Table 2.14: Factors affecting training program development management
Status
Influencing factors | Point | Rank | |
1 | Global trends and international integration | 208 | 2 |
2 | State and industry policy mechanisms | 205 | 5 |
3 | The impact of social needs | 229 | 1 |
4 | Training objectives | 206 | 4 |
5 | Quality assessment and evaluation of training programs | 197 | 7 |
6 | Facilities and teaching equipment | 203 | 6 |
7 | Management team, teachers and students | 207 | 3 |
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Unlike before, the management of training program development was completely passive, with the orientation of the state and industry policies. Currently, with the concept of training meeting social needs and international integration, this factor is given top priority in the management of training program development. The School Board of Directors realizes that in order to manage training program development to meet the needs of learners and practical situations, the first task is to improve the cognitive capacity of managers and teachers in the work of building and developing programs.
Table 2.14 provides assessment data of managers and teachers on the level of influence of factors on the management of training program development in Finance - Banking according to the financial system at the College of Economics and Technology. We have compiled the scores and arranged the influence from high to low as follows: Impact of social needs, Global trends and international integration, Team of managers, teachers and students, Training program objectives, State and industry policies and mechanisms, Teaching facilities and equipment, Quality assessment and evaluation of training programs. These are the most basic factors that have a direct impact on the management of training program development, and no factor should be ignored or underestimated.
To further evaluate the impact of social needs on training development management, we used question number 3 in appendix 4. The results are shown in table 2.15.
Table 2.15: Employers' assessment of the coordination between schools and employers in training program development management
Rating level
Very good | Good | Relatively good | Medium | Weak | |||||
SL | TL (%) | SL | TL (%) | SL | TL (%) | SL | TL (%) | SL | TL (%) |
0 | 0 | 3 | 20 | 4 | 26.6 | 5 | 33.3 | 3 | 20 |
The coordination between schools and employers in the management of training program development is extremely important. The objectives, content of training programs, and subject programs must meet the needs of employers. Coordination activities include training program development, training program evaluation, organizing professional training for teachers, coordinating the organization of practical training for students, etc.
The data in Table 2.15 shows that 3/15 employers (20%) rated it as good, 4/15 employers (26.6%) rated it as relatively good, 5/15 employers (33.3%) rated it as average, and 3/15 businesses (20%) rated it as weak.
In reality, the management of the development of the Finance - Banking training program according to the financial system at the College of Economics and Technology, the coordination between the school and employers is regularly directed by the School Board of Directors, but it is not mandatory, so the implementation efficiency is not high: Students receive a letter of introduction and go for an internship in the final semester, without the supervision of the instructor. The collection of feedback from employers is not done regularly.
Recently, when converting the training method to HCTC, this work has just been implemented. The school principal included in the school year resolution that teachers are required to go on field trips to banks and financial and credit organizations... to apply practical knowledge into teaching. However, there are also difficulties such as: The majority of teachers are young, have few relationships, and have little influence, so it is difficult to approach employers, and there are difficulties in the process of research and information seeking.
2.6. Current status of management methods for developing training programs in Finance -
Credit-based banking
To effectively manage and develop the Finance - Banking training program according to the financial system, the School Board and the Finance - Banking Faculty have combined the following methods:
Invite experts to train teachers on the training method according to the credit system, how to build lesson outlines, class scripts, and teaching methods in a positive direction. In professional meetings, regularly exchange practical experiences and promote the development of training programs to meet social needs;
Regularly update and promptly deploy documents, decisions and circulars of the Ministry of Education and Training to managers, teachers and students on training programs and training regulations, and at the same time, specify them in documents and decisions suitable to the actual situation of the school;
Develop regulations and appropriate budget estimates for the implementation and management of training program development.
