objectives, program content, organization of training process, contribution of training costs, organization of graduation exams and admission of graduates);
+ Limited level (Both vocational training institutions and enterprises have a combination for training, but at a lower level than the comprehensive combination. This combination focuses on adding training program content to production units, creating conditions for students to practice production, supporting a small part of training costs, and accepting about 50% of students who graduate from internships at enterprises to work);
+ Disjointed level (The training process is undertaken by the vocational training center in all stages, the goals, content, and programs are almost unchanged, the enterprise only creates conditions in terms of locations for students to practice in the final stage before the graduation exam, does not support training costs and only accepts a small number of graduates).
- When opening vocational training classes, public vocational training centers need to coordinate with relevant authorities, organizations, and community learning centers to advise on enrollment, select locations for opening classes, open and close classes, and manage students throughout the course. Appoint a homeroom teacher, organize the election of a class committee. Publicly announce classroom rules, students' rights and learning obligations. Issue student cards with photos, set up student management software to avoid duplicate or substitute students. Take attendance at the beginning of each class, increase inspection of teachers' training records, organize teaching supervision for each class once during the course, and organize an evaluation at the end of the course to draw lessons for organizing future classes.
3.3.5.4. Basis and conditions for implementation
- Have a signed contract clearly defining the responsibilities of the parties in the process of training, fostering teachers, practice, internship of students, how to enjoy the products made by students during the internship at the enterprise and receiving graduated students to work.
- Policy mechanism to support job creation for students after training; Funding to support job creation after training for public vocational training centers; Mechanism for businesses
Get preferential loans to expand production, attract more workers or purchase products for cooperatives; There is a mechanism to support cooperatives to open their own production, business and service establishments.
- Have a joint program with local authorities and socio-political organizations to coordinate support in solving employment problems for graduating students. Through management practices, the researcher proposed that public vocational training centers can build a coordination program as follows (see table 3.6):
Table 3.6: Program in coordination with local authorities and organizations to support employment for graduates
STT
Work | Responsibility | Description of activity content | Required procedures | |
1 | For industrial and handicraft occupations | TTDN and business | TTDN will sign labor supply contracts or contact businesses or production, business and service establishments to send students to work or export labor | Contracts signed with businesses |
2 | For service professions | TTDN and local authorities, organizations | The organizations coordinate with communes and towns to support necessary conditions and help students after training to borrow capital to open their own production, business and service establishments. TTDN will continue to perform the role of technical consultant for HV. | Preferential credit loan guarantee contracts |
3 | For agricultural occupations | TTDN and local authorities, organizations | After training, the Center for Entrepreneurship searches for and introduces businesses or places that supply materials and purchase products. The organizations coordinate with communes and towns to select Partner and guide to help students borrow capital for production and business | Contracts for supplying materials and underwriting products of the enterprise |
4 | Evaluate the effectiveness of job placement for students after training | TTDN and local authorities, organizations | What specific support have localities and organizations provided to help students find jobs after training? What percentage of students have stable jobs after training? Synthesize and analyze reports on support results from relevant parties. | Surveys for businesses, graduates and reports of TTDN and |
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directly interview a number of graduating students periodically or through field surveys | local government, organizations |
3.3.5.5. Evaluation and demonstration indicators
* Evaluation indicators:
Number of students ordered under training contracts; Number of students working in enterprises; Number of students receiving loans for production and business; Number of students whose products are purchased by enterprises; Number of students opening their own production, business and service establishments; Number of students applying learned knowledge to improve labor productivity and product quality; Number of customer conferences organized; Number of customer feedbacks; Time and number of students practicing and interning at enterprises.
* Evidence:
Contracts signed with businesses; Agreements with businesses on material supply and product consumption; Programs and plans for coordination with local departments and organizations; Software for tracking graduated students; Reports from teachers on the number of successful students; Surveys from students, businesses and local officials; Surveys from students, businesses and local officials; Minutes of customer conferences.
3.3.6. Regularly self-check and evaluate the training quality assurance system.
3.3.6.1. Purpose and significance of the solution
This solution will help institutionalize the activities of departments and subjects with specific processes and documents, overcome existing limitations and overlaps, improve the effectiveness of training management and organization, promote initiative and creativity, enhance the responsibility of each department and individual to strive to implement each standard and criterion of DBCL according to the established processes and procedures, as a basis for self-assessment and quality control, contributing to strengthening the brand and increasing the competitive position of public vocational training centers. At the same time, it also serves as a basis for forming habits.
