Dissertation abstracts: An analysis of factor affecting demands for distance education in Viet Nam

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Research objectives: to assess the real situation of distance education in Viet Nam from 1994 to present; to assess factors affecting demands for distance education in Viet Nam; to propose recommendations for developing forms of distance education in Viet Nam.

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1 2 I. INTRODUCTION TO RESEARCH TOPIC All the above suggest the selection of research subject: "An analysis of factors affecting demands for distance education in Viet Nam". 1. Rationales According to the Statistical Yearbook of the General Statistics Office 2. Research Objectives published in 2011, in our country the percentage of trained workers is 16.3%. + To assess the real situation of distance education in Viet Nam from In recent years, the training needs have not been met despite the 1994 to present. increasing number of newly established colleges and universities. Traditional + To assess factors affecting demands for distance education in Vietnam. training modes in campus and closed classes alone seem difficult to satisfy + To propose recommendations for developing forms of distance those needs. education in Vietnam. By 2012, throughout the country, 21 institutions have registered to Therefore, the research needs to answer the question: What factors affect provide distance education, among which 17 received the assignment to train demands for distance education in Vietnam? 40,400 students and 15 institutitons recruited totally 161,047 students in 2012. 3. Subject and scope of research In 2009 there were 232,781 enrolled students and 159,947 graduates. The research mainly focuses on analyzing factors affecting demands for Under the project "Development of Distance education in the period 2005 distance education at undergraduate level in Vietnam, which has been - 2010", the Government set an objective to have 300,000 students of distance implemented since 1994. education by 2010 and 500,000 students by 2020. 4. Research Methodology The development of distance education has been driven by the The research uses econometric estimation through the collection of educational philosophy that standardized and ready-made teaching and learning primary data, and use of logistic dualistic model. The coefficients of the materials can be used to achieve economies of scale in education. Therefore, regression equation can be used to estimate the elasticities (odds ratio) for each distance training refers to the use of training technology for the masses, with the independent variable in the model. Together with dualistic logistic regression relatively higher initial investment costs compared to those of direct training method, the research also uses the method of dialectical materialism, historical modes. With currently low enrollment of students, the training costs per student materialism, comparison and analysis. of distance education are still high, and thus the efficiency of distance training 5. Contributions of the research is still low. - In terms of scientific and research development: (i) Identify and assess Despite the diversity of studies of distance education in our country and factors affecting demands for distance education and quantify the impact of others in the region they mainly focus on studying training technologies, and each factor, (ii) Formulate the function of demands for distance education in exchanging experience in distance education. The evaluation of factors Viet Nam. affecting demand for distance education, measurement of the impact of each - In terms of practice: Based on factors that influence demands for factor, and development of demand function for distance training, are necessary distance education and the relationship between them, suggestions are proposed in order to provide recommendations for developing distance education.
3 4 to improve policies for distance education development in Viet Nam's real education systems. Theoretically, Open and Distance education are the systems situation. aiming at overcoming the difficulties in distance, both temporary and regular, 6. Structure of the thesis economic factors, personal limits, with the ideal of offering learning Apart from the introduction, conclusion, list of the author's works, opportunities to all people. references and appendices, the thesis includes the following chapters: + The thesis summarizes factors that impact distance education including Chapter 1: Theoretical bases and literature review. (i) Tuition fees, (ii) Applicability of facilities in training, (iii) Trust of people Chapter 2: Real situation of distance education in Vietnam. and labour market in the quality of training, (iv) Individuals' psychology, (v) Chapter 3: Results of experiment in using a function to estimate demands Perspectives on employment, (vi) Perspectives on initial direct labour market, for distance education in Vietnam. (vii) Economic factors to learners, (viii) Perspectives on using distance Chapter 4: Application of research findings in making policies for education services, (ix) Previous topics related to learning and working, (x) distance education in Vietnam. Important people's influence on citizens' orientation towards distance education, (xi) Preferential policies of the Government for distance education, (xii) II. CONTENTS OF THE THESIS Pressure of family and society on people who intend to follow distance CHAPTER 1: THEORETICAL BASES AND LITERATURE REVIEW education, (xiii) Labourers' income, (xiv) People's tastes for distance education, 1.1. Theoretical bases for estimation and forecast of demands for distance (xv) Costs of services related to distance education, (xvi) Population, and (xvii) education People's expectations for distance education. + Through analysis of distance education and its features, the thesis takes + The thesis raises the research process to study the demand for distance the concept that open and distance education are derived from distance education including the following steps: (i) Observe and measure, (ii) Develop correspondence education in the industrial age. Distance education systems, a model, (iii) Test the model. which still maintained its role to meet social needs in the post-industrial era, + The thesis summarizes methods estimating demands for distance enabled people's self-improvement and met individual needs. In addition, the education, including (i) Estimating demands for distance education by simple technological development in the new era increased the demand for regular elasticity, (ii) Estimating demands for distance education by econometrics. occupational training; and the change in orientation towards continuous training 1.2. Summary of related studies has increased the openness of the concept of lifelong learning for everyone. The The increase in demand for education in late twentieth century and early advancement of information and communication technologies has increased the twenty-first century is seen as a phenomenon. The number of people attending interactiveness of distance education. However, that many countries focus on colleges has increased dramatically both in developed and developing countries; the use of sophisticated technologies could reduce the number of people getting at the same time the education system has also been expanding rapidly to meet access to education. The adoption of technology and design of appropriate the increase in demand (OECD, 1978a). One of the first attempts to assess and learning systems play an important role in determining the openess of distance verify major impacts on individual demands for higher education was made by
5 6 Robbins Committee (UK). Among these impacts, Robbins Committee assessed from their study. According to research findings of Handa and Scolik (1975), important factors affecting demand for education including: family background, many learners support this theory of human capacity and its explanation of job and economic prospects associated with different levels of education, and demands for education in general and distance education in particular. state institutions. Structures and institutions (topics related to learning and training Later studies on factors affecting demands for educaion in general divide previously), are found to be closely related to orientation of going to university. these factors into four main categories: society/ family, psychological/ personal, According to Meyer (1970), these variables include: the university's prestige, economic/ choice, structure/ institution (OECD, 1978b). the training organizations previously enrolled by the learner, mechanism to sort Among the diversed social factors influencing demands for eduction, students based on their abilities and transitional points in the education and family can be considered the most important. It is believed that families with training system, as pointed out in the study of Yuchtman and Samuel (1975) high social status can create a good environment that encourages their children and previous learning, training programs (Borus and Carpenter, 1984). to learn better (OECD, 1978b). Studies on the effects of family variables on the In the study "Estimating the Demand for Higher education in the United demand of higher education generally and distance education particularly in a States, 1965-1995" Cambell and Siegel (1967) could measure the elasticity of number of countries have repeated an intimate relationship between a family's income and tuition fee by assessing the traditional model that displays status and its members' taking higher education, being proven by studies of enrollment rate in its relation to two available economic variables, income and Guppy and Pendakur (1989). Meanwhile , in the UK, the number of high school tuition fee. graduates who enroll in universities of all types of training, including distance In summary, previous studies have evaluated and assessed factors education, has increased in all social groups; families of high social status affecting the demand for higher education, such as: (i) Individual psychology, maintain better advantages in the race to enter universities and colleges than (ii) Perspectives on employment, (iii) Perspectives on initial direct labour lower class families (Halsey, 1993). market, (iv) Economic factors (v) Perspectives on using services, (vi) Topics The influence of social variables on individual needs for training is also a related to previous learning and working, (vii) Influence of other important matter of survey. Individuals such as teachers and occupational consultants, people, (viii) Tuition fee. labourer - using agencies and enterprises all have a strong impact on demands 1.3. Distance education experience in Southeast Asian and regional for education in general and distance education in particular. In 1970 Mc. countries. Creath realized that, for high school students and those who already had their Regarding distance education experience in Southeast Asian countries jobs, occupational consultants offered less advice on higher education than their and regional countries, the thesis introduces distance education experience in: family does. (i) Broadcasting University of China, (ii) Virtual University of Pakistan, (iii) According to theory of human capacity, learners are viewed as economic Open University Thammathirat Sukhothai, Thailand. Based on studying individual entities who have demands for distance education if the benefits they distance education experience of other countries, the thesis summarizes expect to gain are greater than the costs, both physical and mental, incurring
7 8 preferential policies for developing distance education, and the lessons of Third, regarding the organization and management of distance education: Southeast Asian and regional countries. Some distance education centres and local distance education agent centres have neither strong, appropriate organization, nor sound procedures and CHAPTER 2: REAL SITUATION OF DISTANCE EDUCATION IN management of distance education. Local distance education agent centres are VIETNAM mostly under concurrent management of officials from Education and Training Departments, not of specialized apparatus, and the rent venues are unstable. 2.1. Real situation of distance education in Vietnam Fourth, the testing and assessing process is, sometimes somewhere, not The thesis analyzes and assesses the situation of distance education in serious and objective enough. In the current conditions, with inadequate Viet Nam from 1994 to present in the following aspects: (i) Increased scale of facilities, and underdeveloped training technology, candidate selection method, distance education network in the country, (ii) Organization of distance tests and graduation examinations are mainly developed in written forms, not education, (iii) International cooperation in distance education. meeting requirements of objective testing methods. 2.2. Weaknesses and limitations Fifth, regarding professional and pedagogical training in distance First, regarding training technology: So far, learning materials for education for management staff and teachers: Currently distance education distance education students in Viet Nam are mainly printed materials together centres in our country mainly use full-time university teachers, who receive no with some CD - ROMs, audio tapes and video tapes. Compared with the professional and pedagogical training for distance education. The management standard of some regional and international countries, most of the materials staff for distance education, who receive almost no specialized training, are compiled by distance education centres are not really suitable with distance mostly experienced in managing other forms of education like full-time or in- education technology. Distance education centres have not gathered good service ones; therefore, there are still limitations in the consultancy, orientation teachers, scientists, experts in various fields to design curriculum, compile and management of distance education learners. materials to be shared by several subjects, especially textbooks, materials for 2.3. Causes of weaknesses and limitations natural sciences and engineering - technology subjects, build "virtual" Distance education centres have not focused on building audio - video classrooms, "virtual" experiments and practices, which leads to too much time materials, electronic materials, and science - technology devices that can deliver of face-to-face studying. Radios and televisions of the central, local and other distance education programs to learners. Currently, learning materials are media organizations used by distance education students as learning support mainly textbooks, lectures printed and provided to learners by teachers, while means have proved neither significant nor effective in the past years. the supply of supplementary materials for learners to do self-study prior to Second, regarding investment in facilities for distance education: explanation of each subject, is still limited. inadequate initial investment has been reserved for distance education - Host institutions of distance education programs in local areas are not fully technologies, from equipment to textbooks, learning materials for distance equipped with learning materials, support facilities, especially practical experiments education students. for distance education students before lecturers provide their instructions.
9 10 - The training and cultivation of management staff and teachers in demand for education generally and distance education particularly in Viet Nam expertise, professional and pedagogical methods of distance education, nowadays owes much to the success of Government's Population Strategies, (v) particularly the distance teaching - learning by means of information and Since 1986, Vietnam has been in the process of "Renovation and integration", communication technologies has not been given adequate attention, nor developing the country, having relatively stable political security; wars have appropriate training before class. been pushed back, so the number of army-recruited youngsters has decreased - Ready-made textbooks and learning materials are printed with similar significantly, (vi) Economic factors show a significant impact on demand for contents; there is lack of necessary cooperation among distance education distance education as there are differences in incomes of college graduates and centres (especially the sharing of studying resources, and development of of untrained people in the labor market. training technology). - Most students cannot afford equipments for self-study at home and have CHAPTER 3: RESULTS OF EXPERIMENT IN USING A FUNCTION no habits and appropriate methods of self-study. TO ESTIMATE DEMANDS FOR DISTANCE EDUCATION IN - The management from the central to grassroots level is still inadequate. VIETNAM There is still lack of sound legal documents for the management and 3.1 . Research Methodology and Data administration of distance education activities. The study uses both qualitative method and quantitative method, - Distance education in our country has not received appropriate collecting primary data for quantitative analysis, because: (i) qualitative investment from different sources, such as the State Budget from local and research method can complement quantitative method by identifying factors central governments and other funding sources. affecting demand for distance education, (ii) Quantitative method can support 2.4. Favorable conditions for distance education in Viet Nam qualitative method by detecting factors affecting demand for distance education Distance education in our country today enjoys favorable conditions with a larger sample, or by recognizing a team appropriate for depth research, with: (i) the Government’s policy of diversifying forms of training at the (iii) Qualitative research helps explain the relationships between the factors transition to the renovation time, (ii) The creation and introduction of new affecting distance training demand that are detected by quantitative research. technologies from overseas into Viet Nam, creating many new jobs which 3.1.1. Research Methodology encourage the increasing diversity of career - oriented demands for education, 3.1.1.1. Qualitative Research Method accounting for a significant part of the general demand for education in Qualitative research method collects data in order to describe and analyze Vietnam, (iii) Gender equality policies of the government that have come to Vietnamese people's characteristics that affect the demand for distance life, together with the gradual liberation that allows Vietnamese women's education. In the study, the author collects opinions of several different groups, participation in socio-economic areas, have also played an important part in the including (i) Experts in distance education from Ha Noi, Da Nang and Ho Chi increase of training demand generally, and distance education particularly in Minh City, with prepared questions in the form of in-depth interviews and late twentieth century and early twenty-first century, (iv) The increase in
11 12 semi-structured interviews; (ii) distance education students and workers in Hai confirming their intention to follow distance education. Binary logistic model Phong, Nghe An, Can Tho, through focus group discussions after their classes. for various independent variables can be described as follows: 3.1.1.2. Quantitative Research Methods Logit [P(Yi = 1)] = Log[P(Yi = 1)] / 1- Log[P(Yi = 1)] = b0 + bX’i = f(X’i) a. Selection of model for application In which: For regression models where dependent variables are qualitative variables - X i is the vector of independent variables representing interviewers quantified according to uncontinuously selected values, smallest square method, - Y: The responses of interviewees, in which: (i) Y = 1 when respondents a method commonly used in econometrics and production modeling, proves not show their "intention to follow distance education", (ii) Y = 0 when respondents suitable. Therefore, nonlinear logistic models should be used to quantify show "no intention to follow distance education". variables such as satisfaction, degree of agreement. - P: Probability of interviewees' responses with Y = 1. In economics, the relationship between demand for distance education and - I: The ordinal number of a sample interviewed. factors affecting it can be shown in the following function: - b0: Constant of the model. Yi = α + β Xi + εi - b: Vector of parameters corresponding to explanatory variables. In which, Yi represents the demand for distance education, and X is a vector To identify and assess factors affecting demand for distance education, showing explanatory variables. Assessing the impact of socio - economic factors the study uses designed and constructed a questionnaire. The questionnaire was on the demand for undergraduate and graduate education of residents in the constructed based on questionnaires of previous studies, which had been Republic of Cyprus in 1998, a study used logistics model to perform empirical assessed and had results published in international journals. This study has studies of a model of demands for education for undergraduate and graduate constructed, developed, supplemented the content of the questionnaire based on the results of qualitative research, in such a way that matches the distance education: Yi = α + β Xi + εi. education environment in Vietnam. The constructed questionnaire, approved by In which Y is the unit of choice while vector X represents variables the supervisor, was conducted on a trial basis at a number of distance education explaining the selection of interviewed individual i. centres in Hanoi and neighboring provinces such as Bac Ninh, Hai Phong. The b. Building logistic models data from the pilot survey, were then synthesized, analyzed on the Statistical In this study, interviewees choose one of the two options: have intention Software Package for the Social Sciences - SPSS, and then the questionnaire to follow distance education, or have no intention of following distance received content and technical adjustments. Next, the questionnaire was education. Therefore, binary logistic model is used where the dependent completed after the pilot survey, and conducted extensively on a large scale. variable receives one of the two values: either 0 (for respondents who state their 3.1.2. Collection of data intention to enroll for distance education), or 1 (for respondents who have no intention to enroll for distance education). The parameters of the model will The research uses a non-probability sampling method according to indicate the effects of independent variables on the probability of people subjective evaluation combined with the convenience of survey. The questionnaire was sent to the following subjects: (i) Workers who have finished
13 14 high school and a number of college - graduated employees who need retraining education, and other important personal information. The questionnaire also from offices, organizations, enterprises, (ii) 12-grade part-time students. includes 45 questions about the potential impacts of educational and The survey process through questionnaires was conducted in two steps: occupational orientation, and 10 other questions related to personal information (i) Lecturers came to local distance education centres to help students answer of respondents. Specifically, the questionnaire asks the respondents to select the questionnaire, while staff at local continuous education centres guided 12- one point of the 5-score scale, in which score 1: Strongly disagree, score 2: grade part-time students to answer the questionnaire, (ii) Distance education Disagree, score 3: Normal, score 4: Agree, score 5: Strongly agree. Alternatives students, who had been instructed by lecturers, then undertook the survey their cover a few sources that can affect educational and occupational plans of in offices and enterprises, guiding other employees to answer the questionnaire. respondents. During the survey, these students could regularly contact with lecturers for 3.1.4. Methods of data analysis instruction and solutions to arising problems. Factors are analyzed and synthesized in order to classify variables with Surveyed people received the questionnaire from lecturers and distance potential influence on distance education orientation. Factor analysis method is education learners, as well as instructions how to answer them with their own a major composition technical method. Factor groups are formed, and used as objective, truthful viewpoint. The number of questionnaires used for the survey explanatory variables in logistic regression analysis, in which respondents' were made sure to represent: (i) different regions in the country, (ii) rural and urban residential areas, (iii) plains, mountainous areas, islands (iv) different areas of intention of learning works as independent variables. the country. Sample sized were at least 40 at each place of 25 provinces and cities In this regression model, predictable values of dependent variables can be nationwide where the survey was conducted. The total surveyed and interviewed understood as the probability that an individual will choose an option, and this people were 2,533. The questionnaires were distributed from May to Decemeber person's traits can be measured by the values of independent variables. 2011. With detailed instruction and explanation of officers rich in experience in Regression model is used to investigate the relationship between the scores of a distance education, who came to local areas during the data collection process, the respondent in identified issues, and his/ her characteristics, and intention of respondents showed relatively high cooperation and responsibilities in completing taking distance education. Therefore , the model helps measure the effects of the questionnaire. Data collected from the questionnaire were made sure to match factors and characteristics of personal demand for distance education. research content. Questionnaires were distributed and collected; raw data were 3.2. Research results editted, cleaned; variables named and labeled; variable values labeled; variables 3.2.1. Results of qualitative research formatted; the size and type of each variable determined; each questionnaire Findings on factors affecting the demand for distance education include numbered; statistical software SPSS 16.0 was used for data input. Each data line experts’ opinions and results of focus group discussions by distance learners and represents the response from a questionnaire. workers from three regions of (i) the North, (ii) the Center, and (iii) the South of 3.1.3. Variables measurement the country. The findings are rather focused and similar among the three regions. In the questionnaire, respondents are required to point out whether or not Specifically, 100% of experts and groups of learners and workers agree with the synthesized findings, i.e. besides the 8 factors having impacts on the general they intend to follow distance education, raise their own views on distance
15 16 demand for undergraduate education, which were researched and approved by Table 1. Variables with impact on each factor and their impact coefficient previous authors, there are 4 factors that affect the demand for distance education Impact in Việt Nam to be added: (i) Government policies to support distance education, Factor Variable/Statement coefici (ii) Applicability of facilities in distance education, (iii)Trust in the quality of ent distance education by the learners and labor market, and (iv) Pressure on Factor 1: Specialization of the previous education/work influences 0.901 education by families and the society as a whole. Topics related my plan to take a distance education program. to previous The subjects learnt and employment history influence my 0.901 3.2.2. Results of quantitative research education and plan to take a distance education program. 3.2.2.1. Data encoding work. Dependent variables: Possibility to take distance education is identified Distance education means self-study with ready-made 0.717 on the basis of the respondents’ answers in the questionnaire. This variable is materials and lecturers’ instruction, thus is suitable to valued as “1” if a respondent has an intention to pursuit distance education and everyone in the society. as “0” if a respondent has no intention to pursuit it. Lecturer’s explanation and instruction are very important, 0.737 so they should be highly qualified. Independent variables: Factors affecting the orientation to take distance Factor 2: A high light of distance education is that it uses various 0.733 education of the respondents. Applicability supporting tools such as broadcasting, television, internet, 3.2.2.2. Findings from analysis of factors affecting the demand for distance of facilities in etc. education distance Distance education seeks a different