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Panel 18 : Social Development
1. Online Social Networks Influencing Students’ 953 Social Learning Outcomes, An Analysis In Vietnam Hue Thi Hoang, Quynh Huong Pham, Hanh Thi Hai Nguyen, Thuy Thi Thu Pham
2. ASEAN Economic Community and Vietnam Human Resource 972 Le Dang Minh, Tran The Tuan
3. The Need to Provide Education to the Children of Construction Laborers 983 in the Large-scale Construction in Bang Khae Bangkok Nattapol Pourprasert
4. Estimation Of Recreational Value As A Basis For Improving Payment 992 For Forest Environmental Services In Tourism: An Application Of Travel Cost Method In Ba Vi National Park, Vietnam Nguyen Van Hieu, Nguyen Hoang Nam
5. Distribution and Utilization of Sago forest in Southern Thailand: 1009 Trang Province Amarin Suntiniyompukdee, Apirak Songrak, Somrak Rodjaroen, Tanawit Thongwichean, Arrisa Sopajarn, Sudee Niseng
|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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Online Social Networks Influencing Students’ Social Learning Outcomes, An Analysis In Vietnam
Hue Thi Hoang1, Quynh Huong Pham2, Hanh Thi Hai Nguyen3, Thuy Thi Thu Pham4
1,2,3,4 Faculty of Human Resources Economics and Management 1,2,3,4 National Economics University, Vietnam 1 E-mail: [email protected], 2 E-mail: quynhph@ neu.edu.vn , 3 E-mail: [email protected], 3 E-mail: [email protected]
Abstract
Social networks have increasingly penetrated into most of the universities, affecting lots of students’ life. In this study, we investigate how online social networks affect social acceptance, acculturation, and social learning effectiveness. Based on social learning theory (Bandura, 1977), we argued that online social networks and social learning effectiveness have the relationship. Results from our surveys accompanied by selected universities demonstrated the impact of online social network on students’ social learning outcomes. We found online social network engagement has a positive influence on students’ seft-esteem, social learning effectiveness, social acceptance, and acculturation at universities, but not on satisfaction with university life. We also suggested social acceptance affects students’ seft- esteem and social learning outcomes positively. Acculturation helps students attain the development of seft-esteem, life satisfaction at universities and learning outcomes.
Keywords: Acculturation, Social Acceptance, Online Social Networks, Social Learning Outcomes
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1. Introduction The rationale of the study
The world is getting flat because interpersonal contact becomes easier and toucher than ever before (Freidman, 2006). One of the fundamental flattening factors in the world is the new era of connectivity that has emerged with the widespread availability of the World Wide Web and the emergence of the Internet (Freidman, 2006). Faloutsos, Karagiannis, and Moon (2010) suggested online social networks keeps on growing unabatedly with hundreds of millions of active users. Vietnam witnessed the infiltration of online social networks beginning in 2005 with the appearance of several online social networks such as Facebook, Zingme, Youtube, Instagram, Twitter, Yahoo, etc. The number of people using online social networks has been dramatically increasing because online social networks helps people to produce and consume content (Guille, Hacid, Favre, & Zighed, 2013). According Nguyen (2017), in 2015 Vietnamese ranked fourth in the world for Internet usage with 5.2 hours per day, ranked ninth in terms of average time spent on social network for 3.1 hours per day and ranked 22nd in the world by population, the number of users is 31%. Besides, the proportion of users in the age group of 18-29 (including a significant proportion of students) accounted for 89% (Nguyen, 2017). It is obvious that online social networks have been strongly penetrating to general users and Vietnamese students.
Purpose statement
The purpose of this research is to study how online social networks influence students’ social learning outcomes in Vietnam. We will explore how to measure online social networks and measure the students’ learning outcomes. Moreover, we will also generate a model and validate the model of the impact of online social networks on the students’ social learning outcomes.
Research questions
To better understand how online social networks affect students’ social learning outcomes, we sought to answer these question:
i. How does online social network engagement influence social acceptance, acculturation, and social learning effectiveness? ii. Does social acceptance affect students’ seft-esteem, satisfaction with university life, and social learning outcomes? iii. Does acculturation affect students’ seft-esteem, satisfaction with university life, and learning outcomes?
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Literature review
Online social networks
Boyd and Ellison (2010) suggested social network is a form of electronic communication, it is where users could create or share their information, ideas, careers, emotion, etc. with their network via email, online chat groups and electronic personal profiles. Otte and Rousseau (2002) defined social network as a graph in which nodes could be an individual, an organization, and links could be simulations of relationships in real society. Social network is extremely different from blog because blog is merely a service, a type of communication in social network. Social network was set up mainly based on blog, but there is also social network without blog. Social network was constructed on the social network theory which views social relationship in terms of node and tie. Online social networks are platforms people make networks for business, pleasure, and all points in between (Veletsianos and Kimmons, 2013). Online social networks are internet services which allow connections among users having the same hobbies regardless of space and time. Online social networks are special form of virtual society with two main components: the users and the links between the users.
Social learning outcomes
Social learning outcomes was formed by Albert Bandura’s social learning theory (Bandura, 1977). Bandura (1977) emphasized the importance of observing, modeling the behavior, attitudes and emotions of others. Those factors are likely to affect individual learning results and interactions that make social learning as a learning process. Thus, social learning outcomes are the result of a cognitive process that takes place in a social context and it is expressed through self-esteem, confidence, satisfaction with university life, appreciation from friends, teachers, communication skills or ability to cooperate and connect, and effective learning social.
Social acceptance
McKittrick (1980) found social acceptance is a trend which human associate good value with others and make better connection among them (as cited in Devine & Lashua, 2002). According to Goffinan (1963), when social acceptance occurs, it means an individual is not discriminated (as cited in Devine, 2004). Davis (1961) claimed that social acceptance is manifested in a very easy way when it creates satisfaction in social interaction between people, on the basis of individual and group’s awareness (as cited in Fine & Asch, 1988). That is an opportunity to make a perfect relationship. The social construction of reality is actually built into a continuous process of interaction, in which people are constantly campaigning for the creation and linking of the message that is to be conveyed by behavior, object, and language (Berger & Luckmann, 1966). When an individual expresses the meaning of the message through these signals and connects it with the
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expectations of society, he/she becomes a part of society, he/ she also expresses his/ her social acceptance (Berger and Luckmann, 1966, Douglas, 1970).
Acculturation
From an individual perspective, acculturation can be defined as a process by which individuals can adapt to environmental change (Berry, 1998). The mechanism for the development of theory and cognitive research has clarified what happens to each individual when they study and live in a whole new environment, and then try to adapt to that environment (Berry, 1998). This led to the development of research models related to acculturation and the measurement of that model over the years. In our research, for students, acculturation refers to the students’ understanding of the culture, the rules and goals of the university, and the individuals’ changes in psychology, physiology, post-access behavior to adapt to a new culture as well as a new environment at the university.
Online social networks influencing students’ social learning outcomes Cho, Gay, Davidson, and Ingraffea (2007) considered online social networks as a vital factor which make students’ learning environment distributed. Online social networks not only directly affect students’ performance proficiency, but also promote students to accept social and adapt to the new culture in the university, both of which play important roles in improving their performance proficiency (Cho, Gay, Davidson, & Ingraffea, 2007). Through social networks, students have opportunities to express themselves, make several relationships, interact with others at any time and any space, meet their needs, create networks, and get lots of information. On the other hand, they can establish and maintain extensive relationships with friends, as well as learn more about the university environment. In addition, the interaction between students and friends and the university environment is actually considered a commitment to learning that initially helps individuals achieve the desired learning outcomes (Bandura, 1977). Those interactions have been described as acculturation (Bauer, Bodner, Erdogan, Truxillo và Tucker, 2007; Morrison, 1993, 2002). Online social network engagement affects students’ learning outcomes through social acceptance and acculturation. Social acceptance involves the satisfaction of individuals about relationships with friends and becoming more integrated with others (Bauer et al., 2007). Interacting with friends is an important aspect of social acceptance. Coleman (1990) and Podolny and Baron (1997) suggested interaction with friends usually takes place in a small and persistent network relationships that include mutual support and interdependence (as cited in Gonzalez, Claro, & Palmatier, 2014). In a tight network, every individual is capable of conveying credible and consistent information, maintaining a close friend-to-friend relationship that allows each individual to learn more and get more information and having social acceptance from friends. According to a research of Sanchez, Bauer and Paronto (2006), with the guidance and help of friends, students are more satisfied with their lives at university. When individuals integrate into a particular social group or community, they can develop social relationships and their own learning and working skills, thereby achieving greater results in learning. When participating in social networks, in addition to extending the range of relationships, each individual tends to build a strong relationship with a small group. And then, social networks are expected to promote social inclusion
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for university students. Additionally, online social network engagement also influences the acculturation, which affects the students’ social learning outcomes. Students need to look for basic information about colleges to complete acculturation (Morrison, 1993). Such information could be obtained through various channels and member networks that facilitate access to useful information (Burt, 2001; Coleman, 1990). According to Morrison’s observation (1993), a large information network would be beneficial for the individual’s learning of the university environment’s characteristics (such as culture, objectives, regulations), thereby providing students full insight to understand all facets of the university environment and to adapt to the culture at school. Allen, Robbins, Casillas and Oh (2008) also demonstrated that the social connections of students affect their college’s commitment and retention. Acculturation has an impact on the students’ social learning outcomes. An environment with support from people around is the gateway to achieve individual’s desired learning outcomes. Bandura’s Social Learning Theory (1977) emphasized that the environment will not fully exploited without the interaction of learners. The interaction is shaped by the process of students’ understanding and of receiving environmental factors such as culture, norms, values, and objectives of the college. Therefore, it can affect the students’ perception, morale, and skill development, in other words, improving students’ satisfaction toward college life as well as the effectiveness of students’ social learning outcomes.
Proposed model
The model as proffered by Yu, Tian, Vogel, and Kwok (2010) explained the impact of online social networking on the students’ social learning outcomes. We used Yu et al.’s model (2010) as our original model for our study. In addition to proposing the direct impact of online social network engagement on learning outcomes, we considered social acceptance and acculturation as important social processes that contribute to transforming the behavior of the users to learning outcomes (Figure 1). Figure 1. Proposed model by Yu et al. (2010)
Control Variables Learning outcomes • Field of study • Study level Self-esteem • Gender Social H4a c+ H2 acceptance - Online social + Satisfaction network H1a-c+ with university engagement life H3 H5a-c+ + Acculturation Social learning effectiveness
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Hypotheses
Hypothesis 1a (H1a): Online social network engagement has a positive impact on students' self- esteem.
Hypothesis 1b (H1b): Online social network engagement has a positive impact on students’ satisfaction with university life.
Hypothesis 1c (H1c): Online social network engagement has a positive impact on students’ social learning effectiveness.
Hypothesis 2 (H2): Online social network engagement has a positive impact on social acceptance at universities.
Hypothesis 3 (H3): Online social network engagement has a positive impact on the process of acculturation at universities.
Hypothesis 4a (H4a): Social acceptance has a positive impact on students’ seft-esteem.
Hypothesis 4b (H4b): Social acceptance has a positive impact on students’ satisfaction with university life.
Hypothesis 4c (H4c): Social acceptance has a positive impact on social learning outcomes.
Hypothesis 5a (H5a): Acculturation has a positive impact on the development of seft-esteem.
Hypothesis 5b (H5b): Acculturation has a positive impact on students’ life satisfaction at universities.
Hypothesis 5c (H5c): Acculturation has a positive impact on learning outcomes.
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2. Method Research instruments Our study used the Likert scale of 5 points from 1 - "absolutely not agree" to point 5 - "absolutely agree" for both dependent and independent variables based on the scale listed in Table 1. Table 1 below gives a summary of the variable list and the derived scale of variables used:
Table 1. Variables
Observed Factor Description References variables TG1 Social networking is a part of my life. Social networking has become my daily TG2 routine. I feel proud to tell people that I am TG3 Applied scale participating in social networks. adjustments of I feel lost contact if I do not participate in the TG4 Steinfield, Ellison, social network for a while. Online Social & Lampe (2008). I feel like I am a part of the social network Network TG5 Engagement community. I regularly contact faculty and department TG6 staff in the University via social networks. Social networks help me build relationships TG7 Applied scale with people. adjustments of Social networks makes me feel connected to TG8 Powless (2011) the student community at the university. I am satisfied with my friends’ relationships at CN1 the aniversity. I feel comfortable with my friends at the CN2 Applied scale university. adjustments of Students at the university seem to accept me CN3 Morrison (2002), as a part of them. Social Pascarella & Friend relationships have a positive impact on Accecptance CN4 Terenzini (1983) my cognitive development. Friend relationships have a positive impact on CN5 my personal and attitudes development. I do not feel connected to anyone at the Applied scale CN6 university. adjustments of CN7 I work in a group rather than individually. Powless (2011) I am aware of the values that the university TB1 brings. Applied scale Acculturation I always try my best to fulfill my study and adjustments of TB2 training goals at university. Morrison (1997) TB3 I easily adapt well to the university’s culture. People always appreciate my personal Applied scale Seft-esteem TT1 qualities. adjustments of
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People always consider me as a useful person Rosenberg, TT2 for society. Schooler, and I always have the ability to work well as everyone Schoenbach (1989) TT3 does. & Steinfield (2008) TT4 I always have a positive attitude about myself. TT5 Overall, I am always happy about myself. In general, university life is like what I Applied scale TM1 expected. adjustments of TM2 My university life’s conditions are great. Rode, Arthdau- So far I have learned some useful things at the Day, Mooney, TM3 Satisfaction university. Near, Baldwin, with I am always proud of my life at university. Bommer, & Rubin TM4 university life (2005) I am satisfied with my experience at the TM5 Applied scale university. adjustments of I regularly participate in extracurricular TM6 Powless (2011) activities at the university. I am always confident about my study skills HQ1 and ability to work. Social I always feel capable to complete the exercises Applied scale HQ2 Learning during my studies. adjustments of Effectiveness I always know how to learn the subject Chao (1994) HQ3 effectively. HQ4 I always achieve the results as I expected.
Sample and Data collection
Because our study seeks to explore how online social network engagement affects students’ social learning outcomes, we use a sample of four big universities in Vietnam: National Economics University, Hanoi University of Science and Technology, Vietnam national University - University of Engineering and Technology, University of Labor and Social Affairs. Four universities are representative for all universities in Vietnam. To achieve the objective of the study, the minimum sample size for this study was 195 observations. Therefore, with the cooperation of faculty, we conducted the survey by sending questionnaires to students from the four selected universities in a big city of Vietnam, which received 340 replies and used 300 qualified answers in the analysis. After students completed the surveys, the data was entered into Statistical Package for the Social Sciences (SPSS) for analysis.
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With secondary data (collected from studies, available resources): Our method would be analyzing, compiling, and comparing. With primary data (collected through surveys): We analyzed the data using SPSS software version 20.0 with the following specific steps:
Firstly: Do statistics describing the observable variables of the scale.
Secondly: Assess the reliability of the scale.
Thirdly: Verify the value of the scale by means of exploratory factor analysis - EFA.
Fourthly: Analyze correlation and multiple regression.
