An analysis of factors affecting demands for distance education in Viet Nam

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