mode for people to 0.787 A high rate of 60,17% (1,524/ 2,533) of the respondents have an education. pursuit education and benefit from education. intention to pursuit distance education. This figure is considered as exceeding With materials and supporting tools, distance learners can 0.816 the forecast of the interviewed workers who might have this intention. A major study at any time and any place, which is very convenient cause would be the convenience and suitability of distance education in today’s for many people. time for adults and part-time high school students. Respondents with and With the ready made materials, distance learners can 0.806 without intention to take distance education answers all questions about the manage their study according to their specific conditions. resources that affect their orientation towards distance education. In Table 1, Factor 3: I believe distance education meets requirments in 0.809 Trust in the knowledge and skill provision in the designed curriculum. perspectives on each factor show their coverage through impact coefficient. quality of Employers trust the quality of distance education. 0.822 The three factors appear in 11 out of 45 original perspectives. Some distance I pursuit distance education rather for further equipping 0.782 perspectives expell several factors due to their low coverage (not significant education by myself with working skills than for a diploma. impact coefficient). The factors are formed through the classification of original the public and variables into classes which represent their value in Table 1. labor market.
17 18 The first factor: Both perspectives in the first factor relate to the impact of Table 2. Standard regression coefficient, standard error and independent the subjects and education programs which the respondents previously took, variables of Wald Statistics. such as subjects learnt in high schools, vocational schools or colleges. The Factors B S.E. Wald df Sig. Exp (B) current job and its specialization also have special impact on the orientation and Work-related topics (F1) - .289 .087 11.113 1 .001 .749 plan for distance education of the workers. Facilities in distance education - .261 .087 9.105 1 .003 .770 The second factor: Applicability of facilities in distance education (F2) includes the uses and combination of different tools in one education program. Quality of distance education .225 .087 6.782 1 .009 1.253 There are five generations of technology existing in distance education and a (F3) distance education program requires them all: (i) Materials, including printed Constant -1.407 .090 246.848 1 .000 .245 materials, media materials, electronic materials and online materials, (ii) Learner supports, including direct supports, online supports, and supports 3.2.2.4. Results of logistics regression analysis through telephone, fax, broadcasting and television, (iii) Assessment, including Directions of education as a function of factors are created from the supervision and self-assessment in the forms of direct and distant assessment. learners’ basic characteristics. The three above mentioned factors are derived The third factor: This factor shows the respondent’s perspective on the from analysis and results of their checking, being used as independent variables trust in the quality of current distance education and partially the workers’ in the model of logistics regression, whereby people’s orientation towards viewpoint of employers’ perspective. distance education is the binary dependent variable, showing the respondents’ intention. The analysis aims at identifying the factors and features having 3.2.2.3. Results of analysis of variance for multiple factors significant influence on the orientation towards distance education. The three To better identify the level of demand for distance education being independent variables used in this regresssion model have significant influence affected by different factors it is necessary to conduct an analysis of variance on the binary dependent variable, while the rest variables having no significant for multiple factors . Thus, Table 2 shows that the first factor, i.e. Topics related influence on the binary dependent variables are eliminated. The coefficient of to previous education and work (F1) does have effect on the possibility of taking the binary logistics regression model should be understood as the change of the distance education (probability significance of the factor is 0.001). Similarly, logarit elasticity of the binary dependent variable in relevance to each the second factor, i.e. Applicability of facilities in distance education (F2) poses increasing point of the independent variable. similar influence on the possibility of taking distance education with significance According to these findings, when the bases of statements 1 & 2 of the of 0.03. The third factor of Trust in the quality of distance education by the public first factor “Topics related to previous education and work” as incentive to and labor market (F3) has the effect on possibility of following distance education distance education increase by 1 point, the log elasticity of orientation toward with significance of 0.009. Other factors with significance higher than 0.05 are distance education decreases by 0.289. Therefore, it can be said that people eliminated. pursue distance education due to the practical requirements of work, their needs