Finally: Analyze variance ANOVA
3. Results Analyze the behavior of students' social network using
Online social networks bring lots of advanced technology features, high interactivity, variety of applications, therefore social networks has been increasingly developing all over the world. For example, with many advantages, Facebook attracts a large number of users; especially students, who want communicate, make friends and wish to express themselves on social networks. From our surveys’ results of the online social network using of students, we analyzed the frequency of use, time average accessing, and the purposes of using social networks. The results are as follows:
Frequency of student using social networking per day
Based on the comments of the interviewees, we evaluated the frequency of students' 1-day using of the following levels: (1) no use, (2) access from 1- 3 times per day, (3) access from 4-6 times per day, (4) access from 7-10 per day, (5) access over 10 times per day. Accessing to Facebook is the largest proportion (3.63 points equivalent to 7-10 times per day) and the lowest score of 1.14 points, means level 1 (not used) indicates that most of the students do not use Twitter.
Average time spent on social networks per day
Likewise, we assessed the average time daily of students using social networks by one day, based on the following levels: (1) no use, (2) less than 30 minutes per day, (3) 30 minutes - 2 hours per day, (4) use from 2 to 5 hours per day, (5) use more than 5 hours per day and the results showed that the average time students spent on Facebook one day is the most largest compared to other social networks, the result of the evaluation is 3.37 points equivalent in the range from 30 minutes - 2 hours per day. The results show that students use more time for Facebook to entertain, socialize, make friends.
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When students access online social networks
From the sureys’ results, we analyzed the characteristics of when students access to online social networks. We found that students used to accessing to online social networks at home (accounting for 57%). This could be explained by the stressful periods in the classroom or part- time jobs, students often access to social networks to relax, chat with friends or get information. We also found that 32.7% of the students use online social networks at any time. Therefore, it might be said that some students do not use online social networks according a fixed period, which can make them hard to control their usage time. The percentage of students using the computer during class hours accounted for 2.3% of the total surveyed students and 4% of the students accessing social networks during class breaks. Despite the small number, online social networks are very attractive to students. Nevertheless, some students do not use online social networks at home or class breaks, 4% of the total survey respondents chose the other access time. This also has a little effect on the quality of student learning today.
The purposes of students’ using online social networks
The results show that the “entertainment” goal was the highest score of 3.40 among the groups. In addition to the purpose of “entertainment”, students also use online social networks for the purpose of "Searching and sharing learning materials" and "Updating friend information." The results showed the proportion choosing the purpose "Other" and "Online sales business" are the lowest, which may be from student financial constraints, students’ relationships, time and business experience.
Social networks influencing students’ social learning outcomes
According to the analysis, the "Social Networks" independent variable has a coefficient of Cronbach's Alpha of 0.823, ranging from 0.8 to 1, so that the scales are linked together and it is a good measurement scale. However, the sixth observation variable was rejected due to inadequate requirements that the total variable correlation coefficient is 0.292 (less than 0.3).
The independent variable “Social acceptance” has a Cronbach's Alpha coefficient of 0.781 (greater than 0.6), so the scale can be used relatively well. However, the last two observation variables, CN6, CN7, have a total correlation coefficient of 0.172 and 0.175 (less than 0.3), are eliminated. The independent variable “Acculturation” has Cronbach's Alpha of 0.784 (> 0.6) and the coefficients of variation are greater than 0.3. The "Acculturation" is a relatively good scale. The "Self-Esteem", "Satisfaction with University Life", and "Social Learning Outcomes" all have Cronbach's Alpha ratios more than 0.8. So, this is a relatively good scale.
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After eliminating inappropriate observational variables, we conducted a test to check reliability again. The values of the Cronbach's Alpha coefficient showed that the scales were good, reasonable and consistent. The results are shown in Table 2.
Table 2. Reliability Number of varibales Cronbach’s Alpha
Online social network engagement 7 0,833
Social acceptance 5 0,864
Acculturation 3 0,784
Seft-esteem 5 0,837
Satisfaction with university life 6 0,851
Social learning outcomes 4 0,866
Thus, the results of evaluating reliability of the scale by scale by Cronbach's Alpha indicated that the scale is reliable and can be used in future analysis.
Exploratory factor analysis
To eliminate scales that are not sufficiently reliable, retaining high adhesion scales, can be grouped into factors that accurately reflect the variables measured in the model, we conducted exploratory factor analysis. Factor analysis is conducted once. Scales’ reliability is quite high, no observed variables are excluded and independent variable groups, dependent variable groups remain unchanged. Independent variables include social networks, social acceptance, acculturation. Dependent variables comprise of self-esteem, satisfaction with university life, effectiveness of social learning outcomes.
Table 3. Exploratory factors analysis - EFA Average Variance Factor KMO P- value Conclusion Extracted Loading
Dependent Variables 0,905 0.000 60,507 0,905 Qualified
Independent Variables 0,851 0.000 63,583 0,851 Qualified
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Table 3 shows that the KMO coefficients are greater than 0.5, indicating that factor analysis is appropriate. Bartlett's test is statistically significant at the 5% significance level, indicating that the observed variables are correlated in magnitude. When analyzing the EFA factor for independent variables, all the factor load of the observed variables satisfies the condition (factor load > 0.5) and the number of factors created is coincide with the number of factor we had in the beginning. They are "Social Networks", "Social Acceptance", and "Acculturation". Table 3 also shows that the cumulative of variance is 63.583% (greater than 50%), it means there are 63.583% changes in factors explained by the observed variables (factor of the factor). When analyzing factors for dependent variables, the factor load of all observed variables satisfies the condition that the factor load is greater than 0.5 and the number of factors generated coincides with the initial factors, they are "Self-Esteem", "Satisfaction with University Life", and "Social Learning Effectiveness", none of which is excluded.
To sum up, after using the EFA exploratory factor analysis, the results show all factors have all the same observation variables that load a factor. Therefore, the scales selected for the variables in the model are guaranteed to be required, capable of better interpretation and analysis.
Correlation analysis
From the results of Cronbach’s Alpha, the model has three independent variables, however, two independent variables are adjusted.
X1: Online Social Network Engagement (Disregard TG6).
X2: Social Acceptance (leave observation CN6, CN7).
We used Pearson correlation coefficient to evaluate the correlation between variables in the model (the results of correlation analysis of variables in the model are presented in Table 4). The results showed that the correlation coefficient (r) has a value of r>0, indicating that the variables are positively correlated.
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Table 4. Mean, standard deviation and correlation coefficient Online Satisfaction Social Social Social Accult- Seft- with Variable Mean SD Network Learning Acceptance uration esteem university Engage- Effectiveness life ment
Online Social Network 3,25 0,650 1 0,499 0,303 0,413 0,394 0,146 Engagement
Social 3,51 0,685 1 0,448 0,485 0,504 0,329 Acceptance
Acculturation 3,55 0,689 1 0,602 0,602 0,502
Seft-esteem 3,39 0,614 1 0,620 0,533
Satisfaction with university 3,14 0,658 1 0,464 life
Social Learning 3,05 0,680 1 Effectiveness
The “Online Social Network Engagement” variable is strongly correlated with the “Social Acceptance” variable and the “Acculturation” variable, and the coefficients are 0.499 and 0.303 respectively. The correlation coefficients of the "Self-Esteem" variable and the two variables "Social Acceptance" and "Acculturation" variables were 0.485 and 0.602, respectively, therefore the "Self-Esteem" variable closely correlated with "Social Acceptance" and “Acculturation”. The correlation between the "Self-Esteem" variable and the “Satisfaction with University” variable is 0.620, so the two variables are closely related. Correlation coefficient between the "Self-esteem" variable and the "Effectiveness of Social Learning Outcomes" variable is 0.533, so the two variables have a relatively strong correlation. Thus, most of the independent variables in each model are closely correlated.
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Regression analysis and hypothesis testing
Online social network engagement influencing on social acceptance (Model 1)
According to table 5, the regression analysis demonstrated that the "Online Social Network Engagement" factor had a non-normalized β factor of 5%, which would have the same direction impact on social acceptance. Specifically, the R2 (R Square) coefficient is 0.246 - the independent variables explain 24.6% variation of the dependent variable. Sig value testing of the "Online Social Network Engagement" variable is also 0.000 - this variable is statistically significant at 5%.
Table 5. Regression between online social network engagement and social acceptance
Change Statistics Adjusted R Std. Error of Model R R Square R Square Sig. F Square the Estimate F Change df1 df2 Change Change
1 ,499a ,249 ,246 ,59485 ,249 98,604 1 298 ,000
a. Predictors: (Constant), Online social network engagement
b. Dependent Variable: Social acceptance
Consequently, the "Online Social Network Engagement" factor has a positive impact on "Social Acceptance". Thus, the H2 hypothesis is proved. The regression model is rewritten as follows:
CN = 1,797 + 0,526 * TG
From model 1, the factor "Social Acceptance" increases by 0.526 units, "Online Social Network Engagement" factor also increases by 1 unit. Thus, it can be concluded that the more students engage online social networks, the more their social acceptance increases.
Online social network engagement influencing on acculturation (Model 2)
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Table 6. Regression between online social network engagement and acculturation
Change Statistics Adjusted R Std. Error of Model R R Square R Square Sig. F Square the Estimate F Change df1 df2 Change Change
2 ,303a ,092 ,088 ,65829 ,092 30,026 1 298 ,000
a. Predictors: (Constant), Online social network engagement
b. Dependent Variable: Acculturation
According to table 6, the regression analysis demonstrated that the "Online Social Network Engagement" factor had a non-normalized β factor of 5%, which would have the same direction impact on acculturation. Specifically, the R2 (R Square) coefficient is 0.088 - the independent variables explain 8.8% variation of the dependent variable. Sig value testing of the "Online Social Network Engagement" variable is also 0.000 - this variable is statistically significant at 5%.
The results of the regression analysis showed that "Engagement in online social networks" has a non-normalized coefficient of β with a positive mean of 5%, thus contributing to the Acculturation. Or, in other words, online social networks has a positive impact on acculturation. Thus, the H3 hypothesis is proved. Regression model:
TB = 2,508 + 0.321 * TG
The results show that the increase in students’online social networks engagement will have a positive impact on their acculturation. It is explained that when the "online social networks engagement" factor increases to 1 unit, the factor "acculturation" also increases by 0.321 units respectively.
Social acceptance, acculturation, and online social networks engagement influencing students’ seft-esteem
Similarly, the results of the regression analysis are normalized on the standardized β coefficient to assess the impact of Social Acceptance, Acculturation, and Online social networks engagement on self-esteem development, demonstrating that these factors affect the students' self- esteem, the level of impact of each factor ranked in descending order as follows:
(1): Acculturation (β = 0.392 *)
(2): Online social networks engagement (β = 0,315 *)
(3): Social acceptance (β = 0,266 *)
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Thus, the factors that have the greatest impact on seft-esteem development are “Acculturation” and “Online social networks engagement” factors. The ‘Social acceptance” factor has a weaker impact. The results also show that there is a difference in “Self-esteem” among the different sectors. There is no difference in the development of self-esteem by characteristics such as college year and gender. As a result, we concluded that the hypotheses H1a, H4a, H5a were proved.
Social acceptance, acculturation, online social network engagement influencing satisfaction with university life
Statistical results of the regression analysis on the standardized β coefficient resulted that only the "Acculturation" factor has an effect on the “Satisfaction with University Life”. The "Social Acceptance" and "Online social network engagement" factors did not affect “Satisfaction with University Life”. The results also show that there is no difference among students’ satisfaction with university life, including factors such as age, education and gender. Thus, hypotheses H1b and H4b are rejected, hypothesis H5b is proved.
Social acceptance, acculturation, online social network engagement influencing students’ social learning effectiveness The statistical results of regression analysis of factors affecting social learning effectiveness based on standardized factor β to examine the impact of the obtained factors showed that all the independent variables affect social learning effectiveness, the level impact of each factor is ranked in descending order as follows:
(1): Acculturation (β = 0.376***)
(2): Online social networks engagement (β = 0,208***)
(3): Social acceptance (β = 0,188***)
Thus, the factor that has the greatest impact on students' social learning effectiveness is the factor "acculturation". The weaker impact factors is the "Online social network engagement" and the "Social acceptance". So, when students increase their ability of acculturation, they will be able to achieve higher social learning outcomes than the "online social network engagement" and "social acceptance" factors.
From the above results, we concluded that the hypotheses H1c, H4c, H5c were proved.
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4. Discussion and Conclusion The number of undergraduates in Hanoi, which is the capital of Vietnam, now accounts for more than 60% of the total number of Vietnamese students according to the GSO statistics (2015). Therefore, the quality of university students in Hanoi greatly affects the quality of human resources in Vietnam in the future. With the aim of studying the impact of online social network engagement on students' social learning outcomes, the study is a positive testimony to the application of the conceptual model which was presented by Yu et al. (2010) in assessing the impact of social networking engagement on student' social learning outcomes.
The study involved two steps: qualitative research and quantitative research. Quantitative research results indicate that the scales are highly reliable when explaining variables in the model. The results of the study showed that online social network engagement has positively affected students’ self-esteem, social learning effectiveness, social acceptance at universities, acculturation at universities. We found online social network engagement did not affect students’ satisfaction with university life. In addition, we suggested social acceptance has a positive impact on students’ self-esteem, and social learning outcomes, whereas students’ satisfaction with university life was not affected by social acceptance. Our study also demonstrated acculturation has a positive effect on the development of self-esteem, students’ life satisfaction at universities, and learning outcomes. Our results are the same as the previous researches (Bauer et al., 2007; Sanchez, Bauer and Paronto, 2006; Morrison, 2003).
In conclusion, overall online social network engagement has a positive effect on social acceptance, acculturation, and students’ social learning outcomes. Firstly, online social networks not only help student entertain, maintain the relationships with their friends, but also improve students’ learning quality via searching references in the internet and sharing information with others. Moreover, online social networks make students to have seft-esteem development and bring better social learning outcomes. On the other hand, the better social learning outcomes students have, the better academic learning results. Students’ satisfaction with university life could impulse them to have good mood at studying and try their best to achieve their desired. Besides, when social learning outcomes are becoming better and better, students might get much more studying skills, effective studying methods, and then they can achieve their aims of studying.
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5. References Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice –Hall.
Bauer, T. N., Bodner, T., Erdogan, B., Truxillo, D. M., & Tucker, J. S. (2007). “Newcomer adjustment during organizational socialization: a meta analytic review of antecedents, outcomes, and methods”. Journal of Applied Psychology, 92(3), 707–721.
Berger, P. L., & Luckmann, T. (1966). The social construction ofreality. New York.
Berry, J. W. (1998). Acculturation and health: Theory and research.
Boyd, D., & Ellison, N. (2010). Social network sites: definition, history, and scholarship. IEEE Engineering Management Review, 3(38), 16-31. Burt, R. S. (2001). Closure as social capital. Social capital: Theory and research, 31-56. Cho, H., Gay, G., Davidson, B., & Ingraffea, A. (2007). Social networks, communication styles, and learning performance in a CSCL community. Computers & Education, 49(2), 309-329. Devine, M. A. (2004). " Being a'doer'instead of a'viewer'": the role of inclusive leisure contexts in determining social acceptance for people with disabilities. Journal of Leisure Research, 36(2), 137. Devine, M. A., & Lashua, B. (2002). Constructing social acceptance in inclusive leisure contexts: The role of individuals with disabilities. Therapeutic recreation journal, 36(1), 65.
Douglas, J. D. (1970). Deviance & Respectability the Social Construction of Moral Meanings.
