User-defined missing Value Missing values are treated as Handling missing. Cases Used Statistics for each analysis are based on cases with no missing data for any variable in the analysis. Syntax ONEWAY traincond curriculum teaching BY i4 /MISSING ANALYSIS /POSTHOC=BONFERRONI ALPHA(0.05). Resources Processor 00 00:00:00,047 Time Elapsed Time 00 00:00:00,047 [DataSet1] D:\chienDL\students data.sav ANOVA Mean Sum of Squares df Square F Sig. Training Between 14.710 9 1.634 4.943 .000 Conditions Groups Within Groups 96.890 293 .331 Total 111.600 302 Curricula Between 1.528 9 .170 .693 .715 Groups Within Groups 71.550 292 .245 Total 73.079 301 Teaching Between 1.064 9 .118 .486 .883 Activities Groups Within Groups 71.445 294 .243 Total 72.509 303 151 Post Hoc Tests Multiple Comparisons Bonferroni 95% Confidence Interval Mean Dependent Difference Std. Lower Upper Variable (I) Province (J) Province (I-J) Error Sig. Bound Bound Training Dien Bien Son La -.273 .168 1.000 -.827 .281 Conditions Phu Tho -.213 .181 1.000 -.809 .383 Yen Bai -.153 .188 1.000 -.772 .465 Lao Cai -.010 .177 1.000 -.594 .575 Ha Giang .368 .176 1.000 -.211 .948 Cao Bang -.352 .170 1.000 -.911 .207 Bac Giang -.236 .185 1.000 -.846 .374 Quang Ninh -.179 .194 1.000 -.820 .461 10 .133 .235 1.000 -.640 .907 Son La Dien Bien .273 .168 1.000 -.281 .827 Phu Tho .060 .130 1.000 -.368 .488 Yen Bai .120 .140 1.000 -.340 .579 Lao Cai .263 .125 1.000 -.149 .676 Ha Giang ,64142* .123 .000 .236 1.047 Cao Bang -.079 .114 1.000 -.454 .297 Bac Giang .037 .136 1.000 -.411 .485 Quang Ninh .094 .148 1.000 -.395 .582 10 .406 .198 1.000 -.247 1.059 Phu Tho Dien Bien .213 .181 1.000 -.383 .809 Son La -.060 .130 1.000 -.488 .368 Yen Bai .060 .155 1.000 -.450 .569 Lao Cai .203 .142 1.000 -.264 .670 Ha Giang ,58137* .140 .002 .120 1.043 Cao Bang -.139 .132 1.000 -.573 .296 Bac Giang -.023 .151 1.000 -.521 .476 Quang Ninh .034 .163 1.000 -.502 .569 10 .346 .209 1.000 -.343 1.035 Yen Bai Dien Bien .153 .188 1.000 -.465 .772 Son La -.120 .140 1.000 -.579 .340 Phu Tho -.060 .155 1.000 -.569 .450 Lao Cai .144 .151 1.000 -.352 .640 Ha Giang ,52180* .149 .024 .031 1.012 Cao Bang -.198 .141 1.000 -.664 .267 Bac Giang -.082 .160 1.000 -.608 .443 Quang Ninh -.026 .170 1.000 -.587 .535 10 .287 .215 1.000 -.422 .995 152 Lao Cai Dien Bien .010 .177 1.000 -.575 .594 Son La -.263 .125 1.000 -.676 .149 Phu Tho -.203 .142 1.000 -.670 .264 Yen Bai -.144 .151 1.000 -.640 .352 Ha Giang .378 .136 .254 -.069 .825 Cao Bang -.342 .127 .341 -.761 .077 Bac Giang -.226 .147 1.000 -.711 .259 Quang Ninh -.170 .159 1.000 -.693 .353 10 .143 .206 1.000 -.536 .822 Ha Giang Dien Bien -.368 .176 1.000 -.948 .211 Son La -,64142* .123 .000 -1.047 -.236 Phu Tho -,58137* .140 .002 -1.043 -.120 Yen Bai -,52180* .149 .024 -1.012 -.031 Lao Cai -.378 .136 .254 -.825 .069 Cao Bang -,72017* .125 .000 -1.133 -.308 Bac Giang -,60427* .146 .002 -1.084 -.125 Quang Ninh -,54783* .157 .025 -1.065 -.030 10 -.235 .205 1.000 -.910 .440 Cao Bang Dien Bien .352 .170 1.000 -.207 .911 Son La .079 .114 1.000 -.297 .454 Phu Tho .139 .132 1.000 -.296 .573 Yen Bai .198 .141 1.000 -.267 .664 Lao Cai .342 .127 .341 -.077 .761 Ha Giang ,72017* .125 .000 .308 1.133 Bac Giang .116 .138 1.000 -.338 .570 Quang Ninh .172 .150 1.000 -.322 .666 10 .485 .200 .705 -.172 1.142 Bac Giang Dien Bien .236 .185 1.000 -.374 .846 Son La -.037 .136 1.000 -.485 .411 Phu Tho .023 .151 1.000 -.476 .521 Yen Bai .082 .160 1.000 -.443 .608 Lao Cai .226 .147 1.000 -.259 .711 Ha Giang ,60427* .146 .002 .125 1.084 Cao Bang -.116 .138 1.000 -.570 .338 Quang Ninh .056 .167 1.000 -.495 .607 10 .369 .213 1.000 -.332 1.070 Quang Ninh Dien Bien .179 .194 1.000 -.461 .820 Son La -.094 .148 1.000 -.582 .395 Phu Tho -.034 .163 1.000 -.569 .502 Yen Bai .026 .170 1.000 -.535 .587 Lao Cai .170 .159 1.000 -.353 .693 Ha Giang ,54783* .157 .025 .030 1.065 Cao Bang -.172 .150 1.000 -.666 .322 Bac Giang -.056 .167 1.000 -.607 .495 153 10 .313 .221 1.000 -.415 1.040 10 Dien Bien -.133 .235 1.000 -.907 .640 Son La -.406 .198 1.000 -1.059 .247 Phu Tho -.346 .209 1.000 -1.035 .343 Yen Bai -.287 .215 1.000 -.995 .422 Lao Cai -.143 .206 1.000 -.822 .536 Ha Giang .235 .205 1.000 -.440 .910 Cao Bang -.485 .200 .705 -1.142 .172 Bac Giang -.369 .213 1.000 -1.070 .332 Quang Ninh -.313 .221 1.000 -1.040 .415 Curricula Dien Bien Son La -.262 .145 1.000 -.739 .215 Phu Tho -.292 .156 1.000 -.804 .221 Yen Bai -.124 .162 1.000 -.656 .409 Lao Cai -.165 .152 1.000 -.666 .336 Ha Giang -.216 .152 1.000 -.715 .283 Cao Bang -.172 .146 1.000 -.653 .309 Bac Giang -.281 .159 1.000 -.806 .244 Quang Ninh -.222 .167 1.000 -.773 .329 10 -.288 .217 1.000 -1.002 .426 Son La Dien Bien .262 .145 1.000 -.215 .739 Phu Tho -.030 .112 1.000 -.398 .339 Yen Bai .138 .120 1.000 -.258 .534 Lao Cai .097 .107 1.000 -.255 .449 Ha Giang .046 .106 1.000 -.303 .395 Cao Bang .090 .098 1.000 -.233 .413 Bac Giang -.020 .117 1.000 -.405 .366 Quang Ninh .040 .128 1.000 -.380 .460 10 -.026 .188 1.000 -.645 .592 Phu Tho Dien Bien .292 .156 1.000 -.221 .804 Son La .030 .112 1.000 -.339 .398 Yen Bai .168 .133 1.000 -.271 .606 Lao Cai .126 .121 1.000 -.273 .526 Ha Giang .076 .121 1.000 -.321 .473 Cao Bang .119 .114 1.000 -.255 .493 Bac Giang .010 .130 1.000 -.419 .439 Quang Ninh .070 .140 1.000 -.391 .531 10 .003 .196 1.000 -.643 .650 Yen Bai Dien Bien .124 .162 1.000 -.409 .656 Son La -.138 .120 1.000 -.534 .258 Phu Tho -.168 .133 1.000 -.606 .271 Lao Cai -.041 .129 1.000 -.466 .383 Ha Giang -.092 .128 1.000 -.514 .330 Cao Bang -.048 .122 1.000 -.449 .352 Bac Giang -.158 .137 1.000 -.610 .295 154 Quang Ninh -.098 .147 1.000 -.581 .385 10 -.164 .201 1.000 -.827 .498 Lao Cai Dien Bien .165 .152 1.000 -.336 .666 Son La -.097 .107 1.000 -.449 .255 Phu Tho -.126 .121 1.000 -.526 .273 Yen Bai .041 .129 1.000 -.383 .466 Ha Giang -.051 .116 1.000 -.432 .331 Cao Bang -.007 .109 1.000 -.365 .351 Bac Giang -.116 .126 1.000 -.531 .299 Quang Ninh -.057 .136 1.000 -.504 .391 10 -.123 .193 1.000 -.760 .514 Ha Giang Dien Bien .216 .152 1.000 -.283 .715 Son La -.046 .106 1.000 -.395 .303 Phu Tho -.076 .121 1.000 -.473 .321 Yen Bai .092 .128 1.000 -.330 .514 Lao Cai .051 .116 1.000 -.331 .432 Cao Bang .043 .108 1.000 -.312 .399 Bac Giang -.066 .125 1.000 -.478 .347 Quang Ninh -.006 .135 1.000 -.451 .439 10 -.072 .193 1.000 -.708 .563 Cao Bang Dien Bien .172 .146 1.000 -.309 .653 Son La -.090 .098 1.000 -.413 .233 Phu Tho -.119 .114 1.000 -.493 .255 Yen Bai .048 .122 1.000 -.352 .449 Lao Cai .007 .109 1.000 -.351 .365 Ha Giang -.043 .108 1.000 -.399 .312 Bac Giang -.109 .119 1.000 -.500 .281 Quang Ninh -.050 .129 1.000 -.475 .376 10 -.116 .189 1.000 -.738 .506 Bac Giang Dien Bien .281 .159 1.000 -.244 .806 Son La .020 .117 1.000 -.366 .405 Phu Tho -.010 .130 1.000 -.439 .419 Yen Bai .158 .137 1.000 -.295 .610 Lao Cai .116 .126 1.000 -.299 .531 Ha Giang .066 .125 1.000 -.347 .478 Cao Bang .109 .119 1.000 -.281 .500 Quang Ninh .060 .144 1.000 -.415 .534 10 -.007 .199 1.000 -.663 .650 Quang Ninh Dien Bien .222 .167 1.000 -.329 .773 Son La -.040 .128 1.000 -.460 .380 Phu Tho -.070 .140 1.000 -.531 .391 Yen Bai .098 .147 1.000 -.385 .581 Lao Cai .057 .136 1.000 -.391 .504 Ha Giang .006 .135 1.000 -.439 .451 155 Cao Bang .050 .129 1.000 -.376 .475 Bac Giang -.060 .144 1.000 -.534 .415 10 -.066 .206 1.000 -.744 .611 10 Dien Bien .288 .217 1.000 -.426 1.002 Son La .026 .188 1.000 -.592 .645 Phu Tho -.003 .196 1.000 -.650 .643 Yen Bai .164 .201 1.000 -.498 .827 Lao Cai .123 .193 1.000 -.514 .760 Ha Giang .072 .193 1.000 -.563 .708 Cao Bang .116 .189 1.000 -.506 .738 Bac Giang .007 .199 1.000 -.650 .663 Quang Ninh .066 .206 1.000 -.611 .744 Teaching Dien Bien Son La -.034 .144 1.000 -.509 .441 Activities Phu Tho -.024 .155 1.000 -.535 .486 Yen Bai .117 .161 1.000 -.414 .647 Lao Cai .120 .151 1.000 -.379 .619 Ha Giang .046 .151 1.000 -.451 .543 Cao Bang .084 .145 1.000 -.396 .563 Bac Giang .089 .159 1.000 -.434 .612 Quang Ninh .069 .167 1.000 -.480 .618 10 -.046 .201 1.000 -.709 .617 Son La Dien Bien .034 .144 1.000 -.441 .509 Phu Tho .010 .111 1.000 -.357 .377 Yen Bai .151 .120 1.000 -.243 .545 Lao Cai .154 .106 1.000 -.196 .505 Ha Giang .080 .106 1.000 -.268 .428 Cao Bang .118 .098 1.000 -.204 .440 Bac Giang .123 .117 1.000 -.261 .507 Quang Ninh .103 .127 1.000 -.315 .522 10 -.012 .170 1.000 -.571 .548 Phu Tho Dien Bien .024 .155 1.000 -.486 .535 Son La -.010 .111 1.000 -.377 .357 Yen Bai .141 .133 1.000 -.295 .578 Lao Cai .145 .121 1.000 -.253 .542 Ha Giang .070 .120 1.000 -.325 .465 Cao Bang .108 .113 1.000 -.265 .481 Bac Giang .113 .130 1.000 -.314 .541 Quang Ninh .094 .139 1.000 -.365 .552 10 -.021 .179 1.000 -.612 .569 Yen Bai Dien Bien -.117 .161 1.000 -.647 .414 Son La -.151 .120 1.000 -.545 .243 Phu Tho -.141 .133 1.000 -.578 .295 Lao Cai .003 .128 1.000 -.419 .426 156 Ha Giang -.071 .128 1.000 -.491 .349 Cao Bang -.033 .121 1.000 -.432 .366 Bac Giang -.028 .137 1.000 -.478 .423 Quang