The average score is still higher than the students' assessment. The data is shown in the following table:
b. Current status of the level of achievement of the training program content implementation goals
TT | CONTENT | Implementation level (%) | Average | DLC | ||
Weak | Medium | Good | ||||
1 | The training program reflects the training objectives. | 1.5 | 9.5 | 89.0 | 2.88 | 0.351 |
2 | Training program ensures connectivity | 0 | 14.0 | 86.0 | 2.86 | 0.348 |
3 | Program content is periodically edited and supplemented. | 0 | 14.0 | 86.0 | 2.86 | 0.348 |
4 | The program content has a reasonable ratio of theory and practice. | 1.0 | 18.5 | 80.5 | 2.80 | 0.429 |
Shared | 2.85 | 0.312 | ||||
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Table 2.7: Level of achievement of training program objectives
The research results show that in general, students have a good assessment of the level of implementation of the school's training program, students who assess the level of good all account for a high percentage of over 80%, the average score of all small goals is 2.85. For each specific small goal, we see that the training program goal reflects the training goal, or in other words, the suitability of content and purpose accounts for the highest percentage of 89.0%. The training program goal ensures connectivity and the training program is periodically revised and supplemented, both account for a high percentage, the number of students who assess it at a good level is 86.0%. However, the research results also show that a small percentage of students assess the level of achievement of the training program goal as poor, but this percentage is not significant.
Review the current status of the level of achievement of the objectives of implementing the training program content for the group of staff and teachers. The results obtained are higher than the students' assessment, specifically with the objective: The training program demonstrates the training objectives and the program content objectives have a reasonable ratio of theory and practice, all of which are evaluated by teachers.
good price at an absolute rate of 100%. Thus, we can see that teachers and students highly appreciate the goal of implementing the training content and program.
c. Evaluation of the level of implementation of training forms and training methods
Table 2.8: Level of implementation of training forms and training methods at Hanoi International College
TT
CONTENT | Implementation level (%) | Average | DLC | |||
Weak | Medium | Good | ||||
1 | Diverse training organization forms | 2.84 | 0.321 | |||
- Learning in class | 1.0 | 11.5 | 87.5 | 2.87 | 0.371 | |
- Do homework | 0 | 19.5 | 80.5 | 2.81 | 0.397 | |
- Do graduation thesis | 0 | 14.6 | 85.4 | 2.85 | 0.354 | |
- Practice, real practice | 0 | 15.5 | 84.5 | 2.85 | 0.363 | |
2 | Training methods | 2.82 | 0.345 | |||
- Combine practical training with specialized knowledge | 0 | 15.7 | 84.3 | 2.84 | 0.364 | |
- Working in groups | 1.0 | 15.5 | 83.5 | 2.83 | 0.406 | |
- Electronic education (Elearning) | 0 | 18.0 | 82.0 | 2.82 | 0.385 | |
Shared | 0.3 | 15.8 | 83.9 | 2.83 | 0.333 | |
Study and evaluate the level of implementation of training forms and training methods for students. Regarding the diverse forms of training organization including: Classroom learning, doing large assignments, doing graduation thesis, internship, practical practice. These are forms of training organization suitable for students' learning and practice. The survey results show that students have good assessments of this goal. The percentage of students who evaluate at a good level is over 80% in all forms, however, more than 10% of students still think that the form is average. The average score of all training forms is very high at 2.84. Although more than 10% of students evaluate the training form at a suitable level, this number also requires schools and students to seriously consider so that the training forms are
create more suitable to the actual situation of students, meet their training needs and learning methods.
Regarding training methods: We have proposed 3 methods that are being implemented in the school, which are: Combining practical training with equipping professional knowledge; Working in groups; E-learning. The student evaluation results for these 3 methods are good at 83.9%. However, the number of students who evaluate the training methods at an average level is quite high at 15.8%. This is also an issue that requires school leaders and teachers to research to move towards a more suitable method. There may be many subjects with good methods, but it is also necessary to adjust and change the methods in specific subjects that students consider unsuitable or at an average level. Only when the method is suitable or good can it ensure effective learning for students.
