1
STATUS OF TRAINING PROGRAM MANAGEMENT OF PART-TIME COURSES
OF TUAF: BASIS FOR MANAGEMENT REGULATION POLICIES A RESEARCH PROPOSAL PRESENTED TO
THE FACULTY OF THE GRADUATE SCHOOL
SOUTHERN LUZON STATE UNIVERSITY, THE PHILIPPINES
IN COLLABORATION WITH
THAI NGUYEN UNIVERSITY, SOCIALIST REPUBLIC OF VIETNAM
May, 2014 Dr. Apolonia Espinosa

Adviser
Approved by the Oral Examination Committee, in partial fulfillment of the requirements for
the degree Doctor of Philosophy in Educational Management offered by Southern Luzon
State University, Republic of the Philippines in collaboration with Thai Nguyen University,
Socialist Republic of Vietnam.

(NAME OF PROFESSOR) (NAME OF PROFESSOR)
Member Member

(NAME OF PROFESSOR)
Chairman

Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in
Educational Management offered by Southern Luzon State University, Republic of the
Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam. ____________ APOLONIA ESPINOSA, Ed.D.
Date Dean, Graduate School

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ACKNOWLEDGMENT

Writing a doctoral dissertation is a gratifying but difficult and sometimes nerve wrecking
endeavor that only few engaged in because it requires a lot of sacrifices and hard work from


Chapter I: Introduction

Introduction
5
Background of the study
7
Objectives of the study
14
Significance of the study
15
Scope and limitation
17
Definition of terms
17
Chapter II. Review of Literatures and Studies

Management
20
Training program management
22
Training curricula
28
Infrastructure
35
Classroom climate
39
Teaching activity
45
Learning activity

93
Seminar results
97
Chapter V. Summary, findings, conclusions and
recommendations
101
References
122
Appendices
131
List of tables
Content of tables
Page
Table 1. Teaching staff of TUAF
13
Table 2. Population of graduated students
67
Table 3. Population of local leasers
68
Table 4. Population of instructors
68
Table 5. Chi square of homogeneity counts
71
Table 6. Frequency of graduated students in provinces
77
Table 7. Frequency of part-time training courses by majors
80

Table 22. Post hoc Multiple analyses in Instructor’s perceptions on learning
activities
102
Table 23. Post hoc Multiple analyses in Instructor’s perceptions on curricula
103
Table 24. Local leader’s opinions about part-time training programs
104
Table 25. Anova analysis results in local leader’s perceptions by provinces
105
Table 26. Post hoc Multiple analyses in local leader’s perceptions by provinces
106
Table 27. Comparison on students and instructor’s perceptions about part-time
training programs
108
Table 28. Chi square test of Homogeneity in students and instructor’s
perceptions
109
Table 29. Comparison of students, instructors and local leader’s perceptions
about training curricula
110
Table 30. Chi square test of Homogeneity in students and instructor’s
perceptions about training facilities
111

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Table 31. Chi square test of Homogeneity in students, instructors and local
leader’s perceptions about curricula
112
Table 32. Management regulation policies Matrix
115

the Ministry of Education and Training: "in the last 12 years (1998 - 2010), the investment in
education and training increased from over 13% to 20% of the total national budget. At the
current rate of expenditure on education and training, Vietnam is a country with one of the
highest rates of investment. Like all other education systems in the world, after a certain time,
the Vietnamese education system needs changes and development to meet the needs of socio-
economic development of the country. The 11
th
National Congress of the Vietnamese
Communist Party emphasized: "comprehensively innovate the basic education of Vietnam in
the direction of standardization, modernization, socialization, democratization and
international integration."
However, education and training in Vietnam today retains a large gap between training and
application, between supply and demand for human resources, or in other words, effectiveness
of training is low. This "disease" has been mentioned for tens of years, since the Government
began referring to the policy of social education, but so far it has not been overcome, if not

