MINISTRY OF EDUCATION AND TRAINING
THE VIETNAM NATIONAL INSTITUE OF EDUCATIONAL SCIENCES

LY THANH HIEN

PROFESSIONAL ETHICS EDUCATION
FOR STUDENTS IN AGRICULTURE
FIELD AT HIGHER EDUCATION
INSTITUTIONS
Major

: Educational theory and history

Code

: 9.14.01.02

ABSTRACT OF
EDUCATIONAL SCIENCE DISSERTATION

Hanoi, 2019


The work was completed at:
The Vietnam National Institue of Educational Sciences
Supervisor: Prof. Dr. Nguyen Huu Chau

Assoc Prof. Dr Nguyen Duc Minh
Reviewer 1: ....................................................................
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Reviewer 2: ....................................................................

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Reviewer 3: ....................................................................
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The thesis will be defended before the examination council
at institue level taking place in The Vietnam National Institue
of Educational Sciences, 101 Tran Hung Dao, Hanoi
At ……on date ………month……year 2019
Thesis can be found out at:
National Library
Library of The Vietnam National Institue of
Educational Sciences,


PREAMBLE
1. Reason to choose the topic
Professional ethics is not a new issue but always urgent, especially
in the current situation because besides the positive and progressive aspects
of the process of opening, integrating and international exchanges, the
problem of professional ethics degradation has been happening in many
industries in society, causing social annoyance.
Currently, the role of professional ethical education in the theoretical
aspect is very important, but in fact, in recent years, the implementation of
moral education in our country has not yet met set requirements. Ethical
education and professional ethics are far from practical, general and trite
content, monotonous forms. Assessing this situation, the Party Congress X
emphasized: "The work of educating revolutionary ideals, ethics, lifestyles
is still general and ineffective ". Our Party considers this an important task
in the human development strategy in the era of innovation,
industrialization period. Recently, this issue continues to be affirmed by the
Party in the Central Resolution 8 on fundamental and comprehensive

innovation of education and training.
Professional ethical education for students at higher education
institutions is an extremely important task. Since students are a potential
human resource for economic- culture – society development, students of
Agriculture field at higher education institutions and colleges are also one of
the main production forces for the country's agriculture, so they need to have
scientific knowledge and professional ethical qualities. However, in reality,
the education of professional ethics for students in agriculture field at higher
education institutions is still very limited. From the above theoretical and
practical education, that studying the topic "Professional ethical education for
students in agriculture field at higher education institutions" is urgent.
2. Research purposes
Proposing measures of professional ethical education for students in
agriculture field at higher education institutions.
3. Object and object of research
3.1. Object of research:
The process of professional ethical education for students of
Agriculture field.
3.2. Research subjects:
Activities of professional ethical education of students in
agriculture field at higher education institutions.
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4. Scientific hypothesis
The effectiveness of professional ethical education activities for
students in agriculture field at the current higher education institutions has
not met the requirements of society. If the content of professional ethics
standards in agriculture major is built. simultaneously if there is a positive
change in the implementation of measures of professional ethics education

through integration in the subjects at school, organizing extracurricular
activities, and through professional internships at production facilities to
influence students' perceptions, attitudes and behaviors, it will contribute to
improving the effectiveness of professional ethics education for students in
agriculture field at higher education institutions.
5. Research task
+ Determining the rationale of professional ethical education for
students in agriculture field at higher education institutions.
+ Assessing the status of professional ethical education for
university students in agriculture field at higher education institutions.
+ Proposing measures of professional ethical education for
university students in agriculture field at higher education institutions
through teaching subjects, organizing extracurricular activities, and
internship activities.
+ Pedagogical experiment
6. Scope of research
- Scope of research contents: Some professional ethical qualities for
students in Agriculture field: Agronomy (Cultivation or crop science)
+ Scope of study area: We conduct research in three representative
higher education institutions: Vietnam Academy of Agriculture, Hue
University of Agriculture and Forestry, Thai Nguyen University of
Agriculture and Forestry.
+ The scope of research experiments: 30 alumni of 3 higher education
institutions - currently working as agricultural officials; 320 students at 3
higher education institutions; 30 managing and teaching staff at 3 higher
education institutions.
+ Experimental scope: Conduct experiments at Vietnam Agricultural
Academy. Time from January 2017 to March /2017 and January 2018 to
March /2018.