Faloutsos, M., Karagiannis, T., & Moon, S. (2010). Online social networks. IEEE network, 24(5), 4-5. Fine, M., & Asch, A. (1988). Disability beyond stigma: Social interaction, discrimination, and activism. Journal of social issues, 44(1), 3-21. Friedman, T. L. (2006). The world is flat: The globalized world in the twenty-first century (p. 593). London: Penguin. Gonzalez, G. R., Claro, D. P., & Palmatier, R. W. (2014). Synergistic effects of relationship managers' social networks on sales performance. American Marketing Association. Guille, A., Hacid, H., Favre, C., & Zighed, D. A. (2013). Information diffusion in online social networks: A survey. ACM Sigmod Record, 42(2), 17-28. Morrison, E. W. (1993), “Longitudinal study of the effects of information seeking on newcomer socialization”. Journal of Applied Psychology, 78, 173–183. Morrison, E. W. (2002), “Newcomers’ relationships: the role of social network ties during socialization”, Academy of Management Journal, 45(6), 1149–1160. Nguyen, L. T. C. (2017). Online media and the emergence of young Vietnamese citizens as environmental activists. A case study of the ‘Save Son Doong’Movement (Master's thesis).
Otte, E., & Rousseau, R. (2002). Social network analysis: a powerful strategy, also for the information sciences. Journal of information Science, 28(6), 441-453.
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Pascarella, E. T., & Terenzini, P. T. (1983). Predicting voluntary freshman year persistence/withdrawal behavior in a residential university: A path analytic validation of Tinto's model. Journal of educational psychology, 75(2), 215.
Powless, S. J. (2011). College student satisfaction: The impact of facebook and other factors. The University of Toledo.
Rode, J. C., Arthaud-Day, M. L., Mooney, C. H., Near, J. P., Baldwin, T. T., Bommer, W. H., & Rubin, R. S. (2005). Life satisfaction and student performance.Academy of Management Learning & Education, 4(4), 421-433.
Rosenberg, M., Schooler, C., & Schoenbach, C. (1989). Self-esteem and adolescent problems: Modeling reciprocal effects. American sociological review, 1004-1018.
Sanchez, R. J., Bauer, T. N., & Paronto, M. E. (2006). Peer-mentoring freshmen: implications for satisfaction, commitment, and retention to graduation. Academy of Management Learning & Education, 5(1), 25–37.
Steinfield, C., Ellison, N. B., & Lampe, C. (2008). Social capital, self-esteem, and use of online social network sites: A longitudinal analysis. Journal of Applied Developmental Psychology, 29(6), 434-445.
Veletsianos, G., & Kimmons, R. (2013). Scholars and faculty members' lived experiences in online social networks. The Internet and Higher Education, 16, 43-50.
Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. W. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55(4), 1494- 1503.
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ASEAN Economic Community and Vietnam Human Resource
Le Dang Minh1, Tran The Tuan2
1Van Hien University, Vietnam 2East Asia University, Danang, Vietnam 1E-mail: [email protected], 2E-mail:[email protected]
Abstract
ASEAN Economic Community (AEC), formed in 2015, creates opportunities and challenges for all its member countries, including Vietnam. Labor is one of determining factors of the nations’ economic prosperity. All economists agree that the differences in labor productivity determine differences in living standard. Vietnam is one of countries with low productivity in the region. To take opportunities opened and overcome challenges imposed by AEC Vietnam should adjust is policies. The work conducts strength weaknesses opportunities and threats (SWOT) analysis of Vietnam’s labor force and proposes some policy implications to improve quality and structure of Vietnam’s human resources in order to meet demand for labor of the single market, keep employment for domestic workers and attract skilled labor from other countries in the region, and to avoid brain drainage.
Keywords: Job-search centers, migrant workers, Vietnam’s human resources
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1. Introduction ASEAN Economic Community (AEC), officially established in 2015, importantly affects its member countries. Four following AEC pillars are guidance for economic policy adjustment of AEC members in general, and Vietnam in particular.
(i) Single market and production base achieved by removing barriers preventing free flows of goods and services, investments, skilled labor and to accommodate more free flows of capital, and integrating aspects with priority.
(ii) Competitive Economic Region bases on adoption competitive policies, protection of consumers and copyrights, infrastructure and e-commerce development.
(iii) Equitable Economic Development through SME development, ASEAN integrating initiatives aim at supporting CLMV (Cambodia, Laos, Myanmar and Vietnam) to increase their economic capability.
(iv) Integrating in the globalized economy basing on participating in Free Trade Area Agreement (FTA), actively join globalized supply chain (ASEAN Secretariat, 2014).
Joining AEC Vietnam has chances to to promote the socio-economic development because the mentioned above AEC pillars impose pressures for Vietnam government and citizens to adapt in the new environment. AEC is a large organization. GDP of AEC is about USD 2.500 -13824 and its population is 620 million. The labor force in AEC accounts for 50% of the population or 300 million. Three nations contribute more than 70% to AEC labor force are Indonesia (40%), Philippines (16%) and Vietnam (15%). AEC will create “free flows of skilled labor” in the region. This will lead to a big change in labor market in every member economies, bring new opportunities of employment and create more challenges and tight competition for higher skilled labor.
The research SWOT analyses of Vietnam labor force and propose some policy implications.
2. Method
The research uses secondary data, collected from printed materials and websites, on Vietnam’s labor force and related things to make SWOT analysis in order to discuss policy implications.
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3. Results
Joining the AEC, Vietnam's human resources have following major advantages and disadvantages.
3.1 Strengths
Cheap and plentiful labors
Vietnam is in the period of golden population structure. By mid-2014, there was 53.8 million people aged 15 and over, of whom the working-age population was 47.52 million, or 88.8 per cent. People aged 15-39 accounts for more than 51.0 per cent. In particular, the young age group (15-29 years old) accounts for 26.7 per cent and the youth age group (15-24 years) accounts for nearly 15 per cent (GSO, 2014). These are healthy and pragmatic groups potentially acquire new knowledge and skills that enhance the quality of Vietnam's human resources and labor productivity.
Positive structural shift
Labor in agriculture, forestry and fishery sector is 46.81% in 2013 compared to 53.0% in 2007, in manufacturing and construction sector is 21.18% in 2013 compared to 18.95% in 2007, and the service sector was 32.0% versus 28.12% in 2007 (Nguyen Ba Ngoc and Pham Minh Thu).
Quality improvement
According to the Ministry of Labor, Invalids and Social Affairs (2015), the proportion of trained workers is 38% compared to 30% of 10 years ago. As a result, the skilled workforce of Vietnam has partly met the increasing demands of the labor market, systematically mastering many fields of scientific and technological aspects and replace jobs previously occupied by foreign experts.
3.2 Weaknesses
According to the World Economic Forum Survey (2014-2015) one of five, most difficult issues when doing business in Vietnam is unsatisfactory trained labor, as more than 10 per cent of respondents pointed out. This reveals the following weaknesses.
Low participation rate
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Inadequate quality
The quality of Vietnam’s human resources is low in comparison with requirements of the labor market and compared to other countries in the region. This is considered as one of the "bottlenecks" hindering development. According to the World Bank’s assessment (2014), Vietnam is in shortage of skilled labor and high-level workmanship workers. By the scale of 10 points, the quality of Vietnam’s human resources is 3.79 points - ranked 11/12 of Asian countries. While that of Korea is 6.91, of India are 5.76, of Malaysia are 5.59, and of Thailand is 4.94.... Not only there is a lack of skilled labor, and trained human resources do not match the needs of the labor market. In addition, laborers are in short of other soft skills. The average IELTS score of the Vietnam contestants is 5.78/9, behind Indonesia (5.97/9), Philippines (6.53/9), Malaysia (6.64/9). The consequences of the low quality of human resources are (i) low labor productivity (Vietnam belongs to the group of low labor productivity countries in the Asia-Pacific region). Vietnam’s labor productivity is 15 times lower than that of Singapore, 11 times lower than that of Japan and 10 times lower than that of Korea. Moreover, in ASEAN, Vietnam's labor productivity is equal to one fifth of that of Malaysia and two fifths of that of Thailand1. (ii) Low competitiveness of the economy (in 2011 Vietnam ranked 65 out of 141 countries, but in 2014 ranked 70/148 countries).
Irrational structure
Vietnam owns a large number of laborers, but the quality of labor is significantly low. According to Labor-Employment Survey (GSO, 2016) the proportion of trained labor in Vietnam is relatively low and revealed slow improvement. In 2007, the proportion of training of workers aged 15 years and over was only 17.4%; in 2013, the number is 18.4%, negligible improvement. The differences in the quality of labor resources are most apparent in rural and urban areas. In urban the share of trained labor was 30.9%, while in rural areas only 9%. This is a major obstacle to improvement of productivity. Of the workforce the shares of unskilled workers, job trained workers, vocational trained workers and labor with college and university degree are 81.8%, 5.4%, 3.7%, 9.1% respectively (GSO, 2013). The structure of trained labor is seriously irrational. To the middle of 2015, the shares of labor with university degree and up, with college degree, vocational trained workers and untrained are 41,51%, 14,99%, 27,11%, 16,39%, respectively. This means the degree or certificate
1 In the period 2002-2007 Vietnam's labor productivity increased on average by 5.2% per annum, but since the global financial crisis in 2008, the average annual productivity growth rate of Vietnam slowed to 3.3%.
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ratio university-and-up/college/vocational is 1.0/0.35/0.4. This situation is called “excess of trainers, shortage of workers”, it is the inverse tendency compared to other countries all over the world. This is because in principle the number of vocational trained and untrained labors should be bigger than that of white-collar workers.
Unsatisfactory preparation for entering the single labor market
Most of Vietnamese workers are not so willing to work in ASEAN countries. They are not ready in term of mental, psychological and skillful preparation.
Poor capability of integration and competition
With low economic starting point, closed agricultural economy, and left behind in integration for a long time, Vietnam’s enterprises possess not enough competence to efficiently recruit, remunerate and manage appropriate laborers, especially foreign ones. As a result they missed many opportunities opened to them, and difficult to limit disadvantages came from the reforming and opening up the economy.
3.3 Opportunities
Joining AEC many opportunities will open to Vietnam.
More job creation
The formation of the AEC makes labor market in the region more vibrant, employment increased for each AEC member country. The International Labor Organization (2014) predicts when join the AEC the employment in Vietnam will increase by 14.5% (about 7.5 million) in 2025. There will be strong increases in such sectors as rice production, construction, transport, textiles, footwear, and food processing. In the period 2010-2025, the demand for vocational trained workers will increase at the fastest rate, of 28%, low-skilled labor at the rate of 23%, and high-skilled workers will increase at the rate of 13% and more opportunities to improve living standard of millions of people will open.
Pressure to change education and training system, and screening migrant workers into Vietnam
By AEC regulations unskilled labor will not be allowed to move freely within the AEC. Free movement within ASEAN countries applied to skilled labor only. This creates a narrow segment of the labor market and significant screening for migrant workers into Vietnam. In these circumstances unskilled labors hard to find a job outside Vietnam territory. In this context,
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Vietnam’s training and education system forced to change its curriculum to meet requirements of the ASEAN labor market. Thus, in the long run we may expect big shift in the labor force structure of the ASEAN member countries, especially the proportion of trained labor increase.
Benefits from a structural shift
Free movement of the skilled labor will significantly benefit AEC countries because of competition and higher requirement will likely push labor productivity up, improve the quality of their work and reduce skilled labor costs for businesses.
Chance for AEC countries to adjust
The demand for high quality human resources in ASEAN labor market imposes a pressure on each AEC member country to improve their institutions, adjust policies and labor-market related laws in order to match ASEAN's regulations in this aspect.
AEC common market opened to Vietnam’s workers means they may find job opportunities in their own country and in others labor markets in the region. Workers will possibly experience working in new environments in advanced countries in the region and thus they may improve their skills. Work in many places Vietnamese workers will be "scrutinized", and May likely more flexible, more adaptable to the multicultural working environment.
More recruitment opportunities opened to employers because high skilled laborers are free to move within ASEAN. Alternatively, national boundary barriers do not exist to high-quality human resources.
3.4 Threats or Challenges
Expected tight competition
Joining AEC and other international organizations Vietnam’s enterprises and workers forced to compete by productivity, quality and skills both domestically and internationally. Clearly, economic and employment benefits of joining AEC will not be evenly distributed. Vietnam enterprises and laborers would miss opportunities created by AEC to them if failed to manage. As mentioned above, when officially established AEC allows free flows of capital, goods, services, investment and skilled labor. The "freedom" is both opportunities and challenges for Vietnam's labor market because we may expect that the large number of workers from AEC countries will enter Vietnam’s labor market and create a tight competition with domestic workers. To have a working chance in the AEC countries Vietnam’s workers must have occupational skills, foreign languages
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and other soft skills. They would failed in the "home field" if be unaware of this. To adapt to new circumstances, labors must learn and update new skills. In terms of professional skills, it is difficult for Vietnam to compete with many countries in the AEC.
Risk of brain drainage
Nearly half of Vietnam’s workforce is working in agriculture, with poor professionalism, weak integration capability and low flexibility, low productivity, and thus low income. About three fifths of Vietnamese workers currently employed in vulnerable jobs. At the same time, Vietnam's productivity and wages are relatively low in comparison to other ASEAN economies as Malaysia, Singapore and Thailand. This makes it difficult for Vietnamese workers to compete with high- quality workers came from other ASEAN countries. Qualified and trained workers of Vietnam, instead of working in Vietnam, they tend to find high-paid jobs in other ASEAN countries in the region where such labor is in a shortage2. Therefore, there may be brain drainage if unsuitably dealing with recruitment, remuneration and management
Out-of-date education and training curriculum
Vietnam human resources have poor quality and low competitiveness which is a consequence of drawbacks of the education and training programs (out-of-date and low quality curriculum, big gap between knowledge achieved and requirements of employers, inability to kept pace with the country's transformation, unsolved problems of the quantity-quality relationship, vocational training-human being education relationship....)3.
Incomplete and imperfect labor market information
The labor market information system has been regionally divided. The information coverage, collection and supply not satisfactorily meet the needs of partners in the labor market, especially
2 In general, only 20% of Vietnam’s skilled workers will move to FDI or other ASEAN countries while skilled workers from abroad will come to Vietnam. There will be more clearly figured competition for human resources and create a grim effect on supply of and demand for labor in the market. 3 This situation was frankly pointed out at the 8 th Plenum of the XI Central Committee: "The quality of education is generally low, especially in higher education and vocational education, not really meeting the requirements of manpower and the needs of learners, not keep up with the transformation of the country in the period of industrialization, modernization and international integration, is one of the reasons limiting the quality of human resources of country…. The relationship between quantity and quality is not well resolved, between teaching and teaching, vocational training, etc.” 978 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
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employers and workers. The labor market criterion system has been promulgated but incomplete, inconsistent and internationally incomparable. This leads to incomplete evaluation of labor market, supply of and demand for labor, incorrectly evaluated “bottlenecks” in the demand for labor within the country. Moreover, there is a lack of reliable and consistent labor market forecasting models, shortage of experts competent in making statistics, analysis and forecasting.
Risk of socio-cultural problems accompanied with migrant workers
More employment, higher income and stable life for the labor force are not only outcomes of the free movement of labor within AEC. The shift of workers brings the customs, habits, life styles also. Therefore, it is likely to generate social problems. This makes migration management more complicated. Simultaneously, migrant workers also cause job pressure and unemployment in the host country.
4. Discussion and Conclusion
Basing on SWOT analysis made above, to raise strengths, restrict weaknesses, take opportunities, and overcome threats some policy implications proposed are following.
4.1 Regarding to the government
In order to ensure human resources development and keep employment for local workers under AEC conditions, Vietnam government should implement both discretionary solutions and technical measures.
