Status of training quality management of vocational schools in bac ninh province: A proposed intervention program

2014 STATUS OF TRAINING QUALITY MANAGEMENT OF VOCATIONAL SCHOOLS IN BAC NINH PROVINCE: A PROPOSED INTERVENTION PROGRAM A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Educational Management Chu Ba Chin - ( Nine ) April, 2014 ii APPROVAL SHEET In partial fulfillment of the requirements for the degree Doctor of philosophy in Educational Management, this research entitled “Status of the Training Quality Management of the Vocational Schools in Bac Ninh Province: A Basis for a Proposed Intervention Program” has been submitted by Chu Ba Chin - Nine, and is hereby recommended for oral examination. DR. RICARYL CATHERINE P. CRUZ 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. DR. .... DR Member Member DR. DR. Member Member DR. SUSANA A. SALVACION, Ph.D. Chairman Dean, Graduate School 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. WALBERTO A. MACARAAN, Ed .D Vice President, Academic Affairs Date___________________ . iii ACKNOWLEDGMENT Completion of this doctoral dissertation was possible with the great support of the following teachers, schools and individuals to whom the researcher would like to express his special thanks: Dr. Cecilia N. Gascon, President of the Southern Luzon State University, Republic of the Philippines for permission of training for Doctor of Philosophy in EducationalManagement in International training center, Thai Nguyen University; Dr. Dang Kim Vui, President of Thai Nguyen University for allowance the training for Doctor of Philosophy in Educational Management in International training center, Thai Nguyen University; Dr. Ricaryl Catherine P. Cruz, lecturer of Southern Luzon State University, Philippines Republic for enthusiastically instruction in the completion of this research; Dr Apolonia A. Espinosa and Dr. Teresita V. Dela Cruz, for their suggestions and recommendations; Dr. Tran Thanh Van, Head of Postgraduate, Thai Nguyen University and Dr. Dang Xuan Binh, Director of International Training Center for their kind support throughout the course of this study; Rector of the Vocational Schools in Bac Ninh Province, especially Master Nguyen Hong Nam, rector of Bac Ninh Vocational College of Construction and Engineering for his contribution in the survey questionnaire to enrich the database for my study; Managers, lecturers, teachers and individuals for their participation in answering the questionnaire in the survey of this research; iv The researchers’ family, his loved ones for encouraging him at every phase of the research, giving him the determination to go through the most difficult stages of the research. CBC v DEDICATION This research could not be completed without the precious supports, helps and encouragement from those people below who I would like to send my special thanks. First of all, I would like to express my thankfulness to my tutor for the continuous support from initial advice and contacts in the early stages of conceptual inception and through ongoing advice and encouragement to this day. A special thank of mine goes to my friends in Bac Ninh Vocational College of Electromechanical and Construction, Bac Ninh Vocational College of Economic Technical School, Vocational College of Management – Technology School, Vilacera Vocational College, Bac Ninh Economic Technical Vocational Middle School, Au Lac Vocational Middle School, Thuan Thanh Vocational Middle School, Đong Duong International Vocational Middle School, Thuan Thanh Vocational Middle School of Economics - Engineering and Traditional Handicrafts, Vocational Middle School - the Department of Defense for giving me permission to commence this thesis from the initial stage to the end, to do the necessary research work and to use current status of training quality management and data of the schools for my analyses. I also want to thank all respondents for helping me to carry the survey of questionnaire in order to collect the primary data which is necessary for data analysis. My particular thank goes to my classmates and the teachers of this course in helping me to expand my knowledge in the topic in my thesis. This program really brought us together to appreciate the true value of friendship and respect of each other. I wish to thank my family for their precious support during my working. The last but not the least I want to thank my wife who patiently love and enabled me to complete this thesis in time. vi TABLE OF CONTENTS TITLE PAGE ................................................................................................................................ i APPROVAL SHEET...................................................................................................................iii ACKNOWLEDGMENT ............................................................................................................. iv DEDICATION.............................................................................................................................. vi TABLE OF CONTENTS ........................................................................................................... vii LIST OF TABLES ....................................................................................................................... ix LIST OF FIGURES ...................................................................................................................... x ABSTRACT.................................................................................................................................. xi Chapter I INTRODUCTION....................................................................................................... 1 Background of the Study............................................................................................................. 2 Objectives of the Study ............................................................................................................... 3 Significance of the study............................................................................................................. 5 Scope and limitation of the study................................................................................................ 5 Definition of terms ...................................................................................................................... 5 Chapter II REVIEW OF LITERATURE AND STUDIES....................................................... 8 Training and Training Quality in Vocational Education............................................................. 8 Goals and tasks............................................................................................................................ 9 Organisation and management.................................................................................................. 10 Teaching and learning activities................................................................................................ 