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7. Methodology and research methods
7.1. Methodology
7.2. Research Methods
8. The points need to be protected
- Professional ethical education for students in agronomy major, of
agriculture field should have a clear content of professional standards
consistent with the characteristics of the agronomy major and in
accordance with the requirements of society.
- Professional ethical education for students in agriculture field
should take into account the influence of factors on the effectiveness of
educational activities. Thereby, to select the objectives, contents, methods,
organizational forms and ways to evaluate them reasonably.
- Professional ethics education for students is a job that requires
flexible implementation of activities through the mainstream education
method that are: through teaching subjects in class; through extracurricular
activities; through professional internships at production facilities.
Simultaneously, it is necessary to have consistency and synchronization in
the coordination between educational forces in schools and those in society.
9. New contributions of the thesis
- Theoretically:
+ The thesis has codified the basic theoretical issues of professional
ethical education for students, especially professional ethics in the field of
Agriculture.
+ Developed the content of professional ethical education for
students in agriculture field (majoring in Agronomy - plant science) with
professional ethical qualities in accordance with the characteristics of
Agronomy and in accordance with society requirements.

+ Analyzed the impact of factors on the work of professional ethics
education for students in agriculture field at higher education institutions.
- Practically
+ Surveyed, analyzed and assessed the current status of professional
ethics of agricultural officials - former alumni of higher education
institutions. This is the basis to compare with the results of professional
ethics education for for students in agriculture field at higher education
institutions.

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+ Did a survey, analyzed and assessed the current status of
professional ethical education activities for students in agriculture field at
higher education institutions
+ Through practical research results, the thesis has pointed out the
situation in moral education for students in the field of Agriculture at
higher education institutions. Since then, designed measures to educate
professional ethics through education: through teaching subjects in class;
extracurricular activities; and professional internships at production
facilities.
+ Organized pedagogical experiment and affirmed the change in
organization of vocational education measures to increase the awareness,
attitude, and professional ethical behavior for students in agriculture field at
higher education institutions
10. The layout of the thesis
The thesis includes the following sections: Introduction; Content
with four chapters (Chapter 1: Theoretical basis of the topic, Chapter 2:
Actual situation of professional ethical education for students in
Agriculture field at higher education institutions, Chapter 3: Measures

professional ethical education for students in agriculture field at higher
education institutions, Chapter 4: Pedagogical experiment.); Conclusions
and recommendations; Catalogs and references; Appendix

Chapter 1
THEORETICAL BASIS OF PROFESSIONAL ETHICAL
EDUCATION FOR STUDENTS IN AGRICULTURE FIELD
AT HIGHER EDUCATION INSTITUTIONS
1.1. Overview of the problem study
1.1.1. Research on professional ethics
Some authors have studied this issue such as: Quang, T. H (2014) in
the article "Arguments on professional ethics", the author has pointed out
the foundation of professional ethics originated from the two bases that are
the labor meaning of the profession and the meaning of moral behavior;
Son, D. V. T (2015), in the study "Having a new passion having
professional ethics" analyzed the current situation of social development,
leading to a diversity and growing number of careers. However, in recent

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years, phenomena that are contrary to professional ethics have become
more and more serious in different areas; By J.Patric Dobel (1990), in the
study of "Integrity in the pulic service", discussed the commitments with
the department in charge of regimes, that is high individual responsibility,
being cautious, thoughtful, taking it a moral source to act wisely.[72]
Apart from that, there are also other authors such as: Author Blatz C. V
(1991), in Ethics and agriculture research: an antiquity on current issues
world context; John Hardwig (1991), in the study “Toward an ethics of
expertise”; Daniel E. Wueste (1998) in "Professional ethics and social

