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    TIẾN SĨ Analysis of factors influencing to vocational education training in Vietnam: implication for improving its quality period 2013 - 2020

    Nhu Ely Nhu Ely Đang Ngoại tuyến (1771 tài liệu)
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  6. Analysis of factors influencing to vocational education training in Vietnam: implication for improving its quality period 2013 - 2020

    LUẬN ÁN TIẾN SĨ
    NĂM 2013

    PHÂN TÍCH CÁC YẾU TỐ ẢNH HƯỚNG ĐẾN CÔNG TÁC DẠY NGHỀ VIỆT NAM MỘT SỐ GIẢI PHÁP NHẰM NÂNG CAO CHẤT LƯỢNG GIAI ĐOẠN 2013 – 2020
    Analysis of factors influencing to vocational education training in Vietnam: implication for improving its quality period 2013 - 2020

    TABLE OF CONTENTS
    ACKNOWLEDGEMENT iv
    LIST OF ABBREVIATIONS vii
    ABSTRACT . xii
    LIST OF TABLES xiii

    CHAPTER I. INTRODUCTION . 1
    Background of the Study . 1
    Statement of the Problem . 5
    Objectives of the Study 7
    Hypotheses of the Study 8
    Significance of the study 8
    Scope and limitation of the study 9
    Definition of terms . 9

    CHAPTER II. REVIEW OF RELATED LITERATURE AND STUDIES . 12
    Definition of VET 12
    A VET classification 13
    A classification of VET . 13
    Classifying VET benefits . 15
    Figure 1: Types of VET benefits . 15
    Theories of Job Satisfaction . 18
    Herzberg‟s Theory . 18
    Vroom‟s Theory . 19
    Factors affecting to vocational education programs 21
    Attitudes towards Vocational Skill Acquisition 21
    Relevance of Learning Resources in supporting Skill Acquisition . 22
    Courses offered at the Vocational education training Centers . 23
    Staff and Administration Development at Vocational education training Centers 25
    Satisfaction with learning and jobs 27
    Institutional related factors affecting acquisition . 28
    Students related factors affecting skill acquisition 30
    Examination related factors affecting Skill acquisition . 31
    Teachers related factors affecting acquisition of skills 32
    Theoretical framework . 34
    Conceptual Framework 35

    CHAPTER III. METHODOLOGY . 36
    Research Design 36
    Research locale 37
    Population and Sampling . 37
    Research Instrument 37
    Data Gathering Procedure 38
    Statistical treatment 39

    CHAPTER IV. RESULTS AND DISCUSSION . 41
    Profile of respondents 41
    Vocational education training issues . 43
    Individual characteristics . 43
    Qualifications of lecturers at the training facility 45
    Physical facilities at the training facility 46
    Management capacity at the training facility . 48
    Job opportunities 49
    Information on labor market 51
    Support policies on vocational education training . 52
    Hypothesis . 54
    Empirical results 55
    Significant differences between respondents‟ perception when they are grouped according to their profile 58
    Age . 58
    Gender 61
    Marital status 63
    Income . 66
    Educational level 69
    Overall . 71
    VET system 73
    Figure 2: Relation between General Education and VET in Vietnam . 74
    Challenges of the VET . 75
    Evaluating development of National Occupational Skills Standards and partnership of VET and enterprise in Vietnam . 76
    National Occupational Skills Standards . 76
    Status of NOSS in Vietnam . 77
    Certification System . 79
    SWOT Analysis of Certification Framework 81
    NOSS, Certification system and engagement of industries in VET 83
    Figure 3: Relations among NOSS, Certifications system and VET 85
    Legal system and regulations . 85
    Comparison of Legislation Between Korea and Vietnam . 86
    SWOT Analysis of Legal System and Regulations . 89
    Experiences about industries engagement in VET in major countries in the world 92
    Australia policy‟s framework for industry strongly engagement in VET . 92
    Industry Skills council model 93
    Registered Training Organizations (RTOs) . 95
    Korea‟s Meister High Schools Model for industry engagement in VET . 96
    The Philippines policy‟s framework for industry strongly engagement in VET . 99
    Some development strategies for strengthening vocational education training in Vietnam100
    Improving qualifications of lecturers/instructors and management staff 100
    Physical facilities at vocational education training 101
    Management capacity at vocational education training . 101
    Support and job opportunities 101
    Information on labor market 102
    Support policies on vocational education training . 102

