The Impact of Context on Training Management

demand for human resources of DoN, on the other hand, students have the opportunity to find a job and do not have to learn too many unnecessary things. To do this, schools need to prepare full teaching methods so that teachers can teach each job of the profession according to the work of DoN, students can perform all the jobs of the profession proficiently to have the opportunity to find a job after graduation. On the other hand, teachers need to be trained to be able to teach integratedly, from which students can form the basic competencies of each job of the profession.

- Organizing teaching according to NLTH

As analyzed above, tourism enterprises are very diverse in terms of scale, profession and business level, so the demand for human resource training in terms of occupation and level is very different. Therefore, it is impossible to organize training programs for all types of customers. In order for training to meet the needs of all types of customers, it is necessary to organize training and teaching according to NLTH. NLTH is a program structure that integrates theory and practice completely so that after completing the course, learners have the capacity to complete one or several jobs of the profession.

Organizing teaching according to NLTH brings the following benefits:

+ For learners: Choose suitable vocational modules, learn what is needed to find a job. After a while, when conditions permit, you can continue studying to improve your qualifications or change careers without having to relearn what you have learned, implementing the philosophy of learning what is needed, learning for life.

Maybe you are interested!

+ With DoN: Can use skilled employees according to your requirements after recruitment to develop DoN without having to train or retrain.

+ For schools: Improve the quality and effectiveness of training.

- Organizing training links between schools and businesses

The participation of DoNs in the training process will improve the quality and effectiveness of training and better meet the human resource needs of DoNs. However, schools and DoNs are very diverse in terms of capacity and different needs. Therefore, managing the training process in the direction of combining schools and DoNs includes managing changes in teachers' perceptions, because teachers must understand and grasp the teaching objectives, focusing on developing students' learning capacity. In addition, it is necessary to pay attention to good experts of DoNs participating in teaching work.

practice, guide internships for students. This team should be trained in pedagogical style and skills, considering teaching and guiding internships as the main tasks to be completed. Managing the learning process of practice and internships at practice workshops and DoN facilities requires close coordination with DoN first to ensure the content and curriculum of the training, then the issue of hygiene and labor safety for students. Therefore, it is necessary to arrange and assign specific tasks to teachers and technical staff to directly supervise and manage practice and internship activities.

Currently, there are many training models linking schools and DoNs such as: parallel training, rotating training, interleaving training, etc. However, depending on the conditions of each training institution and each DoN, a suitable model should be chosen. Training linkage between schools and DoNs has become a trend today and brings benefits to all 3 parties: Schools, DoNs and learners.

+ With school:

Use of modern DoN equipment, expensive equipment that the factory does not have

The school cannot have students practice.

Using experts and good staff in DoN, who are regularly exposed to new techniques and technologies to participate in teaching to improve the quality of training.

Timely and regularly update, supplement and improve training programs for

in accordance with DoN requirements.

+ With DoN:

There is an opportunity to monitor and select good students with practical abilities suitable for the requirements of DoN and a secondary, low-wage labor force to perform suitable tasks.

Short-term training courses at DoN are recognized for further training or transfer.

in the national diploma and certificate system.

+ For learners:

Study with modern facilities to quickly form the necessary skills suitable for DoN requirements and have many opportunities to find a job after graduation.

Having the opportunity to approach the real DoN environment, with the urgent pace of DoN, with the aim of striving to practice professional skills, things that cannot be found in school. Thus, students will form industrial working style as well as professional ethics.

Establishing a training link between schools and DoN is an important solution to improve the quality and effectiveness of training while creating conditions for graduates to have more opportunities to find jobs. However, it is necessary to choose an appropriate training link model.

- Manage the assessment of learning outcomes based on output competencies (NLTH)

Managing the testing and assessment process in training according to NLTH, and confirming learning outcomes is an important task, which has a decisive meaning for the quality and effectiveness of training, aiming to measure, identify and evaluate training outcomes according to the set knowledge, skills and attitude objectives. Especially in the content of skill assessment and assessment, there needs to be synchronous coordination between teachers in the school and highly skilled experts in the DoN to determine specific skill and NLTH objectives for each type of profession. Assessment in training according to NLTH must be carried out according to Criteria Referenced Assessment, which means measuring the performance or achievement of learners in comparison with criteria and professional standards, not comparing with the performance or achievement of others. NLTH assessment criteria are determined from national professional standards and some regulations prescribed by the DoN. Assessment of learning outcomes according to NLTH needs to be assessed according to the following viewpoints:

+ Learners must perform tasks in the same manner as workers perform them in actual occupational work.