responsibility", etc.,.
1.1.2. Research on professional ethics in agriculture
Thang, D. X (2012), in "Scientific research must meet practical
requirements", Journal of Management Science, January 2012, emphasized:
Agricultural Science always requires practitioners to self learn, improve
professional capacity, be passionate in the profession and stick with
agriculture, farmers and rural areas; Author Joseph R. Herkert (1991) said
that the object of agricultural sector was nature (plants and animals).
Therefore, people in this field need to follow the rules of professional
ethics. Some other authors have studied in this area such as: Hong, K.T
(1989), in "Some psychosocial characteristics of farmers in the
development of careers in a rural area.”; Author Lan.N (2004), in the
article "Psychology of Vietnamese farmers: Some issues to consider in the
process of training human resources"; Marter J. Chrispeels; Penelope L.
Diebel (2008) - Ethics and agriculture teaching perspective.
1.1.3. Research on professional ethics education for students in
agriculture field at higher education institutions.
Stanislas J. Durdon (1980), "Professional ethics in the classroom"
author described the teaching of professional ethics in agricultural
production at Cal Poly san unis Obispo. He selected topics and class
projects aimed at raising public awareness of the legitimate needs of
agriculture.
In addition, a number of other authors have studied this issue: such
as J Peter Clark and Christopher Riston (2011) with the book "Practical
ethics for food professionals: ethics in research, education and the
workplace".
The studies mentioned above have clearly showed the standards and
regulations on professional ethics of each profession. In the agricultural
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sector, researchers of professional ethics have also raised the professional
ethical standards of agricultural practitioners. These professional ethical
standards must be concretized in ethic perceptions, attitudes and behaviors
of practitioners, not just in code of practice of a sector, a company or a
certain workplace. In Vietnam, these ethical standards still do not have
specific regulations and there has been no research mentioning in detail
about professional ethics for agricultural workers in general and students in
agriculture field in particular about the manifestations of awareness,
attitudes and behaviors when they practice to acquire professional ethics as
required by society and according to the characteristics of Vietnam's
agricultural production. Thus, there has not been a systematic study of the
professional ethics education for students in agriculture field. This is a
major defect that has significantly affected the personality of the officials in
agriculture, and it has also made agricultural production in our country not
really developed as strongly as its inherent potential.
1.2. Some basic concepts
1.2.1. Morality
Although there are many different definitions, it is possible to
generalize morality as follows: Ethics is a form of social awareness, a
system of principles, rules and social norms, whereby people voluntarily
adjust their behavior for the sake of society and happiness among people in
the relationship among people, between individuals and collective or the
whole society, and in the relationship between people and nature as well as
the surrounding environment. They are made by personal beliefs, by the
power of tradition and the power of public opinion.
1.2.2. Moral education
We agree with the concept: "Ethical education is an educator's activity,
based on social requirements, systematically influences the educated person
in a purposeful and planned way to foster the moral quality that educators

expect, transforms the views, requirements and social consciousness
involved into moral qualities, moral values of each individual ”.
1.2.3. Career
We agree with the concept: "Profession is a field of labor activity in
which, through training, people have the knowledge, skills to make any
kind of physical or spiritual product. that meets the needs of society ”
1.2.4. Professional ethics
We provide a definition of professional ethics that is only a general
way of understanding, representing all fields, that is:

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Professional ethics is a system of qualities and values of social
morality but suitable with the characteristics of each type of profession,
reflecting the personality of employees. It is reflected in the adherence to
the rules, requirements, and demands of the profession and society for
individuals involved in that career. Professional ethics become the driving
force for personality development, general capacity development and
professional capacity, increasing productivity and efficiency of
professional activities and social activities of each person..
1.2.5. Professional ethics in the field of Agriculture
Professional ethics in the field of Agriculture can be understood as a
system of moral qualities and values in accordance with the characteristics of the
Agriculture sector and social requirements, reflecting the personality of the
labours in the agricultural sector, is the driving force for the development of
professional capacity of labours and increase the productivity and reputation of
the agricultural occupation in society.
1.2.6. Professional ethical education
According to the author of the thesis, professional ethics education

is a system of activities, solutions and measures to influence the awareness,
attitudes and behaviors of learners in order to form professional ethics
standards, from that when practicing, each individual knows a harmonious
combination of professional competence and professional ethics.
1.3. Theory of professional ethical education for students in agriculture
field at higher education institutions
1.3.1. Characteristics of Agriculture and ethical requirements for
Agriculture
When conducting professional ethical education, it must be based on the
characteristics of the agricultural industry, the characteristics of students
who are studying agricultural specialties so as to determine which
education of moral qualities is appropriate for students.
1.3.2. Principles of professional ethical education
Professional ethical education must comply with the following four
principles: Avoid doing evils, actively doing good things; Respect
personality combined with high requirements; Educate professional ethics
in labor, by labor; Unify the purpose of professional ethical education in
the educational forces.

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1.3.3. Activities of professional ethical education for students ini
agriculture field at higher education institutions:
The professional ethical education for students is to help students
realize the moral values properly, to act in the right way, according to
justice and humanity, to live for people, for the community, and for the
advancement of society. In the end, the most important purpose of
professional ethical education is to create the right professional ethical
behavioral habits..

