LIST OF FIGURES
Figure 1.1. Vocational education system in Vietnam's national education system 25
Figure 1.2. Vocational education levels in the Vietnam National Qualifications Framework 26
Figure 1.3. Vocational education facilities 27
Figure 1.4. Process-based training model 31
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Figure 1.5. Cycle training model 33
Figure 1.6. Training model according to CIPO 37
Figure 1.7. Applying the CIPO model in managing elementary level training to meet the vocational training needs of rural workers 46
Figure 3.1. Organizational process for determining vocational training needs 132
Figure 3.2. Recruitment organization process to meet vocational training needs 134
Figure 3.3. Process of organizing the development of primary training program content according to the needs of laborers 137
Figure 123.4. DACUM diagram 138
Figure 3.5. Process of establishing a Job Consulting and Production and Business Development Team 146
LIST OF TABLES
Table 1.1: Characteristics and differences between traditional and new training models 16
Table 1.2: Time level, diploma and certificate 27
Table 2.1. Economic and labor structure of Kien Giang province in the period 2015 - 2018 56
Table 2.2 Current status of population, labor and labor structure in the national economy of Kien Giang province 2015-2018 57
Table 2.3. Primary training results 70
Table 2.4. Evaluation of enrollment management according to labor demand 80
Table 2.5 Assessment of training development organization 82
Table 2.6. Assessment of managers on assigning teachers to teaching tasks 84
Table 2.7. Assessment of GV team management 85
Table 2.8. Management of facilities and equipment for primary training 87
Table 2.9. Assessment of financial management for primary education in schools 89
Table 2.10 Primary school locations according to the needs of rural laborers in districts 91
Table 2.11 Current status of organizing the teaching process of teachers 92
Table 2.12 Current status of management of teaching activities of teachers 93
Table 2.13 Assessment of teachers and managers on management of students' learning activities 94
Table 2.14 Assessment of students and teachers on management of students' learning activities 95
Table 2.15 Output management to meet the needs of students after graduation 96
Table 2.16. CHV's assessment of output management of vocational training institutions 98
Table 2.17. Assessment of the employment status of students after the 99 course
Table 2.18 CHV's assessment of job satisfaction 101
Table 2.10. The impact of context on elementary level training management 103
Table 3.1. Managing teachers' teaching activities to meet vocational training needs 148
Table 3.2. Assessment of the urgency of solutions 150
Table 3.3. Assessment of feasibility of solutions 151
LIST OF CHARTS, DIAGRAMS
Figure 2.1. Purpose of learning elementary level of LĐNT 67
Chart 2.2. Demand for agricultural vocational training of rural workers 67
Chart 2.3. Vocational training needs by non-agricultural occupation group 68
Chart 2.4. Students' needs after vocational training course 69
Chart 2.5: Gender and subjects participating in vocational training 78
Chart 2.6: Cultural level of apprentices 78
Chart 2.7. Main source of household income of students 79
Chart 2.8. Average household income of students (per person/month) 79
Figure 2.9. Forms and timing of primary education 91
Chart 3.1. Rate of application of knowledge and skills into production and business practices 156
Chart 3.2. Level of practice according to training objectives 156
Chart 3.3. Benefits for households after vocational training 158
INTRODUCTION
1. Reason for choosing the topic
In a market economy , the requirements of education
profession
(Vocational education) is "vocational training must be based on demand" [54]. Because vocational training is not only to know but also to learn to apply vocational knowledge and skills into production and business practices. The goal of vocational education has also been clearly stated: "Training direct human resources in production, business, and services, with professional capacity corresponding to the training level; with ethics, health; with professional responsibility; with creativity, ...".
Resolution 29-NQ/TW of the 11th Central Executive Committee on fundamental and comprehensive innovation in education and training also clearly stated: "Vocational training content is built in the direction of integrating knowledge, skills, and professional working style to form vocational capacity for learners" [2].
On-demand training is a current trend in many countries around the world. On-demand training focuses on output results so that after completing the program,
training program
(CTĐT), learners have the capacity to apply knowledge and skills
vocational skills in the development of production and business (SX-KD). On the other hand, training according to demand, teaching integrating theory and practice will implement the educational principle of "learning goes hand in hand with practice", thereby improving the quality of training, contributing to improving labor productivity.
In Vietnam, after several years of implementing demand-based training, vocational training institutions have achieved encouraging results. However, the elementary level training program has not met the diverse needs of learners as well as employers; annual enrollment is based on the capacity of vocational training institutions and not on the needs of rural laborers, which is not consistent with the law of supply and demand and leads to the situation of
Low training efficiency, after completing the program cannot be applied to production and business practices.
The demand for primary vocational human resources in our country is very high. According to the Vietnam human resource development plan for the period 2015-2025, the demand
The number of primary-level human resources by 2025 will be about 12 million people. Meanwhile, the total number of primary-level workers in 2015 in our country was only 4,545,000 people. Thus, in the 10-year period from 2015 to 2025, we must train up to 7,155,000 primary-level workers. This is a huge challenge for the vocational education system in the coming time. This situation occurs on the one hand due to low training quality, so after graduation, students do not have enough necessary skills to practice; on the other hand, training is not linked to the production and business needs of the people.
society, both surplus and shortage in some fields, so some students
graduate student
Vocational training institutions cannot find jobs.
make and create
ok
work
to develop production -
KD. The main reason for the above situation is that vocational training institutions have not managed training according to the law of supply and demand of the labor market. Resolution 29-NQ/TW stated: "Education and training management is still weak" and also set out the task: "Fundamentally innovate education management, ... focus on quality management".