Discretionary solutions are those help domestic workers fill up vacancies as quickly as possible before foreign laborers entering. Discretionary solutions aim at best preparation of human resources both in terms of quantity, quality and structure to meet requirements by the vacant positions, thus employers will hire domestic workers.
To continue education and training system renovation and link it to the labor market
To improve quality and competitiveness of Vietnam’s human resources it is necessary to continue the fundamental and comprehensive reform of the education and training system towards enhancing the role and proportion of practice, especially professional skills. This is a fundamental and long-term solution, so a large amount of investment is needed, and its expected effects may gradually come. To narrow the gap between skills obtained at school and that required at working
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places we must combine various policies, especially human resource development, employment, education and training, and economic ones. An important mean is to relate vocational training to the labor market and enterprises, and develop the labor market information system. To link vocational training with the labor market, focusing on meeting the socio-economic development of each locality and sector, meeting the needs of enterprises.
In addition, training institutions and enterprises should pay attention to ASEAN Reference Qualification Framework (ARQF) to grasp regulations on vocational skills, qualifications of each nation when applied to workers from other countries in the region. This is a part of preparation for labor force to compete with foreign workers in Vietnam and to find job in other ASEAN countries.
To improve labor market information system
Better information system is needed to facilitate job search, to minimize searching time. With in- time information Vietnam’s workers may efficiently match their skills to jobs domestically and regionally.
To reorganize the employment service system
The task of the employment service system is to strengthen linkages, information sharing, mutual assistance between labor suppliers and employing businesses. The rationally organized employment service system will eliminate undesirable phenomenon such as using a short time period for recruitment announcement to limit domestic workers and recruit foreigners instead.
To improve competency of job-search centers
The job-search centers must be able to define requirements of vacancies, negotiate with employers in order to ensure that domestic workers will fill vacancies first.
To improve labor demand forecast
The high quality forecast of demand for labor serves as a basis for renovating education and training planning, including vocational training, to prepare well-trained human resources, both in quantity, structure and skills ready to meet the market demand for labor.
Technical solutions consist of regulations on conditions to get license to work in Vietnam, this aims at slowing foreign labor flows into Vietnam. Technical barriers must be reasonable and appropriate to the specific context of Vietnam’s labor market. Technical barriers simultaneously
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aim at two objectives. Firstly, to create favorable conditions so that Vietnam remains an attractive destination to investors. Secondly, protect domestic workers from lossing employment to foreigners. The problem is how to license and manage foreign laborers, especially regarding their shift in position and working place. Others technical barriers, minimum level of Vietnamese for example, have to be dealt with.
4.2 Regarding enterprises
Cooperation between enterprises and training institutions
To get suitable training products enterprises should cooperate closely with and even directly participate in education and training activities, especially to release vocational skill standards, to form vocational training curriculum and evaluation, identify the list of vocations needed... Enterprises have to provide information about employment and remuneration, give feedback to the vocational training institution about the qualifications of trained workers employed. At the same time, vocational training institutions should monitor and collect information on trainees after their graduation, receive information from enterprises to adjust themselves.
Avoid brain drainage
In the context of deepening international integration, especially the free movement of high skilled labor within ASEAN brain drainage is inevitable consequence of large differences in working conditions and income. To prevent these human resource managers should find way to utilize available resources, avoid totally replacement of labor used. To focus on awareness and the minimum soft skills needed in the context of integration also instead of employees’ skill only. That is why the human resource department plays a very important role in finding and employing potential candidates for its own company.
Human resource managers should find the recruitment way so that able to employ more and more talents. It is better for enterprises to create an open working environment, remuneration policies, as well as actively seeking talents from universities. This will help them solve the problem of skilled labor shortage. Appropriate remuneration policies, good working environment help enterprises to prevent brain drainage also. The creation of attractive enterprise image is one of important factors influencing potential comer’s expectation and exporting labor to other countries in the region.
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4.3 Regarding laborers and people who will enter labor force soon
AEC, formed at the end of 2015, creates challenges and opportunities for employees to get better jobs or lose their ones. Vietnamese workers should focus on not only technical skills but also other things, such as language barrier, (the common language used in the AEC is English); team work, and so on. Decisions should be made on logical reasoning, not on feelings, experiences. Vietnam’s workers should make comprehensive preparation (to get knowledge, skills and right attitude as well as psychological willingness) readily to work in ASEAN countries. Be prepared to adapt to the new difficult working environment, labor discipline, high awareness of law and high labor intensity.
5. References
ASEAN Secretariat (2014), Thinking Globally, Prospering Regionally – ASEAN Economic Community 2015, http://www.asean.org/images/resources/2014/May/AECKeyMessagesBooklet_FINAL30Apr2014.pdf GSO, 2013, Labor-Employment Survey GSO, 2016, Labor-Employment Survey GSO, 2015, Statistical Yearbook 2014, Statistics Publishing House, Hanoi ILO (2014), Report "ASEAN Community 2015: Integrating Governance toward Better Employment and Shared Prosperity," [www.ilo.org/asia]. Nguyen Ba Ngoc and Pham Minh Thu, Institute of Labor and Social Sciences, Labor productivity in Vietnam - From the labor structure and skill perspective, as cited in https://www.google.com.vn/#q=C%C6%A1+c%E1%BA%A5u+lao+%C4%91%E1%BB%99ng+theo+ ng%C3%A0nh+%E1%BB%9F+VN&start=0. The International Labor Organization (2014) World Bank 2014, (as cited in (http://www.molisa.gov.vn/vi/pages/ChiTiet.aspx?IDNews=23363). World Economic Forum Survey, 2014-2015
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The Need to Provide Education to the Children of Construction Laborers in the Large-scale Construction in Bang Khae Bangkok
Nattapol Pourprasert1
1Humanities and Social Sciences Department, College of General Education and Languages Thai-Nichi Institute of Technology, Thailand 1E-mail: [email protected]
Abstract
The purposes of this research were to study the educational needs of children of construction workers in large construction sites in Bang Khae, Bangkok. Research samples were 120 Construction workers who run a large construction job in Bang Khae, Bangkok and had children from birth to 14 years old, derived through simple random sampling technique. The instruments used for gathering the data were the rating-scale and open-ended questionnaire. The statistics used for analyzing the data were frequency, percentage and content analysis. The research findings were as follows: 1.Most of the samples were males aged 31-35 years, finishing fourth in the Northeast. Have a marital status Stay in the same area as the construction site. Family income is between 6,000-7,000 Baht per month. 2.Most of the samples had only one child. The wife will be the caregiver from the age of 2 years on her own. Children 3-6 years old will leave alone at the accommodation. Children aged 7- 14 will live with relatives and study in the provinces. A little child laborers who came to live in the construction site with parents and unschooled. 3.Most of the samples wanted their children to be educated according to their abilities. All construction workers wanted his children to make progress in life, wanted to be a government official 4. Most of the sample wanted the government and NGOs to help, need an employer to help with your child's education, require outside agencies to help arrange accommodation with accommodation in the construction site.
Keywords: Need to Provide Education, Construction Laborers, Large-scale Construction, Bang Khae Bangkok
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1. Introduction
The development of the country in the past term, Thailand faced with major changes in both the domestic and global levels. Developing countries make progress, it is necessary to develop the person and society, Thailand and keep per changes. There are plenty of opportunities to gain access to resources and benefit from the fair economic and social development. Education is the key factor that will encourage people to develop the country. This is because human resources are our most precious resource. Although the country only has a plethora of natural resources it could not apply the existing natural resources benefits in developing countries in a sustainable manner. The Eleventh National Economic and Social Development Plan (2012-2016) has defined the strategic development of the society of lifelong learning and sustainable. It aims to provide people with the changes. The focus is on improving the quality of people of all ages to Thailand is immune to society of lifelong learning and sustainable. Philosophy of sufficiency economy, empowering people in all dimensions to be ready for both physical healths. The wise that knows and a mind that can imagine the moral and ethical values, knowledge and perseverance of Thailand. There are opportunities and lifelong learning can be coupled with strengthening the social and institutional environment: a strong social and contributing to human development, including the promotion of local community development, strengthening the immune and can create community and social development as powerful countries (Office of the National Economic and Social Development Board, n.d.). However, to improve the quality of people of all ages, Thailand has to immunology society lifelong learning is also sustainable and cannot be made comprehensive and thorough social disadvantaged children. That has not yet been developed; it is visible from the creative Foundation's report, which is the agency that there is a place for social supports underprivileged children includes nomadic children. Child laborers, construction Orphaned children. Children, parents, be jailed for child abuse. Children affected by AIDS, etc. has indicated that during the year after year 2007 children trace their parents most group's children came to live with his parents in the construction of the source. This group, which does not have the opportunity to receive an education, because quality of working parents who have moved to try to not have the opportunity to study continuously (Creative children's Foundation, 2016). Considering the problems mentioned above, you can see that those children who are socially disadvantaged. Children, child laborers, construction is extremely worrisome. These children lack the opportunity to gain the knowledge age as possible. Bang Khae Bangkok's outer layer that has developed rapidly 2015, with current large construction projects are taking place, including the construction of a condominium at Lumpini Park area Phetkasem 98. It is the responsibility of private companies (L.P.N. Development Public Company Limited, n.d.). Park construction project at Soi Phetkasem 69Road, the main of which is the responsibility of the Office of Bangkok (Thai News Agency A division of MCOT PCL, 2012). The Blue Line Hua Lamphong - Bang Khae is the responsibility of the Mass Rapid Transit Authority of Thailand (Mass Rapid Transit Authority of Thailand, 2011).
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Areas of major construction projects are in Bang Khae, as mentioned above. The research is expected to make Construction laborers are children who follow their parents. Construction work, which came in Bang Khae. Bangkok is a lot, especially in the large building. Which is distributed in Bang Khae. The research will be useful to those involved in the planning of education to children of construction laborers. And policy recommendations for the consideration of amendments on the issue of education to the children of construction laborers.
2. Research purposes
To study the educational needs of children of construction workers in large construction sites in Bang Khae, Bangkok.
3. Research Scope
This research aims to study the need to provide education to the children of construction laborers in the large building in Bang Khae, Bangkok in the period from August to October 2016.
4. Research Methodology
Research samples were 120 Construction workers who run a large construction job in Bang Khae, Bangkok and had children from birth to 14 years old, derived through simple random sampling technique. The instrument used in this study is a questionnaire. Data collections were accessed through the questionnaire in the period from August to October 2016. The statistics used for analyzing the data were frequency, percentage, and content analysis.
5.Conceptual framework
Independent Variables Dependent Variables
-The personal factor The Need to Provide Education to -Childcare and child's issues the Children of Construction Laborers in the Large-scale The educational needs and the - Construction in Bang Khae child's career Bangkok
-Educational assistance from
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In the conceptual framework to explain the study that the independent variables, including personal factors, childcare, and problems with children. Educational needs and career of children. Educational needs help from various organizations, private the dependent variable is requirements on providing education to children of construction workers in large construction source in Bang Khae District Bangkok.
6. Results
6.1 personal factors, the study found that 88.3 percent of sample is most males aged 31-35 years, 50.8 percent graduates of grade 4 classes. 68.4 percent domiciled formerly located in the north-eastern most. Is central. Marital status married living together, representing 94.2 percent of the current living conditions, the employer will provide a place in the same construction site. The family of 75.4 percent sample of 72.5 percent. My wife and son are the provinces. To do most of the construction work, only the head of the family alone. 50.8 percent to wife and children section provinces Family incomes are between 6000-7000 baht per month, which is 68.4 percent of the sample said that was not enough for current spending.
Table 1 Summary number and percentage of childcare and problems about the children.
Childcare and problems about the children n=120 Percentage
1. The number of children in families with 1 person. 65 54.0
2. Maternal care for children from birth to 2 years on 75 62.4 their own.
74 3. Children from 3-6 years old left alone in the 61.7
property.
61 50.8 4. Children from 7-14 years with relatives in the provinces.
45 37.5 5. Children with health problems
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6.2 The study childcare and problems with children found that most have only one child. The mothers of children from birth to 2 years to oversee the children themselves. 62.4 percent of children aged 3-6 years are left alone in the property. 61.7 percent of children aged 7-14 years were mainly placed with relatives and attend school in the provinces. 50.8 percent have only a minority who came to live in a building with parents and unschooled. The problem with the son of the majority of the health problems of children. 37.5 percent is because the housing conditions of construction workers without security stability. A confined space is not appropriate for the residents, especially young children. Including lack of parental knowledge about food and nutrition.
Table 2 summary number and percentage of educational needs and career of children.
Educational needs and career of children n=120 Percentage
1.Need Children receives an education according to 42 35.0 their abilities.
2.Need to keep the child is progressing in life. 63 52.5
47 3.Need to give Children as a public servant. 39.2
6.3 The educational needs of educational and career of the children showed that most children need to be educated as far as the ability of the child 35.0 percent, with the aim of providing education to the children. Let the children have progressed in life 52.5 percent want the son of a career service. Since that A career that was strong and proud lineage. Followed by the professional needs of their children 39.2 percent.
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Table 3. Number and percentage of demand assistance from the various agencies.
Demand assistance from the various agencies n=120 Percentage
The agency wanted to help - Government 29 24.2 - Private sector 30 25.0 61 - Both government and private 50.8
Employers want to help with the education of
children 29 - Need 18 24.2 - Not want 73 15.0 - If not better, and if not that's okay 60.8
The requirement that employers help with children's education 59 - Funding 26 49.2
- A place of learning and accommodation in the area 21.7 32 of construction - Arranged accommodation for workers with children 3 26.6 are enrolled - Other 2.5
Matters that require external assistance, education of 38 children 49 - A place of learning for children in the building. 31.7 - Provide students with a place to stay outside the 17 40.8 5 construction site 11 - Provide free education up to grade 6 14.2 - Provide vocational training in construction quiver 4.2 - Other 9.1
6.4 The study needs help from educational organizations found that most prefer to agencies, both public and private organizations to help 50.8 percent of employers who want to help are to contribute to the education of their children 49.2 percent and require external help place students with accommodation in the area of construction 40.8 percent.
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7. Discussions and Conclusion
The study needs to educate the children of construction laborers in the large building in Bang Khae. Found a laborer in the construction of large-scale construction. Aims to provide education to the children so that the children have progressed in life. Not only need to follow the rule of law. Because education is the foundation of life. Those with higher education will have the opportunity to choose the type of career was over. In this story shows. Although the study of construction laborers is high. But they also want to let the children get a good education. The government is stable and is proud of them. In terms of need of assistance of the educational authorities. Labourer, construction needs, Government and private relief organization help. By the need to keep Government established venue with accommodation, and employers in the nature of assistance, educational grants, construction labourer, but the child was not a claim in the nature of assistance, financial aid, educational child much. This is because of the fear out of a job or no job. labourer, construction has not yet been collected into a Trade Union, to bargain with the employer is the same as for labor in industrial plants. Demand, claim welfare is kept to a minimum because of a lack of leadership in proposing bargaining with employers. In addition, construction laborers in the large are building. It also provides recommendations on the provision of services to assist in the education of children of construction laborers. Should assist in the cost of university education to the end. Construction laborers because a parent on a low income. Even children need to get a good education. But you cannot send their children to high school, so government or private relief organizations. Help should come in the form of an allowance or educational scholarships. This is consistent with research of Taksaporn Nimnualpong, (2003) found that the background of the construction laborers. Domiciled in the Country Living with parents Migration is often a shelter. The risk of accidents, safety, and health deteriorated. Parenting is characterized by a lack of care I imposed penalties for the good of the family. As children develop and learn things fast, especially what comes from direct experience. and imitation from the environment around them. Educating parents. In Child Care Adding professional to make money. Contribute to the strengthening of the family. And prototyping in the community. Children learn and emulate proper behavior. Including support for the welfare state planning policies and practices that clearly. Both educational and legal privilege in order to achieve co-ordination and co-operation between public authorities and the private sector Observed from the field, researchers found. Construction workers take an interest in your child's progress is very significant. They made every effort to give children an education. By saving money and trading of the common area to have enough money to keep it. And seek to ensure that their children. Although they have low education and low income whatsoever.