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tending to worsen under the pressure of international integration. The said “disease" is a dual
result of an education system which not only is heavy on vainglory, formal examination
competition and degree preference, as in feudal times but also reflects the retreat of education,
separating education from community needs and practical business like a model practiced by
the former Autonomous Soviet Socialist Republic. Moreover, this "disease" has caused a
serious imbalance in the structure of educated human resources which has long been known
as the state of "teacher redundancies and worker shortage”. This refers to a circumstance
where many university graduates cannot get jobs while business sectors severely lack workers
trained in accordance with their needs, especially in the rural areas, mountainous areas,
islands, and difficult areas, where most of the graduates do not want to work.
Along with the development of the market economy and international integration, Vietnam’s
formal accession to the World Trade Organization (WTO) with commitments to open the
higher education market have put direct pressure to force us to change our thinking on

th

National Congress of Vietnamese Communist Party, “So far, the education and training of
Vietnam has not been prioritized. There even exist lots of inadequacies and weaknesses,
especially in educational quality, management activities, mechanism of creating human
resources and development motivations. Some of the weaknesses and inadequacies mentioned
in the 9
th
and 10
th
National Congresses of Vietnamese Communist Party include: the focus is
on quantity rather than the quality of learners; that the curricula are inappropriate and
methodologies are outdated and not practical; that quality assurance is ignored, especially the
attitude, ethics and lifestyle of the learners; that the national education system is not
synchronous and equal; that the education management at state level is still weak and the
educational management mechanism is slowly innovated; that the educational managing staff
and teachers have low ethics and capacity; that the role of educational socialization and

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international cooperation in education are not fully understood; that the education innovation
is slow and educational science has not been paid proper action to among others.
The 2
nd
Comparative Education Conference “Vietnamese Education in Globalization
Context”, which was held in Ho Chi Minh City on May 23
rd
, 2008 concluded that:
Vietnamese society is being divided. Along with economic achievements that exceed
expectations came the increasingly large gap between the rich and the poor and other social
issues such as the decline in moral discipline, crisis of faith, ideals and values. In such a

human resource development.
TUAF is one of the members of Thai Nguyen University. It started as the College of
Agricultural Technology number 3 in 1970. In 1994, under the decision No. 31/CP of the
Prime Minister of Vietnamese government, it became Thai Nguyen University of Agriculture
and Forestry. Since its foundation, TUAF has been distinguished by its ability to maintain a
higher standard of education and outstanding research in the North of Vietnam.
The missionsof the university is:
To offer higher education in agriculture, forestry, natural resource and environment
management, agricultural economics and rural development in the Northern Mountainous
Region of Vietnam.
To conduct research and technology transfer in the fields of agriculture, forestry,
natural resources and environment management in order to improve socio-economics in the
region.
Since its establishment day, the university has developed continuously and confirmed its
important role to provide human resources with a high level of professional knowledge and
skills for not only the Northern Mountainous region but also for other regions across the
whole country. Up to June 2013, the University has graduated about 27,000 bachelors; 1,500
masters and over 40 doctoral students in the fields of agriculture, forestry, natural resources

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and environment management, agricultural economics and rural development. Of the
graduates, over 40% came from ethnic people groups and remote regions.
At present, the university is delivering 21 professional majors at BSc. Level for 2,050 students
per year, 7 professional majors at MSc. Level and 8 professional majors at PhD. Level. The
professional majors at BSc. Level are Land Management, Environmental Science,
Environmental and Land Management, Post-harvest Technology, Food Technology,
Biotechnology, Crop Plantation, Horticulture, Silviculture, Agro-forestry, Forest Protection
and Management, Wood Processing Technology, Animal Science and Veterinary Medicine,
Aquaculture, Veterinary Medicine, Agricultural Pedagogy, Rural Development, Agricultural
Extension, Agricultural Industry, Agricultural Economics, and Agricultural Engineering. The

BSc./Eng.
Total
Animal Husbandry and
Veterinary Medicine
8
29
26
2
57
Forestry
1
11
25
2
38
Agronomy
5
21
18
4
43
Bio-technology and Food
Technology
1
2
25
4
31
Natural Resources and
Environment