1.3.3.2. The content of professional ethical education for students in
agriculture field in higher education training
* Education for students to understand the meaning of professional
ethics in the field of cultivation; Conscience - professional responsibility;
Respect the regulations of the field, the agency - the workplace; Respect
partners - customers, respect colleagues; Respect the nature - the surrounding
environment; The spirit of daring to start a business; Consciousness to
improve and develop oneself; Brave, confidence, flexibility, risk
acceptance - confronting difficulties; Spirit of cooperation in work; Living
and working in accordance with the Constitution and the Law.
1.3.3.3. Methods of professional ethical education in higher education
Presentation Methods, Conversation Methods, Reward Methods,
Experimental Methods, etc.
1.3.3.4. The path of professional ethical education in higher education
Education of professional ethics through classroom teaching activities,
through organizing thematic activities, extracurricular topics, and through
professional internship activities.
1.3.3.5. Evaluate the results of professional ethical education in
higher education
In higher education institutions, it is necessary to regularly evaluate
educational activities in order to provide information for management and
organizing education. Students must also assess themselves to have a
direction to strive for.
1.3.4. Several factors affecting professional ethical education in
higher education
Professional ethical education is influenced by the following factors:
Legal documents; Content of training programs of higher education
institutions; Influence of the market economy, the period of opening and

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integration of exchanges on the aspects of social life; Elements of facilities
of higher education institutions; The coordination between outside and
inside school educational forces (families, production facilities, etc.); Local
customs, culture of the local places and habits in production of one field.
CONCLUSION OF CHAPTER 1
In general, professional ethical education for students is always an
important task because they are the knowledgeable labor forces in the
future and each individual who wants to participate in the practice must
know the harmonious combination of professional competence and
professional ethics. The education of professional ethics for students in
agriculture field is a very difficult and complicated process because it is
subject to many positive and negative effects of society, the labor market,
and the living environment of students, of other impact forces in society.
Professional ethical education for students in agricultural field in general
and cultivation students in particular is an issue that always receives
concern and special attention, and organizing, implementing this work
practical effective, but not formal and cliché. Thus, it contributes to
comprehensive education for students.

Chapter 2
CURRENT SITUATION OF PROFESSIONAL ETHICS
EDUCATION FOR STUDENTS IN AGRICULTURE FIELD
AT HIGHER EDUCATION INSTITUTIONS
* Overview of the survey
* Some survey results
2.5.2. Current status of professional ethics manifestation of students
in agriculture field at higher education institutions.
2.5.2.1. Awareness situation of students in Agriculture sector about

the meaning and importance of professional ethical education
In order to gather information about agricultural students'
perceptions of the meaning and importance of professional ethics
education, we have used question 2, a poll of MS01 – Appendix. The
meaning of professional ethical education for students is to help students to
constantly improve the quality and professional capacity they are studying.
For this opinion, 295 students selected, accounting for 97.7%. Secondly, the
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opinion that professional ethics education is to help students have a sense of
community and society was chosen by 284 students, accounting for 94%.
Thirdly, the opinion that ethical education helps students have a sense of
practice and self-improvement was selected by 277 students, accounting for
91.7%. However, there are many students still not aware of the role and
meaning of professional ethical education.
2.5.2.2. Students' awareness of the contents of professional ethics
education consistent with the reality of the Agriculture sector
Student's judgment on moral qualities in accordance with the
characteristics of the agriculture sector is considered to be a professional
ethics reflected in the selection of the contents of the education of
professional ethics of the agricultural sector that came up in question 4 of
the poll MS 01 – appendix.
The table above shows that the majority of students believe that
all the given ethical content is within the professional ethics of the
agriculture sector. The items all have a grade point average of 3, 4, 5 –
relatively the suitable , quite suitable and very suitable level. Thus, they
do not have a clear distinction between morality in general and
professional ethics.
The content of professional ethics that students think best suited to

the reality of the agriculture sector is "Be self-discipline, seriousness,
discipline in work" with an average score of 4.48 belonging to level 5 very suitable level. Next is the content of “Educate responsibility and
conscience" with an average score of 4.41 belonging to level 5 - very
suitable level, ranking second; and ranked the third is the content of
"Respect the regulations of the Agriculture field, the agency - the
workplace" has an average score of 4.38 belonging to level 5 - very
suitable level. Meanwhile, such important contents as "Love education
for nature" ranked in the last position with an average score of 3.11
belonging to level 3.
Thus, it can be seen that students' awareness of the contents of
professional ethics is still vague and misunderstood. The perception of
students about professional ethical qualities is still limited, not suitable to
the professional characteristics and social requirements. Most of them do
not have a clear distinction among which ethical requirements is suitable
with the characteristics of the agricultural sector. Therefore, there seems to
be a general agreement of all moral standards in the ethics of agriculture.
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2.5.2.3 The attitude of students in Agriculture field for violations of
professional ethics
The professional ethics of students are expressed through the attitude
of sympathy or disagreement with the manifestations of violations of
professional ethics in agricultural production MS01 - Appendix.
Through the table of data, we find that most students disagree with
the expressions contrary to professional ethics, in which the content of
"lack of respect for customers" with the highest objection selected by 285
students, accounting for 94.4% of opinions; The environmental pollution in
agricultural production is also the behavior that many students oppose with
the amount of 277 students, accounting for 91.7%. In addition, acts that are