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8.Suggestions
A. Operational Suggestion 1) the Government should have a policy to improve the living conditions of the labourers, construction and relief organization should be to coordinate all construction entrepreneurs, take care of the living conditions of the labourers, construction, better. 2) the Ministry of public health should organize seminars or PR rein construction labourer parents of children in order to have knowledge in the health care of both yourself and children. 3) the Ministry of education should be the primary host, including the Ministry of industry and Ministry of labor should be made in collaboration with this fix problems very seriously. 4) School in Bangkok should have policy flexibility, children born out of wedlock of a construction labourer can attend classes and move out at any time when the child's family must move to the new source area. 5) Construction labourers should be collected into a Union to negotiate with welfare claims, employers like to workers in industrial environments.
B. Suggestions for the Next Research 1) There should be research to management education for children, particularly child labourers, construction. 2) There should be a study about health problems and child nutrition child labourer's construction. 3) There should be a study to the quality of life in construction labourers.
9.Acknowledgment
This research is supported by College of General Education and Languages, Thai-Nichi Institute of Technology, Bangkok, Thailand. I would like to express my deep gratitude to new generation researcher development project on intensive course in 2017 academic year for developing my research ability. Moreover, I would also like to gratefully acknowledge to my research project leaders, Assistant Professor Dr.Bundit Anuyahong and Assistant Professor Dr. Wipanee Pengante, for their commitment of time and instructive guidance and comments through all the stages of my research writing and all my work and for being their mentors and supervisors. Special thanks to Assoc. Prof. Dr. Banthit Rojarayanont, the president of Thai-Nichi Institute of Technology, Assoc.Prof.Dr. Pichit Sukcharoenpong, Deputy of president of Thai-Nichi Institute of Technology, and Asst. Prof. Dr. Wanwimon Rungtheera, the director for their supporting in research funding and supporting in funding for publishing in all process.
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10. References
Office of the National Economic and Social Development Board. (n.d.). The Eleventh National Economic and Social Development Plan (2012-2016). Retrieved September 2, 2016, from Web site: http://www.nesdb.go.th/ Portals/0/news/plan/p11/plan11.pdf Creative children's Foundation (2016). Education of child labourers, construction with proactive behavior. Retrieved September 8, 2016, from Web site: http://fblcthai.igetweb.com/articles/42112075/ L.P.N. Development Public Company Limited. (n.d.). Lumphini condominium construction project, Phetkasem 98. Retrieved September 8, 2016, from Web site: http://www.lpn.co.th/condominium/ index.php/lumpini/home/LPark-PKS98 Thai News Agency A division of MCOT PCL. (2012). Bangkok opened new markets and parks. Retrieved September 8, 2016, from Web site: http://www.mcot.net/ site/ content?id= 509e0f01150 ba04d41 0001d7 Mass Rapid Transit Authority of Thailand. (2011). MRT blue line project, Extension. Retrieved September 2, 2016, from Web site: http://www.mrta-blueline.com/ pages/5052c36fd0fc7ac072000008 Taksaporn Nimnualpong. (2003). Study intervention development and learning of the offspring of construction workers : the case study of the Day Care Center f or the Children of Construction Workers in the Wararom Co., Ltd.Thesis Social Science, Bangkok: Thammasat University.
11. Bio data
Nattapol Pourprasert was born in Bangkok and graduated from Ramkhamhaeng University in Ph.D. (Political Science). He is a lecturer in Humanities and Social Sciences Department, College of General Education and Languages, Thai-Nichi Institute of Technology, Thailand
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Estimation Of Recreational Value As A Basis For Improving Payment For Forest Environmental Services In Tourism: An Application Of Travel Cost Method In Ba Vi National Park, Vietnam
Nguyen Van Hieu1, Nguyen Hoang Nam 2
1 Hanoi University of Natural Resources and Environment, Vietnam 2 Institute of Strategy and Policy on Natural Resources and Environment, Vietnam 1E-mail: [email protected], 2E-mail: [email protected]
Abstract
Payment for Forest Environmental Services (PFES) policy, initiated by Decree No.99/2010/ND-CP in 2010, is considered one of the ten greatest successes of forestry sector in Vietnam. The policy has raised public awareness on forest protection and improved the responsibility of forest owners in forest management. After 6 years of implementation, there have been 41 provinces established provincial forest protection and development funds, raised total fund of VND 5,226 billion (equivalent to USD 230,3 million), supported the management and protection of 5 million hectares of environmental-service forest (Quỳnh & Thành, 2016). In tourism, Decree 99/2010/ND-CP stated that: “Tourist service providers that benefit from forest environment services shall pay for the service of protection of natural landscapes and conservation of biodiversity of forest eco-systems for tourism services”. However, PFES policy has not been implemented in Ba Vi National Park, one of the most popular tourist attractions in Vietnam. The reason for that fact could be the missing of the value of tourism of Ba Vi National Park, which is an essential scientific basis for PFES in tourism. This study has filled up the gap by estimating the recreational value of the national park, using Travel Cost Method. Accordingly, the estimated value is VND 20,557 billion per year. In addition, consumer surplus per visit is estimated at VND 59,692. These are important scientific bases for implementing PFES in tourism in Ba Vi National Park.
Keywords: Travel cost method, TCM, Ba Vi National Park, Payment for forest environmental services
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1. Introduction
Vietnam has experienced deforestation and severe loss of critical forestlands from the expansion of agriculture and unbridled economic development (Asian Development Bank, 2014; Nguyen et al., 2011). Although coverage of forest tends to increase during the period 1990-2014, there is still concern that the quality of natural forest is decreasing (Minister of Natural Resources and Environment, 2016). Improving forest quality and quantity is more likely if forest owners and forest-dwelling communities can be compensated for the services intact ecosystems provide and offsetting opportunity costs to rural communities for protecting natural habitats rather than converting them to agriculture or other uses providing immediate income generation (Nguyen et al., 2011; Tran, Zeller, & Suhardiman, 2016). This mechanism should be based on “voluntary transactions between service users and service providers that are conditional on agreed rules of natural resource management for generating offsite services”, including the aesthetic appeal of natural landscapes important to tourism (Wunder, 2015). Although PFES in tourism is still nascent and in many cases experimental and the least developed of all markets for environmental services, it has recently become popular in many countries around the world (Hoang & Do, 2011; Mayrand & Paquin, 2004; Nam, 2016). Being aware of PFES, Vietnamese government has initiated a nationwide program of PFES, set out in Law on Forest Protection and Development (2004) and Law on Biodiversity (2008). In 2008, the Government of Vietnam established Decision No.380/QD-TTg to initiate PFES pilot projects in Lam Dong Province and Son La Province. After that, Decree No.99/2010/ND-CP dated 24 September 2010 of the Government, mandated the scaling up of PFES nationally (Decree 99). One of the 5 types of forest environment services for which payment must be paid regulated through Article 4 of Decree 99 is "Protection of natural landscape and conservation of biodiversity of eco-systems for tourism services". In addition, Clause 4, Article 11 of Decree 99, tourist service providers benefiting from forest environment services must pay a fixed payment, the level of payment for forest environment services equals from 1- 2% of gross revenue. Therefore, Vietnam is one of the first countries worldwide who applies a PES policy that regulates payments from tourism (De Groot, 2011). The blooming of visitors in recent years to Ba Vi National Park is a demonstration of the attractiveness of the landscape, biodiversity and culture of the National Park with 347,437,000 visitors in 2016, the year-over-year annual growth rate of nearly 31% in the period 2012-2016 (Center for Ecological Services and Environmental Education of Ba Vi National Park, 2017). However, the application of PFES is fairly limited. Until now, there have been some studies on the PFES mechanism in tourism, however, the estimation of its recreational value as a basis for promoting the implementation of this policy is still restricted. In fact, To et al. (2012) is the only study to date on PES-like schemes1 in tourism in Ba Vi National Park. This study aims at filling up the gap by estimating the recreational value of the National Park, using Travel Cost Method, to provide scientific bases for implementing this policy in tourism in Ba Vi National Park.
1 Forest protection contracting policy. This policy is entirely supported by the government under Program 327, Program 661 |Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 993 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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2. Study area and methodology 2.1. Study area Ba Vi National Park is located in the Hanoi Metropolitan Area and Hoa Binh Province, covers a total area of 9,704.35 hectares, a civil the administrative units of 16 communes in 3 districts of Ha Noi and two districts of Hoa Binh Province, where is located approximately 60 km away from west of Ha Noi (Management Board of Ba Vi National Park, 2016). Location of Ba Vi National Park is shown in Figure 1:
Figure 1. Location of Ba Vi National Park Source: Google Maps (Google Maps, 2017) The park’s proximity to the country’s capital has made it a popular destination for domestic tourists. The scope of this study would be limited to Ba Vi National Park, which converges the necessary conditions to implement PES policy, including: (i) role in the provision of forest landscape and biodiversity services of Ba Vi National Park for tourism is clearly expressed; (ii) in terms of affordability of the service users, Ba Vi National Park has attracted a large number of visitors for the implementation of the PFES and (iii) the PFES provider (Ba Vi National Park) has sufficient conditions to maintain and improve the quality of forest services (e.g. natural landscape and biodiversity). 2.2. Study Methods 2.2.1. Method of data collection This study uses both primary and secondary data. Secondary data set was obtained from Forest Protection Board, Center for Ecological Services and Environmental Education and Management board of Ba Vi National Park, Travel trade companies in Ba Vi National Park, experts in the field. Questionnaires were designed according to the Travel Cost Method (TCM) so that visitors could respond within 15 minutes, which was structured in two parts (Details in Annex 1): Part A: The collection of general information set about visitor’s activities in general, and information set of the actual expenses that the visitor incurs during the whole trip.
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Part B: The collection of general information set about age, gender, etc. In addition, the sample size of this study was determined according to Godden (2004) as follows: Z2p(1 − p) n (total > 50,000) = c2 n(total > 50,000) n (indentified total < 50,000) = n(total > 50,000) − 1 1 + ( Pop ) Where: Z is a parameter interval, with Z2 = 2.706 (the equivalent of the confidence interval is set at 90%); P is the probability of making a choice, assumed to be 0.5; c is the marginal of error, chosen at 0.09; Pop is the identified total, the number of visitors to Ba Vi National Park (in a year). In 2016, the number of domestic visitors to Ba Vi National Park is 344,375 people. In 2016, the number of visitors to Ba Vi National Park reached 347,437 people. Due to low visitation rates of foreign visitors (less than 0.88% in total of the visitors to Ba Vi National Park) and multi-site visits, foreign visitors were to be omitted from the calculation. Using the Godden’s formulas above, the sample was determined to be 83 observations. Accordingly, approached for interviews following the random selection protocol 83 visitors (including 53 visitors visiting and 30 visitors using accommodation). 2.2.3. Travel Cost Method In order to assign quantitative values to marketable and nonmarketable goods and services of environmental resources, the literature classifies the different methods into revealed and stated preference methods (Kjær, 2005). To estimate the recreational value of environmental resources and services both Travel Cost Method as a Revealed preference methods and Contingent Valuation Method as a stated preference methods have been commonly used (Bharali & Mazumder, 2012; Loomis, 2006). However, it should be noted that environmental services can be observed in the market, CVM should be avoided because this method does not record visitors’ actual behaviour (Guha & Ghosh, 2009). Therefore, TCM is the method predominantly used for estimating recreational demand of natural resources (Haab & McConnell, 2002). The literature on TCM can be divided into two basic routes, including Individual Travel Cost Method (ITCM) and Zonal Travel Cost Method (ZTCM) (Das, 2013). Nevertheless, one of the limitations of ITCM is this approach cannot be applied to sites that receive few multiple visits by the same visitors (Guha & Ghosh, 2009; Tobias & Mendelsohn, 1991). Due to the majority of the visitors visit Ba Vi National Park a few times during their whole life time, in order to assess the benefits associated with tourism in Ba Vi National Park, this study employs ZTCM. The procedure for conducting a ZTCM analysis in this study involves the following steps. Firstly, determination of the set of areas around Ba Vi National Park. Thereby, individuals accessing the service are segmented into different zones based on the actual distance from the starting point to Ba Vi National Park along road will have access to the visitor's expenses more accurately. The information from this sample was then grouped according to distance traveled from the administration centres of the provinces to the site. Secondly, after zonal distribution of visitors,
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the study carried out to collect the primary and secondary data (use questionnaires) on the number of visitors from each zone, the number of visits to Ba Vi National Park made in the last year through questionnaires and the average cost of visit to Ba Vi National Park for each zone. The travel costs of visitors were measured by daily expenses for certain expenditure categories. The travel cost of visiting the Ba Vi National Park comprises three components (Hanley & Spash, 1993). Due to the tourism characteristics of today, recreation trips will often involve multiple destinations, the travel cost of the whole trip is the joint cost of travel to all the destinations, it can be appropriate to apportion costs based on 4 ways (Fleming & Cook, 2008; Iorgulescu et al., 2011; Spash, 2000). In the study, the ratio of the time spent on the sites in the total time spent of the whole trip is used as a way to separate expenditures. Travel cost of a visit to Ba Vi National Park as a proxy for the price of access which was comprised of 3 following costs: (i) Transportation cost: Including costs of fuel, car/motor’s insurance and depreciation, road charges taken into account the round-trip costs. The person's transportation cost is determined by multiplying the total cost by the number of vehicle occupants and this cost is separated from the cost of visitors must be charge for the tour for those traveling on tour. (ii) Opportunity cost: Visitors to Ba Vi National Park, whether long or short time, have to give up other jobs. If individuals are giving up working time in order to visit a site, the wage rate is the correct opportunity cost and since the wage rate reflects the opportunity cost of time, it can be used as an approximate shadow price of time (Anex, 1995; Flezzi et al., 2014; Pearce et al., 2006). Therefore, appropriate ways to estimate the value of time (full wage rate) was used. (iii) Additional charges in the sight: In the TCM method, the costs of visitor include travel cost only and does not include consumption expenditures on accommodation, food, etc. It should be emphasized that these costs do not reflect the recreational value of site, it might be necessary to exclude in this case. Therefore, additional charges in the sight that tourist must be charge when visit Ba Vi National Park include parking and entrance fees. From gathered data, the visitation rates (VR) per 1,000 of population for each zone was calculated using the following equation: Vi ( ) x N x 12 x 1000 VR = n i P Where: VRi: Visitation Rate for zone i (visitors/1,000 of population /year); Vi: The number of visitors from zone i (person); n: Sample size (person); N: The total number of visitors per year (person); P: Population of zone i (thousand people).
