The subject helps students practice with the highest quality, promoting their individual abilities. The library system with airy, clean, modern self-study rooms helps students find documents easily, stimulating self-study, self-research and creativity in all situations.
Chapter 1 Conclusion
Managing the implementation of the English Language Training Program in universities of language majors to train highly adaptable professionals, with good knowledge of English and proficiency in English, good moral qualities, broad social knowledge, understanding of the local and international environment, accumulating personal qualities and skills, becoming experts in many fields using English.
Training program implementation management is the management of the implementation of training program objectives, content, plans, teaching and learning activities, facilities and equipment serving training activities, and the management of the inspection and evaluation of training program implementation results.
The quality of training program implementation management depends on the following factors: State policies on education and training, social impact, market mechanism, capacity and vision of management staff, teachers and learners, and facilities serving the training program implementation process.
The theoretical issues mentioned above are an important basis to help us study the current status of management and implementation of the VLVH training program at the Faculty of Foreign Languages - VNU in the next chapter.
Chapter 2
CURRENT STATUS OF MANAGEMENT AND IMPLEMENTATION OF VLVH TRAINING PROGRAM AT FACULTY OF FOREIGN LANGUAGES - THAI NGUYEN UNIVERSITY
2.1. Overview of the current situation survey
2.1.1. Overview of the Faculty of Foreign Languages - Thai Nguyen University
The Faculty of Foreign Languages - Thai Nguyen University was established under Decision No. 976/QD - TCCB, dated December 31, 2007 of the Director of Thai Nguyen University, located in Quyet Thang Commune - Thai Nguyen City, Thai Nguyen Province. Although newly established, in 2008 the Faculty of Foreign Languages - Thai Nguyen University enrolled the first VLVH course. Up to now, the total number of VLVH students graduating is nearly 350 students.
The current organizational structure of the Faculty includes:
- Faculty Board : Consists of 01 Dean and 02 Deputy Deans
- Functional organizations (equivalent to functional departments) : Including 06 groups: Training group; Administration - General group; Student Affairs group; Inspection - Examination and Education Quality Assurance group; Science Management and International Cooperation group; Library Information group.
- Departments : includes 05 departments: English Department, Chinese Department, Russian Department, French Department and Basic Science Department.
- Mass organizations : Youth Union, Faculty Union. The organizational structure of the Faculty is specified in the following diagram:
MASS ORGANIZATIONS
UNION | |
YOUTH UNION | |
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PARTY COMMITTEE
Board of Directors
SCIENTIFIC COUNCIL
DEPARTMENTS
FUNCTIONAL ORGANIZATIONS
TRAIN
ENGLISH
ADMINISTRATION – GENERAL
CHINESE
STUDENT WORK
RUSSIAN
INFORMATION-LIBRARY
FRENCH
INSPECTION-TESTING & QUALITY OF EDUCATION
BASIC SCIENCE
SCIENTIFIC MANAGEMENT & INTERNATIONAL SYSTEM
- Staff and lecturers : The Faculty has 159 lecturers, of which 14 have PhD degrees, 111 have masters, 13 are studying for PhD degrees, and 15 are studying for masters degrees. In addition, the Faculty also has a number of foreign experts from the US, France, and China, with an average of 8 experts each year participating in teaching.
2.1.2. Survey objectives
Assessing awareness and current status of training program implementation, management of training program implementation of VLVH system in English Language major at Faculty of Foreign Languages - Thai Nguyen University.
2.1.3. Survey content
- Survey of awareness of managers, teachers and students about training programs and training program management of the English Language major at the Faculty of Foreign Languages - Thai Nguyen University.
- Survey on the current status of training program implementation and the current status of training program management for the English Language major at the Faculty of Foreign Languages - Thai Nguyen University.
- Managing the implementation of the training program for the English Language major at the Faculty of Foreign Languages - Thai Nguyen University.