Ninh -.048 .146 1.000 -.528 .433 10 -.163 .184 1.000 -.770 .445 Lao Cai Dien Bien -.120 .151 1.000 -.619 .379 Son La -.154 .106 1.000 -.505 .196 Phu Tho -.145 .121 1.000 -.542 .253 Yen Bai -.003 .128 1.000 -.426 .419 Ha Giang -.074 .115 1.000 -.454 .306 Cao Bang -.037 .108 1.000 -.393 .320 Bac Giang -.031 .126 1.000 -.445 .382 Quang Ninh -.051 .135 1.000 -.497 .395 10 -.166 .176 1.000 -.746 .414 Ha Giang Dien Bien -.046 .151 1.000 -.543 .451 Son La -.080 .106 1.000 -.428 .268 Phu Tho -.070 .120 1.000 -.465 .325 Yen Bai .071 .128 1.000 -.349 .491 Lao Cai .074 .115 1.000 -.306 .454 Cao Bang .038 .107 1.000 -.316 .391 Bac Giang .043 .125 1.000 -.368 .454 Quang Ninh .023 .135 1.000 -.420 .467 10 -.092 .176 1.000 -.670 .487 Cao Bang Dien Bien -.084 .145 1.000 -.563 .396 Son La -.118 .098 1.000 -.440 .204 Phu Tho -.108 .113 1.000 -.481 .265 Yen Bai .033 .121 1.000 -.366 .432 Lao Cai .037 .108 1.000 -.320 .393 Ha Giang -.038 .107 1.000 -.391 .316 Bac Giang .005 .118 1.000 -.384 .394 Quang Ninh -.014 .129 1.000 -.438 .409 10 -.129 .171 1.000 -.693 .434 Bac Giang Dien Bien -.089 .159 1.000 -.612 .434 Son La -.123 .117 1.000 -.507 .261 Phu Tho -.113 .130 1.000 -.541 .314 Yen Bai .028 .137 1.000 -.423 .478 Lao Cai .031 .126 1.000 -.382 .445 Ha Giang -.043 .125 1.000 -.454 .368 Cao Bang -.005 .118 1.000 -.394 .384 Quang Ninh -.020 .143 1.000 -.492 .453 10 -.135 .182 1.000 -.736 .466 Quang Ninh Dien Bien -.069 .167 1.000 -.618 .480 157 Son La -.103 .127 1.000 -.522 .315 Phu Tho -.094 .139 1.000 -.552 .365 Yen Bai .048 .146 1.000 -.433 .528 Lao Cai .051 .135 1.000 -.395 .497 Ha Giang -.023 .135 1.000 -.467 .420 Cao Bang .014 .129 1.000 -.409 .438 Bac Giang .020 .143 1.000 -.453 .492 10 -.115 .189 1.000 -.739 .509 10 Dien Bien .046 .201 1.000 -.617 .709 Son La .012 .170 1.000 -.548 .571 Phu Tho .021 .179 1.000 -.569 .612 Yen Bai .163 .184 1.000 -.445 .770 Lao Cai .166 .176 1.000 -.414 .746 Ha Giang .092 .176 1.000 -.487 .670 Cao Bang .129 .171 1.000 -.434 .693 Bac Giang .135 .182 1.000 -.466 .736 Quang Ninh .115 .189 1.000 -.509 .739 *. The mean difference is significant at the 0.05 level. GET FILE='D:\chienDL\Instructors data.sav'. DATASET NAME DataSet2 WINDOW=FRONT. ONEWAY traincondi curriculum learning BY i3 /MISSING ANALYSIS /POSTHOC=BONFERRONI ALPHA(0.05). 158 Oneway Notes Output Created 10:00:23 ICT 09-thg 1-2014 Comments Input Data D:\chienDL\Instructors data.sav Active Dataset DataSet2 Filter Weight Split File N of Rows in 117 Working Data File Missing Definition of User-defined missing Value Missing values are treated as Handling missing. Cases Used Statistics for each analysis are based on cases with no missing data for any variable in the analysis. Syntax ONEWAY traincondi curriculum learning BY i3 /MISSING ANALYSIS /POSTHOC=BONFERRONI ALPHA(0.05). Resources Processor 00 00:00:00,016 Time Elapsed Time 00 00:00:00,015 [DataSet2] D:\chienDL\Instructors data.sav ANOVA Mean Sum of Squares df Square F Sig. Training Between 7.618 