ThAi nguyen University Southern luzon STATE University
Socialist Republic of Vietnam Republic of Philippines
____________________________________________________________________________

DISSERTATION

STATUS OF TRAINING QUALITY MANAGEMENT OF VOCATIONAL
SCHOOLS IN BAC NINH PROVINCE: A PROPOSED
INTERVENTION PROGRAM

Advisor : DR. RICARYL CATHERINE P. CRUZ

Name of Student : CHU BA CHIN
English Name : NINE
Date of Birth : 16-1-1970
Course : SLSU-DMEd
Thai Nguyen, Apr 2014
ii

STATUS OF TRAINING QUALITY MANAGEMENT OF VOCATIONAL
SCHOOLS IN BAC NINH PROVINCE: A PROPOSED
INTERVENTION PROGRAM
examination.
DR. RICARYL CATHERINE P. CRUZ
Research 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.

DR. ……………………
Member DR………………………….
Member

DR…………………………
Member DR. ………………………
Member

DR. ………………………… SUSANA A. SALVACION, Ph.D.
Chairman Dean, Graduate School
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.
WALBERTO A. MACARAAN, Ed .D
Vice President, Academic Affairs

research, giving him the determination to go through the most difficult stages of the research.

CBC

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DEDICATION
This research could not be completed without the precious supports, helps and
encouragement from those people below who I would like to send my special thanks. First of all,
I would like to express my thankfulness to my tutor for the continuous support from initial
advice and contacts in the early stages of conceptual inception and through ongoing advice and
encouragement to this day.

Background of the Study 2
Objectives of the Study 3
Significance of the study 5
Scope and limitation of the study 5
Definition of terms 5

Chapter II REVIEW OF LITERATURE AND STUDIES 8
Training and Training Quality in Vocational Education 8
Goals and tasks 9
Organisation and management 10
Teaching and learning activities 13
Teachers and administrators 14
Curriculum and Syllabus or Academic Aspect 14
Facilities and equipment 15
Financial management 15
Services for students 18
Conceptual Framework 19
Research Paradigm 21
Discussion of the Paradigm 21

Chapter III METHODOLOGY 23
Locale of the Study 23
Research Design 23
Population and Sampling 24
Research Instrument 25
Validation of instrument 25
Data Gathering Procedures 26
Statistical treatment 27

RESULTS AND DISSCUSSIONS 30

8. Mean Distribution of Teachers and Administrators 33
9. Mean Distribution of Curriculum and Syllabi 34
10. Mean Distribution of Library 35
11. Mean Distribution of Facilities and Equipment 36
12. Mean Distribution of Financial Management 37
13. Mean Distribution of Services for Students 38
14. Linear Regression Results 39 x

LIST OF FIGURES Figure Page

Figure 1: Managing Process 12
Figure 2: Training Design Process 13
Figure 3:Input-Process-Output Model on the Status of Training Quality Management of
Vocational Schools in Bac Ninh Province: A Basis for an Intervention Program 21


were composed of 300 students from the 10 vocational schools in Bac Ninh Province but 271
students responded to the questionnaire. Slovins formula and random selection method were
used to determine the sample. Based on the findings of the study, the following are drawn: the
xii

status of the training quality management of vocational schools in Bac Ninh Province needs an
intervention program since some of the indicators in determining the training quality
management requires enhancement for better performance and service. The intervention
program is ready for try-out and utilization. Based on the findings and conclusions, the
following are the recommendations: Training quality management of vocational schools can be
enhanced yearly. The intervention program may be utilized soon. Finally, the future researchers
may conduct in-depth studies using similar concepts but more diversified variables other than
used in the study.
Chapter I
INTRODUCTION
In line with the statement of United Nation in its millennium development goals, Vietnam
has invested significant efforts and resources to foster the training system with the strong essence
of which all children aged from 6 to 14 years old are required to participate in training. Thai
(2006) indicates that the role of training has been honored by Vietnamese Government since
1992 whether the Constitution of the Socialist Republic of Vietnam states that education is the
right and responsibility for all citizens of which training is required and cannot be ignored at any
contexts. Thai (2006) also highlights the importance and role of people as such education
provides basic understanding in life to the children. Training system of Vietnam is now
concentrating on primary skills such as teaching locality language as well as practicing physical
training for better health and additional educations such as dancing, singing, or playing musical
instruments. In this context, training is determined as fundamental step to help people children
to achieve necessary knowledge in order to prepare for next stages of educations such as
secondary school.
According to Institute for Institute Research on Educational Development (2013),
Vietnam training system is now facing several obstacle concerns. The first one refers to the

knowledge-based programs in order to improve the training perception in local universities in the
3 context of university lectures have been participating into renovation programs in order to
improve their perception on the importance of vocational training as part of in-service student
training programs. In this context, it is necessary to address the overarching objective of in-
service training whether it helps the lectures to establish learning-playing environment to
attendees.
In another context, Vietnam Ministry of Education and Training (2014) also addresses
the importance of training quality in vocational education whether it directly impact to the
outcome of trainings or what students can acquires from vocational training programs. Generally,
there are several models that have been developed to measure the quality of training such as
Quality Control Model, Quality Assurance Model, and Over Training Quality Model (or named
as Total Quality Management Model). It is effectively to emphasize the fact that Total Quality
Management Model (TQM) is the most effective framework that helps to facilitate the training
quality in vocational education (Nguyen, 2014). The application of TQM in vocational education
have not been covering well in Vietnam vocational training system although it requires the
management of input such as student recruitments, investment on training equipment, lecturers,
syllabi, etc. TQM training system also requires vocational training centers to develop the system
to measure the performance of trainings, including learning-teaching plan and its
implementation, assessment, inspection).
Objectives of the Study
The study determines the quality management training status of vocational schools in
BacNinh province and an intervention mechanism program.
Specifically, this research attempted to achieve the following objectives:
1. Determine the status of the training quality management of vocational schools in terms:
4
study as they can provide their ideas on training quality in these facilities and to contribute
directly to intervention program to renovate the performance of vocational education and training
in the province.
On the other hand, this study is also significant to other researchers who would like to
conduct their studies on current performance of training quality in specific organizations
Scope and limitation of the study
The study covered the training quality management of the vocational schools in Bac Ninh
Province in terms of goals and task, organization and management, teaching and learning
activities, teachers and administrators, curriculum and syllabus, library, facilities, financial
management and services for students.
This study utilized the descriptive analysis using the researcher made questionnaire in
arriving at data. Meanwhile, the research topic has the following limitations on a number of
factors impacting on vocational training quality. The study was conducted in Bac Ninh Province
in April 2013 to April 2014)
Definition of terms
The following are hereby defined conceptually for better understanding of the study.
Curriculum and syllabus is considered a broader term used in institution to cover policies, plans,
teaching, learning items, materials, equipment, in other form of logistics. (Newby, 1999).
6 Enhancement Program is defined as “an increase or improvement in quality, value, or extent”
(Oxford Dictionary, 2014)
Facilities are defined as “A place, amenity, or piece of equipment provided for a
particular purpose” (Oxford Dictionary, 2014)
Financial management refers to the planning activities for long term whereby objective
is specified for maintaining positive future cash flow of the businesses (Uwadiae and Akintola,
2010)
Goals and task is defined as “an ideal, a desired place or objective toward which people
are working. Most groups have several goals – some immediate and some more distant. The

