Home / College

Objects and Criteria (Object Group is Staff and Teachers)


Table 2.3: Objects and criteria (object group is staff and teachers)


STT

Criteria

Quantity

Percentage


1


Sex

Male

15

21.4

Female

54

77.1

Total

69

98.6

No reply

1

1.4


2


Year old

Under 30 years old

6

8.6

30 to 45 years old

61

87.1

From 46 to 60

2

2.9

Total

69

98.6

No reply

1

1.4


3


Education level

College

2

2.9

University, postgraduate

67

95.7

Total

69

98.6

No reply

1

1.4

4

Number of years working at school

From 1 – 2 years

24

34.3

3 years or more

45

64.3

Total

69

98.6

Defect

1

1.4

Maybe you are interested!

Objects and Criteria (Object Group is Staff and Teachers)


b. Survey purpose

In order to collect information as a basis for analyzing and evaluating the current status of training management of Hanoi International College according to the CIPO approach. Training management of Hanoi International College according to the CIPO approach is the main research task to determine practical arguments, thereby providing a basis for proposing appropriate and synchronous training management solutions, meeting the basic requirements of training management in colleges in Vietnam, improving training quality, meeting the learning needs of society, in line with the trend of vocational training development and the requirements of socio-economic development. The survey and analysis of the current status of training management of Hanoi International College according to the CIPO approach aims at the following specific objectives: 1) Assessing the current status of training management at colleges to see whether they are approaching management according to the CIPO model or not; (2) Assess the current status of the level of achievement of training goals at Hanoi International College, the level of implementation of the college's training program content, assess the current status of the college's level of input management implementation, and assess


Evaluate the level of implementation of process management of colleges, evaluate the level of implementation of output management of colleges. (3) Evaluate the current status of the level of influence of context on training management at Vietnamese colleges today.

c. Research stages

Survey period: Survey period from March to June 2019.

d. Level and evaluation criteria

The evaluation criteria for the current status of training management according to the CIPO approach at the school in the survey form are built on a 3-level Liker scale, each level is assigned 1 point as follows:

Rating scale: Level 1: Poor = 1 point; Level 2: Average = 2 points; Level 3: Good = 3 points

Evaluation criteria include: gender, age, number of years in school.

The results of processing the contents in the questionnaire are calculated as percentages and average scores of each level.

e. Survey content

The topic focuses on the following contents:

- Level of achievement of training objectives, including: Formation and development of moral qualities, provision of basic knowledge, practical knowledge and theoretical knowledge of the training profession; Formation of cognitive skills, professional practice skills and communication skills; Formation of autonomy and self-responsibility.

- The level of implementation of the school's program content includes: Does the training program reflect the training objectives; Does the training program ensure connectivity; Is the program content periodically revised and supplemented, and does the program content have a reasonable ratio of theory and practice?

- The level of implementation of training forms and training methods at Hanoi International College. Contents related to forms include: Forms of organizing training in class, doing large assignments, doing graduation thesis, internship, practical training.


Contents related to training methods: Combining practical training with professional knowledge; teamwork; e-education.

- Contents related to the assessment of the school's level of input management implementation such as: Admission work, clear, transparent and fair admission policies and regulations, admission criteria or requirements appropriate to each training program according to training profession, admission process appropriate with the participation of relevant parties, admission regulations are publicly announced and easily accessible to relevant parties.

Developing training program content: training programs are built and adjusted annually to match output standards, training programs, 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 and examination issues.

The survey also focuses on teacher management, which includes: Developing a plan for developing the teaching staff, selecting teachers, managing the use of the teaching staff, training and developing teachers, and evaluating teachers.

As for student management, focus on managing input records, guiding, checking, and supervising the implementation of regulations and rules on studying and training for students, managing disciplinary actions; rewarding students according to regulations, propaganda work, guiding, monitoring, synthesizing and resolving State policies and regimes related to students according to regulations, managing and organizing the issuance of certificates to students.

Along with that is the management of facilities including: planning the use of facilities, arranging the force to manage facilities, directing the use of facilities, checking and evaluating the implementation of the plan to use facilities for training, and evaluating the level of implementation of process management of the college.

- Managing teachers' teaching activities includes: Managing the faculty's teaching assignments for teachers, managing class hours and teaching progress.


Teaching of lecturers, management of teachers' assessment of students, management of calculation of teaching regime standards for teachers.

- Managing student learning activities, that is, managing student learning planning for each semester, directing students' in-class and self-study activities, organizing student learning activities, and organizing the assessment of students' learning and training results. Including testing, evaluation, planning exams, testing and evaluation for courses, developing forms of testing and evaluation, organizing and implementing student assessment throughout the course, and supervising exams, testing and evaluation.

- On the level of implementation of college output management.

The ultimate goal of management is the output of the school. After students complete the programs, study content, and organize graduation exams, the final activity is to issue diplomas and certificates, along with the work of archiving decisions related to graduation conditions and graduation recognition lists, creating a record book for issuing and receiving diplomas and certificates, updating information about students' diplomas on the school's website and organizing the issuance of diplomas in accordance with training regulations.

- Feedback from employers.

The purpose of both the student and the school is whether the student can find a job after graduation, and whether the job is suitable for the school's training goals and plans. Having students work in their field after graduation is also a way of training to meet social needs. Therefore, the school needs to do a number of things such as providing employers with information about students about to graduate, organizing job conferences between the training institution and the employer, the employer giving feedback to the school on the quality of the graduates, and managing information on the ability to meet the job requirements of students after graduation. Based on the above content, the school makes adjustments to meet the actual needs of society.

j. On assessing the level of influence of context on training management at Hanoi International College. The thesis focuses on clarifying contents such as the economic, political and social context of the capital, the development of science and technology, the influence of people


School management, specifically the capacity and management level of school leaders, international integration and exchange issues, human resource needs as well as the relationship between the school and other cultural and artistic training institutions.