    CHAPTER V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . 103
    Summary 103
    Respondents Profile . 103
    Respondents‟ perception on vocational education training . 103
    Comparison of respondents‟ perception according to related profile 104
    Conclusions 105
    Recommendations 106
    Increasing public – private partnerships in VET in the current framework 106
    Establishment and Operation of the NSTMA and STC . 108
    Establishment of Meister High Schools . 109
    Establish Industry Skills Councils to improve NOSS and engagement of industries in VET 110
    Improvement of NOSS 111
    Building a National Qualification Framework (NQF) . 112
    Identifying Skills Demand for Creating New Certifications and Improving the Existing Certifications . 113
    Amending Current Laws 113
    APPENDECES 119
    Organization Chart of NSTMA in Vietnam 119
    Figure 4: Organization Chart of NSTMA in Vietnam . 119
    Status and Characteristics of NSTMA . 120
    Meister High Schools . 120
    Regulation 125
    Principles, procedures of developing and issuing national skills standards 125
    QUESTIONAIRE 142
    CURRICULUM VITAE 146

    INTRODUCTION
    Background of the Study

    Since “innovation” policy starting in 1986, Vietnam Vocational Educational Training (VET) has been concentrated for development firstly from 1998, when Government established the General Directorate of vocational training belong Ministry of Labor, Wars invalid and Social affairs (Molisa). At this time, Vietnam has been implementing “innovation” policy for over 10 years and has gained some successful in terms of socio-economic development. Foreign directly investment increased, industries contribute higher rate to the GDP, economic structure strongly shift from agriculture to industry and also labor force from agriculture sector move to industry sector. From beginning time established, therefore the General Directorate of vocational training to develop policies for vocational training development to meet the needs of industries in terms of skilled workforce, which was low in both quality and quantity and low productivity. In other hand, the mission of vocational education training also has to produce a skilled labor force for country‟s mission to become a modern and developed country by 2020.
    With above mission, from 1998 to present, General Directorate of vocational training has been developing many positive policies to develop a vocational education training system. According GDVT, number of Vocational training schools increasing in each year. In 2008, there were 129 Vocational training schools, but in 2012, there are total 455 vocational training schools, in which there are 155 vocational training colleges, 305 secondary vocational training schools and other 900 vocational training centers plus more about 1,000 related vocational training institutions in nationwide. Regarding the entries of vocational training system, according also to GDVT, it has been increasing in quantiy‟s entries: from 526,600 in 1998 to 1,538,000 in 2008 and to 1,790,000 in 2012, remarkable contributing for country‟s industrialization and modernization processes. In terms of law and policy development, one of its remarkable achievements is Government first time has issued the law on Vocational training in 2005, which formalized VET system with 3 levels training or in other hand, 3 kinds of vocational training institutions: vocational training colleges; secondary schools for vocational training and primary vocational training schools. These three kinds of vocational training institutions system have been produced amount of skilled workforce for labour market and serve the industries needs and contributing to the socio-economic development in the past years.
    However, the existing VET system still has limitations in terms of producing skilled labour force to fit with industries needs. According to VCCI‟s survey resulted in 2011, indicator in satisfaction of industries about quality of VET is 34% and this is a low indicator. The quality of Vietnam labour force is still low; it was placed in 11th position among 12 Asian countries which have been ranked in 2008. Vietnam productivity in comparisons with some countries in 2007 are as following: lower than Japan 50,4 times; Korea 18,6 times; Malaysia 7,8 times; Thailand 1,96 times; and Indonesia 1,5 times1. In additional, Vietnam has insufficient skilled labour and low competitiveness (according to the Global Competitiveness Index (GCI) for the 2013-2014 period, Vietnam placed on 70th positions among 148 economies in the world).
    1 Source: OECD compendium of productivity indicator 2008; Malaysia Productivity Corporation, Malaysia Annual Productivity Report 2008
    The limitation of VET may come from limitations of factors influencing to its quality such as capacity of teachers/instructors; management capacity; physical facilities; information on labour market, create graduates emloyability; support policies; connection with industries, etc .

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