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Table 2.16: Assessment of managers and teachers on the management method for developing training programs in Finance - Banking according to the financial system
Status
Method | Content | Rating level | ||||||||
Very effective | Effective | Relatively effective | Inefficient | |||||||
SL | TL (%) | SL | TL (%) | SL | TL (%) | SL | TL (%) | |||
1 | Administration - organization | Managing the development of training programs by decision, text, regulations, orders | 7 | 14 | 22 | 44 | 12 | 24 | 9 | 18 |
2 | Psychology - education | Manage the development of training programs by promoting awareness among school managers, teachers and students of the need to regularly develop training programs suitable to learners' abilities and practical social needs, creating motivation for teachers and staff to actively participate in training. active in developing training programs... | 5 | 10 | 16 | 32 | 19 | 38 | 10 | 20 |
3 | Economy | Managing the development of training programs by stimulating mechanisms to create certain interest in material benefits; creating a favorable working environment. benefits for managers and teachers to complete their tasks. | 9 | 18 | 23 | 46 | 15 | 30 | 3 | 6 |
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Commenting on the data table 2.16, we see that: Administrative - organizational methods are rated as very effective by 7/50 managers and teachers (14%), effective by 22/50 managers and teachers (44%), effective by 12/50 managers and teachers (24%) and relatively effective by 9/50 managers and teachers (18%) and ineffective by 9/50 managers and teachers (18%). Psychological - educational methods are rated as very effective by 5/50 managers and teachers (10%), effective by 16/50 managers and teachers (32%), effective by 19/50 managers and teachers (38%) and relatively effective by 10/50 managers and teachers (20%). The economic method was evaluated as very effective by 9/50 managers and teachers (18%), effective by 23/50 managers and teachers (46%), relatively effective by 15/50 managers and teachers (30%), and ineffective by 3/50 managers and teachers (6%).
2.7. General assessment of the current situation survey
2.7.1. Main advantages and results
Regarding awareness : Most managers, teachers and students have correct awareness of the concept of training program, training program development, measures to manage training program development; characteristics of training program according to the credit system; factors affecting training program development, management of training program development according to the credit system at the College of Economics and Technology; Teachers have correct awareness of the importance of implementing training program, training program development contents and training program development process, training program development management contents to improve the quality of training program in Finance - Banking according to the credit system, contributing to improving the quality of training work of the School.
Regarding the organization process : Implementing the Resolution of the Party Committee, the School Board of Directors, functional departments coordinate with specialized departments to complete the development of the Finance - Banking training program according to the credit system for all levels. The program is built on the basis of the framework program issued by the Ministry of Education and Training, with reference to the training programs of schools in the same economic sector (National Economics University, Academy of Finance), with consultation from businesses and banks. The program is approved by the Science - Training Council, signed and approved by the Principal and widely published on the School's website.
Regarding the results achieved : Implementing the school's development strategy in the future, building the school to become a center for training high-quality economic and financial management staff, so all training programs, detailed programs, outlines, and original lectures are
Built on the basis of the framework program, general regulations of the Ministry of Education and Training, with reference to documents, opinions of experts, employers and training programs of prestigious schools in Vietnam.
The school's training programs all have clear, specific objectives, a reasonable structure, are systematically designed, meet the knowledge and skill requirements of each training level, flexibly meet the human resource needs of the labor market and are designed in a connected direction.
2.7.2. Limitations of the current situation
The team working on curriculum development includes managers and teachers in specialized departments and faculties. When developing the curriculum, they mainly refer to documents and do not have much scientific knowledge about curriculum development and construction. Therefore, there are still many limitations in terms of expertise.
There are still some managers and teachers who do not fully realize the importance of training program development and do not regularly update their knowledge of training management and training programs to meet the requirements of innovation in the school's training activities.
No suitable training program development process has been established: Training programs and detailed training programs approved by the Scientific and Training Council are often issued and widely applied to the entire training course without being piloted before officially conducting training. Therefore, training programs and detailed training programs still have many shortcomings such as: some subjects are not suitable for the training program content of the industry, elective subjects are not diverse, and do not fully meet the needs of learners; The collection of feedback from employers, graduates, educational institutions and other organizations to perfect the school's programs has not been done regularly and is not very effective.
2.7.3. Causes of the current situation
Although the School Board is very interested in developing training programs, the scale of training and the quality of incoming students are decreasing, so the program development work also faces difficulties.
Awareness of approaches to curriculum development management among managers and teachers is still uneven; The team of managers and teachers participating in curriculum development still focuses heavily on teaching, lacks professionalism, and has limited capacity to develop and manage curriculum development.
