Lao People Peace Independence Democracy Unity Prosperity · 2018. 9. 28. · Lao People ’s...

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Lao People’s Democratic Republic Peace Independence Democracy Unity Prosperity

Ministry of Education and Sports

Department of Technical and Vocational Education

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April 2018

Contents I. INTRODUCTION ...................................................................................................................... 3

1.1 Background ............................................................................................................................... 3

1.2 Objectives ................................................................................................................................. 3

II. Review of Secondary Data ...................................................................................................... 4

2.1 PAM Review .......................................................................................................................... 4

2.2 ADB Survey of Colleges ........................................................................................................ 6

III. Methodology ........................................................................................................................ 9

3.1 Target Respondents ................................................................................................................... 9

3.2 Survey Methodology ............................................................................................................... 9

3.3 Data Collection Team ........................................................................................................ 10

IV. SUMMARY OF FINDINGS/ ANALYSIS ....................................................................... 10

V. CONCLUSION AND RECOMMENDATION ................................................................... 18

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I. INTRODUCTION

1.1 Background

This Training Needs Assessment Study for TVET instructors, managers and administrative staff was conducted with technical assistance from the Second Strengthening Technical and Vocational Education and Training Project of ADB Grant No. 0503-Lao (SF). The Study focused on the training needs of instructors, administrative staff and managers in 8 vocational colleges.

This important activity was conducted to input into the preparation of the SSTVET capacity building plan. The Study was completed by the TVED Training Division with assistance from SSTVET Consultants.

The SSTVET Project Administration Manual indicated the need to strengthen the capacities of TVET instructors, managers and administrative staff. The Study validated various training needs/areas identified in the PAM to prioritize training delivery based on existing budget. Further, to support participative approach to planning, the survey enabled the Project to reach a consensus in terms of training priorities.

1.2 Objectives

The objectives of the TNA were as follows:

a) Collect information needs for development – strengthening capacity of instructors, administrators, and managers of 8 vocational schools;

b) Compile more precise information on training needs consistent to actual situation

and produce a capacity building plan for strengthening capacity of instructors, administrative staff and managers in compliance with the targets of the project.

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II. Review of Secondary Data

The Study started with PAM review per Section 2.1 below.

2.1 PAM Review

DMF Capacity building deliverable

2a. 1000 TVET teachers and managers participated in training measures during the implementation of phase of the project; all female managers and teachers at the project colleges will participate in pedagogy, technical and management training (baseline 0) 2b. 50% of trained teachers adopt student centered teaching methods in 2018. Sex disaggregated data (2015 baseline: 10%) 2c. At least 80% of the lesson plans confirm integrated theory and practical training approaches (2015 baseline 10%) Appearing in page 3 of the PAM under Output 2

For teachers i) Updated pedagogical and technical knowledge to teach specific courses;

ii) Prepare technical equipment for teaching sessions

iii) Plan consumables needed to operate the technical equipment for teaching

sessions;

iv) Operate the technical equipment in teaching situations

v) Maintain technical equipment

vi) Develop training plans per year, month, week; day

vii) Prepare training sessions along the existing curricula

viii) Prepare teaching materials

ix) Select appropriate methods related to the target group and the content of the

lecture

x) Prepare and conduct evaluations, self-evaluations and assessments

Principals and administrators i) Refining responsibilities and reporting structure

ii) Financial planning, asset management, budget preparation and expenditure

monitoring

iii) Preparation of development plans including human resources development

planning

iv) Maintenance of school infrastructure

v) Strategies to collaborate with local industry

vi) Conduct of tracer studies

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vii) Increase income generation through marketing short terms skills training

courses for out of school youth and adults, selling services and producing

basic goods.

Page 3 of the PAM for individual consultants and firm to facilitate capacity strengthening measures

Support for teachers, managers and administrators could include short technical and management training Coaching by senior teachers or industry trainers Improved inspection and guidance at work place Training workshops Establishing teacher self-help groups Apprenticeship schemes at companies Teachers will also receive training to ensure that ne equipment purchased under the project will be used effectively and will be integrated in the teaching process and suitably maintained

• Firm will design and facilitate a capacity building strategy and shall

provide support to project colleges throughout the project

implementation with the objective to improve the overall performance

of the project colleges.

• Training strategies for teachers will be coordinated with the VEDI and

other development partners who are supporting teacher training

programs

Appearing in TOR for Capacity Building Firm

For Teachers:

i) Update pedagogical knowledge to teach specific courses;

ii) Prepare the technical equipment for teaching sessions;

iii) Plan consumables needed to operate technical equipment in teaching

sessions;

iv) Operate technical equipment in teaching situations;

v) Maintain technical equipment

vi) Develop training plans per year, month, week and day

vii) Prepare training sessions based on the existing curricula

viii) Prepare teaching materials

ix) Select appropriate methods related to the target group and the content of the

lecture

x) Prepare and update curriculum modules, and

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xi) Prepare and conduct evaluations, self-evaluations and assessment

For principals and administrators

i) Refining responsibilities and reporting structures

ii) Improve financial planning, asset management, budget preparation and

expenditure monitoring;

iii) Preparation of development plans including human resources development

planning

iv) Maintenance of school infrastructure

v) Strategies to collaborate with local industries and communities and conduct

local labor market assessments

vi) Conduct of tracer studies

vii) Design and conduct demand driven short courses

viii) Increase income generation through marketing short term skills training

courses for out of school youth and adults, selling services and producing

basic products

Support for teachers, managers and administrators could include advisory services from national and international experts, short technical training, coaching by senior teachers for industry trainers, improved inspection and guidance at work place, training workshops, establishing teacher self-help groups, apprenticeship schemes at companies. Teachers shall also receive training to ensure that new equipment purchased under the Project will be use effectively and will be integrated in the teaching process and suitably maintained. The above was inputted into the survey questionnaires used to the Study.

2.2 ADB Survey of Colleges

ADB commissioned a Study of 8 Colleges under SSTVET as follows:

1. Technical Vocational College of Vientiane Province 2. Dongkhamxang Technical Vocational College 3. Pakpassack Technical Vocational College 4. Vientiane-Hanoi Technical Vocational College 5. Polytechnic College 6. Khamouane Technical Vocational College 7. Savannakhet Technical Vocational College 8. Champassack Technical Vocational College

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Below is a summary of their training needs:

1. The colleges implemented professional upgrading and academic training for

teachers from 2013 in both local and international settings. Topics during the trainings included pedagogy and related subject areas such as electrical, electronics, garments, agro-machinery, tourism management, automobile repair, motorbike repair, and others. It accelerated developing teachers to be knowledgeable, competent, skilful in their subject areas including teaching methods that they use. The training focused on applied skills and knowledge to support students to be able to apply what they learned to be able to meet labor market demands. The training also supported teaching staff in carrying out practical lessons or subjects. The college played an important role in collaborating with concerned departments to arrange training for its teaching staff while respective departments proposed a training plan to the college board for consideration. Training fund was sourced from the college’s academic budget and from partner companies;

2. Conducted teaching-learning based on student-centered approaches;

3. STVET 1 provided assistance to TVET reform; specifically, in developing occupational standards, TVET teacher’s standards, competency-based curriculum, among others;

4. Collaborated with employers so that they are part of curriculum development – moving classrooms from schools to factories and providing opportunities for students to do internships at a workplace;

5. Received assistance projects or international organizations to supply, procure, and install machines, tools, and equipment for teaching-learning purposes;

6. Completed training to improve pedagogical skills for teachers at least once a year;

7. Organized training for staff and teachers to improve teaching techniques in response to the quality assurance system; included encouraging, educating, and training staff to acquire specific skills, including on political and administrative aspects of their work on a regular basis;

8. All TVET colleges relied mainly on external support for staff and teacher development to implement the strategic plan of the technical vocational education 2016-2025 and the master plan on developing technical vocational education 2016-2020 of TVED, MOES;

9. Learning-teaching system in technical vocational education focused on quality using work achievement and student learning assessment as measurements. The teaching approach was relatively new to TVET teachers, particularly to those teaching at DATS;

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10. Training and education are in response to the national socioeconomic

development plan - this includes those of MoES’, of TVED’s, of Polytechnic College’s, and it also corresponds to the public and private sector’s labor demand by collecting statistics of actual labor force demands from employers and data collected from graduates (tracer studies);

11. The goal of staff development was toward the achievement of the following objectives: 11.1. Teachers and staff would be able to obtain at least bachelor’s degrees in

2020 and the school could meet QA standards;

11.2. Teachers and staff could perform their tasks effectively;

11.3. Teachers and staff could demonstrate their teaching and duties creatively;

11.4. Teachers and staff could present new research records on agriculture, forestry, environment and agro-agriculture fields every year;

11.5. College/school would get new academic products every year;

11.6. College/school would have sufficient qualified teachers.

11.7. To achieve the abovementioned objectives, the following conditions must be met:

• Teachers and staff academic knowledge upgraded;

• Teachers and staff academic and political theory knowledge improved;

• Opportunities of teachers and staff to exchange their experience with other teachers created;

• Research for new knowledge and facts carried out in order to apply them into the school development;

• Students’ opportunities to apply what they have learnt into their practices available.

In addition, activities for each goal and objective were proposed, including budget and outputs for some activities.

Per the above self-assessment survey, it was noted there were fluctuations in the number of teachers, staff, and students. For the improvement of teachers’ skills and experience, as well as to ensure the quality of teaching, it is necessary for the colleges to request for the recruitment of more teachers and organize both short and long-term courses on theoretical and practical pedagogy, including educational management. Based on collaboration with companies and factories, the colleges have the capacity to strengthen the existing programs and improve them to meet their standards and needs,

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and have potential to offer new learning-teaching programs. Its learning–teaching context was reflected through inputs from students attending the class, employers, and from inputs of students who did internship. They review the learning –teaching content annually; and the results of the reviews helped update the content of the programs.

According to the summary of TNA on February 2018, 8 colleges agree to continue training to elevate skills of staff and teachers in TVET (please see Annex 1).

III. Methodology

The Team prepared the tools/questionnaires and divided them into two parts: (1) For instructors; (2) For managers/administrative staff survey.

3.1 Target Respondents

Target respondents was based on the following:

a) There are 250 instructors teaching the following subjects in Colleges: (1) Road and

bridge construction, (2) Electronics, (3) Building construction, (4) Logistics, (5) Design and IT network, (6) IT-electronic, (7) Organic agriculture, (8) Food processing, (9) Automation/Machine industry and other subjects with the aim to target pedagogy, techniques and administration as indicated in PAM. 250 instructors were captured in the survey.

b) There are 31 managers of 8 vocational schools: (1) Technical College of Vientiane

province, (2) Pakpasak Technical College, (3) Dongkhamxang Technical Agriculture College, (4) Vientiane–Hanoi Friendship Vocational School, (5) Khamuoane Technical – Vocational School, (6) Savannakhet Technical – Vocational School, Champasak Technical – Vocational College. 31 managers were captured in the survey.

3.2 Survey Instrument and Methodology

The SSTVET TNA Team developed a questionnaire listing down all possible and intended training courses/topics which will allow respondents to rate their level of understanding of each topic. Level of understanding were rated as below:

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5- Excellent understanding (Very High) 4- Good understanding (High) 3- Average understanding (Average) 2-Understand to some extent (Low) 1-No knowledge and understanding at all (Very Low)

Questionnaires were posted online for target respondents to respond to (https://docs.google.com/forms/d/1tm4b-gNHEpbRoJmggplwQ1vhwV43LuD9PMRiTGr2IoQ/viewform?edit_requested=true).

Telephone follow ups were made by the Data Collection team to ensure that target respondents respond to the online survey. The Consultants in collaboration with the division of personnel development compiled and prepared details for establishing the capacity building master plan.

3.3 Data Collection Team

The following were involved in the data collection process: (i) technical staff of Personal Development Division; (ii) technical staff of Information Management Division; and (iii) SSTVET consultants.