13 Teachers and administrators...................................................................................................... 14 Curriculum and Syllabus or Academic Aspect ......................................................................... 14 Facilities and equipment............................................................................................................ 15 Financial management............................................................................................................... 15 Services for students.................................................................................................................. 18 Conceptual Framework ............................................................................................................. 19 Research Paradigm.................................................................................................................... 21 Discussion of the Paradigm....................................................................................................... 21 Chapter III METHODOLOGY................................................................................................ 23 Locale of the Study ................................................................................................................... 23 Research Design........................................................................................................................ 23 Population and Sampling .......................................................................................................... 24 Research Instrument.................................................................................................................. 25 Validation of instrument............................................................................................................ 25 Data Gathering Procedures........................................................................................................ 26 Statistical treatment................................................................................................................... 27 RESULTS AND DISSCUSSIONS............................................................................................. 30 Determining the Status of the Training Quality Management of Vocational Schools.............. 30 vii Diversity of Vocational Schools in terms of Goals and Task, Organization and Management, Teaching and Learning Activities, Teachers and Administrators, Curriculum and Syllabus, Library, Facilities, Financial Management and Services for Students...................................... 39 Chapter IV SUMMARY, CONCLUSION AND RECOMMENDATIONS.......................... 50 Summary ................................................................................................................................... 50 Findings..................................................................................................................................... 51 Conclusions ............................................................................................................................... 53 Recommendation....................................................................................................................... 53 References.................................................................................................................................... 54 Appendix A.................................................................................................................................. 64 QUESTIONNAIRE..................................................................................................................... 64 CURRICULUM VITAE............................................................................................................. 68 viii LIST OF TABLES Table Page 1. Categorization of Skill by U.S. Department of Labor (1992)................................................ 9 2. Features of Micro and Macro Financial management.......................................................... 17 3. Distribution of Respondents.................................................................................................. 24 4. Data Analysis Technique ..................................................................................................... 28 5. Mean Distribution of Goal and Tasks .................................................................................. 30 6. Mean Distribution of Organization and Management.......................................................... 31 7. Mean Distribution of Teaching and Learning Activities ..................................................... 32 8. Mean Distribution of Teachers and Administrators............................................................. 33 9. Mean Distribution of Curriculum and Syllabi...................................................................... 34 10. Mean Distribution of Library............................................................................................. 35 11. Mean Distribution of Facilities and Equipment ................................................................. 36 12. Mean Distribution of Financial Management .................................................................... 37 13. Mean Distribution of Services for Students ....................................................................... 38 14. Linear Regression Results.................................................................................................. 39 ix LIST OF FIGURES Figure Page Figure 1: Managing Process.................................................................................................. 12 Figure 2: Training Design Process ........................................................................................ 13 Figure 3:Input-Process-Output Model on the Status of Training Quality Management of Vocational Schools in Bac Ninh Province: A Basis for an Intervention Program............... 21 x Title : STATUS OF TRAINING QUALITY MANAGEMENT OF VOCATIONAL SCHOOLS IN BAC NINH PROVINCE: BASES FOR A PROPOSED INTERVENTION PROGRAM Researcher: : CHU BA CHIN – (NINE) Degree : Doctor of Philosophy in Educational Management Name/ Address of Southern Luzon State University the Institution Graduate School Lucban, Quezon Date Completed : April 2014 Adviser : DR. RICARYL CATHERINE P. CRUZ ABSTRACT This study determined the status of quality management training of vocational schools in Bac Ninh province bases for an intervention program. The study utilized a conceptual research model whichincludes: goals and task, organization and management, teaching and learning activities, teachers and administrators, curriculum and syllabus, library, facilities, financial management, and services for students. This study utilized the descriptive analysis using the researcher made questionnaire in arriving at data. Meanwhile, the research topic has the following limitations on a number of factors impacting on vocational training quality. The study was conducted in Bac Ninh Province in April 2013 to April 2014. The respondents of