Base on the calculated travel costs (TC) and VR for each zone. The demand function for visit to Ba Vi National Park is established. Regression analyses were used to fit a relationship between VR as a dependent variable from each zone and the mean TC as independent variable for the visitors from each zone. After that, the final demand curve may be constructed, which represents the variation in the number of visits as the cost of travel goes up. The cost travel is increased (by
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adding hypothetical additional cost) till it is so high that demand for visit falls to zero. Demand function was then derived by re-estimating the number of visitors from each zone over a range of hypothetical travel cost. This was done by simply making a linear interpolation of the increased costs on the basic demand function (VR & TC). Corresponding to changed travel cost, we get sets of estimated number of visitors corresponding to different TC and this generates a demand curve. The function for the number of estimated visits is regressed against the hypothetical increase in cost travel has following form:
V = β ∗ ∆TC + e Where: V is the number of visitors to Ba Vi National Park when travel costs increase ∆TC VND (person); ∆TC denotes the travel cost of visitors increased per a visit (VND); β is the coefficient of estimation (the slope), when the independent variable
(∆TC) changes one unit, the corresponding value of the dependent variable changes | β | unit; e is the intercept, stands for the other factors, not mentioned in the model.
When the independent variable (∆TC) equals 0, the corresponding value of the dependent variable (VR) equals e unit.
After that, using the results of regression analysis (V and ∆TC) and calculate the total recreational value of Ba Vi National Park is given by area under the demand curve between the number of visitors and the cost axis and can then be expressed mathematically as: TWTP = 1/2 * TCmax * Vmax (VND) Where: TWTP is the total recreational value of Ba Vi National Park per year (VND); TCmax is the point where demand is choked off (i.e., the price at which no more visitors are willing to travel to Ba Vi National Park); Vmax is a ‘choke visit’ which represents that maximum number of visits for which estimated travel cost falls to zero (person).
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3. Results and Discussion 3.1. Characteristics of survey sample In the study, 83 visitors were selected randomly and in-depth interviewed after visitation using a well-structured pretested survey schedule. The results of the questionnaire survey were corroborated by qualitative data indicating that the important reasons made visitors came to choose Ba Vi National Park as a destination and pleasure are highly correlated with the quality of the environment and natural landscapes. The level of visitors’satisfaction on some factors of Ba Vi National Park are shown in Figure 2: Very satisfied Satisfied Unsatisfied
Natural landcapes 96.390% 3.610% Tourism services 39.760% 43.370% 16.870% Infrastructure 55.420% 42.170% 16.870% Enviromental quality 100%
Figure 2: Level of satisfaction of visitors on some factors of Ba Vi National Park One of the competitive elements in tourism is the "unique" factor. Ba Vi National Park has a single compact catchment area which has a unique and diverse type of fauna and flora, beauty landscapes without human interference and has been relatively well protected. These are important bases, showed the benefits of landscape protection and conservation of natural resources to persuade companies to participate in PFES policy. In addition, the survey results also indicate that despite the PFES policy issued in 2010 under Decree 99, the majority of travelers (87% of total visitors interviewed) have not known about this policy. However, from a personal viewpoint, 36% and 74% of respondents perceived that this policy is very necessary and necessary in the current context, respectively and notably willing to pay a certain amount to join hands to protect forests in Ba Vi National Park through their acceptance of a certain increase level in tourist ticket price. Thus, in order to promote PFES policy in tourism really come to life with high consensus from the stakeholders, the dissemination and popularization of the policy on PFES must be done in advance. 3.2. The results of determining the demand curve for visits to Ba Vi National Park 3.2.1. Visitation Rate The information was collected through the interview table divided visitors into four departure zones with increasing average distances from the point of departure of the visitors to Ba Vi National Park along the road. Due to Ba Vi National Park has not collected information on the departure zone of visitors, this study would assume that the departure zone of visitors in general is the same as that of the visitors in the survey sample. Table 1 shows the zoning structure and visitation rates for each zone:
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Table 1: Departure zone of visitors
Number Population Visitation Rate Average distance Zone Administrative district of visitors (thousand (Visits/1000 of (km) (person) people) population)
Ha Noi, Hoa Binh, 1 <60 km 277,980 10,464.5 26.56 Vinh Phuc, Phu Tho
2 From 60-120 km Bac Ninh, Ha Nam 29,031 1,957.4 14.83
Bac Giang, Nam 3 From 120-150 km Dinh, Thai Nguyen, 24,898 6,456.6 3.86 Hai Duong
4 From 150-180 km Thai Binh, Hai Phong 12,466 3,752.5 3.32
Source: Authors' calculations based on survey data and total population data from General Statistics Office of Vietnam (2016) The visitation rates decrease drastically with distance, from 26.56 per 1,000 of population in the innermost zone, to 3.32 per 1,000 of population in the outermost zone. Zone 1 has the highest visitation rate. It is plausible to expect that farther the place of residence from the site, lower will be number of visits made by visitor to the site because of the high costs of getting there. Frequent visitors to Ba Vi National Park are from nearby areas and neighboring districts so this zone contains the largest number of samples. 3.2.2. Travel costs After the results of the questionnaire survey, the types of expenditures that visitors must be spend on Ba Vi National Park were separated, including: Transportation cost, opportunity cost (time cost), additional charge in the sight (parking and entrance fees) and other costs (this consists of expenditures on food, drink, accommodation, etc.). Detailed expenditures of visitors are shown in Table 2: Table 2: Types of costs that visitors spend on Ba Vi National Park Additional Travel Other Average distance Transportation Time cost charge in Zone time costs (km) cost (VND) (VND) the sight (days) (VND) (VND) 1 <60 km 1.49 104,103 290,550 55,250 343,570 2 From 60-120 km 1.22 180,370 283,040 65,000 150,500 3 From 120-150 km 1.00 225,500 250,000 65,000 102,500 4 From 150-180 km 1.00 255,945 245,000 68,000 100,000
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The Table 2 illustrates that the farther the departure zone, the greater the transportation cost. The analysis results also showed that time cost, additional charge in the sight and other costs do not depend on distance and location. 3.2.3. Demand curve for visits and recreational value of Ba Vi National Park As discussed elsewhere, there are two phases to the derivation of the demand functions. First, the basic demand function was calculated using the corresponding to the average travel costs and the visitation rates per 1,000 of population. The method of ordinary least square (OLS) was used for the estimation of the linear regression model. The linear function was constructed as follows: VR = –0.000204 * TC + 118.72 The linear function has: a = - 0.000204 <0. The negative sign of this variable’s coefficient suggests a downward slope of demand curve visitor take less visitation rate per 1,000 of population as travel cost increases, which is consistent with theory and practice. b = 118.72 stands for the remaining elements were not mentioned in the model. The correlation coefficient R2 = 0.8978 shows that the independent variable explained 89.78% of the dependent variable value, the error cause other factors (interference) was 10.22%. The P-value 0.05. It implies that the assumption of the linear function was appropriate and the confidence interval of this model (between TC and VR) found to be 95%. With travel cost of visitors in the current 4 zones, the total number of visitors is V = 344,375
(visitors). Based on the estimated VR function, if TC of all zones change in an amount of ∆TC, the number of visitors to Ba Vi National Park was then estimated using the following equation (Chotikapanich & Griffiths, 1998): 4 4
V = ∑ VRi ∗ Pi = ∑[−0.000204 ∗ (TCi + ∆TC)] + 118.72) ∗ Pi i=1 i Where: V is the number of visitors to Ba Vi National Park when the travel cost of zones simultaneously change in an amount of ∆TC (person); VRi is the visitation rate of zone i/1,000 of population; TCi denotes the travel cost of zone i (VND);
∆TC stands for the level of increased travel cost of visitors per visit (VND); Pi is the population of zone i; i is zone number (4 zones). According to the above formula, the number of visitors to the National Park equals the total number of visitors from each zone. If visitors from a certain zone is negative number, it means that there are no visitors from that area to the National Park (the actual travel cost exceeds the demand choke off price so the number of visitors from the zone is equal to 0, not negative visit).
If the current TC is landmark, increased level of ∆TC represent the relationship between the increased costs and the number of visitors to Ba Vi National Park, which is the relationship between price and quantity demanded. In other words, the function that expresses this relationship is the
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function for visits to Ba Vi National Park. Ordinary least square regression method was used to establish this demand function: V = –2.4923*∆TC + 320105.6 Linear function has the correlation coefficient R2 = 0.9796 shows that the independent variable explained 97.96% of the dependent variable value, the error cause other factors (interference) was 2.04%. The P-value 0.000<0.01 represents the assumption of the linear function was appropriate and the confidence interval of this model, between the travel cost and visitation rate was to be 95%. The estimated number of visitors corresponding to various travel cost levels are shown in the Figure 3: 160,000
140,000 V = -2.4923*∆TC + 320105.6 120,000 2 100,000 R = 0.9796
80,000 TC
60,000
40,000
20,000
0 0 100,000 200,000 300,000 400,000
V Figure 3: Demand curve for Visits to Ba Vi National Park (V & ∆퐓퐂) The total value of tourism of Ba Vi National Park is measured by the whole area under the demand curve for visits to the National Park and above the horizontal axis in Figure 3. This area is also the whole area below the demand curve and above the original TC (TC currently), so this is also the consumer surplus of visitors. The total annual value of tourism of Ba Vi National Park is estimated at VND 20,557 billion. In other words, the forest in Ba Vi National Park has provided supporting services for tourism with a total value at VND 20,557 billion/year. With 344,375 visitors in 2016, the average annual consumer surplus per visitor was calculated by multiplying the average annual visits by consumer surplus per visit, which is equal to VND 59,692. Each visitor benefited approximately 100% compare to current price. Thus, the price can be increased up to 60,000 to ensure that the payment reflects the benefits enjoyed by the visitors. However, the increase in the price of services should pay attention to other factors to ensure that the number of visitors reduced does not affect negatively to sales. In terms of FES payers in tourism according to Decree 99, these subjects covered are all the ones to benefit from tourism activities, including: tourists, tourism company, accommodation and transportation providers in theory. However, the study of Nam (2016) indicated that to ensure the feasibility, the collection of PFES from tourism activities should be applied to the right subjects that benefit from PFES and avoid duplication. Therefore, it should only apply PFES to two subjects: Tourist ticket offices (provide tickets to tourist attractions) and accommodation providers. Accordingly, the implementation plans should be applied to revenue from entrance ticket and room
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rate. In addition, research results conducted in Hue and Lao Cai province showed that the payment level is may be at the maximum permitted as defined in Decree 99 with the payment level of 2% of revenue from ticket sale and accommodation services (Nam, 2016; Thành, 2016). Notice that these levels are also the increase of the benefits that ticket offices can get (by increasing ticket price) when they participate in PFES2. Although Decree 99 only stipulated that FES payers are tourist service providers, visitors also have to share payments in fact (Nam, 2016). As the entrance ticket price increases, the number of visitors to Ba Vi National Park could be certain fluctuated. Thus, it is suggested that the maximum level of payment, which is defined in Article 4 of Decree 99, is also appropriate for the case of Ba Vi National Park, the rate of noticeable fluctuations in the number of visitors is shown in Table 3: Table 3: The rate of fluctuations in the number of visitors when implementing PFES
Increase of entrance ticket price The decrease of visitors (%) 1 % 7.50 % (equivalent to VND 600) 2 % 7.90 % (equivalent to VND 1,200) 100 % 50.50 % (equivalent to VND 60,000) When implementing PFES, with the entrance ticket price increase proposal of 2 % of current ticket, visitor numbers could be driven down 7.9 % against the current. Therefore, there should be solutions to drive up tourism. It is important to note that attention should be paid to the diversification of tourism products in the National Park. At the same time, implementation of activities and projects to preserve and develop the landscape and forest ecosystems. According to the survey, it has come clear that these factors are important for tourists to choose places to visit. With this combined payment level, the estimated total PFES could be 32.17 million VND in 2017 and increase to 124.4 million VND in 2020. This is an important financial source to promote the effectiveness of forest protection.
2 Clause 4, Article 5 of Decree No. 99/2010/ND-CP allowed the tourist businesses to record PFES as a part of services price. 1002 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
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4. Conclusions In supporting the application of PFES in tourism, this paper estimated the recreational value of Ba Vi National Park, which attracts tourists to the site. It appeared that the natural landscape and environment quality are the two most important reasons made visitors chose Ba Vi National Park as destination and so willing to pay a certain amount to join hands to protect forests through their acceptance of a certain increase level in services. Accordingly, annual value recreation value of Ba Vi National Park is estimated at VND 20.557 billion/year. In addition, consumer surplus per visitor is calculated at VND 59.692. These could be important scientific bases for implementing PFES policy in Ba Vi National Park. The payment level could reasonably be put at 2 percent of revenue from ticket sale in Ba Vi National Park, which is the maximum permitted as defined in Decree No.99/ND-CP. In such case, the number of visitors could fall by 7.9 percent. This approach in Ba Vi National Park could be a good example for other forest-based tourist sites in Viet Nam in examining the scientific bases for PFES policy implementation. Moreover, the results could be useful reference for policy-makers to decide on an entry fee that can either maximize revenue or control the number of visitors. For example, if the purpose is to reduce the number of visitor by 50 percent (e.g. for preservation purposes), doubling the entrance fee could be a good policy.
References
Anex, R. P. (1995). A travel-cost method of evaluating household hazardous waste disposal services. Journal of Environmental Management, 45(2), 189-198. Asian Development Bank. (2014). Scaling up Payments for Forest Environmental Services in Vietnam: Lessons and Insights from Quang Nam. Mandaluyong City, Philippines. Bharali, A., & Mazumder, R. (2012). Application of travel cost method to assess the pricing policy of public parks: the case of Kaziranga National Park. Journal of Regional Development and Planning, 1(1), 44-52. Center for Ecological Services and Environmental Education of Ba Vi National Park. (2017). Report on business results of tourism in 2016. Hanoi, Vietnam. [In Vietnamese] Chotikapanich, D., & Griffiths, W. E. (1998). Carnarvon Gorge: a comment on the sensitivity of consumer surplus estimation. Australian Journal of Agricultural and Resource Economics, 42(3), 249-261. Das, S. (2013). Travel cost method for environmental valuation. Centre of Excellence in Environmental Economics. Madras School of Economics. De Groot, K. (2011). Payments for environmental services (PES) from tourism. A realistic incentive to improve local livelihoods and sustain forest landscapes in Viet Nam’s northern highlands [MSc thesis]. Bogor, Indonesia.
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Fleming, C. M., & Cook, A. (2008). The recreational value of Lake McKenzie, Fraser Island: An application of the travel cost method. Tourism Management, 29(6), 1197-1205. General Statistics Office of Vietnam. (2016). Statistics of population in 2016. Retrieved from: http://www.gso.gov.vn/default.aspx?tabid=714 [In Vietnamese] Godden, B. (2004). Sample size formulas. Google Maps. (2017). Ba Vi National Park. Retrieved from: https://www.google.com/maps/place/V%C6%B0%E1%BB%9Dn+qu%E1%BB%91c+gia+Ba+V% C3%AC/@21.0956377,105.4016136,15z/data=!4m5!3m4!1s0x0:0xabfa799f3765b958!8m2! 3d21.0956377!4d105.4016136. Guha, I., & Ghosh, S. (2009). A Glimpse of the Tiger: How Much are Indians Willing to Pay for It? : SANDEE. Haab, T., & McConnell, K. (2002). Valuing environmental and natural resources: the econometrics of non-market valuation Edward Elgar. Great Britain. Hanley, N., & Spash, C. L. (1993). Cost-benefit analysis and the environment. Hampshire: Edward Elgar Publishing Ltd. Hoang, M. H., & Do, T. H. (2011). Assessing the potential for, and designing, a Payment for Environmental Services’ scheme in Bac Kan province, Viet Nam. World Agroforestry Centre Viet Nam, Hanoi. Iorgulescu, F., Alexandru, F., Cretan, G. C., Kagitci, M., & Iacob, M. (2011). Considerations regarding the Valuation and Valorization of Cultural Heritage. Theoretical & Applied Economics, 18(12). Kjær, T. (2005). A review of the discrete choice experiment-with emphasis on its application in health care: Syddansk Universitet Denmark. Loomis, J. (2006). A comparison of the effect of multiple destination trips on recreation benefits as estimated by travel cost and contingent valuation methods. Journal of Leisure Research, 38(1), 46. Management Board of Ba Vi National Park. (2016). Report on results of forest protection and management in 2016 and orientations for 2017. Hanoi, Vietnam. [In Vietnamese] Mayrand, K., & Paquin, M. (2004). Payments for environmental services: a survey and assessment of current schemes. Montreal: Unisfera International Centre for the Commission for Environmental Cooperation of North America. Minister of Natural Resources and Enviroment. (2016). National State of Enviroment in the period 2010-2015, Vietnam. Vietnam. [In Vietnamese] Nam, N. H. (2016). Report on Establishing payment for forest environment services mechanism in tourism in Lao Cai province. Hanoi: ADB.