IV. SUMMARY OF FINDINGS/ ANALYSIS

Base on consolidated data, the summary of findings are presented below :

4.1 For Managers:

Senior managers hold master degrees with long work hours and teaching assignments per week, therefore, they have less time to work on the administrative issues.

Please see survey results per training topic below:

4.1.1 Training title list for managers:

a) Managers claimed to have good understanding of organizational structure

analysis, assignment of duties and reporting (58%) while 16 % claimed to have excellent understanding;

b) They claimed to have good understanding of financial planning, asset management, budget preparation and expenditure monitoring and reporting (52%) while 10% claimed to have excellent understanding.

https://docs.google.com/forms/d/1tm4b-gNHEpbRoJmggplwQ1vhwV43LuD9PMRiTGr2IoQ/viewform?edit_requested=true

https://docs.google.com/forms/d/1tm4b-gNHEpbRoJmggplwQ1vhwV43LuD9PMRiTGr2IoQ/viewform?edit_requested=true

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c) In terms of preparation of college development plan including human resource planning, most managers claimed to have good understanding (52%) while 16% have excellent understanding;

d) Maintenance of school infrastructure had 45% of managers with good understanding and 6% with excellent understanding;

e) For industry partnership and engagement, 52%of managers claimed to have good understanding while 13% claimed to have excellent understanding’

f) In terms of conduct of tracer study, only 32% claimed to have good understanding; while most (42%) claimed to have average understanding;

g) On knowledge about the generation of additional income through marketing short skills training courses for out of school youth and adults, selling services and producing basic products, 35% claimed to have average understanding while 29% claimed to have good understanding;

h) On dormitory management, 39% claimed to have good understanding while the majority of 45% claimed to have average understanding;

i) On conduct of labor market assessment, 39% claimed to have average understanding 35% with good understanding; and 10% with excellent understanding;

j) On the design and implementation of demand -driven short-term courses, 39% claimed to have average understanding; and 45% with good understanding;

k) On gender sensitive governance/gender and development/male desensitization, 61% claimed to have good understanding and 10% with expert understanding;

l) On conflict and resolution management, 52% claimed to have good understanding while 6 % claimed to have expert understanding.

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Below is the tabulation of results of the Manager’s survey.

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ຂົງເຂດ/ຫົວຂ ໍ້ Areas/Topics

Total Respondents: 31

ລະດັບໃນປັດຈຸບັນ Current Level

1 % 2 % 3 % 4 % 5 %

1. ຄວາມຮ ູ້ ກ່ຽວກັບການວິໄຈໂຄງສູ້ າງການຈັດ

2. ຕັູ້ ງ, ການມອໝາຍໜູ້ າທ ່ ວຽກງານ ແລະ ການລາຍງານ.

Organizational Structure Analysis, Assignment of Duties and

Reporting

0 0 1 3 7 23 18 58 5 16

3. ຄວາມຮ ູ້ ກ່ຽວກັບການວາງແຜນການເງິນ, ການຄ ູ້ ມຄອງຊັບສິນ,

ການສູ້ າງແຜນງົບປະມານ ແລະການຕິດຕາມລາຍຈ່າຍ ແລະ

ການລາຍງານ. Financial Planning, asset management,

budget preparation and expenditure monitoring and

reporting

0 0 2 6 10 32 16 52 3 10

4. ຄວາມຮ ູ້ ກ່ຽວກັບ ການວາງແຜນພັດທະນາວິທະຍາໄລ,

ລວມທັງແຜນພັດທະນາຊັບພະຍາກອນມະນ ດ. Preparation of

college development plan including human resources

planning

0 0 0 0 10 32 16 52 5 16

5. ຄວາມຮ ູ້ ໃນການສູ້ອມບໍາລ ງຮັກສາໂຄງລ່າງພ ູ້ ນຖານ.Mainte-

nance of school infrastructure

0 0 0 0 15 49 14 45 2 6

6. ຄວາມເຂົູ້ າໃຈກ່ຽວກັບຄ ່ ຮ່ວມງານພາກອ ດສາຫະກໍາ ແລະ

ການມ ສ່ວນຮ່ວມ. Industry partnership and engagement

0 0 3 10 8 25 16 52 4 13

7. ການປະຕິບັດວຽກງານຕິດຕາມອາດ ດນັກສຶກສາທ ່

ຮຽນຈົບໄປແລູ້ວ. Conduct of tracer study

0 0 8 26 13 42 10 32 0 0

8. ຄວາມຮ ູ້ພ ູ້ ນຖານດູ້ ານການລາຍຮັບ

ໂດຍການຈັດເຝິກອົບຮົມໄລຍະສັູ້ ນໃຫູ້ແກ່ຊາວໜ ່ ມ/ຜ ູ້ ໃຫຍ່,

4 13 4 13 14 45 9 29 0 0

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ບໍລິການດູ້ ານການຂາຍ ແລະ ການຜະລິດສິນຄູ້ າ. Generation of

additional income through marketing short skills training

courses for out of school youth and adults, selling services

and producing basic products.

9. ການບໍລິຫານຫໍພັກ. Dormitory Management 3 10 2 6 14 45 12 39 0 0

10. ການເຮັດການເມ ນຕະຫຼາດແຮງງານ. Conduct labor market

assessment

1 3 4 13 12 39 11 35 3 10

11. ຄວາມຮ ູ້ / ທັກສະດູ້ ານການອອກແບບ ແລະ

ປະຕິບັດຫັຼກສ ດໄລຍະສັູ້ ນໄປຕາມຄວາມຕູ້ອງການ. Design and

conduct demand-driven short -term courses

3 10 2 6 12 39 14 45 0 0

12. ຄວາມລະອຽດອ່ອນໃນການປົກຄອງໃນດູ້ ານບົດບາດຍິງ - ຊາຍ /

ບົດບາດຍິງ - ຊາຍ ແລະ ການພັດທະນາ / ສິດທິຜ ູ້ ຊາຍ. Gender-

sensitive governance/gender and development/male

desensitization

0 0 2 6 7 23 19 61 3 10

13. ຄວາມຮ ູ້ / ທັກສະດູ້ ານການແກູ້ ໄຂ ແລະ ການບໍລິຫານຂໍູ້ ຈັດແຍູ້ ງ.

Conflict resolution and management

0 0 1 3 12 39 16 52 2 6

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4.2 For Instructors:

Instructors who are at the age of 25 – 40 years old (76.1%). 55.2 % hold bachelor

degrees and 22.6% have high school diplomas with work experience from 1-10 years, and 86.4% of instructors are teaching technical subjects with average teaching hours per week. The instructors have less experience; and sometimes the level of technical knowledge cannot meet the requirements of the colleges. There is obvious need for some to gain more knowledge and experience, more time for doing research and implementation/practice in the classroom, preparing tools and equipment for the learning and teaching process in TVET.

According to the survey, over 50% of instructors know how to use the learner-centered approach, understand module’s practice, can prepare lesson plans as well as tools and equipment. However, based on follow up question on the learner-centered approach, 44.1% find it complicated, leaving only 55.9% who can adopt the approach in actual practice without complication;

Instructors have knowledge and skills of management in the classroom, practice room, implementation of student-centered approach, maintenance of infrastructure, tools and equipment, arranging students for internship in companies, communication in business / industry, inspection, evaluation and monitoring, assessing students in the beginning, middle and end of trimester, capacity on labor market analysis, curriculum improvement and so on which are considered as challenges for instructors as some students have not met the standard provided such as the scores according to the questionnaires being less than the standard (i.e. less than 50%);

Many of instructors have not received technical training on specific subjects or short-term courses on teaching methods. According to the questionnaire, out of 250 respondents, 73.1% and 83.6% have received short-term and long-term training, respectively.

4.2.1 Training titles list for instructors:

a) 52% of respondents claimed to have good understanding of updated pedagogical

knowledge to teach specific courses; 16% claimed to have excellent understanding;

b) On the preparation of training sessions/lesson plans based on the current curricula, 58% claimed to have good understanding while 5% claimed to have excellent understanding;

c) For the preparation of updated curriculum modules, 40% claimed to have average understanding; 39% claimed to have good understanding while 2% claimed to have excellent understanding;

d) On the selection of appropriate and effective teaching methods related to target groups and the topic/content of lecture, 36% claimed to have average understanding, 55% claimed to have good understanding while 4% claimed to have excellent understanding.

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e) On the preparation and con duct of learning outcome evaluation, self-evaluation and assessment, 36% claimed to have average understanding; 53% claimed to have good understanding; while % claimed to have excellent understanding;

f) On the development of training plans on a yearly, monthly and daily basis, 44% claimed to have average understanding; 41% claimed to have good understanding while 4% claimed to have excellent understanding;

g) For the establishment of self-help groups for teachers, 36% claimed to have average understanding; 47% claimed to have good understanding while 5% claimed to have excellent understanding;

h) On planning of consumables needed to operate technical equipment for teaching students, 32% claimed to have average understanding; 53% claimed to have good understanding while 7% claimed to have excellent understanding;

i) On maintenance of technical equipment, 30% claimed to have average understanding ; 53% claimed to have good understanding while 5% claimed to have excellent understanding ;

j) On improved inspection and guidance at work, 32% claimed to have average understanding ; 54% claimed to have good understanding while 5% claimed to have excellent understanding ;

k) On the establishment of apprenticeship programs with industries, 37% claimed to have average understanding ; 44% with good understanding and 6% with excellent understanding.

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ຂົງເຂດ/ຫົວຂ ໍ້ Areas/Topics 1 % 2 % 3 % 4 % 5 % Total

1. ແນວຄວາມຄິ ດແບບເອົ າການຮຽນ-ການສອນນັກຮຽນເປັນໃຈກາງ Learner-Centered Approach

1.1 ການຍົກລະດັບຄວາມຮູໍ້ ວິ ຊາຄູ ເພ ື່ ອສອນຫລັກສູດໃດນ ື່ ງສະເພາະ Updated pedagogical knowledge to teach specific courses. 0 0 23 9% 82 33% 129 52% 16 6% 250

1.2 ການກຽມບົດສອນ/ແຜນການສອນ ໂດຍອີ ງຕາມຫ ັ ກສູດທີື່ ມີ ຢູື່ . Prepare

training sessions/lesson plans based on the existing curricula. 0 0 16 6% 76 30% 146 58% 12 5% 250

1.3 ການກຽມສ ື່ ການຮຽນ - ການສອນ Prepare teaching and learning

materials. 2 1% 17 7% 62 25% 158 63% 11 4% 250

1.4 ການກຽມ ແລະ ການປປັບປຸງຫ ັ ກສູດເປັນແບບໂມດູລ. Prepare and

update curriculum modules. 0 0% 47 19% 101 40% 97 39% 5 2% 250

1.5 ການຄັດເລ ອກ ວິ ທີ ການສອນທີື່ ເໝາະສົມ ແລະ ມີ ປະສິ ດທິ ພາບ

ໃຫໍ້ ຖ ກກັບກຸື່ ມເປົ ໍ້ າໝາຍ ແລະ ຫົວຂ ໍ້ /ເນ ໍ້ ອໃນການບັນຍາຍ. Select

appropriate and effective teaching methods related to target groups and the topic/content of lecture. 0 0% 14 6% 89 36% 137 55% 10 4% 250

1.6 ການກຽມ ແລະ ປະຕິບັດການປະເມີ ນຜົໝາກຜົນຂອງການຮຽນ,

ການປະເມີ ນຕົນເອງ ແລະ ການວັດຜົນ. Prepare and conduct learning

outcome evaluation, self-evaluation and assessment. 0 0% 16 6% 90 36% 132 53% 12 5% 250

1.7 ການວາງແຜນ ເຝິກອົບຮົມປະຈ າປີ , ເດ ອນ, ອາທິ ດ ແລະ ແຕື່ ລະມ ໍ້ .