In recent times, Kien Giang province has focused on directing investment in facilities, equipment, developing teaching staff, building programs, textbooks, and vocational training materials, which have achieved certain results. However, up to now, the structure and quality of human resources through vocational training in the province have not yet met the requirements and satisfaction of enterprises. The situation of recruiting vocational graduates and then retraining them at enterprises is still quite common. The quality of vocational training at some training institutions is still low. There are still limited jobs for workers after vocational training, and vocational training is not closely linked with employers.
In that context, how can Kien Giang improve the quality of human resources? While the Action Program of the Provincial Party Committee to implement the Resolution of the 11th National Party Congress and the Resolution of the 10th Kien Giang Provincial Party Congress for the 2015-2020 term has identified the task of "Promoting training, development and improving the quality of the province's human resources" as one of the three breakthroughs of the entire term.
The above orientations pose an urgent need for systematic and scientific research on the current status of the province's labor resource quality and labor demand.
and orient the development of the province's labor resources in the coming time, thereby proposing a number of solutions to enhance vocational training for workers, train high-quality workers to meet the needs of businesses, link vocational training with job creation...
For the above reasons, the author chose the thesis "Management of elementary level training to meet the needs of rural workers in Kien Giang province" as the research topic of his PhD thesis.
2. Research purpose
Based on theoretical research and assessment of the current situation, the thesis proposes a number of solutions on elementary level training management to meet the needs of rural laborers in Kien Giang province.
3. Research subjects and objects
Research object: Elementary level training to meet the needs of laborers Research object: Elementary level training management to meet the needs
of LĐNT
4. Scientific hypothesis
In recent years, primary level training for rural laborers in Kien Giang province has achieved some initial results in meeting the vocational training needs of workers, helping them find a livelihood and develop production. However, the training quality is still low, the training scale is still small, not meeting the production and business development needs of rural laborers. The main reason is that the management of primary level training has not shifted from supply driven to demand driven, not following the rules of the labor market and the needs of society . If proposed and implemented
Get innovative solutions for elementary level training management that are practical and
feasible, meeting the needs of vocational training and production and business development of rural laborers, will contribute to improving the quality of training and the effectiveness of training primary-level human resources.
5. Research content
4
Research on theoretical basis of elementary level training management to meet the needs of rural laborers
Assessing the current status of training and management of elementary level training to meet the needs of rural laborers in Kien Giang province
Proposing solutions on elementary level training management to meet the needs of rural laborers in Kien Giang province.
6. Scope of research
The thesis focuses on the study of primary level training management, in which the key role belongs to state management agencies at all levels on labor and vocational education and vocational training institutions, with the coordination of relevant management agencies and political and professional social organizations in Kien Giang province, meeting the vocational training needs of rural laborers and finding urgent and feasible solutions in the practical conditions of Kien Giang province.
The study on the current status of elementary level training management to meet the vocational training needs of rural laborers in Kien Giang province was conducted at 6 vocational training institutions in the province, including: 1 Vocational Education - Continuing Education Center, 4 intermediate schools and 1 college.
elementary level training with government officials at all levels, including cadres
Management of vocational education and training in some localities
medicine table
test . The test is limited .
limited to 01 solution and conducted at Kien Giang Province Boarding Ethnic Vocational College.
Research area in four economic sub-regions in Kien Giang province
Survey and interview subjects include: Vocational education managers at all levels, vocational education establishments, some production and business establishments, rural laborers, government managers , and organizations at district and commune levels.
Research time and data: 2015-2019
7. Research methodology
7.1. Approach
7.1.1. Systems approach
5
Primary level human resources are a part of the socio-economy (SE), therefore, research on primary level vocational training management must be placed in relation to the vocational training needs of rural workers and aimed at serving the production and business development of rural workers in each stage of development.
7.1.2. CIPO model approach
According to the CIPO model, the structure of training management content includes 3 groups: input (I-Input), process (P-Process), output (O-Output/Outcomes) and under the impact.
of the socio - economic context
Context).
are considered as factors affecting management ( C-
7.1.3. Historical/logical approach
Training management must be appropriate to certain historical contexts. When the context
As historical context changes, the methods, procedures, and measures for managing a facility change.
Vocational education will innovate accordingly. However, introducing a new method, process or measure does not mean building from scratch but inheriting from existing achievements.
7.1.4. Demand approach
Elementary level training for laborers must gradually shift from supply driven to demand driven. Human resource training must shift from content-based to target-based, taking output as the goal, aiming to serve the needs of the labor market.
Production and business development services of the labor force . All training management solutions must take into account
learning needs
and labor practices
rural areas as a premise
7.1.5. Approaching interdisciplinary sciences
The research object of the thesis lies in the intersection of related scientific fields such as; pedagogy, economics, sociology, so when studying the management of elementary level training to meet the vocational training needs of rural laborers, it is necessary to consider vocational education not as the ultimate goal in itself but as a basic method to develop production and business for the community and households, contributing to the transformation of the economic and labor structure in rural areas.
7.1.6 Co-management approach