313 12
This table shows that the teachers holding MSc. and Ph.D number 228, comprising 72.84% of
all teaching staff. At this rate TUAF is standing at the top of the higher education system in
Vietnam. These staff can ensure teaching quality at the university.
There are five professional faculties with a large number of teachers, and they are also
managing five professional majors, which have the highest number of students of part-time
training courses of the university. The Faculty of Animal Husbandry and Veterinary Science
has 57 teachers and manages the major of Animal Husbandry and Veterinary Science.
Teacher numbers for the other faculties are: the Faculty of Natural Resources and
Environment: 46, Land Management; Faculty of Agronomy: 43, Crop Plantation; Faculty of
Forestry: 43, Agro-forestry; and Faculty of Economics and Rural Development: 37, Rural
Development. These faculties are also selected as respondents of the study.
The part-time training programs of TUAF began in 1995 with two professional majors. These
were Crop Science, and Animal Husbandry and Veterinary Science, with about 120 students
in two provinces: Thai Nguyen and Son La. At present, the part-time training courses of
TUAF have 4,559 students, and this will reach 5,055 students after the first entrance
examination in April 2013. There are 12 professional majors and 76 groups, which are located
in 21 provincial training centers of 14 Northern mountainous provinces. The professional
majors were selected by local leaders based on the socio-economic development demands of
their province.
According to the cooperation contracts, provincial People’s Committees choose training
majors based on their socio-economic development demands, the provincial training centers
provide the training infrastructure and prepare need teaching-learning requirements, while the
TUAF develops the training curricula and appoints the teachers. In order to provide
comfortable conditions for learners who are working in communes and districts, most part-
time training courses are located in their provinces. That is a cause of many different
problems in training program management of part – time courses.

Significance of the study
The purpose of this study is to determine the advantages and disadvantages in organizing
TUAF Part-time training courses, focusing on preparation of teaching syllabi, teaching
activities and training facilities for effective learning. So this study will be beneficial to the
following groups:
The teachers of TUAF: In Vietnam, series universities have just established in the past 10
years. All universities actively go to the provinces to organize different training courses,
including Northern mountainous provinces. They consider these activities as a main income
source. So, if the training quality of TUAF can be assured then the university can confirm its
standing in these regions. This provides opportunities for the university to enroll students in
the university not only for part-time training courses but also for full time training courses.
TUAF has redesigning the training curricula with the aim of meeting the socio-economic
development demands in the Northern mountainous regions. Teachers can adapt the curricula
to fit the individual needs of their own students. Research helps teachers to share with
colleagues. Too often research looks backwards and there are lessons to learn. So the outcome
of the study will be a great basis for them in this work.
On the other hand, that will be a foundation for the university to develop cooperative projects
in the field of scientific research and technology transfer with these provinces. Thus, this
study will play an important role to increase the income for the university.
The outcome of this study will help all teachers to re-examine their teaching methods,
lectures, teaching documents, and so on. In order to improve the effectiveness of their lectures
they should research socio-economic development in each province, where training courses
are provided. That will help them to improve their professional knowledge, skills and
experience. In addition, we hope that the results of this study will encourage all teachers to
concentrate more on their responsibility which will lead to enhancement of their performance.

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On the other hand, teachers are accountable. The public must have faith in the profession –
and attitudes to education vary across many social groups – so the performance of teachers
can be demonstrated through the publication of these research findings.

is training management program of Part-time courses 2008 – 2013 of TUAF in the Northern
mountainous provinces. In order to evaluate the present training curricula, graduate students
and teachers who take part in these courses will be selected as respondents.
As the purpose of the study is to find out the solution for improvement of Part-time training
programs in order to meet the needs of socio-economic development of the Northern
mountainous provinces, the local leaders will also be selected as respondents.
The training management programs of these courses have many problems, but there are
limitations so the study will emphasise three urgent matters closely related to needs of the
learners. These are training facilities in provincial cooperative foundations, teaching - learning
activities, and training curricula.
Definition of Terms
In order to clarify and provide better understanding of the study, the following terminology is
defined both conceptually and operationally.
Classroom climate is considered as secure places to learn and to succeed; developing learner
self-efficacy; challenging and increasing perceptions of competence and self-determination;
and task comprehension and increasing perception of control and value. The impact of
classroom climate on students and teachers can be beneficial or a barrier to learning. School
Climate or Educational Climate is an important part of the larger focus on school
improvement. That defines how teachers interact with each other and with administrators.
(Fraser B., 2002)