Develop training plans on a yearly, monthly, weekly and daily basis. 4 2% 25 10% 110 44% 102 41% 9 4% 250

1.8 ສໍ້ າງກຸື່ ມຊື່ ວຍເຫ ອເຊິື່ ງກັນລະກັນຂອງຄູອາຈານ Establish self-help

groups for teachers 3 1% 26 10% 91 36% 117 47% 13 5% 250

17

2. ການຍົກລະດັບຄວາມຮູໍ້ ດໍ້ ານວິ ຊາການ ເພ ື່ ອສອນຫ ັ ກສຸດ ສະເພາະໃດນ ື່ ງ. Updated technical knowledge to teach specific

courses

2.1 ວາງແຜນການຄວາມຕໍ້ ອງການເຄ ື່ ອງໃຊໍ້ ສອຍ ເພ ື່ ອທີື່ ຈະໃຊໍ້ ເຂົ ໍ້ າໃນການຮຽນ-

ການສອນດໍ້ ານວິ ຊາການ. Plan consumables needed to operate technical

equipment for teaching and learning sessions. 0 0% 18 7% 91 36% 121 48% 20 8% 250

2.2 ເຕັກນິ ກການນ າອຸປະກອນສ າລັບສິ ດສອນ ນັກຮຽນ Operate technical

equipment for teaching students. 4 2% 16 6% 81 32% 132 53% 17 7% 250

2.3 ການບ າລຸງຮັກສາ ອຸປະກອນເຕັກນິ ກ. Maintain technical equipment. 10 4% 19 8% 76 30% 133 53% 12 5% 250

2.4 ປັບປຸງການກວດສອບ ແລະ ຄູື່ ມ ແນະນ າຢູື່ ໃນສະຖານທີື່ ເຮັດວຽກ. Improve

inspection and guidance at work place 4 2% 20 8% 79 32% 135 54% 12 5% 250

2.5 ສໍ້ າງແຜນລົງຝ ກງານ ຢູື່ ກັບສະຖານປະກອບກິດຈະການ. Establishing

Apprenticeship Programs with industries 8 3% 23 9% 92 37% 111 44% 16 6% 250

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V. CONCLUSIONS AND RECOMMENDATIONS

The 8 TVET colleges actively contributed to the completion of this study. The following are our recommendations based on the findings:

5.1 In order to sustain continuous capability of instructors, managers and

administrative staff, t here is a need for legislation improvement which will be used for management in VET in compliance with the recent situation;

5.2 Titles and training methods for instructors and managers must be continued, compliant with the curriculum. Qualification of the instructors and managers, and the methods must be strict, cost effective, disciplined and there should be assessments before and after the trainings in a systematic manner;

5.3 The next training should include instructors and managers, a total of 2197 persons, 808 females from 23 VET as targeted in PAM.

5.4 The time for training will be between July–September, starting from 2018 up to

2022. The training venue will be either in the country or overseas.

5.5 Results of the Study was used as one of the basis for drawing up the SSTVET capacity building plan.

19

Annex 1 I. Results of TNA on Feb 1-2 , 2018

Managers:

1. Background information

1.1 Vocational Education and Training are under Ministry of Education and Sports who responded to the questionnaires including:

1.1.1 Vientiane Technical College; 1.1.2 Pakpasak Technical College; 1.1.3 Polytechnic College; 1.1.4 Technical Agriculture College; 1.1.5 Vientiane – Hanoi Friendship Technical Vocational College; 1.1.6 Khammouane Technical-Vocational College; 1.1.7 Savanakhet Technical-Vocational College; 1.1.8 Champasak Technical-Vocational College.

1.2 Age of managers:

Ages between: 35 – 40 years 36 %;



Ages over 61 years 0 %. 1.3 Nursing service managers:

Male 86.2 %;

Female 13.2 %;

1.5 Years of experience in VTE:

Less than 5 - 10 years 12 %;

From 11 - 20 years 32 %;

From 21 – 30 years 20 %;

Over 31 years 36 %.

1.6 Highest education of managers:

PhD 0 %;

Master 53.6 %;

Bachelor 25.0 %;

Diploma 14.3 %;

Upper secondary school 7.1 %;

1.7 Teaching in:

Administration 10.3 %;

Technical subjects 89.7 %;

1.8 Which subjects:

General subjects 7.3 %;

Information Technology 12.5 %;

Mechanics 4.3 %;

Agriculture 16.1 %;

Construction and engineering 12.0 %;

Mining 6.2 %;

Auto mobile 9.9 %;

Carpenter 6.3 %;

20

Tailoring 5.2 %;


Electrician 7.0 %;

Mapping/geography 3.0 %.

2. Educational background, attitude and ethics of managers

2.1 Managers know about student-centered approach:

Know 100 %;

Don’t know 0 %.

2.2 Managers know and apply it learning and teaching:

Apply 96.6 %;

Don’t apply 0.4 %. 2.3 Managers know the distinguishment between student-centered approach and

teacher-centered approaches: 2.3.1 Answer: T

The student-centered approach is difficult to apply in a class 21.5%;

The student-centered approach requires more efforts from instructors 8.3 %;

The previous approach is more effective than the student-centered approach 7.4 %;

The student-centered approach is not only learning from an instructor, but also from classmates 85.7%;

The student-centered approach is not appropriate for TVE 11.1%.

2.3.2 Answer: F


The student-centered approach requires more efforts from instructors 82.1%;

The previous approach is more effective than the student-centered approach 89,9%

The student-centered approach is not only learning from an instructor, but also from classmates 7.1 %;


Remarks: None response to either T or F: 23.2 %

2.4 Managers know how to set up an organizational structure, assignment and

reporting: o Very low 10.7 %; o Low 14.3 %; o Average 17.9 %; o High 46.4 %;

21

o Very high 10.7 %.

2.5 Managers have knowledge and capacity on budget planning, asset management,

budget planning and monitoring and reporting on income and expenditure: o Very low 10.7 %; o Low 10.7 %; o Average 25.0 %; o High 42.9 %; o Very high 10.7 %.

2.6 Managers have knowledge and capacity on development plan, including human

resource development: o Very low 14.3 %; o Low 07.1 %; o Average 28.6 %; o High 39.3 %; o Very high 10.7 %.

2.7 Managers have knowledge and capacity on infrastructure development: o Very low 10.7 %; o Low 7.15 %; o Average 39.3 %; o High 35.7 %; o Very high 7.15 %.

2.8 Managers understand about industrial partners and participation: o Very low 10.7 %; o Low 10.6 %; o Average 21.7 %; o High 46.4 %; o Very high 10.6 %.

2.9 Managers have knowledge and capacity on system/planning and monitoring their

graduate students: o Very low 17.9 %; o Low 25.0 %; o Average 28.6 %; o High 25.0 %; o Very high 3.5 %.

2.10 Managers have knowledge and capacity on income generation by providing a

short-term vocational education and training for youth and adults, sale service and

production: o Very low 13.8 %; o Low 17.3 %; o Average 34.5 %; o High 24.1 %; o Very high 10.3 %.

22

2.11 Managers have capacity on management and administration of students’

dormitory: o Very low 10.7 %; o Low 10.75 %; o Average 35.7 %; o High 32.1 %; o Very high 10.75 %.

2.12 Managers have knowledge and capacity on labor market’s need assessment: o Very low 10.7 %; o Low 12.6 %; o Average 32.1 %; o High 32.1 %; o Very high 12.5 %.

2.13 Managers have knowledge / skills on short- term training course in compliance

with labor market: o Very low 15.0 %; o Low 8.0 %; o Average 34.5 %; o High 34.5 %; o Very high 8.0 %.

2.14 Managers have knowledge and capacity on gender development in your

institutes: o Very low 15.0 %; o Low 8.0 %; o Average 13.8 %; o High 55.2 %; o Very high 8.0 %.

2.15 Managers have knowledge / skills on problem solving and address

challenges of

your institutes: o Very low 14.3 %; o Low 5.35 %; o Average 39.3 %; o High 35.7 %; o Very high 5.35 %.

3. Specific information on subjects and administrative subjects

3.1 In the first quarter, managers provide: o 1 Subject 13.8 %; o 2 Subject s 37.9 %; o 3 Subject s 41.4 %; o Over 4 Subjects 6.90 %.

23

3.2 Managers teach twice a week in each quarter: o 4 hours/week 13.8 %; o 6 hours/week 4.2 %; o 8 hours/week 31.0 %; o 12 hours/week 24.2 %; o 16 hours/week 4.2 %; o 18 hours/week 8.0 %; o 20 hours/week 4.3 %; o Over 20 hours/week 10.3 %.

3.3 In one year managers are upgraded on administrative skills: o 1 time 35.7 %; o 2 times 7.2 %; o 3 times 0 %; o Never 57.1 %.

3.4 Short-term: In one year managers are upgraded on specific subjects: o 1 time 24.1 %; o 2 times 13.8 %; o 3 times 6.9 %; o Never 55.2 %.

3.5 Long-term: In one year managers are upgraded on: o 1 time 34.5 %; o 2 times 0 %; o 3 times 0 %; o Never 65.5 %.

3.6 Managers have capacity on teaching skills assessment in VET: o Very poor 16.0 %; o Poor 12.0 %;

o Average 32.0 %;

o High 28.0 %;

o Very high 12.0 %.

3.7 Managers of 8 VET believe that the development on labor force (students) in

the colleges is appropriate with the needs of the society and labor market: o 100% 8.0 %;

o 90% 20.0 %;

o 80% 33.3 %;

o 70% 20.7 %;

o 60% 10.0 %;

o Less than 50% 8.0 %.

3.8 All managers agree that majority of instructors in your schools received a

certificate from VET:

24

o Received a certificate from domestic institutes/Labor Development Center

64.3 %;

o Received a certificate from international institutes/Labor Development Center

10.7 %;

o Have not received certificates from any institutes/Labor Development Center

25.0

%.

3.9 All managers agree that the main struggles for the administration of VET are: o Some administrative legislations are not consistent with financial regulations,

human resource management regulations, standards-conditions for selecting

instructors and students

92.9 %;

o Lack of planning, strategy, implementing mechanism and other facilities

35.7 %; o Lack of understanding staffs, student and instructors regarding administration

and management as well as other technical aspects

10.7 %;

o No certification or accreditation from any institutes/Labor Development Center

25 %.

Remarks: This percentage compared with 30 respondents

3.10 All managers agree that training, seminar and meetings which were previously

organized could not strengthen capacity for managers and instructors as indicated

in the target: o The titles of the training, seminar and meetings are not consistent with the

reality, technical or standards or conditions of VET colleges

22.2 %;

o No monitoring, pre- and post-assessment of training, seminar and meeting

in each period of time or participants according to technical or standards or real

conditions of VET

66.7 %;

o The training, seminar and meetings in each period of time is always based on time limit rather than context or implementation 51.9 %;

o Level of understanding of staffs, instructors and managers after the training,

seminar and meetings have been increasing lead to the differences in

knowledge, specific knowledge and different technical approach on

administration

37.0 %;

o Insufficient facilities with regard to infrastructure, modules, text books, compensation

25

o (salary, technical upgrading and budget support on vocational education development) for staffs, instructors and managers in VET colleges and trainings 63 %;


For Instructors: 1. Background information

1.1. Vocational Education and Training are under Ministry of Education and Sports

who responded to the questionnaires including:

1.1.1. Vientiane Technical College;

1.1.2. Pakpasak Technical College;

1.1.3. Polytechnic College;

1.1.4. Dongkhamxang Technical Agriculture College;

1.1.5. Vientiane – Hanoi Friendship Technical Vocational College;

1.1.6. Khammouane Technical-Vocational College;

1.1.7. Savanakhet Technical-Vocational College;

1.1.8. Champasak Technical-Vocational College.

1.2 Age of Instructors:

Ages between: 25 – 40 years 76.1 %;



Ages over 61 years 0 %. 1.3 Nursing service Instructors:

Male 67.1 %;

Female 32.9 %;

1.4 Years of experience in VTE:

From 1 - 10 years 53.1 %;

From 11 - 20 years 30.3 %;

From 21 - 30 years 3.2 %;

Over 31 years 13.4 %

1.5 Highest education of Instructors:

PhD 3.2 %;

Master 19.0 %;

Bachelor 55.2 %;

Diploma 22.6 %;

Upper secondary school 0 %;

Lower secondary school 0 %;

1.6 Teaching in:


Technical subjects 86.4 %;

1.7 Which subjects:

Foreign languages 3.9 %;

Computer 5.6 %;

26

Basic science 4.0 %;

Construction, design, measurement 9.2 %;

Agro science 7.2 %;

Repairing, auto mobile 7.2 %;

Mining, meteorology, hydrology 5.6 %;

Business administration, accounting, finance 4.8 %;

Electricity, Electricity network, equipment 4.0 %;

Industry, environment 1.2 %;

Mapping/geography, measurement, survey 1.6 %;

Others 0%

2 Educational background, attitude and ethics of Instructors

2.1 Instructors know about student centered approach:

Know 96.4 %;

Don’t know 3.6 %.