Get used to working and evaluate the level of task completion of departments, managers and teachers.
3.3.6.2. Solution content
Describe the work, duties and authority and provide specific criteria and quality assessment indicators for each functional department and individual so that each person clearly understands the tasks and work they must do, so that they can be proactive, self-aware and creative in performing their duties.
3.3.6.3. How to implement the solution
- Public vocational training centers must base on the objectives, tasks, standards and criteria issued by the state and the actual operation of the unit, to select standards and criteria suitable for the actual operation of the public vocational training center. These standards, criteria and indicators form a training quality assurance system and are summarized in a training quality assurance commitment. This commitment must be accepted by target customers, including the state.
To build a training quality assurance commitment, public vocational training centers can refer to the following commitment that the researcher has coordinated to build for Dinh Quan district vocational training center according to table 3.7 below.
Table 3.7: Commitment to training quality assurance of Dinh Quan District Vocational Training Center
STT
Commitment content | |
A | OUTPUT QUALITY |
1 | 70% of students have knowledge, skills and attitudes to meet business requirements |
2 | 80% of students can apply the knowledge and vocational skills they have learned to improve labor productivity and product quality. |
3 | 70% of graduates have stable jobs and increased income |
B | INPUT QUALITY |
I | Objectives and Mission |
1 | 60% of vocational training programs have output standards that meet business requirements and production practices. |
II | Training program |
1 | Full program for training professions |
2 | 100% of teaching modules have lectures by teachers and learning materials for students |
III
Teachers and administrators | |
1 | 90% of managers and teachers receive annual professional training |
2 | 90% of teachers must self-study and practice to master the skills they are teaching. |
IV | Facilities and equipment for teaching and learning |
1 | Adequate equipment for practicing the profession according to regulations |
2 | Provide adequate materials as required by the program for vocational classes |
V | Financial Management |
1 | Public and transparent about finance according to regulations |
2 | Implement proper financial self-inspection |
C | TRAINING PROCESS QUALITY |
I | Management organization |
1 | Full description of work, duties, and authority of departments, managers, and teachers |
2 | Periodically evaluate the quality of managers and teachers based on work performance |
II | Teaching activities |
1 | 80% of teaching schedules are flexibly arranged to suit learners' needs. |
2 | 90% of students have internships in businesses or production models. |
3 | Supervise teaching of over 80% of mobile vocational classes |
III | Assess student learning outcomes |
1 | Strictly implement the graduation exam process |
2 | 90% of exams and tests are closely aligned with the objectives of each teaching module |
IV | Relationship with local businesses and government |
1 | Ready to sign training and labor supply contracts with businesses |
2 | There is a program to coordinate on-site job placement for students after graduation. |
- This commitment to quality assurance of public enterprises must be described in specific "jobs" and each job must be specified by implementation processes with accompanying procedures and work quality requirements, so that it can be accurately evaluated according to the proposed process. The processes, standards and evaluation criteria of each job need to be widely disseminated. When assigning work targets to each department and individual, it is necessary to clearly state the completion time and require feedback reports. There is a plan to periodically check and monitor the implementation process to detect unreasonable issues for timely supplementation and appropriate correction.
3.3.6.4. Basis and conditions for implementation
- Circular 19 of the Ministry of Labor, Invalids and Social Affairs promulgates criteria and standards for quality assessment of vocational training centers.
- Approved operating regulations of the TTDN;
- Specific job descriptions for each position of manager and teacher;
- It is necessary to arrange staff in charge of DBCL work to monitor from beginning to end, control, urge, and advise the board of directors to direct implementation.
3.3.6.5. Evaluation and demonstration indicators
* Evaluation indicators:
- Percentage of departments and individuals with complete job descriptions; Percentage of managers, teachers, and students who are informed about the quality assurance procedures and processes; Percentage of managers, teachers, and students who understand and master the quality assurance system; Number of quality assurance procedures and processes that are developed and widely publicized.