Chapter 2 Conclusion
The work of developing training programs and managing the development of training programs in Finance - Banking under the credit system of Thai Nguyen College of Economics - Finance basically reflects the goals and missions set out by the school.
The school's training program is built on the framework program of the Ministry of Education and Training, with reference to advanced programs in the country and abroad, suitable for the level of socio-economic development and the development of science and technology, closely following the professional characteristics of the profession and the human resource needs of the labor market. However, there are still certain limitations.
To improve the management of the development of the Finance - Banking training program according to the financial system at the College of Economics and Business Administration in the coming time, we propose some measures in chapter 3.
Chapter 3
MEASURES TO MANAGE THE DEVELOPMENT OF THE TRAINING PROGRAM IN FINANCE - BANKING UNDER THE CREDIT SYSTEM AT THAI NGUYEN COLLEGE OF ECONOMICS - FINANCE
3.1. Guiding principles for proposing measures
3.1.1. Principles of ensuring training objectives
The purpose of developing measures is to improve the effectiveness of training program development management to meet the requirements of training a team of finance - banking staff with college degrees that can adapt to the demands of the domestic labor market and international integration at the College of Economics and Technology at present. Therefore, the research and proposal of measures must be based on the current situation of training program development management in Finance - Banking of the College of Economics and Technology to propose specific measures that are practical and in the right direction.
When building measures to manage the development of training programs in the Finance - Banking sector, it is necessary to correctly identify the purpose of training program development management; epistemology of training program development management model; and determine the requirements and conditions that must be met to bring about the desired results.
3.1.2. Principle of ensuring practicality
The proposed measures must be consistent with the policies of the State, the Ministry of Education and Training, the Northern provinces and Thai Nguyen province on the development of education, economy, culture and society; improving the quality of training to meet social needs. The development of measures must be based on the practical development of training programs, the process of organizing training activities according to the credit system at the College of Technical and Vocational Training, practical requirements on human resource quality standards, the current status of the quality of the team and the facilities of the School.
3.1.3. Principles of ensuring systematicity and consistency
Thoroughly grasping the system principle in building measures for managing the development of training programs requires that the proposed measures must be linked, unified, interact with each other and depend on each other in a certain whole. Each preceding measure is a condition and premise for the implementation of the function of the following measure. At the same time, the following measures continue and perfect the functions of the preceding measure to develop further. If one of the measures is missing or one measure does not fully perform its functions, the remaining measure will not be fully effective.
In order for training work to achieve the desired quality and effectiveness, training program development management measures must be implemented synchronously, affecting all stages of the training process, creating optimal conditions for the school's training work.
This is the most basic principle in building a management measure for training development.
3.1.4. Principles of ensuring development
Measures need to create innovation towards improving the quality of training program development management in schools and be built on the basis of ensuring inheritance to promote the advantages and achievements of the current management system, avoiding unnecessary disruption.
3.1.5. Principle of ensuring feasibility
The proposed measure has the conditions to be implemented in the current conditions of the school, that is, it has the ability to create efficiency in general training management, and in particular in managing the development of the Finance - Banking training program according to the financial system of the school.
3.2. Some measures to manage the development of the Finance - Banking training program under the credit system at Thai Nguyen College of Economics and Finance
3.2.1. Measure 1: Completing the training program development process
3.2.1.1. Objectives of the measure
Overcoming the shortcomings in the current training program development process of the School, perfecting the training program development process in the direction of ensuring the training program development and management of the training process of students majoring in Finance - Banking according to the financial system at the College of Economics and Training in accordance with the regulations of the Ministry of Education and Training, in accordance with the characteristics of the School and the development of current training program development theory to achieve high training quality and efficiency.
3.2.1.2. Contents of the measure
The training program development process is divided into stages or steps in a logical and scientific order to achieve the goal. Based on the research results of domestic and foreign authors on this issue shown in the content of Chapter 1; from the research results of the current status of the training program development process of Finance - Banking according to the financial system at the College of Economics and Business Administration, we propose to complete the training program development process of Finance - Banking at the College of Economics and Business Administration including 11 steps in the following order: