i
MANAGING ACTIVITIES OF TEACHING AND LEARNING THE SPECIALIZED
SUBJECTS IN THE VOCATIONAL SCHOOLS IN VIETNAM UNDER THE
MINISTRY OF INDUSTRY AND TRADE

A Dissertation Presented to
the Faculty of the Graduate School
Southern Luzon State University, Lucban, Quezon, Philippines
in Collaboration with
Thai Nguyen University, Socialist Republic of Vietnam

In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Philosophy in Educational Management
Nguyen Thien Nam - (John)
April 2014

ii
APPROVAL SHEET
In partial fulfillment of the requirements for the degree Doctor of Philosophy in
Educational Management, this research study entitled “Managing activities of teaching

works. My sincere appreciation also goes to the committee members for their propositions,
valuable comments, and constructive suggestions, which were of substantial value to this
study.
I would like to acknowledge faithfully professors of South Luzon State University
(SLSU) and Thai Nguyen University (TNU) for their insightful lectures in different
subjects that provide me knowledge and technique to develop a good research.
My sincere thanks are also extended to my friends for their meaningful discussion,
hospitality and friendship.
Finally, my greatest debt is owed to my own, personal source of inspiration - my
parents, my wife and children, for their immense love, loyalty, determination and
perseverance even during the most difficult times. Without them nothing would have been
possible.
Nguyen Thien Nam
iv
TABLE OF CONTENTS

TITLE PAGE
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
TABLE OF CONTENTS iv
ABSTRACT vi
LIST OF FIGURES vii
LIST OF TABLES viii
Chapter I. INTRODUCTIOIN 1
Background of the Study 2
Objective of the research 5
Significance of the Study 5


vi
ABSTRACT
Viet Nam is aiming to become an industrialized country by 2020. Technical and
vocational education and training (TVET) is central to this aspiration: the demand for
skilled workers is increasing steadily as the country‟s economy continues to grow and it
aims to be competitive both regionally and globally. The Government of Viet Nam has,
therefore, put vocational skills training and boosting employment at the heart of its
development goals. The Government also wants to promote the expansion of vocational
education and training provision and improvements in the quality and needs-based focus of
training.
To achieve the objectives set by the Government with the training, the Ministry
of Trade and Industry has directed the vocational schools need to have positive
innovation in management the quality of teaching and learning, especially in
specialized subjects. This Dissertation aimed to propose the management measures the
activities of teaching-learning the specialized subjects to improve the quality of these
activities in vocational schools under MOIT.
Based on previous research, the Dissertation discusses about the theoretical
framework of education management. Then, examine four (4) typical vocational schools
under the Ministry of Industry and Trade. This research focuses on five elements of
education management: curriculum, learner, faculty member, technical facilities and labor
market. Finally, recommendations are suggested to the Ministry of Education and
Training, Ministry of the Interior, Ministry of Industry and Trade and vocation schools in
order to implement better the work of education management in the vocational schools
under the MOIT.

vii
LIST OF FIGURES
Figure 2.1: Four ways of thinking about teaching, (Hopkins, 2007, p 76) 17
Figure 2.2: Model of LEPO framework, showing the interrelationships between learning

learning of surveyed lecturers. 48
Table 4.4: Weighted means (WM) of satisfactory in learners of surveyed lecturers. 51
Table 4.5.Weighted means (WM) of satisfactory in labor market of surveyed
lecturers. 55
Table 4.8. Assess the need and feasibility of measures to manage the teaching and learning
activities of the specialized subjects among school leaders. 71
Table 5.2.Weighted Mean on the Teaching and Studying management the specialized subject
in term of leaners in the surveyed vocational schools by Lecturers and Students 74
Table 5.3.Weighted Mean on the Teaching and Studying management the specialized subject
in term of faculty members in the surveyed vocational schools by Lecturers and
Students 75
Table 5.4.Weighted Mean on the Teaching and Studying management the specialized subject
in term of technical facilities in the surveyed vocational schools by Lecturers and
Students 77
Table 5.5.Weighted Mean on the Teaching and Studying management the specialized subject
in term of labor market in the surveyed vocational schools by Lecturers and
Students 78

1
CHAPTER 1
INTRODUCTION
Teaching is one of the communicate activity with the social aspect. The subject of
the teaching activity is teachers and for studying are students. The two activities are not
opposites but always parallel existence and development of a unified process together
towards the common goals.
According to Tran Ba Hoanh (2006), teaching activity refers to imparting
knowledge, organizing, directing, controlling and dominating the operating instructions of
the learned knowledge. Teachers guided tasks, accompany with the learners on the path of
occupied by knowledge in the program prescribed pedagogy, creating a cohesive between
teachers and learners.

wide curriculum, teaching standards and teacher development for the public education. The
MOET also has critical influence on the private general education in terms of curriculum
and teaching standards.
As mentioned by Vietnamese Government (2001), the MOET specifies that the
purpose of general education is to link content to the realities of life and gears learning
toward the appropriate psycho-physiological characteristics and needs of the students.
With the goal of providing a basic, but comprehensive education, the MOET requires that
methodologies of instruction nurture the student‟s discipline for self-study and ability to
collaborate and work in teams. By helping students apply learned knowledge into practice,

3
schools aim to inform and plant the seeds of interests for students on the possibilities of
career paths. This career-orienting approach will not only promote students‟ worldly
consciousness and develop their creativity and self-awareness, but also will bring them joy,
connection, and a purpose on their path of learning (Andreas Dernbach, 2010).
Beside the general education system for the general school aged students, the
MOET also supervises the Vocational and Technical Education (VTE) in partnership with
the Ministry of Invalid and Social Affair (MOLISA). Students who are more than 15 years
old or who do not pass the entrance exam to public upper secondary schools will have to
enroll in the private upper secondary schools or VTE schools in order to achieve upper
secondary education and receive skill-labor training. The VTE consists of two sub-
systems: vocational schools and centers specialized in training skilled or semi-skilled
workers; and the technical vocational school specialized in training intermediate
practitioners in the field of education, economy, technology, culture and art (Andreas
Dernbach, 2010).
At present, the Ministry of Industry and Trade has 50 vocational schools. There are
32 schools, including one (1) school of training and retraining of civil servants, eight (8)
universities, twenty one (21) colleges, one (1) vocational college, and eleven (11)
professional secondary schools.
Eighteen (18) schools including two (2) universities, five (5) colleges, nine (9) vocational

The study aims to find out the managing activities of teaching and learning the

5
specialized subjects in the vocational schools in Vietnam under MOIT with an endview of
developing some management measure during the school year 2012 – 2013.
Specifically, it aims to find answers to the following:
1. Assess the current status of the management of teaching and
learning activities in terms:
1.1. Curriculum;
1.2. Staff, faculty;
1.3. Learning;
1.4. Technical facilities for teaching and learning; and
1.5. Labor market
2. Analyze the problems encountered in the management of teaching
and learning activities the specialized subjects.
3. Propose a management measure to enhance the teaching-learning
activities of the specialized subjects.
4. Determine the acceptability of the proposed management measures
among school managers.
SIGNIFICANCE OF THE STUDY
This study attempted to propose management measures in enhancing the activities
of teaching-learning the specialized subjects to improve the quality of these activities in
vocational schools under MOIT which would be beneficial to the following:
Vocational schools’ Administrators
It is hoped that the study may contribute in giving some new measures for
vocational schools‟ administrators in managing the teaching-learning activities the
specialized subjects to improve quality of colleges‟ training. The study would provide

6
administrators with a clear idea on how beneficial are in management the teaching-learning

The time frame of this study covered the period from October 2012 to
September 2013.
DEFINITIONS OF TERMS
For clarity and better understanding of the study, the following terminologies are
defined conceptually and operationally.
Curriculum is a document or blueprint for teaching. It can be referred to as a
„syllabus‟ if it includes in detail the content to be taught, how it should be presented
(methodology) and how it should be assessed. (Education Department, Republic of South
Africa, 2008)
Learning is described as ''a relatively permanent change in behavior based on an
individual's interactional experience with its environment.'' As such, learning is an
important form of personal adaptation. (Do Ngoc Dat, 1997).
Labor market is the nominal market in which workers find paying work,
employers find willing workers, and wage rates are determined. Labor markets may
be local or national (even international) in their scope and are made up of smaller,
interacting labor markets for different qualifications, skills, and geographical
locations.(Education Department, Republic of South Africa, 2008).
Management is a conscious activity of managing subjects to control impact on the
objects, subject to gain management goal. (Bui Minh Hien, Vu Ngoc Hai, Dang Quoc Bao,

8
2006).
Management measures establish performance expectations and, in many
cases, describe actions that can be taken to solve a issue. (Bui Minh Hien, Vu Ngoc Hai,
Dang Quoc Bao, 2006).
Specialized subjects are school or university subject that concentrates on a
particular field of knowledge. (Collins English Dictionary)
Staff and faculty are teachers or administrators with an educational degree while
staff members are employees who are not licensed teachers. Sometimes faculty members
are referred to as being part of the staff. However, staff members are not faculty.(Tran Ba


10
CHAPTER 2
REVIEW OF LITERATURE AND STUDIES
This chapter presents the relevant readings and related literature which bear
significance and similarities in this study.
REVIEW OF RELATED STUDIES
Management
Management is a conscious activity of managing subjects to control impact on the
objects, subject to gain management goal. On the view of Mai Huu Khue (2010), it is a
special activity, an indispensable factor in social life, closely attached to development
process, especially management plays a very important role at present world. Nnabuo
(2004) argues that management is the : “final goal of science of management is how to
limit risk, get over abroad risk, avoid risk for organization”. At the same opinion, Tran
Kiem (2008) said that: "management is science and art affecting society system, mainly
managing people to peruse given goals. That system is either moved or quiet including
interacted components”.
So far there are many definitions of management. It is very difficult to determine
the most correct definition because the researchers give their definition based on their
professor fields. Some researchers have made the following definitions:
Quang An (2004) found out that management is oriented and intended activities of
the subject to the object of the management in such organization, make the schools operate
smoothly.
On the view of Mai Huu Khue (2010), management is a process that impact
consciously on the subject of the management to the object in order to implement the
objective of the management system.

11
subject of
management

Although the researchers have different definitions but all have in common that:
Management activities performed by an organization or a social group. Management activities
are the intended and oriented impacts and human factors served as the focus of
management activities.
The nature of management activities is the impact purposeful of the subject to the
object in the organization to obtain the targets. Castaldi (2001) in her work “ Education
Administration: Applied Concepts and Theoretical Perspective” stated the nature of
management as follows: Diagram 2.1: The nature of management

12
Subject of management can be an individual, a group or an organization. Objective
of management can be a specific person, and the formation of relationships between people
and groups of people. Tools of management is the mean of impact to subject of
management: orders, decisions, legislation and policies Method of management is the
way to impact of the the subject to the objective of management.
The goal of the organization is determined in different ways, it can be managed by
the owner or by the imposition of agreement between subject and objective of
management.
It is clear that the mentioned definitions even though emphasize this side or other,
approach any aspect, any field; at macro-micro; all bear the common united point is to
consider management is original activities containing management subjects, management
objects and management goal that are related to each other through managing impacts.
Education management:
Education is a social phenomenon, a function of human society is done voluntarily.

Management in general and education management in particular play a vital role
for social development and the development of the education sector. In a speech at the
opening of a workshop on the management of education in educational management
cadres, the Minister of Education – Training, Mr. Nguyen Minh Hien confirmed:
"Education management is an important factor to generate internal resources for the
sector ".

14
Teaching and learning activities:
Teaching and learning are the activities of a unified process. Learning outcomes of
the course is the result not only of learning, but it also shows the results of the training
process. Inseparable learning outcomes of the learners with the evaluation of the teacher
because of the following reasons:
Seymour, D.T (2003) convinced that teaching is a work to organized, operation the
process of gaining knowledge, skill and personality formation. Meanwhile, students absorb
the scientific concept in the self-discipline way, positive and self-forces o science in the
best way under the control of the teacher. Students will try to gain three goals: intellectual
resources (mastery), development (thinking and intellectual capacity activities), education
(formation of scientific worldview, personality - and moral qualities ).
Teaching is an activity to deliver information and control learning activities.
Meanwhile, learning is the process of absorbing and self-control.
On the view of Kelly (2009), teaching activities have to follow the curriculum and
contents, and student have to comply with the entire system of the course concepts, logical
structure of the course, the typical method of creating science subjects learning, scientific
language, understanding the application of learning and labor.
Teaching activities must adapt with the content regulations, students have to adhere
and be active learning method awareness, method dominating knowledge, turn it into your
own education learners.
Teaching and learning are two activities close consensus that form the relationship
between teachers and students, between passive and receptive communication, between

order to request the objective have to implement through the document or oral direct
directives, resolutions and information
Educational method:
A method that can impact directly or indirectly to attitudes, perceptions and
behavior of the objective in order to create operational efficiency of organizations and
individuals through political education , direct exchange, set a good example
Psychosocial method:
A method that subject of management impacts on objective to create positive social
psychology of communication through common activities, groups form, direct
communication to create intimacy.
Economic method.
Each method in management are certain positive aspects. Manager have to depend
on the objective of management, circumstances and specific conditions to select and
manipulate, combine methods to manage a flexible and efficient way (Castaldi, 2001).
Effective teaching and learning
To discuss effective teaching and learning, it is helpful to use a framework and
the one illustrated in Figure 1 below was developed from the Improving the Quality of
Education for All (IQEA) research project. This framework encompasses four different
elements of effective teaching - Teaching Skills, Teaching Relationships, Teacher
Reflection and Teaching Models. Importantly, it is only when these four elements are
in synergy that they are able to support effective teaching as Seymour informs us,
„isolated components or effective elements of individual components do not result in
strong effects on student achievement‟. (Seymour, 2003).

17

Figure 2.1: Four ways of thinking about teaching, (Hopkins, 2007, p 76)
Each of these components will be explored in turn drawing primarily from effect-
size research, and where appropriate, findings from the TLRP and others. Effect-size
research is often used in education studies to quantify the size of difference between two