Assessing the Education and Training Strategy of Selected Colleges Responding to the Needs of Highly Qualified Professional

The study of Assessing the education and training strategy of selected colleges responding to the needs of highly qualified professional conducted during the period from 5/2013 to 10/2015. The research result showed that there were 400 studentsof Ca Mau Community College (CCC) interviewed and answered nearly 18 questions. The researcher had analyzed KMO test, the result of KMO analysis used for multiple regression analysis. Studentsare responses measured through an adapted questionnaire on a 5-point Likert scale. Hard copy and interviewstudentsby questionnaire distributed among studentsof Ca Mau Community College. The regression analysis result showed that there were three factors, which included of factors followinglecturer, facilities, and programsaffecting the education and training quality at Ca Mau Community College with significance level of 5 %. In addition, the research result processed from SPSS 20.0 software. The parameters of the model estimated by Least Squares Method tested for the model assumption with 5% significance level. At the same time, the result was also scientific evidence and important for researchers, and policy makers who apply them for developing the education and training quality at Ca Mau Community College.

of services provided. As Gold (2001) argues, traineesshould be considered as primary customers and educational institutions should focus their efforts on improving trainees-centered education. Trainees should be assessed as the product of the institution (Emery et al., 2001).
The effectiveness of a training program may vary as afunction of the criteria chosen to measure effectiveness (Arthur, Tubre, et al., 2003). Thus, it is reasonable to ask whether theeffectiveness of training -operationalized as effect size dsvariessystematically as a function of the outcome criterion measureused. For instance, all things being equal, are larger effect sizesobtained for training programs that are evaluated by using learningversus behavioral criteria? It is important to clarify that criteriontype is not an independent or causal variable in this study. Ourobjective is to investigate whether the operationalization of thedependent variable is related to the observed training outcomes (i.e., effectiveness).
The evaluation criteria (i.e., reaction, learning, behavioral, and results) are simply different operationalizationof the effectiveness of training. Consequently, our firstresearch question is this: Are there differences in the effectivenessof training (i.e., the magnitude of the ds) as a function of theoperationalization of the dependent variable.
Fridaus categorized five determinants of service quality in higher education. They are non-academic aspect, academic aspect, reputation, access and program issues.
-Non-academic aspects: This aspect relates to the duties that carried out by non-academic staff.
-Academic aspects: It consists of the items that describe the factor that are solely the responsibilities of academics (instructor).
-Reputation: The factor consists of the item that is important for higher learning institutions in projecting a professional image.
-Access: It includes issues as approachability, ease of contact, availability and convenience of academic and non-academic staffs.
-Program issues: It includes the item related to program flexibility, offering wide range of programs/ specialization, and quality program.
Thus, conducting a systematic needs assessment is a crucialinitial step to training design and development and can substantiallyinfluence the overall effectiveness of training programs (Goldstein & Ford, 2002;McGehee & Thayer, 1961;Sleezer, 1993;Zemke, 1994).
A product of the needs assessment is the specification of the training objectives that, in turn, identifies or specifies the skills andtasks to be trained. A number of typologies have been offered forcategorizing skills and tasks (e.g., Gagne, Briggs, & Wagner, 1992;Rasmussen, 1986;Schneider & Shiffrin, 1977). Given thefair amount of overlap between them, they can all be summarizedinto a general typology that classifies both skills and tasks intothree broad categories: cognitive, interpersonal, and psychomotor (Farina & Wheaton, 1973;Fleishman &Quaintance, 1984;Goldstein&Ford, 2002). One similar factor i.e. the human resource policy of training and development has been identified by Haywood (1992). He mentioned that too many training programs place emphasis on ease and the purpose behind the design of programs namely learning, skill development and behavioral change, has defeat the original purpose and goals of training are lost. Everything is affected by its surrounding weather directly or indirectly and similarly training effectiveness is also affected by many factors. Birdi (2005) found that poor managerial support or an unfavorable departmental climate could limit the impact of creativity training with regard to influencing idea implementation. Unfavorable environment affects the training effectiveness. According to him training will be affected negatively if there is less support from department or there is unfavorable condition for training. Fischer & Ronald (2011) stated that open-mindedness is also a significant moderator of training effectiveness. It has been found that training become more successful if the participants and trainer work with open-mindedness. Driskell (2011) concluded in his study that type of training implemented, training content and trainee expertise also affect the training outcomes. Success of a training program always depends on how the training was given, what was the content and who was the trainer. Haslinda & Mahyuddin (2009) found that lack of support from top management and peers, students' individual attitudes, job-related factors and also the deficiencies in training practice are the main factors which affect the effectiveness of training. If there will be less support from top management and peers, job is not going well or somehow there is problem in job and absence of training practice then there is less chance of effective training program. Beigi & Shirmohammadi (2011) found that emotional training have significant impact on service quality. It means there is a relationship between behavior and learning, and service industry can be benefitted by emotional training because service industry is basically related to marketing and verbal communication. Saks & Haccoun (2007) discussed that psychological states of trainees especially motivation, self-efficacy, perceived control and the realities of the organizational context affects the training outcomes. Tai (2006) also concluded about general self-efficacy that it partially arbitrated the relationship between training framing and training motivation and consequently influenced training outcomes. On the other hand Black & Mendenhall (1990) explained that cross-cultural skill development, adjustment and performance are three primary dependent variables of cross culture training effectiveness.
Research model showed that the lectures; equipment and programfactors are the independent variables but the quality of the education and training is dependent variable following.