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Nguyen, T., Nguyen, C., Nguyen, P., Pham, T., Bonnardeaux, D., & Riedel, D. (2011). Payment for forest environmental services: a case study on pilot implementation in Lam Dong Province, Vietnam 2006-2010. Winrock International. Pearce, D., Atkinson, G., & Mourato, S. (2006). Cost-benefit analysis and the environment: recent developments: Organisation for Economic Co-operation and development. Prayaga, P., Rolfe, J., & Sinden, J. (2006). A travel cost analysis of the value of special events: Gemfest in Central Queensland. Tourism Economics, 12(3), 403-420. Quỳnh, V. V., & Thành, N. C. (2016). An assessment of the 8 years of operation of the Forest Protection and Development Fund (2008-2015) and the five-year implementation of the forest environmental services (2011-2015) policy in Vietnam. Vietnam. [In Vietnamese] Spash, C. L. (2000). Ecosystems, contingent valuation and ethics: the case of wetland re-creation. Ecological Economics, 34(2), 195-215. Thành, N. C. (2016). Report on Establishing payment for forest environment services mechanism in tourism in Hue province. Hanoi: ADB. To, P. X., Dressler, W. H., Mahanty, S., Pham, T. T., & Zingerli, C. (2012). The prospects for payment for ecosystem services (PES) in Vietnam: a look at three payment schemes. Human Ecology, 40(2), 237-249. Tobias, D., & Mendelsohn, R. (1991). Valuing ecotourism in a tropical rain-forest reserve. Ambio, 91-93. Tran, T. T. H., Zeller, M., & Suhardiman, D. (2016). Payments for ecosystem services in Hoa Binh province, Vietnam: An institutional analysis. Ecosystem Services, 22, 83-93. Wunder, S. (2015). Revisiting the concept of payments for environmental services. Ecological Economics, 117, 234-243.
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APPENDIX 1: QUESTIONNAIRE FOR VISITORS QUESTIONNAIRE “Improving Payment for Forest Environmental Services implementation in tourism in Ba Vi National Park”
The “Payment for Forest Environmental Services” policy was established in Decree No.99/2010/NĐ-CP. In order to support the implementation of the policy, this survey aims at collecting the different opinions of stakeholders. All information is for research purposes only. Your participation is a great help to us !
1. Before coming to Ba Vi National Park, where have you been? ...... 2. You are here, in Ba Vi National Park, for: – Convalescence – Science research – Sight-seeing – Religious reasons – Entertainment – Other:………………………… 3. What kind of transportation did you use to get here? – Air plane – Hired car – Train – Individual car – Coach – Motorbike – Bus – Other: ………………………… 4. Please tell us: – How many times have you visited this site, including this time: ...... (times) – How long will you stay in Ba Vi National Park: ...... (days) 5. If you are an all-in tour package travel, please tell us: – Tour price: ...... (VND) – Journey summary of the tour (eg: Khoang Xanh - Ba Vi National Park - Dam Long): ...... 6. Estimated expenses of this trip: Type Cost How many people do you come with?...... 1. Round trip train ticket ………………………(VND) 2. Entrance ticket ……………………...(VND/person) 3. Parking ticket ……………………...(VND) 4. Food cost ……………………...(VND/day) 5. Room rate ……………………...(VND/day/room) 6. Campfire ………………………(VND) 7. Taking photos ……………………...(VND)
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8. Loudspeakers rental ……………………...(VND) 9. Tourguide rental ……………………...(VND) 10. Tent rental ……………………...(VND/day) 11. Souvenir ……………………...(VND) 1………………………..……..(VND) Other expenses 2………………………………(VND)
7. Your level of satisfaction for what you have experienced so far in Ba Vi National Park: Very satisfied Satisfied Usatisfied 1. Natural landscape 2. Environmental quality 3. Infrastructure 4. Tourism services 8. Do you know the Payment for Forest Environmental Services (PFES) policy? – Known – Unheard-of 9. PFES means a provision and payment relationship in which users of forest environment services pay to providers of these services. Article 7 of Decree 99/2010/ND-CP on PFES stipulates that: “Tourist service providers that benefit from forest environment services (Excluding tourists) shall pay for the service of protection of natural landscapes and conservation of biodiversity of forest eco-systems for tourism services”. What is your perspective on the necessity of this policy? – Very necessary – Necessary – Unnecessary Other: ...... 10. Financial sources collected from PES payment in Ba Vi National Park will be able to help increase in investment for forest protection. Although visitors are not subject must be charged for environmental service. However, when implementing the policy, the price of services might be increased. Do you accept this increase in price as a way to co-operate with the government and businesses to protect the forest ecosystem, which is essential to tourism, in Ba Vi National Park ? – Agree – Disagree Other: ......
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GENERAL INFORMATION ABOUT YOU Could you please provide some information: 1. Year of birth:…………………. 2. Gender: Male Female 3. Your education background: – Under hight school – University degree – From hight school to – Master/PhD university 4. Your average monthly income: – From 1 to 3 million VND – From 6 to 9 million VND – From 3 to 6 million VND – Over 9 million VND
Thank you for your cooperation !
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Distribution and Utilization of Sago forest in Southern Thailand
: Trang Province
Amarin Suntiniyompukdee1, Apirak Songrak2, Somrak Rodjaroen2, Tanawit Thongwichean3, Arrisa Sopajarn3, Sudee Niseng3
1General Education Department Rattaphum College 2Faculty of Science and Fisheries Technology Trang Campus 3Industry Department Rattaphum College 1,2,3Rajamangala University of Technology Srivijaya , Thailand
Abstract
This article presents the study of the distribution and utilization of Sago forest in the Southern areas, Trang province, which aimed to survey and study the distribution of Sago forest, the utilization of Sago forest, and to study the existence and the way to sustainably preserve the Sago forest. The target areas of the study were ten districts in Trang province. The results of the study revealed that (1) the distribution of the Sago forest in Trang province was mainly found in Na Yong District and Mueang Trang District. These areas showed that the Sago forest was highly distributed along the canals. Totally in Trang Province, there were 437 areas of 10 districts including 472.5 Rai of Sago forest distribution. (2) The result of the utilization of Sago forest revealed that villagers in the Sago forest areas had made valuable contributions to their necessity needs, such as the use of Sago flour for cooking, using Sago trucks and leaves for housing, using Sago latex for healing, its benefits of economic base and being biodiversity resources of the ecosystem. 3). The way to sustainably preserve the Sago forest, the discussion from the public stage and the observation of the research area showed that the Sago forest was found to be destroyed in large numbers. It was because of the development and expansion of the urban community, and the promotion of new agricultural plans and other economic crops. From this research, it could contribute to learn the importance of plants that naturally balanced in the ecosystem, to acquire the food security and quality of life of the communities surrounding the Sago forest, and to develop the learning resources that lead to the mutual respect and appreciation for sustainable conservation and restoration of the Sago forest.
Keywords: Sago forest, distribution, utilization Trang province
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บทคัดย่อ
การน าเสนอบทความวิจัยในครั้งนี้ท าการศึกษาการกระจายตัวและการใช้ประโยชน์ป่าสาคูในพื้นที่ภาคใต้ จังหวัดตรัง โดยมีวัตถุประสงค์ เพื่อส ารวจและศึกษาการกระจายตัวของป่าสาคูการใช้ประโยชน์ของป่าสาคู ศึกษา ปัจจัยการคงอยู่และแนวทางการจัดการป่าสาคูอย่างยั่งยืน ก าหนดพื้นที่เป้าหมายการวิจัย 10 อ าเภอของจังหวัด ตรัง โดยมีผลการวิจัยดังนี้ 1) การกระจายตัวของป่าสาคูในพื้นที่จังหวัดตรังพบมากที่สุดในอ าเภอนาโยง รองลงมา อ าเภอเมืองตรัง ในพื้นที่ดังกล่าวพบว่าป่าสาคูกระจายเป็นแนวยาวตามล าคลอง โดยรวมในจังหวัดตรังพบมีการ กระจายตัวในพื้นที่ของ 10 อ าเภอ จ านวน 437 แห่ง รวมเนื้อที่ป่าสาคูจ านวน 472.5 ไร่ 2) การใช้ประโยชน์จากป่า สาคู พบว่าชาวบ้านในพื้นที่ป่าสาคูมีการใช้ประโยชน์อย่างรู้คุณค่าเพื่อการตอบสนองปัจจัยสี่ของมนุษย์ ได้แก่ ใช้ แป้งสาคูส าหรับท าอาหาร ล าต้น ใบ ใช้ท าที่อยู่อาศัย ยางใช้ประกอบยารักษาโรค ประโยชน์ด้านฐานทางเศรษฐกิจ และเป็นแหล่งความหลากหลายทางชีวภาพของระบบนิเวศ 3) แนวทางการจัดการป่าสาคูอย่างยั่งยืน จากการเปิด เวทีประชาชนเพื่อแสดงความคิดเห็นและการสังเกตจากการลงพื้นที่วิจัยพบป่าสาคูได้ถูกท าลายเป็นจ านวนมาก เพื่อการพัฒนาและขยายตัวของชุมชนเมือง อีกทั้งการส่งเสริมเกษตรแผนใหม่ปลูกพืชเศรษฐกิจชนิดอื่นๆ จากการ วิจัยครั้งนี้ก่อให้เกิดการเรียนรู้ที่ส าคัญของการเป็นพืชที่สร้างสมดุลในระบบนิเวศทางธรรมชาติ ความมั่นคงทาง อาหารและคุณภาพชีวิตของชุมชนโดยรอบป่าสาคูอีกทั้งเกิดการพัฒนาแหล่งเรียนรู้ อันจะน าไปสู่การเห็นคุณค่า ร่วมกันและเห็นความส าคัญเพื่อการอนุรักษ์และฟื้นฟูป่าสาคูอย่างยั่งยืน
ค ำส ำคัญ : ป่าสาคู, การกระจายตัว, การใช้ประโยชน์, จังหวัดตรัง
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1. Introduction
Sago is a plant which plays an important role as the main plant in wetland. Sago grows and distributes among other plants along canals, swamps, and around houses. Sago itself cannot only distribute naturally, it is also grown by people for some benefits. Therefore, the place where Sago is grown is called Sago forest. Since Sago forest’s ecology is biologically various, for example, having any plants, animals, and insects, this forest is some animals’ habitats and breeding places of aquatic animals. Villagers preserve Sago forest as their food, medicine, as well as their extra jobs. In addition, Sago can reflect local culture because villagers apply its compositions usefully, such as Sago flour to cook and leaves to be weaved as roofs. Moreover, Sago plays an essential role in the existence of important wetland due to the fact that it can absorb water to conserve soil for agriculture, and it is the main plant in the ecology.
In addition, Sago also plays a great role in existing in some great wetland areas because of the ability to absorb water to conserve soil for agriculture and being the major plant in the ecology. Wetland is a kind of areas which subserves various plant communities together, for instance, making neighborhood moist and decreasing global warming phenomenon very well. Nearby communities and vicinities gained direct and indirect benefits from this biological diversity of Soga forest ecology. Villagers do not prefer only Sago forest for use value, but they also emphasize on mental value due to the fact that Sago is a plant that can indicates the way of villagers’ life in the communities in terms of ecology, culture, local wisdom, and costs for many dimensions of living. Besides, it is one of natural resources necessary for human’s four requisites (Naruemon Sukpan, 2010)
Currently, Sago forest in Trang Province is terribly threaten by the human’s actions. For example, new development and new agricultural promotion policies, especially for rubber and oil palm farming could destroy Sago forest areas. Furthermore, transformation of soil usage to grow economic botany, including modern water management could ruin this forest. In some cases, Sago forest is negatively considered as the cause of drainage flood since its trunk and root system lead to slow water flow. As a result, a lot of Sago trees are cut down. Sago trees near towns or convenient transportation are also deforested for the town and community expansion. These aforementioned changes influence on communities and ecology around habitats of biological diversity, including, some change of the way of people’s life regarding the relationship with Sago forest and the benefits from sago trees and its ecology. Apart from the loss of Sago forest areas, people lack of correct knowledge about Sago trees and community economy, and there is no instruction about the
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importance of Sago forest. Thus, the new generation cannot utilize Sago due to lack of knowledge and knowledge transfer from the former generation. To conclude, most people do not realize the value of Sago forest, even it is one of important resources in local communities (Nipon Jaipuem, 2006)
From the aforementioned importance, the distribution and utilization of Sago forest was interesting to research. This study was divided into three issues. The data of quantity survey and Sago distribution was researched and collected in order to create the database of geographic information, including evaluate economic and social science values from both direct and indirect Soga benefits for communities. Plus, the factor of the current Sago’s existence was investigated in order to promote and reinforce the understanding and awareness of economic and social values of Sago forest. The data of this factor can be used to create the database of planning and zoning management of Sago forest so that any communities, educational institutions, and corporations can further realize the importance of Sago’s ecology, leading to the continual movement for Sago conservation and restoration, as well as resource creation for sustainable living and concrete sufficiency economy.
Research Objectives
1. To survey and study the distribution of Sago forest in Trang Province, Southern Thailand 2. To investigate the utilization of Sago forest in Trang Province, Southern Thailand To research the factor of the existence and sustainable management method of Sago forest in Trang Province, Southern Thailand
2. Methodology
2.1 Explore the distribution and utilization of Sago forest.
2.1.1 The research instruments and materials employed to collect the data were a set of questionnaires, interviews, Global Positioning System (GSP), satellite images or a map of utilizing land, a recorder, and a camera.
2.1.2 The exploration and the collection of the primary and secondary data, and the land utilization data were aimed to study the remaining Sago forest at present through the set of questionnaires. After that, a field trip for interviews was done in order to collect the area-based data, and check the data correction before analyzing the status categorization of Sago forest, its benefits
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and utilization, as well as its ecology. Another objective of interviewing was to identify the reasons why Soga forest was increased and decreased, covering the factor affecting the existence of Sago forest.
2.1.3 In terms of the data analysis, the primary, secondary, and area exploration data were analyzed via Statistical Package for the Social Sciences (SPSS). The analyzed data were then adopted to plan Sago forest management and study its existence, as well as descriptively analyze the increase and decrease of Sago forest and the database.
a. A map folder containing Sago forest locations b. The data structure of the area tables consisting of survey codes, sub-district codes, district codes, found Sago forest areas, current conditions, and features of found lands, etc. 2.2 Study the utilization and factor of the Sago forest’s existence, and Sago forest resources applied by villagers around Trang Province in terms of the utilization of Sag forest in the community through a set of questionnaires and interviews, as well as the process of focus group discussion for data collection as the following details.