19 20 in professional, knowledge and skill training for the hope about a good job, distance education. Quality of education in general and of distance education in which is stable and suitable with the labor market at present and in the future. In particular is of the top attention by the public as well as employers. other words, people pursue distance education to get trained in professional and Basing on the findings and results of analysis, the probability of the working skills appropriate to the current labor market. Therefore, distance education number of Vietnamese people taking distance education can be calculated by should be based on the needs of current labor market when designing curricula to the following formula: meet the needs of distant learners. 1/(1+e-z) with: z = (- 1.407) + (-0.289)F1 + (- 0.261)F2 + (0.225)F3. The results of synthesis and analysis of respondents’ perspectives through In which F1: Topics related to previous education and work. their choice of different options show that: (i) The supply of facilities for F2: Applicability of facilities in distance education. distance education in our country for learners to combine self-study with F3: Trust in the quality of distance education by the public and explanation by lecturers is rather limited, insufficient and not varied enough to labor market. meet different needs of the learners, (ii) People’s ability to self study when When checking the results of regression analysis, it can be seen that most taking distance education is not high enough to push them overcome difficulties of coefficients of elasticity have accuracy and confidence with the significance of study. This is a major limitation of the distant learners in Vietnam to make between 1% and 5%. Thus, it can be said that the use of this model brings distance education really to its meaning of learning anywhere at any time. The accurate forecast about the orientation toward distance education of the 2,533 result of regression analysis shows that the coefficient of elasticity of the surveyed people. second factor “Applicability of facilities in distance education ” takes a negative 3.3. Links between the research results with those of previous studies value (- 0,261), which means that the supply of facilities for distance education 3.3.1. Regarding Topics related to previous education and work in our country is still limited. In other words, if such ability to supply facilities Vietnamese people are motivated and oriented towards distance education for distance education as the current one increases by 1 point, people’s with the needs of being trained in professional practice as well as with the orientation toward distance education will decrease by 0.261 point. Thus, expectation to win new job of more stable income after graduation. The distance education should present its advantages over the traditional forms of research results show that if distance education takes “Topics related to education to attract and direct more people toward distance education. previous education and work” as motivator for people to follow distance The table that synthesizes survey data of perspectives under the third factor education and makes it increase by 1 point, the demand for distance education and the results of logarit analysis reveal that the log elasticity of the orientation will decrease by 0.289, which implies that education managers should toward taking distance education will increase by 0.225 at each increasing point of encourage and motivate as well as promote and enable the accessibility to the third factor “Trust in the quality of distance education by the public and labor distance education. For example, they can launch professional and market”. This means that the better the quality of distance education, the higher the specialized curricula to meet the current needs of the labor market, not trust of employers and society and the higher the number of people pursuing necessarily the curricula and specializations that continue the previously learnt knowledge and skills. Moreover, there should be some orientation
21 22 about the professions and jobs which the society needs. This finding matches CHAPTER 4: APPLICATION OF THE RESEARCH RESULTS IN with that of the study by (1970). MAKING POLICIES OF DISTANCE EDUCATION IN VIETNAM 3.3.2. Regarding Applicability of facilities in distance education 4.1. Direction by the Party and Government in developing distance education For distance education facilities and other tools play an important role The thesis introduces some directions by the Party and Government in in overcoming learners’ difficulties related with time, place, level of effort in developing distance education including: (i) Guiding perspectives by the Party their interaction with the lecturers. The proof for this viewpoint lies in the and Government on distance education, (ii) Major tasks in developing distance survey on Vietnam’s distance education. In fact, the applicability of facilities education, and (iii) Solutions for developing distance education. for distance education remains very low compared with the demand of distance 4.2. Recommended policies learners. If the ability to supply facilities for distance education remains as 4.2.1. Diversify majors to meet the requirements of the labor market current, the demand for distance education decrease by 0.261 point. This The system of distance education should switch from “providing what we findings thus show the differentiation and the importance of the distance have” to “providing what the society need” so as to narrow down the gap between the education facilities, especially when there is a gap between teachers and demand for distance education and that in the labor market. The reason is that learners in comparison with traditional education. This finding is similar to that the demand for distance education makes a part of the general demand for of a study by Sewart (1984). education. Although distance education has just contributed a small portion of 3.3.3. Regarding Trust in the quality of distance education by the public and labor the general demand for education, its potential is really high with a large market number of adults in the current workforce needs