2.2 Instructors know and apply it learning and teaching:

Apply 93.1 %;

Don’t apply 6.9 %. 2.3 Instructors know the distinguishment between student-centered approach and

teacher-centered approaches: 2.3.1 Answer: T



The previous approach is more effective than the student-centered approach 26.5%;

The student-centered approach is not only learning from an instructor, but also from classmates 96.2%;


2.3.2 Answer: F



The previous approach is more effective than the student-centered approach 73.5%;

The student-centered approach is not only learning from an instructor, but also from classmates 3.8 %;


2.4 The upgraded technical knowledge of instructors can be applied in a specific course:

27

No knowledge and understanding at all 0.4 %;

Understand to some extent 9.3 %;

Average understanding 32.3 %;

Good understanding 52 %;

Excellent understanding 6 %.

2.5 Instructors have knowledge and understanding on preparation of materials /

teaching plan based on the current curriculum:




Good understanding 52 %;

Excellent understanding 6 %.

2.6 Instructors have been upgraded on knowledge and communication-teaching

skills:




Good understanding 58.9 %;

Good understanding 3.7 %.

2.7 Instructors have knowledge and understanding and curriculum improvement to

be a module:






2.8 Instructors have capacity and skills for selecting appropriate and effective

teaching methods in compliance with targets and titles/context of the

presentations:






2.9 Instructors have knowledge and skills on monitoring and evaluating results of

learning-teaching and self-evaluation:





28


2.10 Instructors have knowledge and skills on setting up yearly, monthly,

weekly and daily training plan:






2.11 Instructors have knowledge to create a group to help each other:





Good understanding 2.6 %. 2.12 Upgrading on technical knowledge in teaching

2.12.1 Instructors have knowledge about a proposal for materials and equipment for learning and teaching activities:






2.12.2 Instructors have technical knowledge on the use of teaching materials:






2.12.3 Instructors have knowledge on maintenance technical equipment:






2.12.4 Instructors have knowledge on inspection and suggestion in a work place:






2.12.5 Instructors have knowledge on internship plan development in a work

place:

29






3 Specific information on subjects and administrative subjects

3.1 In the first quarter, Instructors provide: o 1 Subject 20.9 %; o 2 Subject s 34.5 %; o 3 Subject s 24.9 %; o 4 Subject s 11.2 %; o Over 4 Subjects 8.5 %.

3.2 Instructors teach once a week in each quarter: o 4 hours/week 13.2 %; o 6 hours/week 6.8 %; o 8 hours/week 15.6 %; o 12 hours/week 17.2 %; o 16 hours/week 12.4 %; o 18 hours/week 10.8 %; o 20 hours/week 6.8 %; o Over 20 hours/week 17.2 %.

3.3 Short-term: In one year Instructors are upgraded on specific subjects: o 1 time 21.9 %; o 2 times 3.0 %; o 3 times 3.0 %; o Never 72.1 %.

3.4 Long-term: In one year Instructors are upgraded on: o 1 time 13.5 %; o 2 times 1.5 %; o 3 times 1.4 %; o Never 83.6 %.

3.5 Instructors have capacity on teaching skills assessment in VET: o Very rare 7.3 %; o Rare 28.0 %; o Medium 50.0 %; o High 13.0 %; o Very high 1.7 %

3.6 Instructors of 8 VET believe that the development on labor force (students) in

the colleges is appropriate with the needs of the society and labor market: o 100% 2.9 %;

o 90% 21.1 %;

o 80% 30.1 %;

o 70% 25.2 %;

30

o 60% 12.6 %;

o Less than 50% 8.1 %.

3.7 All Instructors agree that majority of instructors in your schools received a

certificate from VET: o Received a certificate from domestic institutes/Labor Development Center

53.1 %;

o Received a certificate from international institutes/Labor Development Center

17.1 %;

o Have not received certificates from any institutes/Labor Development Center

29.8 %.

3.8 All Instructors agree that the main struggles for the administration of VET are: o Some administrative legislations are not consistent with financial regulations,

human resource management regulations, standards-conditions for selecting

instructors and students

45.8%;

o Lack of planning, strategy, implementing mechanism and other facilities

23.8%;

o Lack of understanding staffs, student and instructors regarding administration

and management as well as other technical aspects

23.0%;

o No certification or accreditation from any institutes/Labor Development Center

7.4 %.

3.9 All Instructors agree that training, seminar and meetings which were previously

organized could not strengthen capacity for Instructors and instructors as

indicated in the target: o The titles of the training, seminar and meetings are not consistent with the

reality, technical or standards or conditions of VET colleges

14.7%;

o No monitoring, pre- and post-assessment of training, seminar and meeting in

each period of time or participants according to technical or standards or real

conditions of VET

10.1%;

o The training, seminar and meetings in each period of time is always based on time limit rather than context or implementation 52.8%;

o Level of understanding of staffs, instructors and Instructors after the training,

seminar and meetings have been increasing lead to the differences in

knowledge, specific knowledge and different technical approach on

administration 10 %;

31

o Insufficient facilities with regard to infrastructure, modules, text books,

compensation (salary, technical upgrading and budget support on vocational

education development) for staffs, instructors and Instructors in VET colleges

and trainings 12.4%;


32

ແບບສອບຖາມ ກວດສອບ ຂ ໍ້ ມູນ ສ າລັບຜູໍ້ ບ ລິ ຫານໃນ SSTVET ທາງ ອອນໄລນ

ເພ ື່ ອກຽມແຜນພັດທະນາ-ສໍ້ າງຄວາມເຂັໍ້ ມແຂງ SSTVET ONLINE TNA VALIDATION

SURVEY FOR THE PREPARATION OF CAPACITY BUILDING PLAN FOR MANAGERS

Date: ___________________ Questionnaire Number_____________

I. Objectives

ເພ ື່ ອຊື່ ວຍໃຫໍ້ ທາງຄະນະຮັບຜິດຊອບໂຄງການ ກ ານົດໄດໍ້ ຫົວຂ ໍ້ ແລະ ວາງແຜນພັດທະນາ ຄວາມເຂັໍ້ ມແຂງໃຫໍ້ ແກື່ 8 ສະຖານອາຊີ ວະສ ກ.

To help the SSTVET Team identify and develop the Capacity Development Plan 8 colleges.

II. Methodologies

1. ພວກເຮົ າສໍ້ າງແບບສອບຖາມເພ ື່ ອຢັໍ້ ງຢ ນຄ ນຄວາມຕໍ້ ອງການດໍ້ ານການຝ ກອົບຮົມອອກ

ເປັນເປັນ 2 ພາກ.We divided TNA validation form into 2 parts:

(1) ແບບສອບຖາມສະເພາະຜູໍ້ ບ ລິ ຫານ 8 ສະຖານອາຊີ ວະສ ກສາ (ຜູໍ້ ອ ານວຍການ,

ຮອງຜູໍ້ ອ ານວຍການ ແລະ ຫົວໜໍ້ າພະແນກການຕື່ າງໆ).

For Managers at 8 Colleges (Director, Deputy director and Heads of Divisions);

(2) ແບບສອບຖາມສະເພາະຄູ - ອາຈານ ສອນ ຢູື່ 8 ສະຖານອາຊີ ວະສ ກສາ . For Teachers in 8 colleges.

2. ການສ າຫ ວດໃນຄັໍ້ ງນີ ໍ້ ຈະເປັນຊື່ ວຍໃຫໍ້ ພວກເຮົ າ ຈັດບຸລິ ມະສິ ດໃນການສະໜັບສະໜູນ

ໃນວຽກງານສໍ້ າງຄວາມເຂັໍ້ ມແຂງ, ເຊິື່ ງໄດໍ້ ລະບຸຫົວຂ ໍ້ ເປັນລາຍການຢູື່ ໃນຄູື່ ມ ບ ລິ ຫານໂຄງການ

(PAM ) ແລໍ້ ວ. ຜົນ ທີື່ ໄດໍ້ ຮັບຈາກການສ າຫ ວດຈະເປັນຂ ໍ້ ມູນ

ເພ ື່ ອຊື່ ວຍໃນການສໍ້ າງແຜນພັດທະນາຄວາມເຂັໍ້ ມແຂງໃຫໍ້ ແກື່ ຄູອາຈານ.

The survey will guide us in prioritizing capacity building interventions as listed in

the Project Administration Manual of SSTVET. Results will be inputted in the

preparation of the SSTVET capacity building plan.

3. ການສ າຫ ວດຢັໍ້ ງຢ ນຄ ນຄວາມຕໍ້ ອງການດໍ້ ານການຝ ກອົບຮົມ

ຈະໄດໍ້ ດ າເນີ ນໂດຍຜື່ ານລະບົບອອນໄລນ, ຕາມລິ ໍ້ ງນີ ໍ້ :_______________________

TNA validation survey will be done online using this link:

________________________________

III. ຂ ໍ້ ມູນພ ໍ້ ນຖານຈອງຜູໍ້ ຕອບແບບສອບຖາມ Respondent Background

1. ຊ ື່ ແລະນາມສະກຸນ Name:_________________________, ອາຍຸ Age:______, ເພດ

Sex:_____ ,ຕ ື່ ເແໜື່ ງປັດຈຸບັນ Present Position: ________________,

ຮັບຜິດຊອບໃນຕ ື່ າແໜື່ ງປັດຈຸບັນດົນປານໃດ Length of Service in Present Position:

______________________ __________________

ສັງກັດພະແນກ/ໜື່ ວຍງານ/ຝື່ າຍ/ພະແນກສ ກສາແຂວງ/ຫໍ້ ອງການສ ກສາເມ ອງDepartm

ent/division/unit/PESS/DESB:____________________

33

ມີ ປະສົບການເຮັດວຽກຈັກປີ .Total number of years of work experience:

__________________

2. ຄຸນວຸດທິ ດໍ້ ານວິ ຊາການ. Academic Qualifications:

ລະດັບການສ ກສາ Education level

ຄຸນວຸດທິ ທີື່ ໄດໍ້ (ລະດັບຫ ັ ກສູດ/ ວິ ຊາສະເພາະ) Qualifications attained ( Degree program /

specialization)

ປຣິ ນຍາເອກ Doctorate

ປຣິ ນຍາໂທ Masters

ປຣິ ນຍາຕຣີ Bachelors

ຈົບມັດທະຍົມຕອນປາຍ Upper

Secondary School Certificate

ຈົບມັດທະຍົມຕົໍ້ ນ ຊັໍ້ ນກາງ Lower


ທື່ ານ ສອນ ໃນສາຂາວິ ຊາຊີ ບໃດ ແລະ ວິ ຊາຫຍັງ. Which trade area do you

teach? What subject/s?