the study were composed of 300 students from the 10 vocational schools in Bac Ninh Province but 271 students responded to the questionnaire. Slovins formula and random selection method were used to determine the sample. Based on the findings of the study, the following are drawn: the xi status of the training quality management of vocational schools in Bac Ninh Province needs an intervention program since some of the indicators in determining the training quality management requires enhancement for better performance and service. The intervention program is ready for try-out and utilization. Based on the findings and conclusions, the following are the recommendations: Training quality management of vocational schools can be enhanced yearly. The intervention program may be utilized soon. Finally, the future researchers may conduct in-depth studies using similar concepts but more diversified variables other than used in the study. xii Chapter I INTRODUCTION In line with the statement of United Nation in its millennium development goals, Vietnam has invested significant efforts and resources to foster the training system with the strong essence of which all children aged from 6 to 14 years old are required to participate in training. Thai (2006) indicates that the role of training has been honored by Vietnamese Government since 1992 whether the Constitution of the Socialist Republic of Vietnam states that education is the right and responsibility for all citizens of which training is required and cannot be ignored at any contexts. Thai (2006) also highlights the importance and role of people as such education provides basic understanding in life to the children. Training system of Vietnam is now concentrating on primary skills such as teaching locality language as well as practicing physical training for better health and additional educations such as dancing, singing, or playing musical instruments. In this context, training is determined as fundamental step to help people children to achieve necessary knowledge in order to prepare for next stages of educations such as secondary school. According to Institute for Institute Research on Educational Development (2013), Vietnam training system is now facing several obstacle concerns. The first one refers to the shortage of teachers at both of public and private schools. Such shortage is not fulfilled in both of quantity and quality of the teachers. Institute Research on Educational Development (2013) states that Vietnamese teachers are often overloaded and they do not have time to do broaden and to foster their teaching capability and knowledge in term of teaching skills. The second concern is inadequate school facilities and equipment to support better the learning process of the 2 students. According to Institute Research on Educational Development (2013), most of schools in Vietnam are now finding themselves in insufficient qualified laboratories and libraries for their students. The lacking of required facilities and equipment is popular in remote, mountain, and isolated areas where the government funds are often being spent for life improvement and economic development rather than establishing adequate learning environments. Ryder (2012) also addressed that human resource was very important to any organization. However most of Vietnamese organizations have not taken into adequate consideration of their trainings towards their employees’ satisfaction (Bekkevold et al., 2003). The weaknesses in training mechanism of Vietnamese organization consisted of the inadequate training materials and facilities due to training was wrongly considered as in lower priority compared to other goals and missions. Background of the Study The quality of human resource, furthermore, can be improved through vocational training, according to Ryder (2012) that drive the next action of overview examining what training quality vocational training or vocational education are. Vietnam Ministry of Education and Training (2014) asserted that there are a lot of training centers that have been established in Vietnam for many years. However, the training quality of these training centers are questionable due to a lot of them refuse to recruit the candidates with in-service training degrees. On the other hand, it means that most of training centers are selecting the candidates based on local academic achievement degree and there is a big gap since the training education in Vietnam has been in early stage of development without consideration on other aspects of in-service qualifications. For last several years, Vietnam Ministry of Education and Training has been providing knowledge-based programs in order to improve the training perception in local universities in the 3 context of university lectures have been participating into renovation programs in order to improve their perception on the importance of vocational training as part of in-service student training programs. In this context, it is necessary to address the overarching objective of in- service training whether it helps the lectures to establish learning-playing environment to attendees. In another context, Vietnam Ministry of Education and Training (2014) also addresses the importance of training quality in vocational education whether it directly impact to the outcome of trainings or what students can acquires from vocational training programs. Generally, there are several models that have been developed to measure the quality of training such as Quality Control Model, Quality Assurance Model, and Over Training Quality Model (or named as Total Quality Management Model). It is effectively to emphasize the fact that Total Quality Management Model (TQM) is the most effective framework that helps to facilitate the training quality in vocational education (Nguyen, 2014). The application of TQM in vocational education have not been covering well in Vietnam vocational training system although it requires the management of input such as student recruitments, investment on training equipment, lecturers, syllabi, etc. TQM training system also requires vocational training centers to develop the system to measure the performance of trainings, including learning-teaching plan and its implementation, assessment, inspection). Objectives of the Study The study determines the quality management training status of vocational schools in BacNinh province and an intervention mechanism program. Specifically, this research attempted to achieve the following objectives: 1. Determine the status of the training quality management of vocational schools in terms: 4  Goals and task  Organization and management  Teaching and learning activities  Teachers and administrators  Curriculum and syllabus  Library  Facilities  Financial management  Services for students 2. Analyze the diversity of the training quality management of vocational schools in terms of the following variables:  Goals and task  Organization and management  Teaching and learning activities  Teachers and administrators  Curriculum and syllabus  Library  Facilities  Financial management  Services for students 3. Develop an intervention program based on the findings. 