training and retraining. As the employers’ requirements on education quality are ever The system of distance education should implement different solutions increasing, the quality assurance has been catching attention of education regarding curricula, teaching staff, facilities, equipment and materials, form a managers, policy makers, teachers, as well as becoming a crucial point in specialized organizations to manage distance education in light of the demand the distance education planning and management (Belawati & Zuhairi, of the society, to connect and follow the alumni and to provid current students 2007). The survey results show that people’s orientation toward distance with employment information. These organizations will serve bridging education depends more on its quality. của người dân phụ thuộc nhiều vào chất employers with students, helping them and connecting the education institutions lượng ñào tạo từ xa. That the “Trust in the quality of distance education by the with businesses. On the other hand, employers and the system of distance public and labor market” is assured and increased by 1 point will lead to an educationtrong nationwide should improve their cooperation in training, doing increase by 0.225 point in the demand for distance education, which implies research through agreements on cooperation. that distance education institutions must assure the proposed quality of 4.2.2. Increase the use of technological facilities in distance education education to gain the trust of the public and labor market. Only by such means To expand the use of technological facilities in distance education in our are people encouraged to accept distance education. country it is necessary to consider the accessibility and the choice of facilities which make distant learners believe that study using information and
23 24 communication technology will bring them significant benefits in saving time, education institutions. The Committee is responsible for designing the improving effectiveness, convenience of information and knowledge institution’s system of quality assurance (ii) Identification and selection of QA absorbance as well as it will make their study process more interesting. activities to show the uniformity and cooperation between the distance However, a high percentage of Vietnamese population live under the poverty education institutions nationwide, (iii) Application of QA system in the level, not being able to afford the facilities for ICT-based education. From the practical conditions of distance education institution in the whole country, (vi) past to present Vietnam has always appreciated the value of education in the Communicate and promote QA policy and direction to all teachers and staff of development of its society. There is such a policy as free primary education. the distance education institution. This activity is recommended to improve, (v) However, the resources for tertiary education are still limited to make it Switch from QA policy to self-assessment tools, making all teachers and staff available to everybody. On the other hand, the education environment in the members aware of various viewpoints of quality in their distance education Asian region is changing, the teacher-centered methodology is now being institution, (vi)Development of a handbook for QA to support continuous replaced by the student-centered environment thanks to the ICT being improvement in the distance education system, compilation of a system of integrated in the education system, the ICT skills being supplied to both documents on mechanism and procedures including terms of reference, a list of teachers and learners. Thus, accessibility to ICT is the immediate challenge, but systems and procedures as well as activities of the distance ducation institution, it’s lucky that in Vietnam the culture of using ICT for study is developing and or a guidebook for teachers and staff members to use in their daily operation. being encouraged in a systematic way. Vietnamese people’s awareness of ICT The guidebook provides description of business process, operation standards, and its role in distance education should be promoted. The investment in future expected outcomes, resources and skills necessary for each task, (vii) through convenient and well-priced access to education should be encouraged Establishment of Centers for QA to manage the complexity and overall from homes to offices. People lacking personal resources should be supplied implementation of QA, (viii) Promotion for a campaign where all distance with public access points from service providers nearby. This requires that the education institutions improve awareness and implementation of QA, (ix) Government develop infrastructure, train enough teachers, design contents for Continuous assessment of QA implementation. The effective QA all 54 ethnic races and communities on an equal basis. This can be achieved implementation requires significant changes in the way of thinking and the through application of educational methods using the integration of ICT business culture. QA requires all people in the system of distance education tp suitable to various groups of learners. appreciate, respect and implement quality measures. A challenge to the leaders 4.2.3. Enhance quality assurance in distance education of the distance education system is how to manage initiatives and changes as There should be a common procedure of quality assurance (QA) applied for the well as how to assure a quality culture to be implemented everyday. whole system of distance education in the country. The procedure include: Strategic plan, vision and mission, and a mechanism to implement the plan. The quality assurance system applied consists of: (i) Committee for Quality Assurance operating under the direct management of leaders of distance