IV. ເນ ໍ້ ອໃນແບບສອບຖາມ Questionnaires details

1. ລະດັບຄວາມຮູໍ້ , ທັກສະ ແລະ ຄຸນສົມບັດຂອຜູໍ້ ບ ລິ ຫານ Current Level of Knowledge,

Skills and Ability of Managers ຄ າແນະນ າ: ຫົວຂ ໍ້ /ຂົງເຂດທີື່ ລະບຸໄວໍ້ ຢູື່ ໃນແບບສອບຖາມນີ ໍ້

ຖ ກກ ານົດວື່ າເປັນສື່ ວນສ າຄັນທີື່ ຈະເຮັດໃຫໍ້ ບັນລຸໄດໍ້ ເປົ ໍ້ າໝາຍ ແລະ ຈຸດປະສົງຂອງໂຄງການ

SSTVET.. ກະລຸນນາປະເມີ ນລະດັບຄວາມຮູໍ້ , ທັກສະ ຫ ຄວາມສາມາດໃນປັດຈຸບັນໂດຍການໝາຍ

X ລົງໃສື່ ຫໍ້ ອງ ( ) ດໍ້ ວຍການຈັດອັນດັບ ຄວາມສ າຄັນແຕື່ 1 ເຖີ ງ 5 ເຊິື່ ງ ເລກ 5

ແມື່ ນສ າຄັນສູງສຸດ. ການຈັດອັນເພ ື່ ອອະທິ ບາຍດັບຄວາມຮູໍ້ , ທັັກສະ ຫ

ຄວາມສາມາດຂອງທື່ ານເອງໃນດໍ້ ານຄວາມເຂົ ໍ້ າໃຈ, ທັກສະ ແລະ ປະສົບປະການ ອັນດັບ 5

ແມື່ ນທື່ ານມີ ສະມັດຖະພາບ ແລະ ເປັນຄູຝ ກ; ລະດັບ 4 - ມີ ຄວາມເຂົ ໍ້ າໃຈດີ ; ອັນດັບ 3 -

ມີ ຄວາມຮູໍ້ ພ ແຕື່ ເຮັດວຽກໄດໍ້ ແລະ ມີ ຄວາມເຂົ ໍ້ າໃຈ, ອັນດັບ 2- ມີ ຄວາມເຂົ ໍ້ າໃຈຊ ື່ າໃດນ ື່ ງ ແລະ ອັນດັບ 1 - ບ ື່ ມີ ຄວາມຮູໍ້ ແລະ ຄວາມເຂົ ໍ້ າໃຈຫຍັງທັງໝົດ).

.

Directions: Listed below is a series of topics/areas that have been identified as important to achieve SSTVET goals and objectives. For each topic/area. Please assess your CURRENT level of knowledge, skills or ability by putting a check mark )√( in a scale of 1 to 5, where 5- is the highest. Use the scale descriptions to determine your current level of knowledge, skill or ability in terms of understanding, skill and experience: 5 means you are competent and can a Trainor; 4- with strong understanding; 3 – with working knowledge and understanding, 2 – with some understanding; and, 1- with no knowledge and understanding at all.

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ຂົງເຂດ/ຫົວຂ ໍ້ Areas/Topics

ລະດັບໃນປັດຈຸບັນ Current

Level

1 2 3 4 5

14. ຄວາມຮູໍ້ ກື່ ຽວກັບການວິ ໄຈໂຄງສໍ້ າງການຈັດຕັໍ້ ງ, ການມອໝາຍໜໍ້ າທີື່ ວຽກງານ ແລະ ການລາຍງານ.

Organizational Structure Analysis, Assignment of Duties

and Reporting

15. ຄວາມຮູໍ້ ກື່ ຽວກັບການວາງແຜນການເງິ ນ, ການຄຸໍ້ ມຄອງຊັບສິ ນ,

ການສໍ້ າງແຜນງົບປະມານ ແລະການຕິດຕາມລາຍຈື່ າຍ ແລະ ການລາຍງານ. Financial Planning, asset management,

budget preparation and expenditure monitoring and

reporting

16. ຄວາມຮູໍ້ ກື່ ຽວກັບ ການວາງແຜນພັດທະນາວິ ທະຍາໄລ,

ລວມທັງແຜນພັດທະນາຊັບພະຍາກອນມະນຸດ. Preparation

of college development plan including human

resources planning

17. ຄວາມຮູໍ້ ໃນການສໍ້ ອມບ າລຸງຮັກສາໂຄງລື່ າງພ ໍ້ ນຖານ.Maintena

nce of school infrastructure

18. ຄວາມເຂົ ໍ້ າໃຈກື່ ຽວກັບຄູື່ ຮື່ ວມງານພາກອຸດສາຫະກ າ ແລະ ການມີ ສື່ ວນຮື່ ວມ. Industry partnership and engagement

19. ການປະຕິບັດວຽກງານຕິດຕາມອາດີ ດນັກສ ກສາທີື່

ຮຽນຈົບໄປແລໍ້ ວ. Conduct of tracer study

20. ຄວາມຮູໍ້ ພ ໍ້ ນຖານດໍ້ ານການລາຍຮັບ

ໂດຍການຈັດເຝິກອົບຮົມໄລຍະສັໍ້ ນໃຫໍ້ ແກື່ ຊາວໜຸື່ ມ/ຜູໍ້ ໃຫຍື່ , ບ ລິ ການດໍ້ ານການຂາຍ ແລະ ການຜະລິ ດສິ ນຄໍ້ າ. Entrepreneurial Management: Generation of

additional income through marketing short skills

training courses for out of school youth and adults,

selling services and producing basic products.

21. ການບ ລິ ຫານຫ ພັກ. Dormitory Management

22. ການເຮັດການເມີ ນຕະຫ າດແຮງງານ. Conduct labor market

assessment

35

23. ຄວາມຮູໍ້ / ທັກສະດໍ້ ານການອອກແບບ ແລະ ປະຕິບັດຫ ັ ກສູດໄລຍະສັໍ້ ນໄປຕາມຄວາມຕໍ້ ອງການ. Design

and conduct demand-driven short -term courses

24. ຄວາມລະອຽດອື່ ອນໃນການປົກຄອງໃນດໍ້ ານບົດບາດຍິ ງ - ຊາຍ /

ບົດບາດຍິ ງ - ຊາຍ ແລະ ການພັດທະນາ / ສິ ດທິ ຜູໍ້ ຊາຍ.

Gender-sensitive governance/gender and

development/male desensitization

25. ຄວາມຮູໍ້ / ທັກສະດໍ້ ານການແກໍ້ ໄຂ ແລະ ການບ ລິ ຫານຂ ໍ້ ຈັດແຍໍ້ ງ.

Conflict resolution and management

26. ຂົງເຂດ/ຫົວຂ ໍ້ ອ ື່ ນໆ, ກະລຸນນາລະບຸ Others, please specify:---------------------------------------

-------------------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------------------

----------------------------------------

V. ຂ ໍ້ ມູນຂື່ າວສານສະເພາະສາຂາວິ ຊາ ແລະ ວິ ຊາດໍ້ ານການບ ລິ ຫານ(ຂ ໃຫໍ້ ທື່ ານຂີ ດ Xໃສື່

ຕາມໂຕຈິ ງທີື່ ທື່ ານໄດໍ້ ປະຕິບັດ) Information on Specific Subjects and Management

Subjects

1. ໃນໄຕຣມາດນ ື່ ງໆ ທື່ ານສອນຈັກວິ ຊາ .How many subjects do you teach

in one semester?

☐ 1 ວິ ຊາ subject, ☐ 2 ວິ ຊາ subjects, ☐ 3 ວິ ຊາ subjects, ☐ 4 ວິ ຊາ subjects,

☐ ຫ າຍກວື່ າ 4 ວິ ຊາ More than subjects.

2. ທື່ ານສອນຈັກຊົື່ ວໂມງຕ ື່ ອາທິ ດໃນແຕື່ ລະໄຕຣມາດ. How many

hours/weeks do you teach in one semester?

☐ 4 ຊມ / ອາທິ ດ hours/week, ☐ 6 ຊມ / ອາທິ ດ hours/week, ☐ 8

ຊມ / ອາທິ ດ hours/week,

☐ 12 ຊມ / ອາທິ ດ hours/week, ☐ 16 ຊມ / ອາທິ ດ hours/week, ☐ 18 ຊມ /

ອາທິ ດ hours/week,

☐ 20 ຊມ / ອາທິ ດ hours/week, ☐ 20 ຊມ / ອາທິ ດ hours/week.

3. ໃນປີ ນ ື່ ງໆ ທື່ ານໄດໍ້ ຖ ກໄປຍົກລະດັບທັກສະດໍ້ ານການບ ລິ ຫານຫລາຍປານໃດ.

How often do you upgrade your management skills per year? ) short and long

period(:

☐ 1 ຄັໍ້ ງ Time,☐ 2 ຄັໍ້ ງ Times, ☐ 3 ຄັໍ້ ງ Times, ☐ ບ ື່ ເຄີ ຍ Never.

ຖໍ້ າທື່ ານບ ື່ ເຄີ ຍໄປຈົື່ ງໄດໍ້ ໃຫໍ້ ເຫດຜົນ. If no please give a reason:

………………………………… …………………………… …………………………………………………………………………………………………………

36

4. ໃນປີ ນ ື່ ງໆ ທື່ ານໄດໍ້ ຖ ກໄປຍົກລະດັບທາງດໍ້ ານວິ ຊາສະເພາະຂອງ ທື່ ານຈັກຄັໍ້ ງ

? )ໄລຍະສັໍ້ ນ ແລະ ໄລຍະຍາວ(. How often do you upgrade your specific subjects per

year? )short and long period(:

4.1. ໄລຍະສັໍ້ ນ☐ 1 ຄັໍ້ ງ Time, ☐ 2 ຄັໍ້ ງ Times, ☐ 3 ຄັໍ້ ງ Times, ☐

ບ ື່ ເຄີ ຍNever.

ຖໍ້ າທື່ ານບ ື່ ເຄີ ຍໄປຈົື່ ງໄດໍ້ ໃຫໍ້ ເຫດຜົນ: If never, please give a

reason…………………………………………… ………………………………………………………………………………………

…………………………………………..

4.2. ໄລຍະຍາວ

☐ 1 ຄັໍ້ ງ Time,☐ 2 ຄັໍ້ ງ Times, ☐ 3 ຄັໍ້ ງ Times, ☐ ບ ື່ ເຄີ ຍNever.


reason…………………………………………… ………………………………………………………………………………………

…………………………………………..

5. ທື່ ານສາມາດຕີ ລາຄາທັກສະການບ ລິ ຫານ ໃນສະຖານອາຊີ ວະສ ກສາ ແລະ ການເຝິກອົບຮົມຄ ແນວໃດ? ) ສ າລັບ ຜູໍ້ ອ ານວຍການ ຫ ຮອງອ ານວຍການ(.

How do you assess your management skills in the vocational education and training college? )for Director and Deputy Director(?

☐ ດີ ເລີ ດ Excellent, ☐ ດີ Good, ☐ ປານກາງ Average, ☐ ພ ໃຊໍ້ Fair, ☐

ບ ື່ ມີ ທັກສະ No skills.

6. ບັນດາສາຂາວິ ຊາທີື່ ໃຊໍ້ ຈັດການຮຽນ - ການສອນ ຢູື່ ສະຖານອາຊີ ວະສ ກສາ ແມື່ ນຕອບສະໜອງໄດໍ້ ຕາມຄວາມຕໍ້ ອງການ ຂອງສັງຄົມ ແລະ ຕະລາດແຮງງານໄດໍ້ ຈັກເປີ ເຊັນ.

Percentage of the available subjects in learning – and teaching in the vocational education and training college can meet the requirements of society and labor market:

☐ 100%, ☐ 90%, ☐ 80%, ☐ 70%,

☐ 60%, ☐ ຕື່ າກວື່ າ 50% Less then 50%

7. ຄູອາຈານທີື່ ຮັບຜິດຊອບຈັດການຮຽນ - ການສອນຢູື່ ໃນສະຖານອາຊີ ວະສ ກສາ ທື່ ານໄດໍ້ ຮັບການຢັໍ້ ງຢ ນ ຮັບຮອງຈາກສະຖາບັນອາຊີ ວະສ ກສາໃດນ ື່ ງບ ື່ ?.