* Evidence:
Commitment to training quality assurance conditions; Job descriptions; Processes and procedures are developed, disseminated and publicly posted; Minutes of inspection, supervision and evaluation of work quality according to established criteria and processes.
3.4. Testing the practicality and feasibility of solutions
3.4.1. Consulting experts
3.4.1.1. Purpose of the survey
To solicit opinions from scientists, experts and vocational training managers on the practicality and feasibility of proposed solutions.
3.4.1.2. Polling method
The researcher used a questionnaire method to survey the opinions of scientists, vocational training managers at the central, provincial and city levels and leaders of vocational training centers who were surveyed about the practicality and feasibility of the proposed solutions. (See Appendix 7 for the content of the questionnaire).
Comments are evaluated by scoring on a scale. Practicality
is calculated on a scale of 1 to 5 (1- Not practical; 2-
Feasibility is calculated on a scale of 1 to 5 (1- Not feasible; 2- Slightly feasible; 3- Relatively feasible; 4- Feasible; 5- Very feasible).
3.4.1.3. Poll results
The researcher collected 50 responses including: 20 from scientists on educational management, 20 from vocational training managers at the central and provincial levels, and 10 from leaders of public vocational training centers that were surveyed. The survey results are summarized in Table 3.8:
Table 3.8: Summary of opinions on the practicality and feasibility of solutions
(Unit: Percentage %)
Solutions to be evaluated
Rating Level | ||||||
Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | ||
GP1 : Building output standards for vocational training programs that are suitable for business requirements and production practices | Practice | 2.0 | 8.0 | 32.0 | 58.0 | |
Possible | 12.0 | 44.0 | 44.0 | |||
GP2:Ensuring conditions for teaching practical profession | Practice | 6.0 | 36.0 | 58.0 | ||
Possible | 12.0 | 42.0 | 46.0 | |||
GP3:Organize and implement activities well teaching supervision | Practice | 6.0 | 32.0 | 62.0 | ||
Possible | 4.0 | 38.0 | 58.0 | |||
GP4:Manage the implementation of the proposed graduation exam content and process. | Practice | 8.0 | 40.0 | 52.0 | ||
Possible | 20.0 | 46.0 | 34.0 | |||
GP5:Establish, maintain and strengthen relationships with communities and businesses | Practice | 8.0 | 56.0 | 36.0 | ||
Possible | 4.0 | 20.0 | 48.0 | 28.0 | ||
GP6:Regular self-check, Evaluation of training quality assurance system. | Practice | 6.0 | 22.0 | 72.0 | ||
Possible | 2.0 | 14.0 | 34.0 | 50.0 | ||
3.4.1.5. Analysis and evaluation of poll results
Based on the results in Table 3.8, it can be seen that the majority of opinions agree that the proposed solutions are quite practical and very practical, with the survey respondents reaching 90% or more. The above results show that the opinions of those with many years of experience in research and managers and leaders of public vocational training centers believe that in the new period, there is an urgent need to innovate management methods in public vocational training centers. It is necessary to have a fundamental transformation from centralized administrative management to quality management.
Regarding the feasibility of the solutions, most of them were assessed as feasible or very feasible, however, in general, the feasibility of the solutions was assessed lower than the practicality, thereby showing the difficulty in implementing the solutions. Some solutions were assessed as practical with very high scores such as the solutions on "Managing the implementation of the proposed graduation exam content and process", the solution "Regularly self-checking and evaluating the training quality assurance system", both reaching a rate of 92%. However, the assessment level of feasibility was still low, below 80%.
Table 3.9: Expert opinions on the feasibility of solutions
(Unit: person)
Solutions and evaluation objects
Rating Level | ||||||
Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | ||
GP4:Manage the implementation of the proposed graduation exam content and process. | House of Science | 4 | 7 | 9 | ||
CBQLDN | 2 | 6 | 9 | 3 | ||
LĐTTDN | 8 | 2 | ||||
GP6:Regularly self-check and evaluate the training quality management system. | House of Science | 2 | 10 | 8 | ||
CBQLDN | 8 | 6 | 6 | |||
LĐTTDN | 7 | 3 | ||||
Through analyzing experts' opinions on the feasibility of solutions in
Table 3.9 shows concerns about the feasibility of implementing the solutions.