+ Assess each individual learner individually as they perform and complete the task.

+ Relevant knowledge and required attitudes are components that need to be tested and evaluated.

+ The standards used in assessment are the minimum requirements to ensure that after completing the course, the learner is able to complete the tasks of the profession.

+ The criteria and indicators used for assessment are announced to learners before the assessment test.

+ Evaluating the learning outcomes of learners according to NLTH is not to evaluate what learners have acquired during the learning process but to evaluate the learners' ability to complete which tasks of the profession to what level of proficiency compared to the prescribed standards.

Thus, assessing learning outcomes according to NLTH must simultaneously assess all three components: Knowledge, skills and attitudes necessary to perform each job. However, among the three components of capacity, skills are the most important, the core for workers to be able to practice their profession, knowledge and attitudes are the supporting components for the formation and development of professional skills.

To effectively manage the assessment of learning outcomes according to MKH, in addition to implementing training according to national vocational standards issued by the state, schools need to coordinate with DoN to compile sets of criteria and standards for assessing learning outcomes for occupations and jobs that DoN is using.

In addition, it is necessary to encourage teachers to apply appropriate and effective teaching methods and means that have a positive impact on students' perception. Teaching methods are very rich and diverse, requiring teachers to apply them flexibly and creatively to promote students' positivity and independence. Teachers also need to use modern assessment tools such as assessment based on output capacity because it is a process of collecting, analyzing, interpreting evidence and giving results about whether a person has met the competency standards of the profession or not to achieve a balance between internal and external assessment. Thus, the assessment will be objective, the assessment results and graduation recognition will be recognized by DoN.

b, Training management in association with businesses

Joint venture management is the management of all cooperative activities between participating parties to ensure the set goals, including the following elements:

- Planning joint training activities: This is an important and necessary factor, determining the goals, action programs, conditions, and necessary resources to ensure that joint training activities with DoN are operated optimally, while also determining each

specific stages and steps in the linking process.

- Organizing the implementation of joint training activities: Mobilizing necessary resources, building an organizational structure with clear distinction of roles, tasks, responsibilities and job positions of participants, with specific supervision and inspection, to carry out joint training activities with DoN according to the proposed plan on schedule and ensure training quality.

- Directing joint training activities: Is to monitor, attract, motivate people to participate, promptly correct deviations, promptly adjust activities and resources when necessary so that all joint training activities are carried out with quality and efficiency.

- Checking and evaluating joint training activities: After completing a joint training course, the school and DoN need to coordinate to organize checks and evaluate joint activities as well as the results achieved in the training course to gain experience for the following training courses. Checking and evaluating is like an information feedback system to determine the advantages and disadvantages after completing each joint training course.

The above four functions are closely linked and intertwined through Information - the lifeblood of management activities.

1.4.2.3. Output management

The output is the product of the training process. In the market mechanism, according to the law of supply and demand, training products must meet the quality requirements of the enterprises as well as the labor market. To do this, schools need to manage two important stages: managing graduation exams, granting certificates and degrees, and consulting and introducing jobs to graduates. To objectively evaluate the products of the school, training institutions need to have a close relationship with the enterprises, because more than anyone else, they are the ones who understand clearly what competencies they need from employees to be able to complete the tasks in each labor position for which they are using human resources.

a. Management of exams and issuance of diplomas and graduation certificates

Examining and granting diplomas and graduation certificates is the final stage of the training process. Managing this work aims to produce quality products that meet the needs of enterprises, including the following contents:

- Managing the assessment of graduate students' abilities:

+ Regarding assessment content: The capacity of graduating students needs to be based on the output standards determined in the training program, which are the necessary capacities to be able to perform all the jobs of the standard profession that the DoN is using.

The graduation evaluation council consists of representatives from the school and representatives from the DoN. Having DoN experts involved in this process is valuable as a quality control step.

+ Regarding evaluation method: Must evaluate according to integrated theory and practice

Theory and practice to perform the work of the profession according to prescribed standards.

Evaluation of training results needs to be managed on the following aspects:

The standards for evaluating training results must be built according to the professional standards that businesses require of workers in different professions and levels.