5 Significance of the study This study is significant to lecturers and managers of vocational training centers in Bac Ninh Province. It means that the lecturers will understand well on current status of training quality management of vocational school.. The students at Bac Ninh’s vocational training centers also find the usefulness in this study as they can provide their ideas on training quality in these facilities and to contribute directly to intervention program to renovate the performance of vocational education and training in the province. On the other hand, this study is also significant to other researchers who would like to conduct their studies on current performance of training quality in specific organizations Scope and limitation of the study The study covered the training quality management of the vocational schools in Bac Ninh Province in terms of goals and task, organization and management, teaching and learning activities, teachers and administrators, curriculum and syllabus, library, facilities, financial management and services for students. This study utilized the descriptive analysis using the researcher made questionnaire in arriving at data. Meanwhile, the research topic has the following limitations on a number of factors impacting on vocational training quality. The study was conducted in Bac Ninh Province in April 2013 to April 2014) Definition of terms The following are hereby defined conceptually for better understanding of the study. Curriculum and syllabus is considered a broader term used in institution to cover policies, plans, teaching, learning items, materials, equipment, in other form of logistics. (Newby, 1999). 6 Enhancement Program is defined as “an increase or improvement in quality, value, or extent” (Oxford Dictionary, 2014) Facilities are defined as “A place, amenity, or piece of equipment provided for a particular purpose” (Oxford Dictionary, 2014) Financial management refers to the planning activities for long term whereby objective is specified for maintaining positive future cash flow of the businesses (Uwadiae and Akintola, 2010) Goals and task is defined as “an ideal, a desired place or objective toward which people are working. Most groups have several goals – some immediate and some more distant. The immediate goals are stepping stones to the more distant, long -range goals. By understanding and identifying immediate and long-range goals it will be easier for the group to reach them.” (Michigan State University, 2014) Library is “created with the intention of providing free public access to reading material, with the altruistic goal of educational enlightenment and the better welfare of the people. Many libraries are in operation with a specialization of a specific subject or focus.” (Library Laws, 2014) Services for students are defined as set of combined activities that bring advantages and benefits to the students, including “School Counselors, Interpreters, Special Education Resource Staff, Occupational Therapists, Physical Therapists, Rehabilitation Counselors, School Nurses, School Psychologists, School Social Workers, and Speech and Language Pathologists.” (Illinois State Board of Education, 2007, pp.6) Teachers and administrators are those who provide teaching contents and teaching assistant and other beneficiary services to students (Penny, 2007) 7 Teaching and learning activities are operationally defined as both the activities of the teachers and the learners. Training quality management is defined as a designed system to assist training providers to develop quality management and to encourage them to continuously improve the quality of their operations and results in pursuit of excellence. (The Finnish National Board of Education, 2008) Organization and management is operationally defined as the structural design/staffing and managerial functions of the administration. Vocational education is defined as “every form of education that aims to the acquirement of qualifications related to a certain profession, art or employment or that provides the necessary training and the appropriate skills as well as technical knowledge, so that students are able to exercise a profession, art or activity, independently of their age and their training level, even if the training program contains also elements of general education.” (Mortaki, 2012, pp.51) 8 Chapter II REVIEW OF LITERATURE AND STUDIES The chapter is an explanation of the human resources and exploration of academic concepts and theories that are relevant to the present study. (Dellinger and Leech, 2007; Cooper, 1998). The study conducted with literature review on concepts and theories of vocational training quality and its antecedents. Then, conceptual research model is established in later part of chapter. Therefore, this is set to focus on literature and studies that are relevant to topic of training quality in vocational school. Training and Training Quality in Vocational Education Understanding of training and training quality in education context can be obtained through satisfaction of trainers or human resource training satisfaction. Swanson and Holton III (2001) stated that human resource training satisfaction was one part of a wider concept namely employee satisfaction. It means that when the employees feel satisfaction to the firms’ contexts, they will impact and decide a strong performing firm. Generally, nothing is more fundamental to generating feelings of satisfaction and engagement than providing the employees opportunities for professional development. Employee development training programs offer those developmental opportunities, but many companies don’t have the time, expertise or budget to coordinate first-class, relevant instruction and learning programs. It also refers to the fact that the firms can evaluate their training program through how their employees feel satisfy with the training program. Thus, the definition of human resource training could be explained through the definition of employee satisfaction. Locke (1969, pp137) emphasized employee satisfaction as “pleasurable or positive emotional state resulting from an appraisal of one’s job or job experiences.” O.C (2010) stated that human resource training satisfaction was considered as the benchmark for the effectiveness and usefulness of already offered training programs. The German Socio-Economic Panel Study (2011) reported that employee satisfaction was outcome 9 by further training. Along with the finding of German Socio-Economic Panel Study (2011), the author paid attention on the findings of Clark and Oswald (1996) of which these author provided the equation to measure employee satisfaction through training based on four variables namely income, working hour, individual characteristics, and training participation. Hence, the author sensed that, in accordant with employee satisfaction definition, human resource training satisfaction was the level of satisfaction of the employees in an