4 1.904 9.959 .000 Conditions Groups Within Groups 17.018 89 .191 Total 24.636 93 Curricula Between 4.302 4 1.075 6.133 .000 Groups Within Groups 18.412 105 .175 Total 22.713 109 Learning Between 5.567 4 1.392 6.516 .000 ACtivities Groups Within Groups 22.212 104 .214 Total 27.778 108 159 Post Hoc Tests Multiple Comparisons Bonferroni 95% Confidence Interval Mean Dependent Difference Std. Lower Upper Variable (I) Major (J) Major (I-J) Error Sig. Bound Bound Training Land Rural Development .174 .129 1.000 -.198 .545 Conditions Management Agro-Forestry .303 .126 .178 -.058 .665 Crop Plantation ,53210* .162 .015 .066 .998 Animal Husbandry and -,44568* .141 .021 -.851 -.040 Veterinary Rural Land Management -.174 .129 1.000 -.545 .198 Development Agro-Forestry .130 .135 1.000 -.259 .518 Crop Plantation .358 .169 .372 -.129 .846 Animal Husbandry and -,61944* .149 .001 -1.049 -.189 Veterinary Agro-Forestry Land Management -.303 .126 .178 -.665 .058 Rural Development -.130 .135 1.000 -.518 .259 Crop Plantation .229 .167 1.000 -.251 .709 Animal Husbandry and -,74899* .146 .000 -1.170 -.327 Veterinary Crop Land Management -,53210* .162 .015 -.998 -.066 Plantation Rural Development -.358 .169 .372 -.846 .129 Agro-Forestry -.229 .167 1.000 -.709 .251 Animal Husbandry and -,97778* .179 .000 -1.492 -.464 Veterinary Animal Land Management ,44568* .141 .021 .040 .851 Husbandry and * Veterinary Rural Development ,61944 .149 .001 .189 1.049 Agro-Forestry ,74899* .146 .000 .327 1.170 Crop Plantation ,97778* .179 .000 .464 1.492 Curricula Land Rural Development -,43307* .121 .005 -.781 -.085 Management Agro-Forestry -.225 .119 .601 -.565 .115 Crop Plantation -.244 .126 .562 -.606 .118 Animal Husbandry and -,57490* .126 .000 -.937 -.212 Veterinary Rural Land Management ,43307* .121 .005 .085 .781 Development Agro-Forestry .208 .124 .957 -.147 .562 Crop Plantation .189 .131 1.000 -.187 .565 Animal Husbandry and -.142 .131 1.000 -.518 .234 Veterinary Agro-Forestry Land Management .225 .119 .601 -.115 .565 Rural Development -.208 .124 .957 -.562 .147 Crop Plantation -.019 .129 1.000 -.388 .350 Animal Husbandry and -.350 .129 .077 -.718 .019 Veterinary 160 Crop Land Management .244 .126 .562 -.118 .606 Plantation Rural Development -.189 .131 1.000 -.565 .187 Agro-Forestry .019 .129 1.000 -.350 .388 Animal Husbandry and -.331 .136 .166 -.720 .059 Veterinary Animal Land Management ,57490* .126 .000 .212 .937 Husbandry and Veterinary Rural Development .142 .131 1.000 -.234 .518 Agro-Forestry .350 .129 .077 -.019 .718 Crop Plantation .331 .136 .166 -.059 .720 Learning Land Rural Development -,53888* .132 .001 -.918 -.159 ACtivities Management Agro-Forestry -,47796* .131 .004 -.853 -.103 Crop Plantation -.334 .142 .203 -.740 .073 Animal Husbandry and -,61165* .142 .000 -1.018 -.205 Veterinary Rural Land Management ,53888* .132 .001 .159 .918 Development Agro-Forestry .061 .135 1.000 -.326 .448 Crop Plantation .205 .145 1.000 -.212 .622 Animal