contrary to professional ethics such as fraud in trade, indiscriminate natural
exploitation are also opposed by many students, 276 students accounting
for 91.4% of opinions. In general, students find that behaviors contrary to
professional ethics are acts that negatively affect the benefits of the
community and society. Therefore, the majority of students are against.
2.5.2.4 Status of training professional ethics of students in Agriculture
field
We use question 5, questionnaire MS01- Appendix to learn about
the status of training professional ethics of students in agriculture field.
Through the survey, we find that the practice of professional ethics of
students takes place infrequently. Most items have a grade point average of
3 - sometimes, there are two items at level 4 - quite often, one item at level
5 - very often and one item at level 2 - seldom. The training of professional
ethics of students is mainly through the practice at production facilities, in
localities having the average score of 4.42 corresponding to level 5 - very
often, ranked first. The second activity that they choose to practice
professional ethics is through the practice of the department with an
average score of 4.21 – level 4 - quite often, ranked second. The third way
has an average score of 3.78 - level 4 - quite often. The way was least
chosen is through out-of-class activities with GPA of 2.50 - level 2 seldom, ranked the eleventh, and through self-governing collective
action has the average of 2.64 – level 3 - sometimes. Thus, activities of
self-training professional ethics of students are not really positive. The
activities that the students participate in can be very rich and diverse but
the sense of self-training to get the ethical qualities required by the
profession is very limited. Whether morality in general and professional
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ethics in particular has been formed is due to the positive nature of the
individual's training. Education plays a key and important role, but only

plays an orientation role for individuals.
2.5.3 Actual status of professional ethical education for students in
Agriculture field at higher education institutions
2.5.3.1. Awareness of managers and lecturers on the importance of
professional ethical education for students in Agriculture field
Survey participants are asked about the importance of professional
ethical education for Agriculture students through question 2, MS03 –
Appendix.
Through the survey, we find that most educators evaluate the
professional ethics education for students in Agriculture field as "very
important" with 24 agree opinions (accounting for 70.6%); At the
"important" level, there are 10 choices (accounting for 29.4%) and there is
no opinion saying that professional ethics education for students has a
normal or unimportant role. Professional ethical education for students in
general is always an important task. Why is it so important? It can be seen
that, in the present context, there exist good moral values that create a
spiritual foundation of society, which is intermingled with unethical issues
contrary to good customs. Therefore, the education of professional ethics
for generations of students in particular and Vietnamese people in general
is one of the key measures of education and training to create future
citizens with creative capacities and good moral qualities, contributing to
the industrialization and modernization process of the country.
2.5.3.2. The reality of implementing the objectives of professional
ethics education at higher education institutions.
We give question 1, the MS03 opinion poll - Appendix to survey
educators' opinions about the status of implementing the ethical education
goals. From the above table, we find that the goal of professional ethical
education for students in the agricultural sector at higher education institutions
is low, shown in average at level 3, under average, which means that the
efficiency of achieving the goal is not high. In particular, the goal of providing

knowledge about professional ethics is still the goal to achieve higher results
with the average score of 2.99, ranked first belonging to level 3, achieve
average efficiency; Secondly, the goal of forming attitude ranks second with an
average score of 1.83 - level 2 - this is a low level of efficiency; The goal of
practicing professional ethical behavior for students with an average score of
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1.79 is ranked at the 3rd position belonging to level 1 - the level has not yet
achieved efficiency.
The goal of professional ethics education is one of the very important
objectives of the training program at higher education institutions. However,
this goal is currently not achieving high efficiency. This is what makes the
training products in the school not meet the requirements of the labor market
and social requirements. This problem is becoming a concern for educators and
employers.
2.5.3.3. Current situation of selecting contents of professional ethical
education for students in agriculture field at higher education institutions
Which contents of professional ethical education are selected to be
included in the school's educational activities. Question 3, MS03 Appendix has shown this content. The table of figures shows that the
introduction of moral education contents in teaching and education at
higher education institutions has an average grade at level 3 - occasionally,
with two contents being included have an average grade at level 4 - quite
frequent, two contents have average grade at level 2 - rarely; one content
have an average grade at level 1 - never. The content that professional
ethics education is now paid much attention to the education of
professional ethics for students in the Agriculture sector at higher education
institutions is "Living and working in accordance with the Constitution and
the law" has the average score of 3.63 - level 4 - quite often. This is the
minimum required when students graduate. However, the law is only