organization tow... those subjects who could not read or write. The open-ended questions analyzed by the researcher were also checked by the supervisor for confirmation of credibility. Data Gathering Procedures This study was conducted with the primary data collected from survey with relevant people. It was worth to denote that the respondents are taken from customer’s database of vocational schools in Bac Ninh Province. The sample size is about 300 students who have been receiving vocational training for last 3 years. Then the survey process was designed with the following steps: Step 1: Preparing draft version of survey form and sending to the director of vocational training center Vietnam for seeking approval. Step 2: Working with Human Resource Department in vocational training center in Bac Binh province in order to get the list of students who have been receiving vocational training in last 3 years. It is notable to emphasize that there are 300 students to be involved in this survey. The sample size is generated randomly from population and it is followed the rule of thumb provided by Robson (2002) whether this researcher suggests the sample size should be higher than 200 for social and business phenomenon. 27 Step 3: Conducting survey with 300 students by email in 2 weeks Step 4: Collecting and consolidating the answers of 300students into Excel sheet Step 5: Uploading the database of answers of 100 customers into SPSS 16 and preparing data analysis, including (1) descriptive statistics, (2) reliability test analysis, and (3) linear regression Step 6: Generating key findings and listing them into the study Statistical treatment The following statistical treatment was used to make the analysis and interpretation of the gathered data more valid: Weighted Mean was used to determine the status of the training quality management of the vocational schools in Bac Ninh Province. Weighted Mean Formula : WM= 5f + 4f + 3f + 2f + f N Where: WM = Weighted Mean f = frequency distribution N = Number of respondents The following descriptive rating was used to get the interpretation determining the status of the training quality management of the vocational schools. Point Scale Range Interval Descriptive Rating 5 4.20-5.00 SA Strongly Agree 4 3.40-4.19 A Agree 3 2.60-3.39 U Uncertain 2 1.80-2.59 D Disagree 1 1.00-1.79 SD Strongly Disagree 28 Table 4: Data Analysis Technique Data analysis technique Description Frequency analysis To obtain detail characteristics of respondents Descriptive statistics analysis To obtain detail choices of respondents on each statement in questionnaire Reliability analysis To check whether the variables used in conceptual research model is reliable or not Exploratory factor analysis To check the construct between variables used in conceptual research model To identify optimal combination between variables To obtain new variables or components Linear regression To test hypotheses Frequency or one-way tables represent the simplest method for analyzing categorical (nominal) data. They are often used as one of the exploratory procedures to review how different categories of values are distributed in the sample. Cross-tabulation is a combination of two (or more) frequency tables arranged such that each cell in the resulting table represents a unique combination of specific values of cross-tabulated variables. Thus, cross-tabulation allows the author to examine frequencies of observations that belong to specific categories on more than one variable. By examining these frequencies, the author can identify relations between cross- tabulated variables. Only categorical (nominal) variables or variables with a relatively small number of different meaningful values should be cross-tabulated. Secondly, the Exploratory Factor Analysis (EFA) might not be as influential as Confirmatory Factor Analysis (CFA) which is known to work better compared to EFA. Brannick (1995), Stone-Romero, Weaver and Glenar (1995) suggested that the CFA will be more 29 advisable to apply than EFA in social research because CFA has enabled the researchers to investigate and valuate the relationship between the dependent factor with its each attributes. EFA, however, only examines the relationship between independent factors (after checking underlying constructs) with dependent factor. However, Brannick (1995) still supported the usage of EFA as EFA requires little theory-based but CFA. In this part, the author will use linear regression for statistic analyzing. Linear regression is an analysis on the relationship between one independent variable and one or many dependent variables. It is also used to test Hypotheses that were presented above through R-Square, F-Test and T-test. Linear regression is a statistical technique which enables the statisticians to predict the score of independent variables (or predictor variables) impacting on dependent variable (or criterion variable), in order to consider the relationship between independent variables and dependent variable. This relationship may be linear or non-linear, predictor variables may be quantitative or qualitative (Cohen et al, 2003). Linear regression equation is: Y= A + B1X1 + B2X2 + + BnXn Where: - Y: dependent variable - X: predictor variable - B: Partial regression coefficient (or Beta) According Berger (2003), Beta coefficient is used to evaluate the contributing level of student satisfaction on vocational training quality in Bac Ninh Province. The higher the beta is, the more that predictor variable impact on dependent factor. All hypotheses are tested by linear regression analysis with the stepwise method which the independent factors were inputted and removed in order to achieved the significant in beta coefficient estimations, and outliers outside is one standard deviation with confidence interval = 95% (or p-value = 5%). On the other hand, for easily to explain the contribution of independent variables on dependent variables, the author conducts multiple regression analysis for all hypotheses as a close correlation. For example, B is dependent variable of A, and simultaneously B is independent variable 30 Chapter IV RESULTS AND DISSCUSSIONS This chapter shows the presentation of results, discussions, analysis and interpretation of data through the administration of the research instrument used in the study. Determining the Status of the Training Quality Management of Vocational Schools Table 5 Mean Distribution of Goal and Tasks Qualitati ve I Goals and tasks Descripti Mean on Are clearly defined, specific state approved and Strongly 1 4.30 published. Agree Developed strategies consistent with the training Strongly 2 4.27 requirements for local workforce and society. Agree Training in accordance with human needs of the Strongly 3 4.32 labor market and the needs of learners and society. Agree Strongly Are periodically adjusted in order to improve the 4 4.37 Agree quality of vocational training. Strongly Weighted Mean 4.31 Agree Table 5 introduces the mean distribution of goals and tasks. Finding reveals that item nos 1, 2, 3, 4 and 5 with a WM= 4.30, 4.27, 4.32, and 4.37, strongly agree category. It could be inferred that the respondents have observed the goals as clearly defined, approved and published; strategies are consistent with the training requirements; training is in accordance with human needs; and have observed a periodic adjustment to improve the quality of vocational training. 