(Mortaki, 2012, pp.51)
8 Chapter II
REVIEW OF LITERATURE AND STUDIES
The chapter is an explanation of the human resources and exploration of academic
concepts and theories that are relevant to the present study. (Dellinger and Leech, 2007; Cooper,
1998). The study conducted with literature review on concepts and theories of vocational training
quality and its antecedents. Then, conceptual research model is established in later part of
chapter. Therefore, this is set to focus on literature and studies that are relevant to topic of
training quality in vocational school.
Training and Training Quality in Vocational Education
Understanding of training and training quality in education context can be obtained
through satisfaction of trainers or human resource training satisfaction. Swanson and Holton III
(2001) stated that human resource training satisfaction was one part of a wider concept namely
employee satisfaction. It means that when the employees feel satisfaction to the firms’ contexts,
they will impact and decide a strong performing firm. Generally, nothing is more fundamental to
generating feelings of satisfaction and engagement than providing the employees opportunities
for professional development. Employee development training programs offer those
developmental opportunities, but many companies don’t have the time, expertise or budget to
coordinate first-class, relevant instruction and learning programs. It also refers to the fact that the
firms can evaluate their training program through how their employees feel satisfy with the
training program. Thus, the definition of human resource training could be explained through the
definition of employee satisfaction. Locke (1969, pp137) emphasized employee satisfaction as
“pleasurable or positive emotional state resulting from an appraisal of one’s job or job
experiences.”

 People skills: “The ability to advance the work of an organization by interacting with
others in ways that develop respect, mutual understanding and productive working
relations.” Rifkin (2002)
 Social skills: Similarly, Libet and Lewinsohn (1973) defined social skill as abilities of
those who could make the reinforcement into other people. Wolpe (1958) referred social
skills to the ability of hiding anger feeling. Witt and Ferris (2003) considered social skills
in workplace as trainable factor so that it could be changed by social factors.
 Soft skills: James and James (2004) asserted that soft skills becoming more essential and
important to the recruiter in the modern workplace as other researchers also agreed with
potential employees should be equipped by good level of soft skills. Perreault (2004) and
Wilhelm (2004) denoted that soft skills of employees consisted of good interpersonal
communication and self-communication, trustfulness, be able to work in a team,
leadership capacities.
Organisation and management
Due to the HRM is determined as organisational practices (Bloom and Reenen, 2010), it
is crucial to understand the definition of organisation. Hoe (2012) defines organisation under
formalization that is described as a social group of people who are managed systematically and
structurally with the objective of achieving common goals. Storey (1987) also denotes that there
are many type of organisation such as restaurants, companies, banks, school, etc. Hoe (2012),
furthermore, asserts that organisation in the modern business world, is open system that allows
changing in the new environmental contexts beyond its operational boundaries.
Hoe (2012) defines manager as a person who is responsible for the fulfilling of the goals
and objectives of the organisation while taking the role of managing the employees in the
11 organisation. Manager is also supported by the followers who will report and help the managers
with relevant task (Huselid, 1995).
Dessler (2009) states that manager confronts the managing function through five
perspectives namely planning, organizing, staffing, leading, and controlling. It is also determined

organisation. Controlling also helps to ensure the comprehensive and good coordination
between different functional units within one organisation (Hoe, 2012).
Figure 1: Managing Process
(Source: Dressler, 2009)
Grossi et al. (2007) defines organisational structure as a set of coordination between
functional units within an organisation. Decker and Lesser (1995) undertake that organisation is
structured by two dimensions namely organisational activity dimension and delegation activity
dimension. Organisational activity dimension refers to the managing action in order to maintain
the interdependencies between functional activities within the organisation. Delegation activity
dimension, however, refers to the flow of obligation in the organisation in the context of
maintaining the empowerment in different roles in the organisation (Horling and Lesser, 2004).
In the shed of the globalisation and economic integration, organisational structure is
playing the crucial role in many organisations and the relationship between organisational
structure effectiveness and the organization’s size, strategy, technology, environment and culture
have been clarified and denoted in many previous studies (McMillan, 2000). For example,
Mintzberg (1989) determines the impact of organisational structure and the business/corporate
strategy configuration and process in the long term. Handy (1993), however, constructs the
13 research on the important role of organisational structure in maintaining the culture in the
organisation. Pascale et al. (2000), furthermore, provide an identification of which adequate
organisational structure helps to bring the organisation into the real life context and vice versa.
Parasuraman et al. (2001) indicate that high effectiveness in organisational culture shall help the
organisation to keep the customer satisfaction at proper level. Hamidifar (2009), finally, refers
the organisational structure to the employees satisfaction and there is an significant positive
relationship between two entities.