Theoretical Research Method: Collecting Documents Related to the Thesis, Analyzing, Synthesizing to Build a Theoretical Framework

Co-management is a combination of the government and stakeholders involved in vocational training for rural workers through consultation, negotiation, and agreement on views, roles, shared responsibilities, benefit sharing, and authority in the management field. The levels of co-management include: Instruction, Consultative, Cooperative, Advisory, and Informative.

7.2. Research methods

7.2.1. Theoretical research method: Collect documents related to the research thesis, analyze, synthesize to build a theoretical framework on Elementary level training management to meet the vocational training needs of rural laborers.

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7.2.2. Practical research method: Conduct a survey using questionnaires; summarize experiences; directly discuss with experts, managers and scientists to assess the current status of training and management of elementary level training to meet the vocational training needs of rural laborers in Kien Giang province and demonstrate the urgency and feasibility of proposed solutions.

7.2.3. Supplementary methods

- Testing method : The author conducts testing of proposed solutions to demonstrate the necessity and feasibility of the solutions, combined with consulting experts on the necessity and feasibility of the solutions to prove the value .

scientific theory

thesis topic

a ́ n;

- Statistical methods are applied in educational management research to process data and survey results and test solutions to prove the scientific hypothesis of the research thesis.

8. Defense arguments

- Determining training needs is the starting point of vocational training in the market mechanism. Elementary level training for rural laborers must shift from supply to demand to be effective.

- Training for workers must shift from content-based to target-based, taking output standards as the target, aiming to provide knowledge and skills for workers to apply to production and business development.

- Elementary level training meets the needs of laborers effectively when researching and applying the CIPO model to innovate training management for laborers from management.

input, determine vocational training needs, organize enrollment , determine goals

pepper, internal

content, vocational training program, determine conditions and resources for training

profession, identifying participants , and managing the organization of the teaching process.

and learning; methods and forms of organization, training organization process, management

assessment of output; awarding of diplomas and certificates

career, advice, job search

to do and develop production and business for rural workers... in each management element according to "CIPO" and must be placed in a suitable socio-economic context such as: implementing state policies, the role of the government, local socio-political organizations, the role of production and business establishments, credit organizations for rural workers when they finish vocational training.

- Co-management between the government and participating entities is an effective management measure for elementary vocational training activities to meet the needs of rural workers.

9. New contributions of the thesis

- On the basis of an overview of research on training issues

and training management

profession for

rural labor, rotation

a ́ n has identified a theoretical framework for training management

Elementary level meets vocational training needs of rural laborers according to CIPO approach

- Through the survey, it was discovered that the current situation of training and training management does not meet the needs of laborers and needs to be reformed.

- The thesis has proposed a number of solutions for managing primary level training for rural laborers such as: innovating mechanisms and policies on vocational training for rural laborers, improving the capacity of Steering Committees at all levels, organizing to determine needs and recruiting students according to needs.

training needs; build training programs according to professions to meet needs, implement effective teaching, establish a job consulting team and develop production and business... at the same time and

demonstrate the urgency and feasibility of the proposed solutions to change

New management of elementary level training to meet the vocational training needs of rural workers to contribute to improving training quality and training efficiency.

10. Structure of the thesis

In addition to the introduction, conclusion and recommendations, list of some research works of the author, references, appendix, the main content of the thesis is structured in 3 chapters as follows:

- Chapter 1 - Theoretical basis for elementary level training management to meet the needs of rural workers.

- Chapter 2 - Current status of training and management of elementary level training to meet the needs of rural workers in Kien Giang province

- Chapter 3 - Solutions for managing elementary level training to meet the needs of rural workers in Kien Giang province

CHAPTER 1: THEORETICAL BASIS OF TRAINING MANAGEMENT AT THE BASIC LEVEL TO MEET THE NEEDS OF RURAL WORKERS

1.1. Overview of research problem

1.1.1. Research projects on human resource training to meet social needs and the needs of rural workers

1.1.1.1.Research on training to meet social needs

- Theories and research results of vocational training based on the production and business ideas of communities and households in rural areas are demonstrated through the following research works: Community-Based vocational training, by Jill Wheeler, IEP Resources, Attainment Company, 2005. The results of this research have clarified core concepts such as; what is community-based vocational training, the practice of implementing community-based vocational training in some developing countries, the content and process of community-based vocational training; prescribed documents and specific instructions on how to use them as well as detailed descriptions of the system and steps to implement community-based vocational training. The Community Based Training for Enterprise Development (CBTED) model trains

CBTED is a training model based on community needs for business development developed by the International Labor Organization (ILO) in 2001 and applied to the implementation of a number of projects in developing countries such as the Philippines, Bangladesh, Nepal... The content of CBTED is based on the agreement and consensus among participants in the training plan. In addition, the methodology of CBTED is

a tool that provides guidance on the duties of each representative;

education

profession , government and organization , business

cone

g copper…

participate in vocational training. Moreover, it must be a means of managing training quality and training effectiveness. The only positive aspect of the experiences from the projects is that they are all associated with the purpose of finding strategies and methods to provide vocational skills training for poor rural workers, helping them to create a career for themselves and join the labor force with a stable income in society.

- In addition to theoretical studies on vocational training based on the idea of production and business, there are also studies on building models for practical implementation such as: "Mobile Vocational Training Units", SIDA, 1993; has researched and

introduced the model of “mobile vocational training based on demand”. This is one of the

Vocational training forms suitable for rural communities in remote areas; because mobile vocational training is a vocational training management model organized mobile in the community, where people have the need to learn a certain profession but do not have the conditions and opportunities to study at vocational training facilities. Mobile vocational training has the following characteristics: Bringing vocational training to learners in need but they do not have the conditions to study at centralized training facilities; Vocational training takes place in the community; Vocational training takes place according to the learning needs of the community; Vocational training courses often take place in a short time; The trained occupations are often associated with the potentials and strengths in economic development of the local community; Learners do not distinguish between gender, age, ethnicity, education level; Vocational training methods are very diverse... These are factors that ensure vocational training for communities in rural areas in remote areas.

effective

- Since the 80s of the last century, many countries in the world such as Australia, the US, and the UK have reformed the vocational education system towards training to meet the needs of learners and the labor market. This is also an inevitable requirement of the period of economic restructuring in rural areas. From here, many studies have been born, orienting training towards production and business development to serve socio-economic development.

- ILO [73] has proposed a modular training method and a training program structure according to the "Module of Employable Skills" to link training with production and business. In 2013, Astha Ummat in the book "Skill Development Initiative: Modular Employable Skills Scheme Feedback from the Field" pointed out the linkage between training and production and business in India to create

facilitate learners to easily develop production and business after finishing the course. UNESCO [82] offers perspectives and methods to link vocational education with the world of production and business, training with labor use. Buning, Frank Schnarr, Alexander [70] when studying the relationship between vocational training and organizations

The community production and business establishment called this relationship a "strategic partnership".

“strategy”, according to which, this relationship is based on co-ordination mechanisms and has many actors at different levels such as: individuals (workers, trained people, unemployed people), households (especially for young people), communities (leaders, local organizations and training facility networks ) , voluntary organizations (local, regional or national level), suppliers

training, public training institutions, workers and the agencies, organizations where they work and the government (at local or national management level). Zafiris Tzannatos and Geraint Johnes [86] studied how to implement training linked to production and business in countries with developed economies in the Asian region such as Korea, Malaysia, Singapore and Taiwan, China. Paul Benneworth & Cheryl Conway [76] when studying the commitment characteristics of vocational training institutions to society said that the system of vocational training institutions has been and is

very hard working in social engagement.

Thus, the above research works show that vocational training towards meeting social needs and production and business development needs is an inevitable trend of vocational education. To be able to do this well, there needs to be close cooperation between vocational training institutions with the community and production and business establishments, in order to meet employment requirements and production and business development . This combination is becoming one of the priority policies that contributes significantly to the socio-economic development of each community and locality.

direction.

1.1.1.2.Research on vocational training for rural workers

- The document "Business awareness and starting a production and business establishment for rural laborers", as a subject integrated into vocational training courses for rural laborers, is associated with supporting students not only with vocational skills but also with knowledge about

business to be able to apply to production and business development after vocational training. Nguyen Minh Duong and colleagues [ 18], through research on modular vocational training in the world, proposed a complete document on the methodology of compiling documents and methods of modular vocational training to contribute to the development of

deploying short-term vocational training methods according to vocational skills modules and gradually building a technical education system to meet the widespread demand for vocational training. Phan Van Kha [34] pointed out the necessity and benefits of the relationship between training and human resource use in the market mechanism, the influencing factors and some principles in establishing the relationship between training and human resource use. In addition, there are many research works on training to meet social needs, including training associated with the needs of production and business establishments to create jobs and develop production and business for workers. Nguyen Minh Duong and Phan Van Kha [19] introduced the theoretical basis and current situation of human resource training and proposed solutions on human resource training to meet social needs. Bành Tiến Long [36] pointed out the current situation of training to meet social needs in Vietnam and proposed a number of solutions to develop training to meet social needs, including proposing solutions such as: strengthening cooperation between vocational training institutions and employers; building lists of

profession and professional standards; testing and assessment of professional competencies

Some doctoral theses related to training towards production and business development such as: "Solutions for developing vocational training to contribute to meeting human resource needs for industrialization and modernization" by Phan Chinh Thuc [47], "Developing vocational training to meet social needs" by Phan Minh Hien [25], have pointed out solutions such as perfecting policies towards training linked to employment, changing the system structure, training and fostering the teaching staff, investing in

from the training facilities, strengthen cooperation between vocational training institutions and training facilities

g labor,

Increase the autonomy of vocational training institutions to train towards the law of supply and demand of the labor market.

1.1.2. Research works on vocational training management and elementary level training management for rural workers

1.2.2.1.Research on vocational training management

The Theory for Training Co-management by Pomeroy et al 2001 has shown that; The content and structure of vocational training management are based on the production and business ideas of the community and rural households (the elements and relationships between the elements of the model). The mechanism for operating vocational training management is based on the production and business ideas of the community and rural households (who and what resources participate in operating this model). At the same time, it is assumed that; the conditions for success of co-management in vocational training for rural laborers depend on 3 different levels; Management level, Community level, Household and individual level. The levels depend on the following factors: The management level needs to have policies suitable for the community; The local community level needs to have strategies and production development plans that promote the potential of the community; The household and individual levels need to be trained in vocational training and have a production and business plan after vocational training. The work “Managing vocational training systems” by Vladimir Gasskov [83] systematized the methods of management and organization of the public vocational education system and proposed a management competency framework for senior administrators to encourage them to move towards the highest level of professionalism. Serge Côté [78] in his research work “L'ingénierie de la formation professionnelle et technique” introduced in detail the components of technical education and vocational education technology to support more than 50 member countries of the Francophone community (OIF) in the process of organizing vocational education.

Technical education and vocational training according to competency standards include 4 components: orientation,

Government training policies and structures; central management of technical and vocational education and training; development of training programs; organization of training implementation at the grassroots level. These components always have interactions between each other to help adjust or change the policies and orientations of the Government. In the research work "Some generic issues in TVET management" Geogre Predley

[71] raised 9 groups of prominent issues in the management of the vocational education system including the following contents:

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