31 Above finding has been confirmed by Cowan (1997) that strategies must be consistent with the training, goals must be defined and clearly stated, and must be accordance with human needs in order to improve the quality of vocational training. On the whole, the total computed WM= 4.31 strongly agree category which only suggest that the goals and task are necessary aspect of training. Table 6 Mean Distribution of Organization and Management Qualitative II Organization and Management Mean Description Has a system documents regulation of the organization and 1 3.97 Agree management mechanisms. Strongly 2 Has rules, regulations, detailing the processes and procedures 4.36 Agree Has reviewed and adjusted rules, regulations, management Strongly 3 4.39 mechanism periodically. Agree Have advisory councils, departments, faculty in accordance with the Strongly 4 4.30 structure and size of vocational training. Agree Has division, decentralization, clear functions for the departments’ Strongly 5 4.24 faculty. Agree The departments and faculty operate in accordance with the Strongly 6 4.24 functions, tasks and achieve high efficiency. Agree Has policies, procedures and measures for teacher recruitment and Strongly 7 4.29 appointment of the managers to ensure quality. Agree Have standards, procedures, methods of assessment and classification 8 4.05 Agree of teachers’ staff training routine. Has encouraged policy planning for administrators, teacher, and staff 9 3.13 Uncertain training routine. Weighted Mean 4.10 Agree 32 Table above shows the mean distribution of organization and management. Finding reveals that item 2, 3, 4, 5, 6, and 7 with a WM= 4.36, 4.39, 4.30, 4.24, 4.24, and 4.29 strongly agree category. The item nos 1 and 9 with a WM = 3.97 and 4.05 agree category while item no 9 with a WM of 3.13 uncertain category. It could be inferred that the respondents have observed the all aspect of organization management is in good performance and they are feeling neutral agree with methods of assessment and classification of teachers’ staff training routine. On the whole, the total computed WM= 4.10 strongly agree category which only suggest that the organization management is necessary aspect of training. Table 7 Mean Distribution of Teaching and Learning Activities Qualitative III Teaching and Learning Activities Mean Description 1 Has enrollment by regulations and quality assurance. 4.08 Agree 2 Has training plan appropriate with goal and suit students 4.10 Agree Has suitable organized training method to meet learning requirements of 3 4.12 Agree students. 4 Has taken students to become intern in factory. 4.05 Agree Collect feedbacks periodically from the administrators, teachers and 5 4.00 Agree students. 6 Has training plan for each profession for its semester of the academic year. 3.98 Agree 7 Has monitoring and evaluation of the implementation of the training plan. 3.97 Agree Teaching activities are carried out according to the goals and contents of the 8 4.06 Agree approved curriculum. Has conferences and seminars with innovative methodology, test processes Strongly 9 4.22 and evaluate learning outcomes. Agree 10 Learning outcomes assessment process respect students’ activities. 3.63 Agree Learning outcomes are serious, objective and consistent with training 11 3.17 Uncertain methods. Weighted Mean 3.95 Agree 33 Table above introduces the mean distribution of teaching and learning activities. Finding reveals that item 1, 2, 3, 4, 5, 6, 7, 8, and 10 with a WM= 4.08, 4.10, 4.12, 4.05, 4.00, 3.98, 3.97, 4.06, and 3.63, strongly agree category. Item 9 with a WM=4.22, Strongly Agree. The last item has WM = 3.17, indicating for neutral agree category. It could be inferred that the respondents have observed the all aspect of teaching and learning activities is in good performance and they are feeling neutral agree with learning outcomes whether they are serious, objective and consistent with training methods. On the whole, the total computed WM= 3.95 strongly agree category which only suggest that the teaching and learning activities is necessary aspect of training. Table 8 Mean Distribution of Teachers and Administrators Qualitative IV Teachers and Administrators Mean Description Strongly 1 Ensures standards prescribed by the State. 4.33 Agree Has teaching methods, standards of knowledge and Strongly 2 4.35 skills to practice under the provisions of the State Agree Fulfills the task of teaching in the school timetable Strongly 3 4.20 and ensure quality requirements. Agree Participates in scientific research based on his 4 4.03 Agree expertise to improve the quality of teaching. Administrative staff have moral quality, Strongly 5 professional competence and professional 4.35 Agree management. Have moral qualities, qualifications and 6 4.11 Agree management skills. Strongly Weighted Mean 4.23 Agree 34 Table above introduces the mean distribution of teachers and administrators. Finding reveals that item 1, 2, 3, and 5 with a WM= 4.33, 4.35, 4.20, and 4.35, strongly agree category. Item 4 and 6 with a WM= 4.03 and 4.11, agree category. It could be inferred that the respondents have observed the all aspect of teachers and administrators performances. On the whole, the total computed WM= 4.22 strongly agree category which only suggest that the teachers and administrators is necessary aspect of training. Table 9 Mean Distribution of Curriculum and Syllabus Qualitati ve V Curriculum and Syllabus Descripti Mean on 1 Has adequate curriculum and syllabus for students. 4.08 Agree Has reviewed the curriculum and adjusted 2 periodically to fit technical, manufacturing 4.05 Agree technology and business services. Has the curriculum goals clearly defined with 3 specific standards to knowledge, skills, methods 3.92 Agree and forms of training. Has equipped with syllabus for the modules and 4 3.99 Agree subjects. Reviews the syllabus and supplement it by 5 3.25 Uncertain semester / annually. Weighted Mean 3.86 Agree Table above introduces the mean distribution of curriculum and syllabus. Finding reveals that item 1, 2, 3, and 54with a WM= 4.08, 4.05, 3.92 and 3.99, strongly agree category. Item 5 with a WM= 3.25, Uncertain category excepting the review of the syllabus and supplement it by semester / annually. 35 It could be inferred that the respondents have observed the all aspect of curriculum and syllabi performances. On the whole, the total computed WM= 3.86 strongly agree category which only suggest that the curriculum and syllabi is necessary aspect of training. Table 10 Mean Distribution of Library Qualitati ve VI Library Descripti Mean on Have sufficient numbers and types of teaching Strongly 1 materials, books, articles, professional documents 4.36 Agree in accordance with vocational training. Supplements library with syllabus materials and Strongly 2 4.32 magazines/journals. Agree Strongly 3 Supports an information lookup equipment. 