TT | CONTENT | Sex | Implementation level (%) | ||
Weak | Medium | Good | |||
1 | Diverse training organization forms | Male | 0 | 8.3 | 91.7 |
Female | 0 | 14.7 | 85.3 | ||
- Learning in class | Male | 0 | 4.2 | 95.8 | |
Female | 1.6 | 15.5 | 82.9 | ||
- Do homework | Male | 0 | 20.8 | 79.2 | |
Female | 0 | 18.6 | 81.4 | ||
- Do graduation thesis | Male | 0 | 12.5 | 87.5 | |
Female | 0 | 15.7 | 84.3 | ||
- Practice, real practice | Male | 0 | 12.5 | 87.5 | |
Female | 0 | 15.5 | 84.5 | ||
2 | Training methods | Male | 0 | 8.3 | 91.7 |
Female | 0 | 18.6 | 81.4 | ||
- Combine real capacity training | Male | 0 | 8.7 | 91.3 | |
Table 2.9: Level of implementation of training forms and training methods at school (by gender)
practice with professional knowledge | Female | 0 | 17.8 | 82.2 |
- Working in groups | Male | 0 | 8.3 | 91.7 |
Female | 1.6 | 18.6 | 79.8 | |
- Electronic education (Elearning) | Male | 0 | 16.7 | 83.3 |
Female | 0 | 18.6 | 81.4 |
The results of the assessment of the level of implementation of training forms and training methods at the school between males and females showed that the percentage of males who rated it as good was higher than that of females in both contents. Regarding training forms, 91.7% of male students rated it as good, while the group of female students rated it as good was 85.3%. Regarding training methods, 91.7% of male students rated it as good, while 81.4% of female students rated it as good. Thus, in both contents of training forms and methods, the group of male students rated it as good was higher than the group of female students.
2.3. Current status of training management at Hanoi International College according to CIPO approach
2.3.1. Input management
The school's admission or input work affects the quality of training, training objectives and the quality of human resources serving society. The research results on the school's admission management status according to students' assessments show us the school's admission status. The data is shown in the following table:
Table 2.10: Assessment of the level of implementation of school input management
TT
CONTENT | Implementation level (%) | Average | DLC | |||
Weak least | Central jar | Good | ||||
1 | Admissions | 0 | 9.0 | 91.0 | 2.86 | 0.305 |
- Clear, transparent and fair admission policies and regulations | 0 | 11.5 | 88.5 | 2.89 | 0.320 | |
- Admission criteria or requirements appropriate to each training program according to the training profession | 1.0 | 10.5 | 88.5 | 2.88 | 0.361 | |
- Appropriate admission process with stakeholder participation | 0 | 14.0 | 86.0 | 2.86 | 0.348 | |
- Admission regulations are publicly announced and easily accessible. | 0 | 15.0 | 85.0 | 2.85 | 0.358 | |
2 | Program content development | 0 | 9.0 | 91.0 | 2.87 | 0.275 |
- Training programs are built and adjusted annually to suit | 0 | 14.5 | 85.5 | 2.86 | 0.353 | |
- Training program documents, modules, and subjects are publicly announced. | 0 | 15.5 | 84.5 | 2.85 | 0.363 | |
- The training program content ensures a balance between theory and practice. | 0 | 11.0 | 89.0 | 2.89 | 0.314 | |
- The training program content is specified into modules, subjects and exams. | 0 | 11.5 | 88.5 | 2.89 | 0.320 | |
- Graduate | 0 | 9.7 | 90.3 | 2.90 | 0.297 | |
- Training program content, modules, and subjects are reviewed, adjusted, and updated regularly. | 0 | 15.0 | 85.0 | 2.85 | 0.358 | |
3 | Teacher Management | 0 | 13.0 | 87.0 | 2.87 | 0.289 |
- Develop a plan for developing the teaching staff | 0 | 10.1 | 89.9 | 2.90 | 0.302 | |
- Lecturer selection | 0 | 13.0 | 87.0 | 2.87 | 0.337 | |
- Managing the use of teaching staff | 0 | 14.5 | 85.5 | 2.86 | 0.353 | |
- Training and development of lecturers | 0 | 14.0 | 86.0 | 2.86 | 0.348 | |
- Instructor evaluation | 0 | 12.1 | 87.9 | 2.88 | 0.327 | |
4 | Learner Management | 0 | 10.5 | 89.5 | 2.86 | 0.281 |
- Input file management | 0 | 10.1 | 89.9 | 2.90 | 0.302 | |
- Guide, inspect and supervise the implementation of regulations and rules on learning and training for students. | 0 | 14.1 | 85.9 | 2.86 | 0.349 |
- Disciplinary management; student rewards according to regulations | 0 | 13.1 | 86.9 | 2.87 | 0.339 | |
- Propagating, guiding, monitoring, synthesizing and resolving State policies and regimes related to students according to regulations, | 0 | 14.5 | 85.5 | 2.86 | 0.353 | |
- Manage and organize the issuance of certificates to learners. | 0 | 11.7 | 88.3 | 2.88 | 0.323 | |
5 | Facilities Management | 0 | 15.5 | 84.5 | 2.83 | 0.332 |
- Planning for facility usage | 0 | 21.5 | 78.5 | 2.79 | 0.412 | |
- Arrangement of facilities management force | 0 | 13.5 | 86.5 | 2.87 | 0.343 | |
- Directing the use of facilities | 0 | 15.0 | 85.0 | 2.85 | 0.358 | |
- Check and evaluate the implementation of the plan for using service facilities. | 1.0 | 15.0 | 84.0 | 2.83 | 0.402 | |
- Organize training on using the site equipment, facilities | 0 | 15.0 | 85.0 | 2.85 | 0.358 | |
Shared | 2.85 | 0.296 |
Regarding the current status of training management at the school, we consider it based on 5 aspects of work:
First, it is the enrollment work. This is the most important step to ensure the quantity as well as the training plan, the quality of human resources in the future. Whether the enrollment work is good or not depends on many factors such as: Clear, transparent and fair enrollment policies and regulations, appropriate enrollment criteria or requirements for each training program according to the training profession, appropriate enrollment process with the participation of relevant parties, enrollment regulations are publicly announced and easily accessible to relevant parties. With these contents, the research results were evaluated by students at a good level of implementation of 91.0%, only 9% of students evaluated the implementation level as average. The average score of these contents is 2.86, SD = 0.30. The average score and standard deviation show that the student group's responses are very focused and agree with the good comments at a high level.