2.2.1 The population was the villagers who utilized Sago forest resources for consumption and distribution in the community, without the method of sample sampling.
2.2.2 The data were collected from all sub-districts where there is Sago forest and its utilization. The method used to collect the data was a set of questionnaires conducted by the researcher along with interviews. Besides, focus group discussion was operated in order to analyze the factor of the Sago forest’s existence, including the management approach and the sustainable utilization of Sago forest.
2.2.3 The research instrument applied to this study were a set of questionnaires and interviews.
2.3 The analysis of the factor of Sago forest’s existence and disappear
All the data of the study of Sago forest’s existence and disappear covering the management approach and utilization of Sago forest resources were reviewed from documents and related researches. Regarding the study on the field trip, all the data were collected through observation, focus group discussion, community stage, etc. The data were evaluated and analyzed to link to the issues, and then synthesized in order to completely answer the research questions based on Grounded Theory. The research results were presented in each part as appropriate prior to the process of the seminar or academic criticism by the researchers, villagers in the Sago communities, related sectors or corporations and personnel, as well as academics and experts. After completing this study, the presentation of the research results will be further given to the communities and public on stage.
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3. Results
The distribution and utilization of Sago forest in Trang Province, Southern Thailand can be summarized as follows.
3. 1 Survey and research the distribution of Sago forest in Trang Province, Southern Thailand
Trang Province is one of Sago Palm areas distributing widely. It is also the most Sago area in the South of Thailand thanks to its geography. It connects to Ban That Mountain which is a water source resulting in richness of natural vegetation including Sago. According to the study of the distribution and utilization of Sago forest in Trang Province, Southern Thailand, it was found that there are 437 Sago Palm areas distributing in 87 sub-districts of 10 districts areas, a total of 472.5 Rai. 96 areas of Na Yong District are the most distribution areas with a total of 186 Rai, followed by 84 areas of Mueang Trang District (127.5 Rai), 81 areas of Huai Yot District (76 Rai), 72 areas of Yan Ta Khao District (38 Rai), 38 areas of Wang Wiset district (21.5 Rai), 32 areas of Palian District (13 Rai), 21 areas of Ratsada (7.5 Rai), 9 areas of Kan Tang District (2.5 Rai), and no found areas of Hat Samran District as shown in Table 1
Table 1: The survey data of Sago Palm distribution in Trang Province (2016)
Districts The number of found Sago forest The approximate area (areas) (Rai) Na Yong 96 186 Mueang Trang 84 127.5 Huai Yot 81 76 Yan Ta Khao 72 38 Wang Wiset 38 21.5 Palian 32 13 Ratsada 21 7.5 Kantang 9 2.5 Sikao 4 0.5 Hat Samran Not found
Total 437 472.5
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The research results of Sago forest distribution in Trang Province, Southern Thailand revealed that there are two features of its distribution. (1) Sago forest in ten districts, Trang Province distributes nearby water resources: canals. The water resources of the canals are from Ban That Mountain in the East of Trang Province, running through other districts as the following features. (1. 1) It was found in Na Yong District, Yan Ta Khao District, and some sub-districts of Palian District that Sago forest distributes horizontally along canals called Lam Chan and Lam Lung canals running into Palian River.
Figure 1: the survey map of the Sago forest distribution in Trang Province
(1.2) In Huai Yot District, it was found that Sago forest distribute horizontally along canals, starting from Hin Tiem Canals, Yang Yuan Canal, and Lam So Brook. The small areas of Sago are around water resources, and the big areas of Sago are around Jom Leam Mountian in Khao Khao Sub- district, Huai Yot District.
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Figure 2: The feature of Sago growth and distribution in the areas of Na Yong District, Trang Province
(1.3) In Sago forest areas of Trang Province, it was found that Sago forest distributes horizontally along canals, beginning with Huai Klong Man that is the first part of Nang Noi and Nam Jed Canals.
Figure 3: The distribution of Sago forest in Na Yong District, Trang Province
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(2) Characteristically, Sago forest often grows together and become a huge forest owning to the area condition that is a basin caused by the integration of numerous rivers found in Sago forest, mostly in Khok Lo Sub-district, Mueang Trang District.
3.2 The utilization of Sago forest in Trang Province, Sothern Thailand
3.2.1 In regard to the local wisdom of food, Sago trees is very productive for food. Sago flour from Sago trees can be brought to make various desserts, such as Sago in coconut milk with Lod Chong (Lod Chong Sago), Steamed Sago with pork filling, Sago in coconut milk (Sago Piak), Sago Sweet Pudding (Kanom Kuan), and so on. Before making desserts, Sago flour needs to be extracted from Sago trees. In the process of Sago flour extraction, it starts from selecting one abundant Sago tree aged 9 – 10 or noticeably featured in a similar trunk as an antler. Afterwards, cut down the selected tree with a saw or an axe, and then estimate visually to separate it into small pieces as proper to be easily transferred. The next step is to produce Sago flour via machine. In fact, flour production can be operated both by hand and machine. At present, it is processed by machine due to labor-saving and speed in order to meet the market’s needs. There are 80 – 90 kilograms of Sago flour extracted from one Sago tree, depending on its richness. After finishing extraction, it becomes small macerated Sago pieces similarly to saw dust. The small macerated Sago pieces in water are squeezed through spinning or strongly oppressing until the turbid liquid is come out. Then the turbid liquid is filtered by a white filter cloth or a general thin white cloth with tiny holes. The small macerated Sago pieces in water are squeezed many times until completely cleansed. The liquid is again filtered through a very intensive cloth until it is precipitated and agglomerated at the bottom of the container, resulting in white Sago flour. In addition to the aforementioned desserts, there are more kinds of desserts also made from Sago flour, for example, Fermented Rice Flour Noodles, Kanom Pak Moh, Crispy Lotus Blossom Cookie (Kanom Dok Jok), Sago Rice Crispy, Sago Egg Noodles, and so on. However, the local wisdom of making desserts from Sago flour is different in each area, the local wisdom of making desserts from Sago flour is different in each area, depending on the culture of each community where Sago trees grow.
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Figure 4: Sago flour to produce desserts
3.1.2 Apart from the utilization of Sag forest to make food, it can be used to farm Sago Palm weevils. Naturally, Sago Palm weevils often enter Sago trunks to eat flour; thus, there are plenty of Sago Palm weevils found in Sago trees. Villagers who live near the areas of Sago forest also earn their living from selling these Sago Palm weevils. Currently in the areas of Trang Province, there are two types of Sago Palm weevil farming: natural farming and a farming system, resulting in different prices. Sago Palm weevils growing naturally are 50 Baht more expensive than Sago Palm weevils raised in the farming system. Sago Palm weevils growing naturally are priced around 280 – 300 Baht/kilogram; Sago Palm weevils raised in the farming system are priced around 240 – 250 Baht/kilogram. Sago Palm weevil farming is started from choosing five couples of parent breeders called Mang Wang to be released at the top of a basin containing grinded Sago flour mixed with rice bran in moisture condition. Afterwards, the peel of Sago trunk are brought to cover the basin for about 25 – 30 days in order that the five couples of parent breeders can become pupas and develop themselves to be weevils. Then these weevils can be collected to consume for food or sell to earn a living.
3.1.3 Regarding the local wisdom of residence and appliances, namely Sago roofing. Sago leaves are sewed in a row for roofing and walls. Sago is one kind of Nypa Palm that is more durable than other kinds of Nypa Palm. Sago leaves can be built for roofing for 6 – 10 years. Apart from its durability, a house with Sago roof is characteristically cooler, and Sago can be utilized simply and easily. Furthermore, Sago trees and plants growing in Sago forest can be produced as household appliances consisting of mats, threshing basket, and general baskets.
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3.1.4 For the folklore wisdom of traditional medicine, the roots of Sago trees can be used to make medicine for headaches. Branch roots are firstly immersed in water, and then grinded or sprayed on a head according to villagers’ ancient belief, which is still found at present. Sago fruit can be used to produce medicine for diarrhea, reducing hypertension, and diabetes relief. Sago latex is a kind of folklore medicine to cure ‘Herpes Simplex’. Moreover, women in the past popularly bring Sago gum to apply on their faces after ending a rice harvest season in order to have white faces or cure pimples and melisma. Beyond, villagers apply such herbs as Cardwell Lilly (Hua Khum) and Catathea (Hua Kla) from Sago forest to create medicine for children who have measles and to cure other diseases.
3.1.5 In terms of animal food, villagers who live near Sago forest often bring Sago to raise their animals. There are three features to utilize Sago for animal raising. First, animals eat Sago without taking off its peel. Sago trunks are cut into small pieces to be easily transferred to feed goats, chickens and local pigs. Second, Sago trunks are peeled to feed animals, such as cows and buffalos. Another feature is to grind Sago prior to feed animals, such as ducks and breed pigs. However, Sago grinded for ducks is usually mixed with main animal food in order to decrease production cost since Sago can be replaced Carbohydrate.
3.1.6 For other benefits, there are some indirect benefits from Sago forest, namely giving shade, being windbreak rows, and protecting erosion or soil erosion. Interestingly, Sao forest can be natural walls to slow down rapid water flowing. In addition to be biological diversity resources necessary for human’s livelihood, it is considered as the great benefit of abundant food resources for communities.
3.3 The factor of existence and sustainable management approach of Sago forest in Trang Province, Southern Thailand
‘Sago forest’ is dmaged rapidly because of the development to be the growth of urban society and the development of new agricultural plan. Traditional agriculture is thrown away although the way of people’s life in Trang Province near Sago wetland is closely important to this plant, and it leads to community economy of their wisdom and culture as their operation cost.
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3.3.1 The causes of destroyed Sago forest
1) Dredging is one of major problems known from the people in the areas. Since there has been a government’s policy to solve a flooding problem by dredging, all the plants along canals are removed, resulting in the complete destroy of freshwater ecology along canals. 2) There is breach of public areas that are distributed in the different sizes of the local areas. Most of the public areas are wetland areas where a great number of Sago trees grow. Due to being the public areas, trespassers go into Sago forest and cut Sago trees down. It was found in some areas that although no one utilizes those areas, Sago trees are cut down and burned to be an empty areas, and later utilize these areas. 3) Thanks to the expansion of palm and rubber farms and the change of the rice farming system received more water from the irrigation system, the role of natural water resources, which are the areas of Sago forest, are reduced. Another reason why Sago forest is ruined is the endless expansion of urban communities in the Sago areas. 4) Such a local way of a natural water system as a rainwater system that has to be planned for production to have sufficient water and for season periods, as well as the plan to naturally reserve water in dry season have been changed into the irrigation system and convenient water supply that do not have to be responsible for. Therefore, the importance of many natural water resources is reduced
Figure 5: the breach of Sago forest
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3.3.2 The preservation and Prevention ways
1) The government policy to prevent Sago deforestation from dredging should be provided. For example, Sago forest cannot be dug by excavator, but by dredge Or, people in the community near Sago forest are asked to be responsible for Sago forest preservation and flood solutions according to each community’s wisdom. 2) Municipal law of each community must be announced in order to prevent breach of public areas, including determination of strong penalty in case public areas are local resources as a development approach. 3) Instead of Sago trees, other plants should be used to feed animals and raise Sago Palm weevils, such as other Palm leaves, but through the research methodology for food nutrition. 4) A local course titled ‘Resource Base’ should be set up in each community, along with a project of plant gene preservation.
4. Conclusions and Discussions
There are three distribution issues of Sago forest utilization in Trang Province, Southern Thailand as follows.
4.1 The survey and the study results of Sago forest distribution in Trang Province, Southern Thailand showed that there are totally 472.5 Rai of 437 areas in 87 sub-district of 10 districts. The most Sago forest is found in Na Yong, Mueang Trang, and Huai Yot districts, respectively. Sago forest in Trang Province itself distributes horizontally along canals which their water resources are from Ban That Mountain, in the East of Trang Province. This feature of Sago foerest is found in the areas away from communities. The huge Sago forest is found in the low plain of Mueang Trang District. The wide distribution of Sago forest throughout the districts in Trang Province has been continued according to the geography of natural water resources in every area of each district in Trang Province, resulting in the growth of Sago trees and forest because Sago can grow by budding. From the current situation, it was found that Sago forest is destroyed rapidly; therefore, it should be prevented urgently.
4.2 Related to the utilization of Sago forest in Trang Province, Southern Thailand, the features of Sago forest distribution along water resources throughout the districts in Trang Province lead to various great values: (1) creating economy, (2) environmental preservation and biological diversity in Sago areas, (3) leading to sustainability in the natural system, (4) becoming an important food resources from both Sago trees and surrounding nature, and ( 5) reinforcing community’ s
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agroforestry system.Sago is an essential plant and one of economic plants in the South of Thailand. Any parts of Sago can be utilized in many dimensions through the community’s local wisdom, leading to food stability for humans.
4.3 In terms of, the factor of Sago forest’s existence and sustainable management approach of Sago forest in Trang Province, Southern Thailand, there are some problems or there is some anxiety people face in the areas of Sago forest. For example, in Na Yong District where there are the most Sago forest growing in Trang Province, one of the most worrying issues is that the new development is the careless development. Plus, there is no understanding about the local community as well as no people’ s participation. Most of the projects are done about water resources management including the development of new irrigation system, such as building reservoirs, dredging, creating new deep and wide water resources, as well as making levees, dams, and waterways with steel and cement, etc. Therefore, Sago forest is destroyed, leading to the change of the natural water system, and affecting the ecology and the way of people’s life latter. Villagers in many communities in the areas of Sago forest notice that when Sago forest is removed, rice farming is more difficult due to less water in shallow pools. Moreover, salt water further enters in some areas, so the food stability found in Sago forest is lost. Expenses of people’s families have been obviously increasing. These influences develop to be complicated and unavoidable conflicts so that villagers could lose their beliefs in government’s power, and then the effects may easily become weaknesses in violent situations. Hence, the ways to fight for Sago Palm sustainable preservation and culture restoration in order to support poor people and communities in the future are to create learning process, debates, and providing a stage for knowledge exchange to make the close relationship among people, in order to stimulate movement of thinking and people’s behavior in local communities. These mentioned ways could help bargain power to push policies forward in every level of communities. A network-based strategy and looking for partnership are also needed. Additionally, participation from any corporations was complete to officially establish a women group called “United Sago Forest Women Group”, and there are many group’s activities of food and dessert processing from Sago flour. Now, this network have been able to expand to men and found a group called “Na Yong District’s Sago Forest Preservation Club”.
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Recommendations
1. The cooperation of any government sectors and private companies as well as creating knowledge, understanding and learning process of community forest in any areas lead to complete awareness in natural benefits for humans, such as economic values, cultural and wisdom values, biological diversity values, and so on. 2. Public relations to indicate disadvantages from destroying nature and advantages from preserving nature via any channels is widely needed in order to remain natural preservation and sustainable values. 3. People’ s participation in natural resources and environment preservation covering systematic management of Sago forest and other community forest should be done.
Acknowledgement
This research has been received the supporting budget in the fiscal year 2016 from Biological Diversity, Wisdom and Culture Fund (HERP) under Administrative Office of Higher Education Research Promotion and National University Development Project, Higher Education Office.
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