4.45 Agree Strongly Weighted Mean 4.38 Agree Table above introduces the mean distribution of Library. Finding reveals that item 1, 2, and 3 with a WM= 4.36, 4.32, and 4.45, strongly agree category. It could be inferred that the respondents have good observed the all aspect of library performances. On the whole, the total computed WM=4.38 strongly agree category which only suggest that the library is necessary aspect of training. 36 Table 11 Mean Distribution of Facilities and Equipment VI Qualitative Facilities and Equipment I Mean Description Have infrastructure system for vocational 1 4.08 Agree activities, experimentation and practice. Have enough classrooms, laboratories, practice 2 4.05 Agree rooms. Have enough practical training equipment for 3 3.92 Agree students' practice Ascertain the quality and quantity of supplies and 4 3.99 Agree materials for student practice Weighted Mean 4.01 Agree Table above introduces the mean distribution of facilities and equipment. Finding reveals that item 1, 2, 3, and 4 with a WM= 4.08, 4.05, 3.92, and 3.99, agree category. It could be inferred that the respondents have good observed the all aspect of facilities and equipment at vocational training in Bac Ninh Province. On the whole, the total computed WM=4.01 agree category which only suggest that the facilities and equipment is necessary aspect of training. 37 Table 12 Mean Distribution of Financial Management Qualitative VIII Financial Management Mean Description Strongly 1 Ensures the level of funding for training. 4.27 Agree Strongly 2 Allocates financial resources for school operation. 4.20 Agree Has an annual evaluation on the use of financial Strongly 3 4.20 resources for its effectiveness. Agree Performs self-test periodically and adjusts Strongly 4 4.27 financial plans to suit the training plan Agree Strongly Weighted Mean 4.23 Agree As shown in the table above, financial management factor, financial management in Bac Ninh’s vocational school ensure the level of funding for training , Bac Ninh’s vocational schools allocate well financial resources for school operation , Bac Ninh’s vocational schools have an annual evaluation on the use of financial resources for its effectiveness, and Bac Ninh’s vocational schools have performed self-test periodically and adjusts financial plans to suit the training plan (q8r4). Mean values of these variables are 4.27, 4.20, 4.20, and 4.27 respectively. Among these variables, the first and last variables (q8r1 and q8r4) have highest mean values of 4.27 and they indicate for the context that level of funding for training and training plans are well prepared in Bac Ninh’s vocational schools. On the whole, the total computed WM=4.23 strongly agree category which only suggest that the financial management is necessary aspect of training. 38 Table 13 Mean Distribution of Services for Students Qualitative IX Services for Students Mean Description Provides information on training programs, 1 3.16 Uncertain training plan of course. Fully brief on training regulations, competition 2 regulations and inspection, evaluation, review 3.47 Agree graduation conditions. Fully brief on the rules and regulations of the 3 3.70 school. Agree Serve and provide good services in dormitories, 4 canteen, health care, collective living quarters for 3.80 Agree students Weighted Mean 3.53 Agree As shown in the table above, services for students have 4 variables, including Bac Ninh’s vocational schools provide information on training programs, training plan of course (q9r1), Bac Ninh’s vocational school have fully brief on training regulations, competition regulations and inspection, evaluation, review graduation conditions (q9r2), Bac Ninh’s vocational schools have fully brief on the rules and regulations of the school (q9r3), and Bac Ninh’s vocational schools serve and provide good services in dormitories, canteen, health care, collective living quarters for students (q9r4). Mean values of these variables are 3.16, 3.47, 3.70, and 3.80 respectively and they are higher than 3.5, excepting q9r1. On the other hand, the last variable (q9r4) has highest mean value compared to other variables’ mean value. It means that the respondents have high agree on performances of services in dormitories, canteen, health care, collective living quarters for students. On the whole, the total computed WM=3.53 strongly agree category which only suggest that the services for students is necessary aspect of training. 39 Diversity of Vocational Schools in terms of Goals and Task, Organization and Management, Teaching and Learning Activities, Teachers and Administrators, Curriculum and Syllabus, Library, Facilities, Financial Management and Services for Students. Table 14 Linear Regression Results R-Square = 0.692; Adjusted R-Square = 0.685, F-Test = 93.865, Sig. < 0.05 Unstandardized Standardized Collinearity Correlations Coefficients Coefficients Statistics Model t Sig. Zero- B Std. Error Beta Partial Part Tolerance VIF order (Constant) 4.037 .016 260.063 .000 Component 1 .190 .016 .397 12.221 .000 .397 .582 .397 1.000 1.000 Component 2 .206 .016 .430 13.255 .000 .430 .613 .430 1.000 1.000 Component 3 .174 .016 .363 11.174 .000 .363 .547 .363 1.000 1.000 Component 4 .126 .016 .264 8.120 .000 .264 .429 .264 1.000 1.000 Component 5 .083 .016 .174 5.361 .000 .174 .299 .174 1.000 1.000 Component 6 .114 .016 .237 7.306 .000 .237 .393 .237 1.000 1.000 Component 7 .120 .016 .250 7.688 .000 .250 .410 .250 1.000 1.000 As shown in the table above, all components can explain for 69.2% of variance of training quality in vocational school in Bac Ninh Province. All components are correlated with training quality and this correlation is statistical with F-Test value equal to 93.86 and Sig. value less than 0.05. Among these components, Component 2 has highest beta estimation of 0.206. It means that organization and management and teachers and administrators component has highest 40 impact on training quality in vocational schools in Bac Ninh Province. VIF is less than 10 so that there is no collinearity happened during linear regression procedure. Finally, equation to measure the impacts of 7Components to training quality in Bac Ninh Province is stated as below: Training Quality = 4.037 + 0.190 * curriculum and syllabi and facilities and equipment + 0.206 * organization and management and teachers and administrators + 0.174 * teaching and learning activities + 0.126 * financial management + 0.083 * services for student + 0.114 * division, decentralization, periodical adjusted, clear and efficiency functions for the departments’ faculty, and conferences and seminars with innovative methodology, test processes and evaluate learning outcomes + 0.120 * library and clear defined, specific state approved and published goals and tasks Organization management and teachers/administrators component is important to training quality due to it impacts directly to training design and training transfer process. Training design and training transfer is relevant to human resource training satisfaction at Bac Ninh’s vocational schools due to the organization has implemented the established an educational promotions with the objective of making specialization in education and development with its own effort. Then, the organization committed with the employees the additional earning not only from well- educated but also from another source of income with the educating businesses. With the commitment above, Bac Ninh’s vocational schools has increased the commitment and motivation of the employees in the more sustainable way. On the other hand, it meant that although the annual salary of the employee was decreased in 2012, the employees still increase their earning benefit through effective participation in training and then they could self- provide the trainings to other people. This action, in the author’s opinion, was the advance movement of the organization compared to other competitors. The action of integrating training as earning benefits was not only option to increase the learning ability of the employees. Bac Ninh’s vocational schools also adopted the social actions to increase the employee training ability. For example, the organization set up many events, parties, sport events are organized to create a relaxing gap for employees when they get stress 41 from work. In addition, those events and programs are also the encouragement and motivation to employees to work better and through these social actions, the organization embedded the non- workable skill lessons such as soft skill, life skill, etc. Developed Intervention Program 42 PROPOSED INTERVENTION PROGRAM Training Quality Management of Vocational Schools CHU BA CHIN (Nine) 2014 B A C N I N H P ROVINCE 43 Rationale During the time of the assessment of the vocational schools on the total quality management in terms of goal and tasks, organization management, teaching and learning activities, teachers and administrators, curriculum and syllabi, library, facilities and equipment, financial management, and service for students; it has implied that the students have provided a moderation on the current performance of vocational schools in Bac Ninh Province. Objectives At the end of the program, the different personnel involved in vocational schools training will be able to:  Maintain and increase the performance of vocational training schools in Bac Ninh Province through policy formulation for administrators, teacher, and staff training, learning outcomes, syllabi, and quality information assurance on the teaching learning domains.  Provide efficient organization and management ofthe administrativestaff of vocational trainings in Bac Ninh Province Benchmark information The following is the benchmark information on the proposed intervention program: Organization and Management  Has a system documents regulation of the organization and management mechanisms.  Have standards, procedures, methods of assessment and classification of teachers’ staff training routine.  Has encouraged policy planning for administrators, teacher, and staff training routine. Teaching and Learning Activities  Has enrollment by regulations and quality assurance.  Has training plan appropriate with goal and suit students  Has suitable organized training method to meet learning requirements of students.  Has taken students to become intern in factory. 44  Collect feedbacks periodically from the administrators, teachers and students.  Has training plan for each profession for its semester of the academic year.  Has monitoring and evaluation of the implementation of the training plan.  Teaching activities are carried out according to the goals and contents of the approved curriculum.  Has conferences and seminars with innovative methodology, test processes and evaluate learning outcomes.  Learning outcomes assessment process respect students’ activities.  Learning outcomes are serious, objective and consistent with training methods. Teachers and Administrators  Participates in scientific research based on his expertise to improve the quality of teaching.  Have moral qualities, qualifications and management skills. Curriculum and Syllabi  Has adequate curriculum and syllabi for students.  Has reviewed the curriculum and adjusted periodically to fit technical, manufacturing technology and business services.  Has the curriculum goals clearly defined with specific standards to knowledge, skills, methods and forms of training.  Has equipped with syllabus for the modules and subjects.  Reviews the syllabus and supplement it by semester / annually. Facilities and Equipment  Have infrastructure system for vocational activities, experimentation and practice.  Have enough classrooms, laboratories, practice rooms.  Have enough practical training equipment for students' practice  Ascertain the quality and quantity of supplies and materials for student pracpractice 45 Services for Students  Provides information on training programs, training plan of course.  Fully brief on training regulations, competition regulations and inspection, evaluation, review graduation conditions.  Fully brief on the rules and regulations of the school.  Serve and provide good services in dormitories, canteen, health care, collective living quarters for students 45 Objectives People Activity/Strategy Estimated Resources Time Expected Involved Cost Frame Outcome Organization Determine the Administrators, Course Plan of Activities for 650 USD Financial Support Annually Rules and and rules and faculty and the Training Period. and Funding Regulations Management regulations of training staff of have been the organization the vocational Library Resources provided with providing schools. processes and processes and procedures. procedures. Seminar-Workshop on the Human resources Methods of Provide method of assessment. All Year assessment and methods of Round classification assessment and have been classification of provided teachers’ staff training routine. Physical Facility Policy planning Formulating policies for the Resources for Encouraged administrations in administrators, policy planning collaboration with the All Year teachers, and for different stakeholders Round staff training administrators, routine have teacher, and been staff training encouraged. routine 46 Teaching and Provide School Provide necessary material, Financial Support Before Enrollment Learning enrollment Administrators, tools and supplies for the and Funding the start regulations for Activities regulations for Teachers, enrollment orientation of the quality quality Personnel in activity. school assurance has assurance Academics and year. been provided Student- Human resources Leaders Conduct School Training on the students Physical Facility Training training Administrators, welfare Resources following the following the Teachers, plan plan Personnel in appropriate appropriate Academics and with goal and with goal and Student- the students the students Leaders welfare