ThAi nguyen University Southern luzon STATE University
Socialist Republic of Vietnam Republic of Philippines
____________________________________________________________________________
DISSERTATION
STATUS OF TRAINING QUALITY MANAGEMENT OF VOCATIONAL
SCHOOLS IN BAC NINH PROVINCE: A PROPOSED
INTERVENTION PROGRAM
Advisor : DR. RICARYL CATHERINE P. CRUZ
Name of Student : CHU BA CHIN
English Name : NINE
Date of Birth : 16-1-1970
Course : SLSU-DMEd
Thai Nguyen, Apr
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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