Are the instructors responsible for teaching in the vocational education and training college certified by any vocational education and training institutes?

☐ ໄດໍ້ ຮັບການຢັໍ້ ງຢ ນ/ຮັບຮອງຈາກສູນເຝິກສີ ມ ແຮງງານແຫື່ ງຊາດ National Skills

Training Center;

☐ ໄດໍ້ ຮັບການຢັໍ້ ງຢ ນ/ຮັບຮອງຈາກສູນເຝິກສີ ມ ແຮງງານສາກົນ International Skills

Training Center;

☐ ບ ື່ ໄດໍ້ ຮັບການຢັໍ້ ງຢ ນ ຫ ຮັບຮອງຈາກສູນເຝິກສີ ມ ແຮງງານແຫື່ ງຊາດ ຫ ສາກົນ.

None certified byneither National nor International Skills Training Center;

8. ທື່ ານພົບອຸປະສັກຕົໍ້ ນຕ ໃນວຽກງານບ ລິ ຫານສະຖານອາຊີ ວະສ ກສາ ຫຍັງແດື່ ?(ໃຫໍ້ ຕອບໄດໍ້ ບ ື່ ເກີ ນ 3 ຄ າຕອບ)

37

What are the main management constraints of your vocational education and training college? )respond no more than 3 answers(

☐ ຂອດດໍ້ ານນິ ຕິກ າຮອງຮັບການບ ລິ ຫານບ ື່ ພຽງພ

(ລະບຽບການດໍ້ ານການເງິ ນ,ລະບຽບການຄຸໍ້ ມຄອງຊັບພະຍາກອນມະນຸດ,ມາດຕະຖານ

ແລະ ເງ ື່ ອນໄຂໃນການຄັດເລ ອກ ຄູອາຈານ ແລະ ນັກສ ກສາ. Insufficient legislative framework (overall regulations on finance, human resource

management,

standards and selection criteria for instructors and students);

☐ ຂາດການວາງແຜນ, ຍຸດທະສາດ, ກົນໄກການຈັດຕັໍ້ ງປະຕິບັດ ແລະ

ສິື່ ງອ ານວຍຄວາມສະດວກຕື່ າງໆ. Insufficient plan, strategy, implementation mechanism and other facilities

☐ ຂາດຄວາມເຂົ ໍ້ າໃຈ ຂອງພະນັກງານ, ນັກສ ກສາ ແລະ ຄູ - ອາຈານ

ຕ ື່ ກັບລະບົບການຄຸໍ້ ມຄອງ ແລະບ ລິ ຫານ ແລະ ວຽກງານດໍ້ ານວິ ຊາການອ ື່ ນໆ

Inadequate understanding of staff, students and instructors

on the management and administration systems and other technical aspects;

☐ ບ ື່ ໄດໍ້ ຮັບການຢັໍ້ ງຢ ນຮັບຮອງຈາກທັງສູນເຝິກສີ ມ ແຮງງານແຫື່ ງຊາດ ຫ ສາກົນ.

None certified by neither National nor International Skills Training Center;

9. ການເຝິກອົບຮົມ, ການສ າມະນາ ແລະ ການປະຊຸມອ ື່ ນໆທີື່ ຜື່ ານມາ ທີື່ ກື່ ຽວຂໍ້ ອງກັບການສໍ້ າງຄວາມເຂັໍ້ ມແຂງ ຂອງຜູໍ້ ບ ລິ ຫານ ແລະ ຄູອາຈານ

ຢູື່ ໃນສະຖານອາຊີ ວະສ ກສາ ຍັງບ ື່ ສາມາດສໍ້ າງຄວາມເຂັໍ້ ມແຂງໄດໍ້ ຕາມເປົ ໍ້ າໝາຍເນ ື່ ອງຈາກວື່ າ:

Previous trainings, seminar and workshops with regard to strengthening capacity for instructors and managers in the Vocational Education and Training Colleges are not sufficient because of:

☐ ຫົວຂ ໍ້ ຂອງການຝ ກອົບຮົມ, ສ າມະນາ ແລະ ກອງປະຊຸມ ບ ື່ ຖ ກສະພາບ, ວິ ຊາການ

ຫ ມາດຕະຖານ ຫ ເງ ື່ ອນໄຂຂອງວິ ທະຍາໄລອາຊີ ວະສ ກສາ ແລະ ຝ ກອົບຮົມ

Topic of trainings, seminar and workshops are not consistent with the current situation

of participants, technical aspects or standards or conditions of the Vocational Education

and Training Colleges;

☒ ບ ື່ ມີ ການຕິດຕາມ ແລະ ປະເມີ ນຜົນກື່ ອນ ແລະ ຫ ັ ງການອົບຮົມ, ສ າມະນາ ແລະ

ກອງປະຊຸມໃນແຕື່ ລະຄັໍ້ ງຫ ຜູໍ້ ເຂົ ໍ້ າຮື່ ວມ ຕາມຫ ັ ກວິ ຊາການ ຫ ຕາມມາດຕະຖານ ແລະ ເງ ື່ ອນໄຂ ໂຕຈິ ງ ຂອງສະຖານ ອາຊີ ວະສ ກສາ.

There are no monitoring and evaluation session before and after each training, seminar

and workshops;

☐ ການຈັດສ າມະນາ, ອົບຮົມ ແລະ ກອງປະຊຸມໃນແຕື່ ລະຄັໍ້ ງແມື່ ນແລື່ ນນ າແຕື່ ເວລາຫລາຍກວື່ າເນ ໍ້ ອໃນ ຫ ການປະຕິບັດ

38

Each training, seminar and workshop is based on time constraints with additional activities rather than relevant substance or practical

aspects.

☐ ລະດັບຄວາມເຂົ ໍ້ າໃຈ ຂອງພະນັກງານ, ຄູອາຈານ ແລະ ຜູໍ້ ບ ລິ ຫານ

ພາຍຫ ັ ງການການເຂົ ໍ້ າຮື່ ວມເຝິກອົບຮົມ, ການສ າມະນາ ແລະ ກອງປະຊຸມ

ເຊິື່ ງຈະນ າໄປສູື່ ຄວາມຮູໍ້ ທີື່ ແຕກຕື່ າງກັນ, ຄວາມຮູໍ້ ວິ ຊາສະເພາະ ແລະ ແນວຄວາມຄິ ດດໍ້ ານເຕັກນິ ກການບ ລິ ຫານ

Different understanding by staff, instructors and managers after participation in

trainings, seminar and workshops which lead to the differentiation in knowledge,

profession and technical approach in management;

☐ ສິື່ ງອ ານວຍຄວາມສະດວກບ ື່ ພຽງພ ດໍ້ ານໂຄງລື່ າງພ ໍ້ ນຖານ, ໂມດູນ, ປ ໍ້ ມຕ າລາຮຽນ,

ຄື່ າຕອບແທນ ( ລະບົບເງິ ນເດ ອນ, ການຍົກລະດັບຄວາມຮູໍ້ , ໃຫໍ້ ທ ນພັດທະນາອາຊີ ວະ) ໃຫໍ້ ແກື່ ພະນັກງານ, ຄູອານສອນ ແລະ ຜູໍ້ ບ ລິ ຫານຢູື່ ໃນວິ ທະຍາໄລອາຊີ ວະສ ກສາ ແລະ ຝ ກອົບຮົມວິ ຊາຊີ ບ

Insufficient facilities (infrastructure, module, textbook, incentives (salary,

upgrading specific knowledge, funding for vocational

development( for staff, instructors and managers in the Vocation Education and Training Colleges.

10. ຈາກ

ປະສົບການຂອງຕົນເອງກື່ ຽວກັບບັນຫາດໍ້ ານການສໍ້ າງຄວາມເຂັໍ້ ມແຂງໃຫໍ້ ແກໍ້ ຄູອາຈານ

ແລະ ຜູໍ້ ບ ລິ ຫານ ຢູື່ ໃນວິ ທະນາໄລອາຊີ ວະສ ກສາ ແລະ ຝ ກອົບຮົມວິ ຊາຊີ ບ

ພາຍໃຕໍ້ ກະຊວງສ ກສາ ແລະ ກິລາ ເຊິື່ ງເນັໍ້ ນໃສື່ ໃນໄລຍະສັໍ້ ນ ແລະ ໄລຍະຍາວ (

ກາລຸນາສະແດງຄວາມເຫັນຂອງທື່ ານດໍ້ ວຍ).

Based on your own experiences on the problems of strengthening capacity for instructors and managers in the Vocational Education and Training Colleges under Ministry Education and Sports, what are the focus for short and long-term )please express your opinion(:

ໄລຍະສັໍ້ ນ Short-term:--------------------------------------------------------------------------------------

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ໄລຍະຍາວ Long-term:-------------------------------------------------------------------------------------

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ຂ ສະແດງຄວາມຂອບໃຈມາຍັງທື່ ານຜູໍ້ ປະກອບແບບຟັອມໃນຄັໍ້ ງນີ ໍ້ ແລະ ເກັບຮັກສາໄວໍ້ ເປັນຂ ໍ້ ມູນສ າຄັນຂອງໂຄງການ. Thank you for your cooperation by

responding to the questionnaire

39

ແບບສອບຖາມ ກວດສອບ ຂ ໍ້ ມູນ ເພ ື່ ອກຽມແຜນພັດທະນາ-ຄວາມເຂັໍ້ ມແຂງ ສ າລັບ ຄູ -

ອາຈານ ໃນ SSTVET ທາງ ອອນລາຍ

SSTVET ONLINE TNA VALIDATION SURVEY FOR THE PREPARATION OF CAPACITY BUILDING PLAN FOR TEACHERS

Date: ___________________ Questionnaire Number_____________

VI. Objectives

ເພ ື່ ອຊື່ ວຍໃຫໍ້ ທາງຄະນະຮັບຜິດຊອບໂຄງການ ກ ານົດໄດໍ້ ຫົວຂ ໍ້ ແລະ ວາງແຜນພັດທະນາ ຄວາມເຂັໍ້ ມແຂງໃຫໍ້ ແກື່ 8 ສະຖານອາຊີ ວະສ ກ.

To help the SSTVET Team identify and develop the Capacity Development Plan 8 colleges.

VII. Methodologies

4. ພວກເຮົ າສໍ້ າງແບບສອບຖາມເພ ື່ ອຢັໍ້ ງຢ ນຄ ນຄວາມຕໍ້ ອງການດໍ້ ານການຝ ກອົບຮົມອອກ

ເປັນເປັນ 2 ພາກ.We divided TNA validation form into 2 parts:

(1) ແບບສອບຖາມສະເພາະຜູໍ້ ບ ລິ ຫານ 8 ສະຖານອາຊີ ວະສ ກສາ (ຜູໍ້ ອ ານວຍການ,

ຮອງຜູໍ້ ອ ານວຍການ ແລະ ຫົວໜໍ້ າພະແນກການຕື່ າງໆ).

For Managers at 8 Colleges (Director, Deputy director and Heads of Divisions);

(2) ແບບສອບຖາມສະເພາະຄູ - ອາຈານ ສອນ ຢູື່ 8 ສະຖານອາຊີ ວະສ ກສາ . For Teachers in 8 colleges.

5. ການສ າຫ ວດໃນຄັໍ້ ງນີ ໍ້ ຈະເປັນຊື່ ວຍໃຫໍ້ ພວກເຮົ າ ຈັດບຸລິ ມະສິ ດໃນການສະໜັບສະໜູນ

ໃນວຽກງານສໍ້ າງຄວາມເຂັໍ້ ມແຂງ, ເຊິື່ ງໄດໍ້ ລະບຸຫົວຂ ໍ້ ເປັນລາຍການຢູື່ ໃນຄູື່ ມ ບ ລິ ຫານໂຄງການ

(PAM ) ແລໍ້ ວ. ຜົນ ທີື່ ໄດໍ້ ຮັບຈາກການສ າຫ ວດຈະເປັນຂ ໍ້ ມູນ

ເພ ື່ ອຊື່ ວຍໃນການສໍ້ າງແຜນພັດທະນາຄວາມເຂັໍ້ ມແຂງໃຫໍ້ ແກື່ ຄູອາຈານ.

