Current Status of Implementing the Content of the Vocal Music Training Program

really good about the current training goals of the school such as; the ability to work and connect in groups is not professional and knows how to flexibly handle situations or the ability to be flexible and agile in vocal techniques, average 2.20. From that, it can be seen that the current skill training goals of the school are implemented quite well, meeting the basic requirements of the training goals.

The lowest rating in the specific target group is the attitude target. Most of the comments are at the average and above average levels . From this, it can be seen that the school mainly focuses its training resources on professional training for students. Meanwhile, the professional attitude of workers in the field of culture and arts has a relative influence on the success or failure of students. Therefore, there needs to be synchronous solutions for skills training and knowledge provision to create harmony between qualities and abilities.

From the survey results in Table 2.4, the researcher found that the current implementation of the school's training goals and tasks for the vocal music industry is at a fairly good level, with the average of the survey being 2.63 . This level is not really commensurate with the current scale and potential of the school. Specific solutions are needed to improve and enhance the quality of training.

The Cronbach's Alpha statistic measured 0.986 shows that the reliability of the scale is completely trustworthy.

2.3.2. Current status of implementing the content of the vocal music training program

The content of the training program is the entire teaching plan of the school, to ensure that the process of organizing educational activities is carried out in accordance with the purpose of training requirements for the vocal music industry as previously set out. Table 2.5 is the result of the evaluation of the implementation of the training program content at Can Tho College of Culture and Arts.

Table 2.5. Current status of training program implementation

STT

Content

Implementation results (%)

Medium

Deviation

standard

Good

Rather

Central

jar

Weak

Ensure mining targets

create intermediate and college level

2.54

0.646

The program content is developed based on the ministry's program framework with reference to the needs of society.

festival

2.70

0.707

Meet output standards

knowledge, skills, attitudes

2.04

0.755

The training program ensures a balance between theory and practice.

onion

2.40

0.857

Training programs are built on people's abilities.

learn

2.20

0.782

Training content is built in sync with teaching methods and

assessment of learning outcomes

2.58

0.673

Ensure connectivity between training levels and between training programs in the same program.

level

2.60

0.857

Added, adjusted

periodic

2.22

0.679

Fit for resources

of the school

2.54

0.706

Average

2.42

Overall rating

Medium

Reliability of the scale

( Cronbach's Alpha)

0.977

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Training content is ultimately a measure of the school's training capacity. If the training content is rich and suitable for practice, the capacity of students after graduation will be accepted by society and the school's position will be affirmed. Therefore, training content must, on the one hand, reflect the needs of society and the expectations of learners. According to the evaluation results in Table 2.5, the implementation of training content has not been really highly appreciated. Less than 50% are evaluated at a good level of implementation . Over 50% are implemented at an average level. Some positive assessments of the implementation of training content are: The program content is built on the basis of the ministry's curriculum framework with reference to the needs of society, average score 2.70. Ensuring connectivity with training levels and between training programs at the same level, average score 2.60. Ensuring the training goals of intermediate and college levels, the score is 2.54. These are the contents that have received many high ratings during the implementation process. The contents that have not received much consensus are; Meeting the output standards of knowledge, skills, and attitudes, the average is 2.04, this score is in the average evaluation range , which shows that the school's ability to ensure training meets output standards is not really good. This is one of the important criteria to ensure the capacity of the training institution for society. The training program content is built on the capacity of the learner, which is also not highly appreciated, the average survey score is 2.20, the assessment level of this content is only average . Individualization in the training process is one of the goals that any training institution wants to aim for. Because this both demonstrates the ability to approach learners in a systematic and professional manner and at the same time demonstrates the school's in-depth training capacity. Or the program content is supplemented and adjusted periodically but is not highly appreciated by the comments. Average score 2.22 .

From the survey results in Table 2.5, it can be seen that most of the survey contents on the implementation of the current training program at the school are not highly evaluated. The average score of the survey is 2.42, which is at the average implementation assessment level . The main operating environment of students after graduating from the vocal music major is the environment where they mainly interact with society. Therefore

The capacity of workers in this field often has a direct impact and is often highly sensitive. Therefore, the training program must ensure basic professional skills while also regularly updating the demands, needs, and tastes of society to include in the training program in the most timely and appropriate manner.

According to the interview results of code QL04, " the current program content is still heavy on theory and little on practice, and there needs to be adjustments and supplements to suit the practical situation. We should not pay less attention to capacity and practical needs because of quantity." Code QL02 said that " the current theoretical time takes up a lot of teachers' time. The organization of vocational skills training sessions is not commensurate with some students, leading to the phenomenon of homogenizing the quality of some subjects." Thus, the interview opinions of management staff do not really agree with the current program content structure.

In general, with the current situation as surveyed above, the implementation of the current training program content at Can Tho College of Culture and Arts has not really fully met the training goals as well as the expectations of society in the vocal music industry that the school is training. To further improve the quality of the graduating students, there must be appropriate solutions to synchronously improve the current training process.

2.3.3. Current status of organizational forms, training methods and training facilities

The way educational activities are organized as well as the flexible application of teaching methods to the vocal training process has a great influence on the quality of training. Table 2.6 is the survey result on the current implementation of teaching forms and methods.