2.1.3. Survey method

a. Questionnaire survey method

- Opinion poll 1: Collect opinions from managers and lecturers of Hanoi International College on the current status of training management at the school: Objectives, program content, training forms and methods, test and examination management, input and output management level, teaching plan for staff and teachers (Appendix 1).

- Survey form 2: Collecting opinions from students of Hanoi International College on the current status of training management according to the CIPO approach at the school: input management, process management, output management, and the influence of context (Appendix 2).

b. Interview method: We conducted direct discussions and interviews with managers of Hanoi International College and employer representatives about training management according to the CIPO approach.

c. Statistical method: Data collected from questionnaires for two groups of lecturers and students are cleaned and processed. Data is selected for analysis, comparison, and evaluation, thereby drawing general scientific comments on training management.


2.2. Current training situation at Hanoi International College

a. Current status of the level of achievement of training goals at the school

Table 2.4: Level of training goal achievement

at Hanoi International College (according to student reviews)



TT


CONTENT

Level of achievement (%)


Average


DLC

Weak

Medium

Good

1

Formation and development of professional ethics

0

7.0

93.0

2.93

0.256


2

Provide basic knowledge, practical knowledge and theoretical knowledge about the training profession


0


13.5


86.5


2.87


0.34


3

Forming cognitive skills, professional practice skills and communication skills


1.0


10.0


89.0


2.88


0.35


4

Forming the capacity for autonomy and self-responsibility


10.5


89.5


10.5

2.90

0.30


Shared




2.89

0.26

Studying students' opinions on the achievement of the goals, the research results on 200 students showed that: Regarding the formation and development of moral qualities, students assessed that the goals were achieved, in the learning and working environment and in any environment, moral qualities are always a factor of special concern. In the educational environment, morality is even more important. The results of the current research showed that students highly appreciated the level of achievement in the formation and development of moral qualities, the level of students assessing the completion of good quality accounted for 93%, the completion at an average level accounted for 7%, especially no one assessed it as poor. The average score on the completion level also had the highest score among the goals of 2.93 on a scale of 1 to 3 points.

The second objective is to provide basic knowledge, practical knowledge and theoretical knowledge about the training profession. This objective is to provide information to students, along with the learning process, students must meet the objectives of basic knowledge,


Practical knowledge meets job requirements and employer needs. Therefore, 86.5% of students said that they met this goal at a good level, only 13.5% rated it at an average level. The average score for this goal is 2.87.

Third, the goal of forming cognitive skills, professional practice skills and communication skills is necessary in the current context of integration. Therefore, in addition to professional knowledge, problem identification, practice of professional skills and communication skills are necessary for students to be able to work after graduation, meeting the needs of employers. This is also the goal chosen by many students, specifically 89.0% of students rated the achievement of the goal at a good level, only 10.0% of students rated it at an average level, the average score is 2.88.

Table 2.5: Level of training goal achievement

at Hanoi International College (by student gender)



TT

CONTENT

Sex

Level (%)

Weak

TB

Good


1

Formation and development of moral qualities

Male

0

8.3

91.7

Female

0

7.0

93.0


2

Provide basic knowledge, practical knowledge and theoretical knowledge about the training profession

Male

0

12.5

87.5

Female

0

11.6

88.4


3

Forming cognitive skills, professional practice skills and communication skills

Male

0

12.5

87.5

Female

1.5

7.0

91.5


4

Forming the capacity for autonomy and self-responsibility

Male

0

12.5

87.5

Female

0

9.3

90.7



Shared

Male

0

8.3

91.7

Female

0

6.2

93.8

The fourth training goal is to develop students' ability to be autonomous and responsible. The research results show that this is a goal that students do not evaluate well, only 10.5% of students evaluate it as good, 89.5% as average and 10.5% as poor. This result shows that this is an unachieved goal, because students are a conscious class, and can take responsibility for their decisions from their studies.


to personal work. However, the training objectives that students evaluate are mostly focused at the average level.

Regarding the level of achievement of training goals at the school according to the gender criteria of students, the research results show that both male and female students highly appreciate the training goals of the school. Specifically, the good evaluation level of male students is 91.7% and that of female students is 93.8%. The percentage of students who evaluate at the average level for both male and female groups is very low.

Table 2.6: Level of training goal achievement

at Hanoi International College (according to teacher's assessment)


TT


Content

Level of achievement (%)


Average


DLC

Weak

Medium

Good

1

Formation and development of moral qualities

0

0

100

3.00

0.000


2

Provide basic knowledge, practical knowledge and theoretical knowledge about the training profession


0


0


100


3.00


0.000


3

Forming cognitive skills, professional practice skills and communication skills


0


4.3


95.7


2.96


0.204


4

Forming the capacity for autonomy and self-responsibility


0


1.4


98.6


2.99


0.120


Shared




2.98

0.058

However, when studying teachers' assessment of the level of goal achievement, the results obtained were higher than those of students. Specifically, the goal of forming and developing moral qualities was rated as good by teachers at 100%, with an average score of 3.00. The goal of providing basic knowledge, practical knowledge and theoretical knowledge of the training profession was also rated as good by teachers at 100%. Only 2 goals: Forming cognitive skills, professional practice skills and communication skills and Forming the capacity for autonomy and self-responsibility were rated lower by teachers, but

Comment


Agree Privacy Policy *