The survey will guide us in prioritizing capacity building interventions as listed in

the Project Administration Manual of SSTVET. Results will be inputted in the

preparation of the SSTVET capacity building plan.

6. ການສ າຫ ວດຢັໍ້ ງຢ ນຄ ນຄວາມຕໍ້ ອງການດໍ້ ານການຝ ກອົບຮົມ

ຈະໄດໍ້ ດ າເນີ ນໂດຍຜື່ ານລະບົບອອນໄລນ, ຕາມລິ ໍ້ ງນີ ໍ້ :_______________________

TNA validation survey will be done online using this link:

________________________________

VIII. ຂ ໍ້ ມູນພ ໍ້ ນຖານຈອງຜູໍ້ ຕອບແບບສອບຖາມ Respondent Background

3. ຊ ື່ ແລະນາມສະກຸນ Name:_________________________, ອາຍຸ Age:______, ເພດ

Sex:_____ ,ຕ ື່ ເແໜື່ ງປັດຈຸບັນ Present Position: ________________,

ຮັບຜິດຊອບໃນຕ ື່ າແໜື່ ງປັດຈຸບັນດົນປານໃດ Length of Service in Present Position:

______________________ __________________

ສັງກັດພະແນກ/ໜື່ ວຍງານ/ຝື່ າຍ/ພະແນກສ ກສາແຂວງ/ຫໍ້ ອງການສ ກສາເມ ອງDepartm

ent/division/unit/PESS/DESB:____________________

40

ມີ ປະສົບການເຮັດວຽກຈັກປີ .Total number of years of work experience:

__________________

4. ຄຸນວຸດທິ ດໍ້ ານວິ ຊາການ. Academic Qualifications:

ລະດັບການສ ກສາ Education level

ຄຸນວຸດທິ ທີື່ ໄດໍ້ (ລະດັບຫ ັ ກສູດ/ ວິ ຊາສະເພາະ) Qualifications attained ( Degree program /

specialization)

ປຣິ ນຍາເອກ Doctorate

ປຣິ ນຍາໂທ Masters

ປຣິ ນຍາຕຣີ Bachelors

ຈົບມັດທະຍົມຕອນປາຍ Upper


ຈົບມັດທະຍົມຕົໍ້ ນ ຊັໍ້ ນກາງ Lower


ທື່ ານ ສອນ ໃນສາຂາວິ ຊາຊີ ບໃດ ແລະ ວິ ຊາຫຍັງ. Which trade area do you

teach? What subject/s?

IX. ເນ ໍ້ ອໃນແບບສອບຖາມ Questionnaires details

1. ລະດັບຄວາມຮູໍ້ , ທັກສະ ແລະ ຄຸນສົມບັດ ຂອຜູໍ້ ບ ລິ ຫານ Current Level of Knowledge,

Skills and Ability of Teachers ຄ າແນະນ າ: ຫົວຂ ໍ້ /ຂົງເຂດທີື່ ລະບຸໄວໍ້ ຢູື່ ໃນແບບສອບຖາມນີ ໍ້

ຖ ກກ ານົດວື່ າເປັນສື່ ວນສ າຄັນທີື່ ຈະເຮັດໃຫໍ້ ບັນລຸໄດໍ້ ເປົ ໍ້ າໝາຍ ແລະ ຈຸດປະສົງຂອງໂຄງການ

SSTVET.. ກະລຸນນາປະເມີ ນລະດັບຄວາມຮູໍ້ , ທັກສະ ຫ

ຄວາມສາມາດໃນປັດຈຸບັນໂດຍການໝາຍ X ລົງໃສື່ ຫໍ້ ອງ ( ) ດໍ້ ວຍການຈັດອັນດັບ

ຄວາມສ າຄັນແຕື່ 1 ເຖີ ງ 5 ເຊິື່ ງ ເລກ 5 ແມື່ ນສ າຄັນສູງສຸດ.

ການຈັດອັນເພ ື່ ອອະທິ ບາຍດັບຄວາມຮູໍ້ , ທັັກສະ ຫ

ຄວາມສາມາດຂອງທື່ ານເອງໃນດໍ້ ານຄວາມເຂົ ໍ້ າໃຈ, ທັກສະ ແລະ ປະສົບປະການ ອັນດັບ 5

ແມື່ ນທື່ ານມີ ສະມັດຖະພາບ ແລະ ເປັນຄູຝ ກ; ລະດັບ 4 - ມີ ຄວາມເຂົ ໍ້ າໃຈດີ ; ອັນດັບ 3 -

ມີ ຄວາມຮູໍ້ ພ ແຕື່ ເຮັດວຽກໄດໍ້ ແລະ ມີ ຄວາມເຂົ ໍ້ າໃຈ, ອັນດັບ 2- ມີ ຄວາມເຂົ ໍ້ າໃຈຊ ື່ າໃດນ ື່ ງ ແລະ ອັນດັບ 1 - ບ ື່ ມີ ຄວາມຮູໍ້ ແລະ ຄວາມເຂົ ໍ້ າໃຈຫຍັງທັງໝົດ).

Directions: Listed below is a series of topics/areas that have been identified as important to achieve SSTVET goals and objectives. For each topic/area. Please assess your CURRENT level of knowledge, skills or ability by putting a check mark )√( in a scale of 1 to 5, where 5 is the highest. Use the scale descriptions to determine your current level of knowledge, skill or ability in terms of understanding, skill and experience: 5 means you are competent and can a trainor; 4- with strong understanding; 3 – with working knowledge and understanding, 2 – with some understanding; and, 1- with no knowledge and understanding at all.


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ຂົງເຂດ/ຫົວຂ ໍ້ Areas/Topics 1 2 3 4 5

1. ແນວຄວາມຄິ ດແບບເອົ າການຮຽນ-ການສອນນັກຮຽນເປັນໃຈກາງ Learner-Centered

Approach

1.1 ການຍົກລະດັບຄວາມຮູໍ້ ວິ ຊາຄູ

ເພ ື່ ອສອນຫລັກສູດໃດນ ື່ ງສະເພາະ Updated

pedagogical knowledge to teach specific

courses.

1.2 ການກຽມບົດສອນ/ແຜນການສອນ

ໂດຍອີ ງຕາມຫ ັ ກສູດທີື່ ມີ ຢູື່ . Prepare training

sessions/lesson plans based on the

existing curricula.

1.3 ການກຽມສ ື່ ການຮຽນ - ການສອນ Prepare

teaching and learning materials.

1.4 ການກຽມ ແລະ ການປປັບປຸງຫ ັ ກສູດເປັນແບບໂມດູລ.

Prepare and update curriculum modules.

1.5 ການຄັດເລ ອກ ວິ ທີ ການສອນທີື່ ເໝາະສົມ

ແລະ ມີ ປະສິ ດທິ ພາບ

ໃຫໍ້ ຖ ກກັບກຸື່ ມເປົ ໍ້ າໝາຍ ແລະ ຫົວຂ ໍ້ /ເນ ໍ້ ອໃນການບັນຍາຍ. Select

appropriate and effective teaching

methods related to target groups and the

topic/content of lecture.

1.6 ການກຽມ ແລະ ປະຕິບັດການປະເມີ ນຜົໝາກຜົນຂອງການຮຽນ, ການປະເມີ ນຕົນເອງ ແລະ ການວັດຜົນ.

Prepare and conduct learning outcome

evaluation, self-evaluation and

assessment.

1.7 ການວາງແຜນ ເຝິກອົບຮົມປະຈ າປີ , ເດ ອນ,

ອາທິ ດ ແລະ ແຕື່ ລະມ ໍ້ . Develop training plans

on a yearly, monthly, weekly and daily

basis.

`

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1.8 ສໍ້ າງກຸື່ ມຊື່ ວຍເຫ ອເຊິື່ ງກັນລະກັນຂອງຄູອາຈານ

Establish self-help groups for teachers

2. ການຍົກລະດັບຄວາມຮູໍ້ ດໍ້ ານວິ ຊາການ ເພ ື່ ອສອນຫ ັ ກສຸດ ສະເພາະໃດນ ື່ ງ. Updated

technical knowledge to teach specific courses

2.5 ວາງແຜນການຄວາມຕໍ້ ອງການເຄ ື່ ອງໃຊໍ້ ສອ

ຍ ເພ ື່ ອທີື່ ຈະໃຊໍ້ ເຂົ ໍ້ າໃນການຮຽນ-

ການສອນດໍ້ ານວິ ຊາການ. Plan

consumables needed to operate

technical equipment for teaching and

learning sessions.

2.6 ເຕັກນິ ກການນ າອຸປະກອນສ າລັບສິ ດສອນ

ນັກຮຽນ Operate technical equipment for

teaching students.

2.7 ການບ າລຸງຮັກສາ ອຸປະກອນເຕັກນິ ກ.

Maintain technical equipment.

2.4 ປັບປຸງການກວດສອບ ແລະ ຄູື່ ມ ແນະນ າຢູື່ ໃນສະຖານທີື່ ເຮັດວຽກ. Improve

inspection and guidance at work place

2.8 ສໍ້ າງແຜນລົງຝ ກງານ

ຢູື່ ກັບສະຖານປະກອບກິດຈະການ. Industry

Partnership: Establishing

Apprenticeship Programs with industries

3. ຂົງເຂດ/ຫົວຂ ໍ້ ອ ື່ ນໆ ໃຫໍ້ ທື່ ານລະບຸ. Others, please specify

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X. ຂ ໍ້ ມູນຂື່ າວສານສະເພາະສາຂາວິ ຊາ ແລະ ວິ ຊາດໍ້ ານການບ ລິ ຫານ(ຂ ໃຫໍ້ ທື່ ານຂີ ດ Xໃສື່

ຕາມໂຕຈິ ງທີື່ ທື່ ານໄດໍ້ ປະຕິບັດ) Information on Specific Subjects and Management

Subjects

11. ໃນໄຕຣມາດນ ື່ ງໆ ທື່ ານສອນຈັກວິ ຊາ .How many subjects do you teach in one

semester?

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☐ 1 ວິ ຊາ subject, ☐ 2 ວິ ຊາ subjects, ☐ 3 ວິ ຊາ subjects, ☐ 4 ວິ ຊາ subjects,

☐ ຫ າຍກວື່ າ 4 ວິ ຊາ More than subjects.

12. ທື່ ານສອນຈັກຊົື່ ວໂມງຕ ື່ ອາທິ ດໃນແຕື່ ລະໄຕຣມາດ. How many hours/weeks do you

teach in one semester?

☐ 4 ຊມ / ອາທິ ດ hours/week, ☐ 6 ຊມ / ອາທິ ດ hours/week, ☐ 8 ຊມ /

ອາທິ ດ hours/week,

☐ 12 ຊມ / ອາທິ ດ hours/week, ☐ 16 ຊມ / ອາທິ ດ hours/week, ☐ 18 ຊມ / ອາທິ ດ

hours/week,

☐ 20 ຊມ / ອາທິ ດ hours/week, ☐ 20 ຊມ / ອາທິ ດ hours/week.

13. ໃນປີ ນ ື່ ງໆ ທື່ ານໄດໍ້ ຖ ກໄປຍົກລະດັບທັກສະດໍ້ ານການບ ລິ ຫານຫລາຍປານໃດ. How often do

you upgrade your management skills per year? ) short and long period(:

☐ 1 ຄັໍ້ ງ Time,☐ 2 ຄັໍ້ ງ Times, ☐ 3 ຄັໍ້ ງ Times, ☐ ບ ື່ ເຄີ ຍ Never.