Hypothesis:
H1: There is a positive relationship between the lecturesand the education and training quality.
H2: There is a positive relationship between the equipmentand the education and training quality.
H3: There is a positive relationship between the programand the education and training quality.

Definition of Quality:
Quality has no specific meaning unless related to a specific function and/or object. Quality is a perceptual, conditional and somewhat subjective attribute.

Definition of Service Quality:
The concept of service quality linked to the concepts of perception and expectations. Service quality perceived by the customers is the result of comparing the expectations about the service they are going to receive and their perceptions of the companys' actions (Parasuraman et al., 1988;Gronroos, 1994).

Quality in Education:
The quality defined by British Standards Institution, 1978 as the totality of features and characteristic of a product or service that bear on its ability to satisfy stated or implicit needs. Quality in Education can be defined as: The development of intellectual skills and knowledge that will equip graduates to contribute to society through productive and satisfying engineering careers as innovators, decision makers and leaders in the global economy (R. Natrajan, 1999).
Training program: Significant long-term training activity which as opposed to a training project comprises of a series of courses, and usually has a flexible time and cost budget.

PROGRAM H3
The facility: It is for adult professionals must have flexible and technologically-advanced learning environments that are safe, healthy, comfortable, aesthetically-pleasing, and accessible. It must be able to accommodate the specific space and equipment needs of the training program and curriculum. Support spaces geared toward adult needs, such as a business station that allows students to carry out some business functions during their training sessions, must be seamlessly integrated into the facility as well.
Lecturer: Lecturer is someone who stands up in front of a class and gives an organized talk designed to teach you something. There are lots of lecturers at colleges and universities.
Although many professors lecture, in this country the title lecturer usually refers to a teacher who is not a permanent member of the faculty but one of the many college instructors who does not have tenure. The lecturer may even be hired for a single semester or year. The title is used slightly differently in England. There are some professional lecturers -people, like former President Bill Clinton, who make their living by going around the world giving speeches.

Methods and Techniques of the Study
The preliminary study for traineesconducted in July 2014, using qualitative methods to interview 30 students to examine the content and meaning of the words used in the scale. Following this, the formal study conducted in July2014, using qualitative methods to interview 400students to examine the content and meaning of the words used in the scale.The researcher should select one of these methods of collecting the data taking into consideration the nature of investigation, objective and scope of the inquiry, financial resources, available time and the desired degree of accuracy.However, I should pay attention to all these factors but much depends upon the ability and experience of the researcher.

Population and Sample of the Study
Population is a complete set of elements (persons or objects) that possess some common characteristic defined by the sampling criteria established by the researcher.The population of this study was all studentsat Ca Mau Community Collegethat the values of the random variable of interest could possibly be determined. This notion corresponds directly to the frame in sample survey literature.

Research Instrument
Instruments used to gauge some quality or ability of your subjects. The purpose of the instrument is to elicit the data for your study. The main research method that applied in this study is quantitative research.According to McDonough (1997, cited in Sia, 2011, traditionally, educationalresearchers prefer the quantitative approach for the field of university choice. Actually, a high number of previous researchers like Joseph and Joseph (1998), Priceet al. (2003), and Sia (2011), just a few to name, have successfully appliedquantitative method. Qualitative method used to explore any new factors affecting the effectiveness of the companies' training programs.Besides, the questions for interview consisted of several open-endedquestions mainly asking whom and what influenced students during the selection of the companies. The findings from qualitative research would add to the input ofquestionnaire design in the quantitative research. Then the first draft of thequestionnaire designed and went through a pilot test to check thecomprehensibility and wording of the questions.Next, the quantitative research conducted with the final version of thequestionnaire. The quantitative method used to collect data to answer researchquestions.Investigate each tool below and complete my planning guide if the researcher chooses to use that specific instrumentation in my study. Be sure to specify if the researcher use it qualitatively or quantitatively.