2.1.4. Survey subjects
- Faculty level managers: 3 staff
- Team (Department) level managers: 11 staff
- English lecturer: 34 staff
- VLVH students: 100 students, total 148. Of which:
+ Managers aged 40 - 50: 5 people, accounting for 35.7%; aged 30 - 40: 7 people, accounting for 50%; aged 40 - 50: 2 people, accounting for 14.3%;
+ Lecturers aged 20-30 have 12 people, accounting for 35.3%, from 30-40 have 18 people, accounting for 52.9%; aged 40-45 have 4 people, accounting for 11.8%; The surveyed students are university students with a second degree, majoring in English Language, VLVH system.
2.1.5. Survey methods and data processing
Survey by using questionnaires, interviews, using mathematical statistics methods to process survey results.
2.2. Current status of awareness of training program implementation and management of training program implementation in the English Language major at the Faculty of Foreign Languages - VNU
Correct awareness of implementing the training program of the English Language major plays an important role in organizing, implementing and effectively managing the training program content, contributing to improving the training quality of the Faculty.
To assess the awareness of implementing the training program of the English Language major and the management of implementing the training program of the English Language major, we conducted a survey to poll the opinions of managers and teachers (48 votes), and students (100 votes).
2.2.1 Current awareness of teachers and students about concepts in the content of the training program of the VLVH system
To conduct a survey of the above content, we used question 1 (appendix 1 and 2). The results are shown in the following table:
Table 2.1: Perceptions of managers, teachers and students about concepts in the content of implementing the training program of the VLVH system
TT
Concept | Reviews | ||||||||||||
Managers, Teachers | SV | ||||||||||||
Agree | Confused | Are not Agree | Agree | Confused | Are not Agree | ||||||||
SL | TL (%) | SL | TL (%) | SL | TL (%) | SL | TL (%) | SL | TL (%) | SL | TL (%) | ||
1 | Training objectives of VLVH system | 48 | 100 | 10 | 0 | 0 | 0 | 90 | 90 | 10 | 10 | 0 | 0 |
2 | VLVH training program content | 45 | 93.7 | 3 | 6.3 | 0 | 0 | 83 | 83 | 17 | 17 | 0 | 0 |
3 | VLVH training plan | 43 | 89.6 | 5 | 10.4 | 0 | 0 | 88 | 88 | 22 | 22 | 0 | 0 |
4 | Training method for learners of VLVH system | 43 | 89.6 | 5 | 10.4 | 0 | 0 | 86 | 86 | 14 | 14 | 0 | 0 |
5 | Training organization form | 45 | 93.7 | 3 | 6.3 | 0 | 0 | 85 | 85 | 0 | 0 | 15 | 15 |
6 | Lecturer in implementing VLVH training program | 48 | 100 | 0 | 0 | 0 | 0 | 100 | 100 | 0 | 0 | 0 | 0 |
7 | Learners in program implementation VLVH system training | 35 | 72.9 | 6 | 12.5 | 7 | 14.6 | 80 | 80 | 20 | 20 | 0 | 0 |
8 | Test and evaluate student results in VLVH | 48 | 100 | 0 | 0 | 0 | 0 | 100 | 100 | 0 | 0 | 0 | 0 |
9 | Program implementation conditions | 44 | 91.7 | 0 | 0 | 3 | 8.3 | 97 | 97 | 0 | 0 | 3 | 3 |
42
Commenting on table 2.1, we see: On the part of staff and teachers
Content 1: 48/48, accounting for 100% of staff and teachers, have the correct understanding of the training objectives of the VLVH system .
Content 2: 45/48, accounting for 93.7% of staff and teachers, have correct awareness of the content of the VLVH training program, while the remaining 3/48 staff and teachers, accounting for 6.3%, are undecided about this content.
Content 3: 43/48 staff and teachers have correct awareness of the concept of training plan, accounting for 89.6%, only 5/48 staff and teachers have not recognized the concept of training plan, accounting for 10.4%
Content 4: 43/48 staff and teachers, accounting for 89.6%, have correct awareness of the concept of training methods and 5/48 staff and teachers do not have correct awareness of training methods, accounting for 10.4%.