Husbandry and -.073 .145 1.000 -.490 .344 Veterinary Agro-Forestry Land Management ,47796* .131 .004 .103 .853 Rural Development -.061 .135 1.000 -.448 .326 Crop Plantation .144 .144 1.000 -.269 .557 Animal Husbandry and -.134 .144 1.000 -.547 .280 Veterinary Crop Land Management .334 .142 .203 -.073 .740 Plantation Rural Development -.205 .145 1.000 -.622 .212 Agro-Forestry -.144 .144 1.000 -.557 .269 Animal Husbandry and -.278 .154 .743 -.720 .164 Veterinary Animal Land Management ,61165* .142 .000 .205 1.018 Husbandry and Veterinary Rural Development .073 .145 1.000 -.344 .490 Agro-Forestry .134 .144 1.000 -.280 .547 Crop Plantation .278 .154 .743 -.164 .720 *. The mean difference is significant at the 0.05 level. GET FILE='D:\chienDL\Leaders data.sav'. DATASET NAME DataSet3 WINDOW=FRONT. ONEWAY curriculum satisfaction BY i3 /MISSING ANALYSIS /POSTHOC=BONFERRONI ALPHA(0.05). 161 Oneway Notes Output Created 10:01:18 ICT 09-thg 1-2014 Comments Input Data D:\chienDL\Leaders data.sav Active Dataset DataSet3 Filter Weight Split File N of Rows in 300 Working Data File Missing Definition of User-defined missing Value Missing values are treated as Handling missing. Cases Used Statistics for each analysis are based on cases with no missing data for any variable in the analysis. Syntax ONEWAY curriculum satisfaction BY i3 /MISSING ANALYSIS /POSTHOC=BONFERRONI ALPHA(0.05). Resources Processor 00 00:00:00,032 Time Elapsed Time 00 00:00:00,031 [DataSet3] D:\chienDL\Leaders data.sav ANOVA Mean Sum of Squares df Square F Sig. Curricula Between 19.193 9 2.133 6.415 .000 Groups Within Groups 95.073 286 .332 Total 114.265 295 Learners’ Between 23.216 9 2.580 8.588 .000 knowledge, Groups skills and Within Groups 86.209 287 .300 abilities Total 109.425 296 162 Post Hoc Tests Multiple Comparisons Bonferroni 95% Confidence Interval Mean Dependent Difference Std. Lower Upper Variable (I) Province (J) Province (I-J) Error Sig. Bound Bound Curricula Dien Bien Son La .010 .149 1.000 -.481 .500 Phu Tho .343 .149 .990 -.148 .833 Yen Bai .238 .149 1.000 -.252 .728 Lao Cai -.433 .150 .191 -.927 .062 Ha Giang -.276 .149 1.000 -.767 .214 Cao Bang .045 .150 1.000 -.449 .540 Bac Giang .333 .149 1.000 -.157 .824 Quang Ninh .341 .150 1.000 -.154 .835 Lai Chau .232 .150 1.000 -.262 .727 Son La Dien Bien -.010 .149 1.000 -.500 .481 Phu Tho .333 .149 1.000 -.157 .824 Yen Bai .229 .149 1.000 -.262 .719 Lao Cai -.442 .150 .157 -.937 .052 Ha Giang -.286 .149 1.000 -.776 .205 Cao Bang .036 .150 1.000 -.459 .530 Bac Giang .324 .149 1.000 -.167 .814 Quang Ninh .331 .150 1.000 -.163 .826 Lai Chau .223 .150 1.000 -.272 .717 Phu Tho Dien Bien -.343 .149 .990 -.833 .148 Son La -.333 .149 1.000 -.824 .157 Yen Bai -.105 .149 1.000 -.595 .386 Lao Cai -,77553* .150 .000 -1.270 -.281 Ha Giang -,61905* .149 .002 -1.109 -.129 Cao Bang -.298 .150 1.000 -.792 .197 Bac Giang -.010 .149 1.000 -.500 .481 Quang Ninh -.002 .150 1.000 -.497 .492 Lai Chau -.111 .150 1.000 -.605 .384 Yen Bai Dien Bien -.238 .149 1.000 -.728 .252 Son La -.229 .149 1.000 -.719 .262 Phu Tho .105 .149 1.000 -.386 .595 Lao Cai -,67077* .150 .001 -1.165 -.176 Ha Giang -,51429* .149 .029 -1.005 -.024 Cao Bang -.193 .150 1.000 -.688 .302 Bac Giang .095 .149 1.000 -.395 .586 Quang Ninh .103 .150 1.000 -.392 .597 Lai Chau -.006 .150 1.000 -.500 .489 163 Lao Cai Dien Bien .433 .150 .191 -.062 .927 Son La .442 .150 .157 -.052 .937 Phu Tho ,77553* .150 .000 .281 1.270 Yen Bai ,67077* .150 .001 .176 1.165 Ha Giang .156 .150 1.000 -.338 .651 Cao Bang .478 .151 .080 -.021 .977 Bac Giang ,76601* .150 .000 .271 1.261 Quang Ninh ,77340* .151 .000 .275 1.272 Lai Chau ,66502* .151 .001 .166 1.164 Ha Giang Dien Bien .276 .149 1.000 -.214 .767 Son La .286 .149 1.000 -.205 .776 Phu Tho ,61905* .149 .002 .129 1.109 Yen Bai ,51429* .149 .029 .024 1.005 Lao Cai -.156 .150 1.000 -.651 .338 Cao Bang .321 .150 1.000 -.173 .816 Bac Giang ,60952* .149 .002 .119 1.100 Quang Ninh ,61691* .150 .002 .122 1.112 Lai Chau ,50854* .150 .036 .014 1.003 Cao Bang Dien Bien -.045 .150 1.000 -.540 .449 Son La -.036 .150 1.000 -.530 .459 Phu Tho .298 .150 1.000 -.197 .792 Yen Bai .193 .150 1.000 -.302 .688 Lao Cai -.478 .151 .080 -.977 .021 Ha Giang -.321 .150 1.000 -.816 .173 Bac Giang .288 .150 1.000 -.206 .783 Quang Ninh .296 .151 1.000 -.203 .794 Lai Chau .187 .151 1.000 -.312 .686 Bac Giang Dien Bien -.333 .149 1.000 -.824 .157 Son La -.324 .149 1.000 -.814 .167 Phu Tho .010 .149 1.000 -.481 .500 Yen Bai -.095 .149 1.000 -.586 .395 Lao Cai -,76601* .150 .000 -1.261 -.271 Ha Giang -,60952* .149 .002 -1.100 -.119 Cao Bang -.288 .150 1.000 -.783 .206 Quang Ninh .007 .150 1.000 -.487 .502 Lai Chau -.101 .150 1.000 -.596 .394 Quang Ninh Dien Bien -.341 .150 1.000 -.835 .154 Son La -.331 .150 1.000 -.826 .163 Phu Tho .002 .150 1.000 -.492 .497 Yen Bai -.103 .150 1.000 -.597 .392 Lao Cai -,77340* .151 .000 -1.272 -.275 Ha Giang -,61691* .150 .002 -1.112 -.122 Cao Bang -.296 .151 1.000 -.794 .203 Bac Giang -.007 .150 1.000 -.502 .487 164 Lai Chau -.108 .151 1.000 -.607 .390 Lai Chau Dien Bien -.232 .150 1.000 -.727 .262 Son La -.223 .150 1.000 -.717 .272 Phu Tho .111 .150 1.000 -.384 .605 Yen Bai .006 .150 1.000 -.489 .500 Lao Cai -,66502* .151 .001 -1.164 -.166 Ha Giang -,50854* .150 .036 -1.003 -.014 Cao Bang -.187 .151 1.000 -.686 .312 Bac Giang .101 .150 1.000 -.394 .596 Quang Ninh .108 .151 1.000 -.390 .607 Learners’ Dien Bien Son La .227 .142 1.000 -.239 .693 knowledge, skills and Phu Tho .429 .143 .131 -.041 .899 abilities Yen Bai .264 .142 1.000 -.203 .730 Lao Cai -,56186* .143 .005 -1.032 -.092 Ha Giang -.079 .142 1.000 -.545 .387 Cao Bang .155 .142 1.000 -.312 .621 Bac Giang .427 .142 .124 -.039 .893 Quang Ninh .145 .142 1.000 -.321 .612 Lai Chau .354 .143 .623 -.117 .824 Son La Dien Bien -.227 .142 1.000 -.693 .239 Phu Tho .201 .143 1.000 -.269 .672 Yen Bai .036 .142 1.000 -.430 .503 Lao Cai -,78913* .143 .000 -1.259 -.319 Ha Giang -.306 .142 