It is necessary to mobilize the participation of DoN in evaluating the output of training courses (objective evaluation by employers). The output of the school can be considered as the recruitment criteria for DoN.

- Manage the issuance of diplomas and graduation certificates

The granting of diplomas and graduation certificates must be done publicly and transparently.

transparent, correct process and correct target, avoid negativity.

With the training method based on modules, courses and credit system, the exam management is after the end of each module, course and is accumulated. If at the end of the course the learner has all the certificates, there is no need to take the graduation exam.

b, Manage job counseling and referrals for graduates

The employment of graduates is of great significance not only to the students but also to the school and the DoN.

For learners: the main purpose of vocational learners is to find a job after completing their studies. If they do not have a job, they will become a burden to society and waste their efforts and money. Therefore, it is important that training institutions coordinate with DoN in consulting and introducing jobs to graduates to improve the training effectiveness of the school.

To do this, training institutions need to establish close relationships with businesses. Through surveys of information on the training needs of businesses, schools can grasp the human resource needs of businesses, thereby introducing graduates to facilities in need to find jobs. Doing this well will increase the rate of graduates finding jobs, thereby improving the training efficiency and brand of the school, on the other hand, demonstrating the school's social responsibility to learners, parents and society.

1.4.2.4. The impact of context on training management

The context affecting the tourism development process includes the following factors: Institutions, policies, scientific and technological progress, international integration, competitive partners, etc. Applied to tourism development, the factors of the context can be mentioned as:

- Policy institutions : Impacts from the Party and State's policies on youth; Resolution 29 of the Central Committee on fundamental and comprehensive innovation of education and training, strategy for education development, and human resource development in Vietnam in the 2011 period.

- 2020: The Law on Education, the Law on Vocational Education, and legal documents such as decrees, circulars... on vocational education are orientations that create favorable conditions to pave the way for education in general and vocational training in particular to develop to meet the requirements of innovation and socio-economic development.

- Scientific and technological progress: The development of science and technology, especially the progress of information technology and communication, has created great changes in organizations and new ways of doing work have appeared. Many new professions, new technologies and new management methods have appeared, requiring workers to be equipped with new knowledge and skills to take on new jobs. The rapid development of new fields of science and technology has created new conditions and premises for the development of education and training, but the content has been constantly supplemented and the level of science and technology of education and training activities has been improved, teaching equipment has been modernized, advanced teaching technologies have been used, and teaching content and methods have been changed.

Strengthening statistics and scientific research on human resource development in the tourism industry, gradually modernizing tourism statistics, including human resource statistics and human resource training in the industry to forecast human resource needs and orient training. Promoting

Strengthen scientific research activities and transfer of knowledge and technology in education and training.

tourism training

Investing in infrastructure, application equipment, effectively exploiting IT to promote human resource training in the tourism industry. Promoting research on the application of science and technology, new methods in tourism training. Gradually establishing an online information system between tourism training and education institutions. Expanding the forms of distance training, online training (e-learning). Developing electronic textbooks, first of all vocational training textbooks.

- Globalization trends, international integration and competitive partners

Globalization and international integration inevitably lead to integration in education and human resource development, especially the tourism industry has now expanded globally, traveling abroad. Globalization and international integration are posing great challenges to our country's training system. This requires our training system to have fundamental innovations to ensure similarities with other countries in terms of the list of training occupations, the system of labor qualifications, training program standards, diploma equivalence, etc. Globalization and international integration in training on the one hand create opportunities for us to exchange and learn from the experiences of countries that are ahead in training, but it is also a huge challenge for our training system in the new decade. At the same time, it creates a bridge to fully exploit valuable opportunities in the process of linking, cooperating in training, transferring training technology, and accessing advanced vocational training programs in the world.

The application of ASEAN tourism occupational standards is based on the principle of recognizing appropriate standards that can be applied in Vietnam. Based on the ASEAN common occupational skills standards, training programs for tourism majors are built closely following those standards, at the same time as Vietnamese standards. However, due to the local nature of tourism, training programs in each country, each region, and each school have their own characteristics.

The requirements in the coming time to meet the needs of domestic and regional tourism training require Vietnam's tourism training institutions to have enough capacity to reach out to cooperate with foreign training institutions and, in the immediate future, in the ASEAN region. The content of cooperation exchanges should focus on key areas such as: Exchange between

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