Data Gathering Procedure
There are different data gathering procedures that I can use for this research. It depends on your convenience and the ease in gathering the required details that you can use for the research results. In any case, we discuss some of the major types of data gathering procedures. The instrument for data collection was a self-administrated questionnaire.
The questionnaire designed to ascertain the demographic profile of the students.The factors influence the quality of education and training. Besides, the researcherwanted to get the information, the researcher visited to interview 400students to answer the survey questionnaire.The actual number of respondents in this research is 400students at Ca Mau Community College. In addition, the data collected and analyzed using the statistical indicators with data processing software SPSS 20.0. The targets include descriptive statistics, reliability analysis, correlation analysis, explorefactor analysis, analyze multiple linear regression.

Data Processing
The term of data processoftenused more specifically in the context of a business or other organization to refer to the class of commercial data processing applications,the data collected by the researcher and be analyzed by SPSS. Before having analyzed, the data screened to delete outliners to secure reliability. Creative Research Systems offers complete data processing services. We provide presentation-quality tables, text reports and graphics. There are more than 2.000 the students of the Ca Mau Community College. The researcher had surveyed 200 students of economic major (Total of population is more than 1000 students). Besides, the researcher had surveyed 200 students of technology major (Total of population is more than 1000 students). After data are collected, reliable scale tested with Cranach's alpha index, and (Exploratory Factor Analysis) draws from the official scale.

Research Results
Descriptive Statistics for the profile of the quality of the education and training at Ca Mau Community College

EQU1:
The equipment is such as room, table that were suitable for the needs of learning for the students at the colleges and the university in Vietnam  EQU2: The equipment is such as projector, computer, micro that were suitable for the needs of teaching for the students at the colleges and the university in Vietnam  EQU3: The books, textbooks and documents are very good for teaching and practicum for the students at the colleges and the university in Vietnam  EQU4: The internet system, computers and others were very good for teaching and practicum for the students at the colleges and the university in Vietnam  EQU5: The library system, practicum place and other equipment for teaching and learning for the students at the colleges and the university in Vietnam   Table 2 showed that there were 400students but 367students processedat Ca Mau Community College. There were minimum value was 1, maximum value was 5. Standard deviationswere from 0.562 to 1.343; mean is from 2.37to 4.31 but mean is around 3.0.This data was very good for regression analysis. We have 18 items and 3 components are independent variables. One componentisdependent variable.  Table 3 showed that the result of the descriptive statistics from Gender situation had367students processed at Ca Mau Community Collegeinterviewed from 7/2013 to 10/2014. There were 151 male students with 41.1 % and 216 female students with 58.9 %.  Table 4 showed that the result of the descriptive statistics from genderhad367students processed at Ca Mau Community Collegeinterviewed from 7/2013 to 10/2014. 122 students are from 18 to 20 years old with 33.2 % and 245 students who are over 20 years old with 66.8 %.  Table 5 showed that the result of the descriptive statistics from the Students informationhad367students processed at Ca Mau Community Collegeinterviewed from 7/2013 to 10/2014. There were 30First yearstudents with 8.2 % and 88Second yearstudentswith 24.0 %. Third year had 249students with 67.8 %.  Table 6 showed that the result of the descriptive statistics from Study major had 367students processed at Ca Mau Community College interviewed from 7/2013 to 10/2014. There were 119studentsstudying Economic majorwith 32.4 % and 248studentsstudyingother majors with 67.6 %.
Evaluate the reliability of the scale of the quality of the education and training  Table 7 revealed that all of components are very good for this research. Continue author analyzed the EFA to assess more accurately the scale, helping the uniform scale in research. Thus, based on the authors EFA analysis will evaluate the homogeneity of the observed variables and can be classified because of specific variables.