1.000 -.772 .160 Cao Bang -.073 .142 1.000 -.539 .393 Bac Giang .200 .142 1.000 -.266 .666 Quang Ninh -.082 .142 1.000 -.548 .384 Lai Chau .126 .143 1.000 -.344 .596 Phu Tho Dien Bien -.429 .143 .131 -.899 .041 Son La -.201 .143 1.000 -.672 .269 Yen Bai -.165 .143 1.000 -.635 .305 Lao Cai -,99060* .144 .000 -1.465 -.516 Ha Giang -,50752* .143 .020 -.978 -.037 Cao Bang -.274 .143 1.000 -.744 .196 Bac Giang -.001 .143 1.000 -.472 .469 Quang Ninh -.283 .143 1.000 -.753 .187 Lai Chau -.075 .144 1.000 -.549 .399 Yen Bai Dien Bien -.264 .142 1.000 -.730 .203 Son La -.036 .142 1.000 -.503 .430 Phu Tho .165 .143 1.000 -.305 .635 Lao Cai -,82550* .143 .000 -1.296 -.355 Ha Giang -.342 .142 .727 -.809 .124 Cao Bang -.109 .142 1.000 -.575 .357 165 Bac Giang .164 .142 1.000 -.303 .630 Quang Ninh -.118 .142 1.000 -.584 .348 Lai Chau .090 .143 1.000 -.380 .560 Lao Cai Dien Bien ,56186* .143 .005 .092 1.032 Son La ,78913* .143 .000 .319 1.259 Phu Tho ,99060* .144 .000 .516 1.465 Yen Bai ,82550* .143 .000 .355 1.296 Ha Giang ,48307* .143 .037 .013 .953 Cao Bang ,71641* .143 .000 .246 1.187 Bac Giang ,98913* .143 .000 .519 1.459 Quang Ninh ,70731* .143 .000 .237 1.177 Lai Chau ,91536* .144 .000 .441 1.389 Ha Giang Dien Bien .079 .142 1.000 -.387 .545 Son La .306 .142 1.000 -.160 .772 Phu Tho ,50752* .143 .020 .037 .978 Yen Bai .342 .142 .727 -.124 .809 Lao Cai -,48307* .143 .037 -.953 -.013 Cao Bang .233 .142 1.000 -.233 .699 Bac Giang ,50606* .142 .018 .040 .972 Quang Ninh .224 .142 1.000 -.242 .690 Lai Chau .432 .143 .121 -.038 .902 Cao Bang Dien Bien -.155 .142 1.000 -.621 .312 Son La .073 .142 1.000 -.393 .539 Phu Tho .274 .143 1.000 -.196 .744 Yen Bai .109 .142 1.000 -.357 .575 Lao Cai -,71641* .143 .000 -1.187 -.246 Ha Giang -.233 .142 1.000 -.699 .233 Bac Giang .273 .142 1.000 -.193 .739 Quang Ninh -.009 .142 1.000 -.475 .457 Lai Chau .199 .143 1.000 -.271 .669 Bac Giang Dien Bien -.427 .142 .124 -.893 .039 Son La -.200 .142 1.000 -.666 .266 Phu Tho .001 .143 1.000 -.469 .472 Yen Bai -.164 .142 1.000 -.630 .303 Lao Cai -,98913* .143 .000 -1.459 -.519 Ha Giang -,50606* .142 .018 -.972 -.040 Cao Bang -.273 .142 1.000 -.739 .193 Quang Ninh -.282 .142 1.000 -.748 .184 Lai Chau -.074 .143 1.000 -.544 .396 Quang Ninh Dien Bien -.145 .142 1.000 -.612 .321 Son La .082 .142 1.000 -.384 .548 Phu Tho .283 .143 1.000 -.187 .753 166 Yen Bai .118 .142 1.000 -.348 .584 Lao Cai -,70731* .143 .000 -1.177 -.237 Ha Giang -.224 .142 1.000 -.690 .242 Cao Bang .009 .142 1.000 -.457 .475 Bac Giang .282 .142 1.000 -.184 .748 Lai Chau .208 .143 1.000 -.262 .678 Lai Chau Dien Bien -.354 .143 .623 -.824 .117 Son La -.126 .143 1.000 -.596 .344 Phu Tho .075 .144 1.000 -.399 .549 Yen Bai -.090 .143 1.000 -.560 .380 Lao Cai -,91536* .144 .000 -1.389 -.441 Ha Giang -.432 .143 .121 -.902 .038 Cao Bang -.199 .143 1.000 -.669 .271 Bac Giang .074 .143 1.000 -.396 .544 Quang Ninh -.208 .143 1.000 -.678 .262 *. The mean difference is significant at the 0.05 level. 167