Table 2.6. Assessment of the current status of teaching organization of managers, teachers and students

STT

Content	Student		Managers & Teachers
Content	Medium	Degree standard deviation	Medium	Degree standard deviation
I	Form of training organization (teaching)
1	Diversify teaching methods	2.42	0.67	2.18	0.691
2	Small group study by topic teacher's guidance	2.27	0.632	2.84	0.792
3	Group discussion in class	2.54	0.639	2.24	0.744
4	Student internship and practice under the guidance of the teacher	3.16	0.598	3.40	0.606
5	Students tutor each other on Teacher's lesson plan	2.68	0.615	3.34	0.626
6	Self-improvement and training professional skills	2.73	0.632	2.82	0.800
II	Training method (teaching)
1	Applying verbal teaching methods: presentation, conversation, working with textbooks and references…	2.66	0.639	2.88	0.799
2	Applying visual teaching methods: observing objects and phenomena; based on media intuitive	3.07	0.845	2.90	0.763
3	Applying teaching methods practice: drill, review and experiment	3.28	0.719	3.08	0.778
4	Applying modern teaching methods: problem solving; small group teaching; teaching project	3.08	0.707	2.26	0.443
III	Use of teaching aids
1	Exploiting the group of support tools school vocal teaching	3.03	0.71	3.06	0.767

STT

Content	Student		Managers & Teachers
	Medium	Deviation standard	Medium	Deviation standard
2	Make the most of learning support devices personal practice	2.70	0.726	3.22	0.708
3	Exchange and share learning tools between individuals	3.20	0.584	3.02	0.714
4	Exploiting technology applications information on learning and research	3.19	0.559	2.90	0.707
Average		2.86		2.87
Overall rating		Rather		Rather
Reliability of the scale ( Cronbach's Alpha)		0.984		0.980

Table 2.6 is the evaluation results of managers, teachers and students on the teaching forms and methods currently being implemented at Can Tho College of Culture and Arts.

Although the assessments come from different perspectives, there is basically no significant difference in the implementation contents. Only in some contents, due to different approaches and expectations, the comments are subjective to the respondents. This difference does not greatly affect the quality of the survey.

Regarding teaching methods. In general, the assessments mainly focused on the average and good levels of implementation. Managers and teachers assessed the average level lower than students. The average score of students in diversifying teaching methods was 2.42, while that of managers and teachers was 2.18. Thus, students believed that lecturers used many different teaching methods during the learning process. However, the assessment of managers and teachers was that the level of use was not high and not commensurate with the current training content. The average score of students for group discussion in class was 2.54, while that of managers and teachers was 2.24. The scores showed that students highly appreciated the group discussion activities organized by teachers. However, managers said that this activity was still lacking in scale and organization.

The organization is not flexible and not suitable for the learning object. However, the content of the internship and practice of students under the guidance of teachers, received low evaluation from students. The average survey was 3.16 of managers and teachers was 3.34. The evaluation level of teachers was at the level of good implementation while that of students was only at the level of fair. The content of self-improvement and professional skills training of students was also highly evaluated by managers and teachers at 2.82 , while the average score of students was only

2.73. Thus, from the survey results on the current training organization of the school, the researcher found that both the scale and the current implementation results have only reached the required level. Meanwhile, the teaching organization form has a great significance to the results of imparting knowledge and professional skills to students. If this activity is interested by management levels in each stage such as; planning, implementation, inspection and evaluation, the effectiveness of this activity will be continuously improved and ensure the training criteria that the school has previously set.

Regarding training methods. The survey results show that students rate the methods used by lecturers in the teaching process higher than the evaluation of managers and teachers. For the group of verbal teaching methods: presentations, conversations, working with textbooks and reference materials... the average score of students is 2.66 and that of managers and teachers is 2.88. The difference in scores shows that students need to be provided with more practical information about the quality and presentation methods of teachers for this group of teaching methods. For the group of visual teaching methods: observing objects and phenomena; based on visual aids, the average score of students is 3.07 and that of managers and teachers is 2.90. The difference in opinions is not high but also shows that from the perspective of teachers and managers, this group of methods must be implemented on a larger scale and more systematically. Because this is a group of methods that have a direct and regular impact on the characteristics of vocal training. For the group of modern teaching methods: problem solving; small group teaching; project teaching. There is a relative difference in the comments. The average of students is 3.08, achieving a good level of assessment . The average of managers and teachers is 2.26, achieving an average level of assessment . Thus, according to the survey results

In terms of expectations, those working in management and teaching are very high for the group of modern teaching methods. They want teachers to constantly update the latest achievements in teaching methods in their majors. This is also one of the factors that demonstrate the capacity of teachers and the quality of training of the school. In general, through the survey results on teaching methods, we see that the majority of students do not really appreciate the content related to teaching activities that the school and teachers have applied in the past. In order for this activity to meet the teaching requirements as well as ensure the effectiveness of the set goals, there must be synchronous solutions.

Regarding the use of teaching aids. The survey results show that there is no significant difference between the two respondents regarding the content related to the use of teaching aids. The content of exploiting the group of tools to support vocal teaching of the school, has similar survey results. The score of 3.03 students of managers and teachers is 3.06. This score is considered to be quite good. The content of making the most of personal learning support equipment, has a significant difference. The average score of students is 2.70, this score is considered to be average. The score of managers and teachers is

3.02 achieved a Fair level . The content of exchanging and sharing learning tools between individuals also has differences in opinions. Student 3.20 achieved a Fair level, Managers & Teachers 3.02 achieved a Fair level. Regarding the content of exploiting the application of information technology in learning and research, there are also similar results. This shows that teachers' expectations for students in the learning process should make the most of learning support equipment is relatively high. Support equipment not only helps students acquire knowledge faster and practice professional skills more systematically, but also demonstrates a quick understanding of changes and social expectations for the profession they study. If approached correctly and quickly, students will easily acquire the values and standards that they will experience during the learning process as well as after graduation.

Interview code QL01 said that " To innovate current teaching methods, it is necessary to innovate synchronously. First of all, the qualifications of lecturers must be updated regularly and in line with the trends of life. Teaching support equipment

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