"Minimum Ethics", compliance still requires coercion from the authorities.
The second content of professional ethics education that is widely used is
"Start-a-business spirit" with a score of 3.61 at level 4 - quite frequently.
However, among the important and typical contents, characteristics of the
agricultural sector, it has not really been focused on teaching students, like
the content of "Respecting nature and the surrounding environment" has a
low average score of 3.31 belongs to level 3 - occasionally. Especially, a
very important content in the education of professional ethics is education "
Professional conscience and responsibility" with a very low average score
of 2.26 - level 1 - never. Less selected content in professional ethical
education for students in the Agriculture sector at higher education
institutions is Respect for the rules of the sector, the agency - the
workplace. Every workplace must have its own rules, which also include
the ethical content that those who operate in those places must follow.
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However, this rule is very difficult if being taught at school, it is only
general theory.
2.5.3.4. Current situation of choosing to use the method of professional
ethics education for students in Agriculture field at higher education
institutions
We use question 4, a referendum MS03 - Appendix to gather
information on the selection of the use of ethical education methods for
students in agriculture field at higher education institutions.
Through data, we have found that the ethical education methods
used are quite rich and diverse. However, the level of regular use of a
certain method is not high. The average score of frequency use of methods
is at level 2 - rare and level 3 - occasional. There are two methods used
have the average grade at level 4 - quite often. The method of professional

ethical education for students at higher education institutions is mainly
presentation (with an average score of 3.56 at level 4 - quite often, ranked
first). Professional ethics is mainly forged through a series of forged
students or practice sessions. Therefore, the method of organizing activities
to practice and exercise is much more selected with the average grade of
3.51 at level 4 - quite often, ranked the second.
Thus, the method used is mainly presentation and organizing
activities to practice and exercise. However, when using these methods, is
the effect really high? We conducted interviews with six officials
(including three managers and three teaching staff) representing all three
higher education institutions.
2.5.3.5. Current situation of choosing to use professional ethical
education measures for students in agriculture field at higher education
institutions
In the process of organizing professional ethical education activities
for students in agriculture field, each higher education institution uses its
own measures, and each teacher has its own ways of choosing measures
separately. We use question 5, poll MS03 - Appendix. The survey results
show that the measures of moral education in educational institutions
frequently used are very different, and the selection of the measure does not
have a consensus among the teaching staff and managers at each facility.
Each university campus has its own measures. These measures are used
with different frequencies shown in the average grade. There is one
measure belongs to level 5 - very often; one measure is at level 4 - quite
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often. Most measures with a frequency of use with an average grade at
level 3 - occasional; three measures with average grade at level 2 - rarely;
one measure is at level 1 - never.

2.5.3.6. The reality of the effectiveness of the forces participating in
professional ethical education for students in Agriculture field at higher
education institutions
Through question 7, poll MS03 - Appendix we collect information
on the effectiveness of the forces involved in professional ethical education
for students in Agriculture field at higher education institutions. Through
the data, there are five educational forces engaged in professional ethical
education activities with average score at level 4 - good level; three
participating education forces have an average grade point of level 3 normal level; one has an average grade point of level 2 - a low level of
effectiveness. Through the investigation, we found that there are three main
forces: teachers (with an average score of 3.91 at level 4 - good level,
ranked first); Faculty managing Board (average score of 3.74 at level 4 good level, ranked the second), school management board (with average
score of 3.62 at level 4 - good level, ranked the third). The impact of the
class collective on each individual in the operation of professional ethics
education is very little, with the average score is 2.26 at level 2 - the level
of low efficiency. Currently, students study in credit training system so the
class is formed according to each subject and only maintained during the
period of that subject. Therefore, the cohesion of each individual student
with class is unsustainable. Hence, the collective class does not show
clearly the role in educational activities.
2.5.3.7. Actual situation of results of professional ethical education
for students in Agriculture at higher education institutions
The "Content and curriculum" is assessed to have the highest
average score of 3.91 at level 4 - good level; The teaching method is
assessed to have the lowest average score of 1.82 at level 2 - a low level of
effectiveness.
The above table is an assessment of the effectiveness of professional
ethical education activities for students in Agriculture field at higher
education institutions. Through the collected data, we find that "Content
and curriculum" for the purpose of educating professional ethics for

students is still limited. In most higher education institutions there is not a
separate subject on professional ethics, but mainly integrated in specialized

15


subjects. Teachers' teaching method (average score of 1.85, ranked the
fifth) is also limited, not really adhering to the requirements that society is
concerned, the requirements of professional ethics for students but alo lacks
practical situations for students to experience and inculcate theory. The
facilities (with a GPA of 2.74, ranked the fourth) is also a very limited
issue for the teaching and learning of teachers and students.
2.5.4 Current situation of the influence of factors on professional
ethics education for students in Agriculture at higher education
institutions
We use question 8, MS03 questionnaire to examine the status of the
impact of factors on professional ethics education for students in
Agriculture.
Through the survey, we see all the above mentioned factors affect
the work of professional ethics education for students. Influences have the
grade point average in level 4 and level 5 - are very influential and quite
influential.
2.6. General remarks on the status of professional ethics of agricultural
officials and the status of professional ethical education for students in
Agriculture at higher education institutions
The status of expression of professional ethics of agricultural
students is shown in some points as follows:
Students' awareness of the meaning and importance of professional
ethical education is still ambiguous. The selection of the content of
professional ethics in accordance with professional characteristics is not

reasonable. Students have not clearly distinguished what moral qualities are
necessary to practice the profession they have chosen with moral qualities
in general. The process of practicing professional ethics of students is not
really positive and effective. Although they have many opportunities to
experience activities to understand and forge the moral qualities required
by the profession, they have not really paid attention to self-cultivation,
training themselves with professional ethical qualities.
For lecturers, managers, they always pay attention to the activities of
professional ethics education for students. Nevertheless, the process of
organizing educational activities still lacks of method and system. The
setting of goals, content, methods and stages of examination and evaluation

16


has not really highlighted the basic problems of professional ethical
education. Educational activities are still largely focused on forming
knowledge and professional skills for students. The criteria of professional
ethics are also general.
Activities of professional ethical education always take place in the
context of being influenced by many factors such as: Awareness of students
about the profession they study, the content of the training program, the
teaching method of the lecturers, the impact of the market economy, the
culture, customs, and production habits, etc. The factors have both positive
and negative influence.
CONCLUSION OF CHAPTER 2
From the actual survey, it is found that the status of professional
ethical education is as follows:
The activities of professional ethical education for students in
agriculture field are always concerned by higher education institutions.

This is also one of the important training objectives. However, in the
process of organizing professional ethical education activities, the situation
reveals many limitations. Applying activities of professional ethical
education at higher education institutions are not really effective. The role
of professional ethical education is always focused and enhanced from
directing points to concretizing in content, program, organization of
educational activities. However, the final product is the personality of the
learner when being expressed in the working environment. Among this,
professional ethics is an issue that has not been clearly formed among
students. The moral qualities that are appropriate to the characteristics of
the agricultural sector have not been fully and thoroughly reinforced for
students, leading to students' ambiguous awareness of professional ethics.
Once awareness is uncertain and not profound, the formation of the right
attitude and appropriate ethical behavior is very difficult. Thus, the
formation of professional ethical beliefs will lack basis.
The above situation has forecasted the quality of output of higher
education institutions that have not met the requirements of society. This is
also the concern of lecturers, managers and employers. There needs to be a
change in professional ethical education for agricultural students. One of
the most practical changes must be done immediately is to improve or
change measures of professional ethical education.

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Chapter 3
METHODS OF PROFESSIONAL ETHICAL EDUCATION
FOR STUDENTS IN AGRICULTURAL FIELD
AT HIGHER EDUCATION INSTITUTIONS
In order to educate ethical professionals for agricultural students

(particularly students in cultivation), it is necessary to comply with the law of
psychology that is impacts on three aspects of consciousness: awareness,
attitude, behavior . Professional ethical education firstly provides knowledge
of professional ethics to form the awareness for students. From the right
perception, they will have the right moral attitude - that is, students can
express their views, concurrence or disagreement, choice or not to choose
issues related to professional ethics. career. On the basis of awareness and
correct attitude, students can form behaviors and actions in accordance with
professional ethical standards. Therefore, the three measures to form
professional ethics that we propose will also be based on that law.
3.2.1. Measure 1: Integrating the content of professional ethical
education in the subjects in class
- This measure is the process of organizing professional ethical
education activities through the teaching process.
Through the lesson supervising and studying the subjects of the
cultivation industry, we found the fact that in the content of the course only
contains the specialized knowledge of the subject, almost very few subjects
deal with the ethics of that discipline. In the examination and evaluation
stages, the criteria for students to achieve are mainly related to specialized
knowledge. Therefore, professional ethical education activities are not
really reflected in the teaching process.
Integrating professional ethical education in the subjects in class
should be done as follows: Integrating professional ethical education in
determining subject objectives; Integrating the content of professional
ethical education in the subject content; Integrating the content of
professional ethics education through organizing learning activities in
class; Integrating the content of professional ethical education in subject
examination and assessment process.
3.2.2. Measure 2: Education of professional ethics through
extracurricular activities