KMO and Bartlett's Test for the quality of the education and training
KMO & Bartlett's test play an important role for accepting the sample adequacy. While the KMO ranges from 0 to 1, the world-over accepted index is over 0.6. For Factor Analysis recommended suitable, the Bartlett's Test of Sphericity must be less than 0.05.  Table 8 showed that Kaiser-Meyer-Olkin Measure of Sampling Adequacy was statistically significantandhigh datareliability (KMO = 0.796> 0.6). This result was very good for data analysis. Table 8 showed that Cumulative percent was statistically significantandhigh datareliabilitywas 76.010% (> 60 %).
Structure Matrixfor factors of the quality of the education and training .850 Source: The researcher's collecting data and SPSS Table 9 showed that Structure Matrix for the factors affecting the quality of the education and training at Ca Mau Community Collegehad 3Components. Component 1 (X1) was Lecturer, Component 2 (X2) was Facilities, Component 3 (X3) was program. .891 Source: The researcher's collecting data and SPSS Table 10 showed that KMO and Bartlett's Test for the quality of the education and training at Ca Mau Community Collegeshowed that Kaiser-Meyer-Olkin Measure of Sampling Adequacy was statistically significantandhigh datareliability (KMO = 0.689> 0.6). This result was very good for data analysis. the quality of the education and training at Ca Mau Community Collegeshowed that Cumulative percent was statistically significantandhigh datareliabilitywas 90.145% (> 60 %). Note: the quality of the education and training (Y) is dependent variable.
Regression analysis for factors affecting the quality of the education and trainingat Ca Mau Community College  Table 11 showed that Adjusted R Square was statistically significantandhigh datareliability. In addition, Adjusted R Squarereached48.1 %.Resultsshowed that all t value >2was statistically significantandhigh datareliability. Besides, theregression coefficientswere positive. This showed thattheeffectsof independent variablesin the same directionwith the quality of the education and training at Ca Mau Community College.
The test results F = 114.008 value and Sig. = 0.000 <0.05 shows the building model is consistent with the data set and the variables included in the model which are related to the dependent variable. Generally, regression analysis with selected reliability is 99%, corresponding to the selected variables are statistically significant at the p <0.01; the results show that all variables are satisfying the demand. Verification of conformity of the model shows multicollinearity phenomenon does not violate (VIF <10).
The results of regression analysis show that factors presenting the priority as follows: (1) Table 12 showed that Bootstrap is an alternative to asymptotic approximation for carrying out inference. This showed that there were the same results of the regression for the quality of the education and training at Ca Mau Community College with significance level of 5 %. Table 12 showed that Sig value was statistically significant and Significance value is 0.000 (< 0.05). The results presented with the observed t-value, the degrees of freedom, and the statistical significance of the one-sample t-test orSig <0.05. Therefore, it concluded that the population means are statistically significantly different. If Sig > 0.05. There was the difference between the sample-estimated population mean. Therefore, this result showed that there was no the difference between the sample-estimated population mean with significance level of 5 %.  Table 13 showed that Analysis of Variance (ANOVA) about Gender situation showed that F = 1.245was statistically significant and Significance valuewas 0.265(> 0.05).Therefore,we reject H 1 and accept H 0 . This showed that there was no different from Gender situation for the assessing aboutthe quality of the education and training at Ca Mau Community College with significance level of 5 %.  Table 14 showed that Analysis of Variance (ANOVA) about Ageshowed that F = 0.012was statistically significant and Significance valuewas 0.912(> 0.05).Therefore,we reject H 1 and accept H 0 . This showed that there was no different from Agefor the assessing about the quality of the education and training at Ca Mau Community Collegewith significance level of 5 %.  Table 15 showed that Analysis of Variance (ANOVA) about Students informationshowed that F = 2.140was statistically significant and Significance valuewas 0.119(> 0.05).Therefore,we reject H 1 and accept H 0 . This showed that there was no different from Students informationfor the assessing about the quality of the education and training at Ca Mau Community Collegewith significance level of 5 %.  Table 16 showed that Analysis of Variance (ANOVA) about the Study majorshowed that F = 0.575was statistically significant and Significance valuewas 0.449(> 0.05).Therefore,we reject H 1 and accept H 0 . This showed that there was no different from the Study majorfor the assessing about the quality of the education and training at Ca Mau Community Collegewith significance level of 5 %.

Conclusions
Improving the quality of education and training is one of the most important tasks to ensure success progress fundamental and comprehensive change education in Vietnam under General Assembly Resolution XI the National Party. To improve the quality of training requires cognitive perspective, strategy development suitable and reasonable solutions.