Second, it is the development of training program content, this group includes 6 sub-contents such as: Training program is built and adjusted annually to match output standards; Training program documents, modules, and subjects are publicly announced; Training program content ensures a balance between theory, practice, and internship; Training program content is specified into programs of modules, subjects, and exams; graduation rate and training program content, modules, and subjects are reviewed, adjusted, and updated regularly. This group is also rated as good by 91% of students. The average score is 2.87; DLC = 0.27.
The third group is teacher management. Teacher management is the activity of school leaders, however, students have the right to supervise through class plans, class times and timetables as well as teaching progress and teacher quality. This group of factors includes: Building a plan to develop the teaching staff; Selecting lecturers; Managing the use of the teaching staff; Training and fostering lecturers; Evaluating lecturers. If these factors are done well, they will be meaningful in ensuring the quality of training and professional skills. This group has 87% of students rating it as good, the average is 13.0%.
The fourth group is issues directly related to students, which is learner management. Learner management includes the following stages: Managing input records, Guiding, checking, and supervising the implementation of regulations and rules on learning and training for students, Managing disciplinary actions; rewarding students according to regulations, Propagating, guiding, monitoring, synthesizing, and resolving State policies and regimes related to students according to regulations... With this group, students grasp directly and clearly, so 89.5% of students rate it as good, the average is only 10.5%.
The remaining group is the group on facilities management, planning the use of facilities, arranging the management force of facilities, directing the use of facilities, inspecting and evaluating the implementation of the plan to use facilities for training, organizing training in the use of equipment and facilities. In fact, this group is not directly related to students, so only 84.5% of students rated it as good, the average level is 15.5%.
The level of implementation of school input management (according to school year criteria) is shown in the data table below.
Table 2.11: Assessment of the school's level of input management implementation (according to school year criteria)
TT
CONTENT | No. 5 | Implementation level (%) | |||
Weak | Medium | Good | |||
1 | Admissions | Under 01 year | 0 | 9.4 | 90.6 |
02 years | 0 | 12.5 | 87.5 | ||
03 years | 0 | 3.8 | 96.2 | ||
- Admission policies and regulations are clear, transparent and fair. | Under 01 year | 0 | 15.6 | 84.4 | |
02 years | 0 | 14.3 | 85.7 | ||
03 years | 0 | 3.8 | 96.2 | ||
- Admission criteria or requirements appropriate to each training program according to the training profession | Under 01 year | 0 | 15.6 | 84.4 | |
02 years | 3.6 | 12.5 | 83.9 | ||
03 years | 0 | 3.8 | 96.2 | ||
- Appropriate admission process with stakeholder participation | Under 01 year | 0 | 15.6 | 84.4 | |
02 years | 0 | 23.2 | 76.8 | ||
03 years | 0 | 3.8 | 96.2 | ||
- Admission regulations are publicly announced and easily accessible to relevant parties. | Under 01 year | 0 | 18.8 | 81.3 | |
02 years | 0 | 25.0 | 75.0 | ||
03 years | 0 | 3.8 | 96.2 | ||
2 | Develop training program content | Under 01 year | 0 | 21.9 | 78.1 |
02 years | 0 | 10.7 | 89.3 | ||
03 years | 0 | 3.8 | 96.2 | ||
- Training programs are built and adjusted annually to suit output standards. | Under 01 year | 0 | 21.9 | 78.1 | |
02 years | 0 | 21.4 | 78.6 | ||
03 years | 0 | 7.7 | 92.3 | ||
- Training program documents, modules, subjects are publicly announced | Under 01 year | 0 | 21.9 | 78.1 | |
02 years | 0 | 26.8 | 73.2 | ||
03 years | 0 | 3.8 | 96.2 | ||