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Curriculum is the planned interaction of pupils with instructional content, materials,
resources, and processes for evaluating the attainment of educational objectives. (Purita P.,
Lucido, Paz I., Iringan, Tomasa C., and Javier, Rodrigo B. , 2008)
Formulation program is a type of activity such as a seminar or workshop or prototype for
further enlistment of the teaching/leading skills of school administrators and teachers and
leadership of the students. It would be the material/program to be produced based on the
result of the study. (Wikipedia, updated 2012)
Infrastructure of an area is the sum of all relevant economic data such as rules, stocks and

Training program management recognized that offers a way of developing skills, enhancing
productivity and quality of work, and building loyalty to the firm. (Alan J.Dubinsky)

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Chapter II
REVIEW OF LITERATURE AND RELATED STUDIES
This chapter will present the relevant readings and literature which bear significance and
similarities with the study. This chapter also includes the paradigm and required definitions to
help the readers fully understand the context of this study.
Management
Management in all business and organizational activities is the act of getting people together
to accomplish desired goals and objectives using available resources efficiently and
effectively. Management comprises planning, organizing, staffing, leading or directing, and
controlling an organization (a group of one or more people or entities) or effort for the
purpose of accomplishing a goal. Resourcing encompasses the deployment and manipulation
of human resources, financial resources, technological resources, and natural resources.
(Business Dictionary. Retrieved 29 November 2012)
Kleinman, Lawrence S. (2010) mentioned that management operates through various
functions, often classified as planning, organizing, staffing, leading/directing, and
controlling/monitoring and motivation.
- Planning: Deciding what needs to happen in the future (today, next week, next month,
next year, over the next five years, etc.) and generating plans for action.
- Organizing: (Implementation) pattern of relationships among workers, making optimum
use of the resources required to enable the successful carrying out of plans.
- Staffing: Job analysis, recruitment and hiring for appropriate jobs.
- Leading/directing: Determining what must be done in a situation and getting people to
do it.
- Controlling/monitoring: Checking progress against plans.
- Motivation: Motivation is also a kind of basic function of management, because without
motivation, employees cannot work effectively. If motivation does not take place in an

According to this formula, the purpose of management is combine manpower (human
resources), money (financial resources) and machinery (equipment resources) to process
materials (input) with appropriate marketing (output). And output must be higher than input.
- On total management, management activities are described by formula (7S): M = S1 + S2 +
S3 + S4 + S5 + S6 + S7
Where: S1 = Staff ; S2 = Structure; S3 = System; S4 = Skills; S5 = Style;
S6 = Strategy; S7 = Super-priority.
Prof. Dang Quoc Bao summarized management activities by management stages cycle,
containing 16 stages as follows:
- Starting phase: 1- Situation analysis; 2- Needs determining; 3- Policy: to determine global
objectives and solutions; 4- Task: to make up local objectives and solutions
- Hurdles overcoming phase: 5- Planning; 6- Strategy; 7- Standards; 8- Resources
- Accelerating phase: 9- Mobilizing; 10- Organizing; 11- Allocating resources; 12-
Implementing.
- Finishing phase: 13- Leading; 14- Controlling; 15- Evaluating; 16- Feedback.
Training program management
“Management in Education” is a quarterly peer-reviewed academic journal that covers issues
concerning management in the field of education. Education Management is interpreted as the
impact of management subject to active management in the field of education or in other
words. An Education Management system is the intended impacts, plans, and rules of the
management in the education system (Edmonds, 2009).
People are constantly learning everywhere and at all times. Not a single day goes by that does
not lead to additional skills, knowledge and/or competences for all individuals. For people
outside the initial education and training system, adults in particular, it is very likely that this
learning, taking place at home, at the workplace or elsewhere, is a lot more important,

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relevant and significant than the kind of learning that occurs in formal settings. (Nguyen Canh
Toan, 2011).
In 1996, The Organization for Economic Co-operation and Development (OECD) and