ຖໍ້ າທື່ ານບ ື່ ເຄີ ຍໄປຈົື່ ງໄດໍ້ ໃຫໍ້ ເຫດຜົນ. If no please give a reason:

………………………………… …………………………… …………………………………………………………………………………………………………

14. ໃນປີ ນ ື່ ງໆ ທື່ ານໄດໍ້ ຖ ກໄປຍົກລະດັບທາງດໍ້ ານວິ ຊາສະເພາະຂອງ ທື່ ານຈັກຄັໍ້ ງ ? )ໄລຍະສັໍ້ ນ

ແລະ ໄລຍະຍາວ(. How often do you upgrade your specific subjects per year? )short

and long period(:

☐ 1 ຄັໍ້ ງ Time,☐ 2 ຄັໍ້ ງ Times, ☐ 3 ຄັໍ້ ງ Times, ☐ ບ ື່ ເຄີ ຍNever.


reason…………………………………………… …………………………………………………………………………………………………………………………………..

15. ທື່ ານສາມາດຕີ ລາຄາທັກສະການບ ລິ ຫານ ໃນສະຖານອາຊີ ວະສ ກສາ ແລະ ການເຝິກອົບຮົມຄ ແນວໃດ? ) ສ າລັບ ຜູໍ້ ອ ານວຍການ ຫ ຮອງອ ານວຍການ(.

How do you assess your management skills in the vocational education and training college? )for Director and Deputy Director(?

☐ ດີ ເລີ ດ Excellent, ☐ ດີ Good, ☐ ປານກາງ Average, ☐ ພ ໃຊໍ້ Fair, ☐ ບ ື່ ມີ ທັກສະ No skills.

16. ບັນດາສາຂາວິ ຊາທີື່ ໃຊໍ້ ຈັດການຮຽນ - ການສອນ ຢູື່ ສະຖານອາຊີ ວະສ ກສາ ແມື່ ນຕອບສະໜອງໄດໍ້ ຕາມຄວາມຕໍ້ ອງການ ຂອງສັງຄົມ ແລະ ຕະລາດແຮງງານໄດໍ້ ຈັກເປີ ເຊັນ.

17. Percentage of the available subjects in learning – and teaching in the vocational

education and training college can meet the requirements of society and labor market:

☐ 100%, ☐ 90%, ☐ 80%, ☐ 70%, ☐

60%, ☐ ຕື່ າກວື່ າ 50% Less then 50%

18. ຄູອາຈານທີື່ ຮັບຜິດຊອບຈັດການຮຽນ - ການສອນຢູື່ ໃນສະຖານອາຊີ ວະສ ກສາ ທື່ ານໄດໍ້ ຮັບການຢັໍ້ ງຢ ນ ຮັບຮອງຈາກສະຖາບັນອາຊີ ວະສ ກສາໃດນ ື່ ງບ ື່ ?.

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19. Are the instructors responsible for teaching in the vocational education and training

college certified by any vocational education and training institutes?

☐ ໄດໍ້ ຮັບການຢັໍ້ ງຢ ນ/ຮັບຮອງຈາກສູນເຝິກສີ ມ ແຮງງານແຫື່ ງຊາດ National Skills Training

Center;

☐ ໄດໍ້ ຮັບການຢັໍ້ ງຢ ນ/ຮັບຮອງຈາກສູນເຝິກສີ ມ ແຮງງານສາກົນ International Skills

Training Center;

☐ ບ ື່ ໄດໍ້ ຮັບການຢັໍ້ ງຢ ນ ຫ ຮັບຮອງຈາກສູນເຝິກສີ ມ ແຮງງານແຫື່ ງຊາດ ຫ ສາກົນ. None

certified byneither National nor International Skills Training Center;

20. ທື່ ານພົບອຸປະສັກຕົໍ້ ນຕ ໃນວຽກງານບ ລິ ຫານສະຖານອາຊີ ວະສ ກສາ ຫຍັງແດື່ ?(ໃຫໍ້ ຕອບໄດໍ້ ບ ື່ ເກີ ນ 3 ຄ າຕອບ)

What are the main management constraints of your vocational education and training college? )respond no more than 3 answers(

☐ ຂອດດໍ້ ານນິ ຕິກ າຮອງຮັບການບ ລິ ຫານບ ື່ ພຽງພ

(ລະບຽບການດໍ້ ານການເງິ ນ,ລະບຽບການຄຸໍ້ ມຄອງຊັບພະຍາກອນມະນຸດ,ມາດຕະຖານ

ແລະ ເງ ື່ ອນໄຂໃນການຄັດເລ ອກ ຄູອາຈານ ແລະ ນັກສ ກສາ. Insufficient legislative framework (overall regulations on finance, human resource

management,

standards and selection criteria for instructors and students);

☐ ຂາດການວາງແຜນ, ຍຸດທະສາດ, ກົນໄກການຈັດຕັໍ້ ງປະຕິບັດ ແລະ

ສິື່ ງອ ານວຍຄວາມສະດວກຕື່ າງໆ. Insufficient plan, strategy, implementation mechanism and other facilities

☐ ຂາດຄວາມເຂົ ໍ້ າໃຈ ຂອງພະນັກງານ, ນັກສ ກສາ ແລະ ຄູ - ອາຈານ

ຕ ື່ ກັບລະບົບການຄຸໍ້ ມຄອງ ແລະບ ລິ ຫານ ແລະ ວຽກງານດໍ້ ານວິ ຊາການອ ື່ ນໆ

Inadequate understanding of staff, students and instructors

on the management and administration systems and other technical aspects;

☐ ບ ື່ ໄດໍ້ ຮັບການຢັໍ້ ງຢ ນຮັບຮອງຈາກທັງສູນເຝິກສີ ມ ແຮງງານແຫື່ ງຊາດ ຫ ສາກົນ.

None certified by neither National nor International Skills Training Center;

21. ການເຝິກອົບຮົມ, ການສ າມະນາ ແລະ ການປະຊຸມອ ື່ ນໆທີື່ ຜື່ ານມາ ທີື່ ກື່ ຽວຂໍ້ ອງກັບການສໍ້ າງຄວາມເຂັໍ້ ມແຂງ ຂອງຜູໍ້ ບ ລິ ຫານ ແລະ ຄູອາຈານ

ຢູື່ ໃນສະຖານອາຊີ ວະສ ກສາ ຍັງບ ື່ ສາມາດສໍ້ າງຄວາມເຂັໍ້ ມແຂງໄດໍ້ ຕາມເປົ ໍ້ າໝາຍເນ ື່ ອງຈາກວື່ າ:

Previous trainings, seminar and workshops with regard to strengthening capacity for instructors and managers in the Vocational Education and Training Colleges are not sufficient because of:

☐ ຫົວຂ ໍ້ ຂອງການຝ ກອົບຮົມ, ສ າມະນາ ແລະ ກອງປະຊຸມ ບ ື່ ຖ ກສະພາບ, ວິ ຊາການ ຫ

ມາດຕະຖານ ຫ ເງ ື່ ອນໄຂຂອງວິ ທະຍາໄລອາຊີ ວະສ ກສາ ແລະ ຝ ກອົບຮົມ

Topic of trainings, seminar and workshops are not consistent with the current situation of participants, technical aspects or standards or conditions of the Vocational Education

45

and Training Colleges;

☐ ບ ື່ ມີ ການຕິດຕາມ ແລະ ປະເມີ ນຜົນກື່ ອນ ແລະ ຫ ັ ງການອົບຮົມ, ສ າມະນາ ແລະ ກອງປະຊຸມໃນແຕື່ ລະຄັໍ້ ງຫ ຜູໍ້ ເຂົ ໍ້ າຮື່ ວມ ຕາມຫ ັ ກວິ ຊາການ ຫ ຕາມມາດຕະຖານ ແລະ ເງ ື່ ອນໄຂ ໂຕຈິ ງ ຂອງສະຖານ ອາຊີ ວະສ ກສາ.

There are no monitoring and evaluation session before and after each training, seminar and workshops;

☐ ການຈັດສ າມະນາ, ອົບຮົມ ແລະ ກອງປະຊຸມໃນແຕື່ ລະຄັໍ້ ງແມື່ ນແລື່ ນນ າແຕື່ ເວລາຫລາຍກວື່ າເນ ໍ້ ອໃນ ຫ ການປະຕິບັດ

Each training, seminar and workshop is based on time constraints with additional activities rather than relevant substance or practical aspects.

☐ ລະດັບຄວາມເຂົ ໍ້ າໃຈ ຂອງພະນັກງານ, ຄູອາຈານ ແລະ ຜູໍ້ ບ ລິ ຫານ

ພາຍຫ ັ ງການການເຂົ ໍ້ າຮື່ ວມເຝິກອົບຮົມ, ການສ າມະນາ ແລະ ກອງປະຊຸມ

ເຊິື່ ງຈະນ າໄປສູື່ ຄວາມຮູໍ້ ທີື່ ແຕກຕື່ າງກັນ, ຄວາມຮູໍ້ ວິ ຊາສະເພາະ ແລະ ແນວຄວາມຄິ ດດໍ້ ານເຕັກນິ ກການບ ລິ ຫານ

Different understanding by staff, instructors and managers after participation in trainings, seminar and workshops which lead to the differentiation in knowledge, profession and technical approach in management;

☐ ສິື່ ງອ ານວຍຄວາມສະດວກບ ື່ ພຽງພ ດໍ້ ານໂຄງລື່ າງພ ໍ້ ນຖານ, ໂມດູນ, ປ ໍ້ ມຕ າລາຮຽນ,

ຄື່ າຕອບແທນ ( ລະບົບເງິ ນເດ ອນ, ການຍົກລະດັບຄວາມຮູໍ້ , ໃຫໍ້ ທ ນພັດທະນາອາຊີ ວະ) ໃຫໍ້ ແກື່ ພະນັກງານ, ຄູອານສອນ ແລະ ຜູໍ້ ບ ລິ ຫານຢູື່ ໃນວິ ທະຍາໄລອາຊີ ວະສ ກສາ ແລະ ຝ ກອົບຮົມວິ ຊາຊີ ບ

Insufficient facilities (infrastructure, module, textbook, incentives (salary,

upgrading specific knowledge, funding for vocational

development( for staff, instructors and managers in the Vocation Education and Training Colleges.

22. ຈາກ

ປະສົບການຂອງຕົນເອງກື່ ຽວກັບບັນຫາດໍ້ ານການສໍ້ າງຄວາມເຂັໍ້ ມແຂງໃຫໍ້ ແກໍ້ ຄູອາຈານ

ແລະ ຜູໍ້ ບ ລິ ຫານ ຢູື່ ໃນວິ ທະນາໄລອາຊີ ວະສ ກສາ ແລະ ຝ ກອົບຮົມວິ ຊາຊີ ບ

ພາຍໃຕໍ້ ກະຊວງສ ກສາ ແລະ ກິລາ ເຊິື່ ງເນັໍ້ ນໃສື່ ໃນໄລຍະສັໍ້ ນ ແລະ ໄລຍະຍາວ (

ກາລຸນາສະແດງຄວາມເຫັນຂອງທື່ ານດໍ້ ວຍ).

23. Based on your own experiences on the problems of strengthening capacity for

instructors and managers in the Vocational Education and Training Colleges under

Ministry Education and Sports, what are the focus for short and long-term )please

express your opinion(:

46

ໄລຍະສັໍ້ ນ Short-term:--------------------------------------------------------------------------------------

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ໄລຍະຍາວ Long-term:-------------------------------------------------------------------------------------

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ຂ ສະແດງຄວາມຂອບໃຈມາຍັງທື່ ານຜູໍ້ ປະກອບແບບຟັອມໃນຄັໍ້ ງນີ ໍ້ ແລະ ເກັບຮັກສາໄວໍ້ ເປັນຂ ໍ້ ມູນສ າຄັນຂອງໂຄງການ. Thank you for your cooperation by

responding to the questionnaire.

Date post:	25-Feb-2021
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Lao People Peace Independence Democracy Unity Prosperity · 2018. 9. 28. · Lao People ’s...

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