Content 5: 45/48 staff and teachers have correct awareness of the HTTC, accounting for 93.7%, and 3/48 staff and teachers are still uncertain about their awareness of the HTTC, accounting for 6.3%.
Content 6 and content 8: 100% of staff and teachers have correct awareness of the role of lecturers in training quality and the concept of assessment and evaluation in training in the vocational training system.
Content 7: 35/48 staff and teachers have correct awareness about students participating in the VLVH training program, accounting for 72.9%, 6/48 staff and teachers are still confused about the students participating in the VLVH training program, accounting for 12.5% and 7/48 staff and teachers do not really have awareness about the students participating in the VLVH training program, accounting for 14.6%. These staff are some young staff who have not fully understood the students who can participate in the VLVH training program.
Content 9 has only 44/48 staff and teachers who have correct awareness of the conditions for implementing the training program, accounting for 91.7% of the remaining 8.3%. We asked some more managers about this issue, they said that in addition to those conditions, there are also conditions such as diligence and sufficient attendance of students. If students do not attend school, the implementation of the training program is impossible.
The survey of students showed the following results: 90/100 students, accounting for 90%, had correct perception, 10/100 students, accounting for 10%, were confused about the concept of training objectives for the VLVH system; 83/100 students, accounting for 83%, had correct perception, 17/100 students, accounting for 17%, were confused about the concept of training program content for the VLVH system; 88/100 students, accounting for 88%, had correct perception, 22/100 students, accounting for 22%, were confused about the training plan for the VLVH system ; 86/100 students, accounting for 86%, had correct perception, 14/100 students, accounting for 14%, were confused about the training method for the VLVH system ; 85/100 students, accounting for 85%, have correct perception, 15/100 students, accounting for 15%, are confused about the training system; 100/100 students, accounting for 100%, have correct perception about the role of lecturers in training quality and the concept of testing and evaluation in training in the VLVH system ; 80/100 students, accounting for 80%, have correct perception, 20/100 students, accounting for 20%, are confused about the students participating in the training program in the VLVH system; 97/100 students, accounting for 97%, have correct perception, 3/100 students, accounting for 3%, are not aware of the conditions for implementing the training program .
In general, managers, teachers and students have correct understanding of the concepts of the contents in implementing the training program. However, there are still a few who do not have correct understanding of these concepts.
2.2.2. Current awareness of managers and teachers about the role of principals and training institutions in managing and implementing training programs
The training cooperation between two institutions must always ensure objectivity and the interests of the parties involved in accordance with the provisions of law, clearly stated in the training contract. Recognizing the role of the parties involved in the training cooperation is important in implementing the training program. To know the awareness of managers, teachers and students, we used question 2 (Appendix 1 and 2), the results are shown in the following table:
Table 2.2: Perceptions of managers, teachers and students about the role of the Principal and the training association in managing the implementation of the English Language training program at the Faculty of Foreign Languages
TT
Content | Reviews | ||||||||||||
Managers, Teachers | SV | ||||||||||||
Agree | Confused | Are not Agree | Agree | Confused | Are not Agree | ||||||||
SL | TL (%) | SL | TL (%) | SL | TL (%) | SL | TL (%) | SL | TL (%) | SL | TL (%) | ||
1 | The principal is a person with high responsibility. best in quality | 48 | 100 | 0 | 0 | 0 | 0 | 100 | 100 | 0 | 0 | 0 | 0 |
2 | The principal is the one who decides to coordinate with the affiliated institution to implement the program. train | 48 | 100 | 0 | 0 | 0 | 0 | 90 | 90 | 10 | 10 | 0 | 0 |
3 | The principal is the decision maker in management. quality management of training program implementation | 35 | 72.9 | 8 | 16.7 | 5 | 10.4 | 75 | 75 | 25 | 25 | 0 | 0 |
4 | Training association in coordination with the unit preside over training to fully prepare the conditions | 41 | 85.4 | 57 | 14.6 | 0 | 0 | 86 | 86 | 14 | 14 | 0 | 0 |