Activities of professional ethics education through extracurricular
activities are to create conditions for students to show what they have
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learned in subjects, in life and know how to apply that knowledge to
reality. sacrifice. This is also a way to associate theory with practice,
creating a unity between awareness and action and especially it helps
students to practice the right behaviors that contribute significantly to the
perfection of personality for students. This is also a way for students to
transform the educational process into a process of self-education.
* Professional ethics education through extracurricular activities is
organized as follows: For each content, it is necessary to clearly define the
direct education force which is the lecturer, the manager, the Union youth,
student union, etc. Developing specific and clear programs in which the
objective is defined clearly is to educate the professional ethical qualities,
form and foster emotions and attitudes towards the profession, to practice
behaviors in good habits in study, scientific research - this is the basis for
forming professional ethics for students in the future; Schedule time and
space for each activity: Time to organize for a certain activity must be
specified in terms of date, time and location clearly; School leaders direct
departments to coordinate with functional departments to develop plans and
replicate the typical examples and examples of teachers according to school
standards; It is necessary to guide students to prepare content for such
activities as: collecting and telling stories of scientists and entrepreneurs in the
agricultural sector, presenting new ideas in entrepreneurship, in the field they
choose; Organizing extracurricular activities with a variety of forms associated
with the content of professional ethics education in order to create a healthy
and useful "playground" for students to participate in these activities.
3.2.3. Measure 3: Education of professional ethics through internship

and vocational training at production facilities, local farms
Internship and vocational training are practical activities for students
to have the opportunity to experience real life situations. This is the place
where students have real spaces, have real environments to study and
demonstrate professional ethical behavior. Internship and vocational
training also help students realize more deeply the moral qualities of their
careers.
Practice and vocational training will help students better understand
the roles and meanings of career in their future jobs. Students observe the
manifestations of professional ethical behavior. Students experience and

19


initially become familiar with the rules and regulations of the workplace,
social requirements for the field. Students experience professional ethical
standards such as conscience - professional responsibility, love nature to
respect the living environment, dare to commit and start a business, etc.
How to perform:
+ Step 1: Prepare for operation
Lecturers are in charge of meeting and advising students about
compliance with rules and regulations on internship places, and at the same
time providing content requirements for the internship reports. Lecturers
have close contact with production facilities in the localities where students
do internship in order to coordinate in the process of students doing
internships
+ Step 2: Implement activities: Teachers assign and assign jobs to
students, requiring students to complete reports on time; Provide and guide
students to familiarize themselves with the rules regulating practice places;
Lecturers combine with staff at the facility to practice, guide and support

students in observing and practicing their work; Cooperate with the staff at the
internship place to assess and monitor the attitudes and behaviors of students;
Guide students to observe work at the internship place. Thereby, how students see
ethical attitudes and behaviors of agricultural producers are revealed. Initially,
students can comment on and assess what behavioral behaviors are in
accordance with professional ethical standards. Observation forms can be
used for students to collect information; Encourage students to show their
professional ethical behaviors.
3.3. Relationship between measures
These three measures are all aimed at influencing students'
perceptions, attitudes and behaviors. The goal is to establish professional
ethics for students in agriculture field (cultivation industry). However, each
measure can have a major influence on a certain aspect of consciousness.
The measures we propose have a separate meaning that does not
exist independently but has a close relationship, forming a system of
education measures in general and school education in particular. On the
other hand, these measures are also extremely important because they
create the best conditions for managers and lecturers to develop synergy,
well implement the tasks and educational goals set out.

20


CONCLUSION OF CHAPTER 3
Activities of professional ethical education for students in
agriculture field are conducted through the aforementioned measures. Each
measure has outstanding advantages to form students with the necessary
professional ethical qualities. Each of these measures contains clear
objectives, how to proceed, including implementation methods and
organizational forms, the conditions for effective implementation of those

measures.

Chapter 4
EXPERIMENT PEDAGOGY
Experiment aims at verifying the feasibility of measures of
professional ethical education for students in the field of Agriculture,
affirming the positive impacts of the proposed measures on the formation
of awareness, attitudes, and ethical behavior for students. Thereby, prove
the correct hypothesis of the thesis.
We conduct experimental measures: "Professional ethical
education through professional internships at local production facilities”
We use the innovative internship program for the experimental
group, and our control group still applies the current internship program.
Thereby, to compare the results of the two groups showed that the new
internship program aiming at educating ethical professionals for students
has improved the awareness, attitude and ethical behavior for students.
Experimental results are shown as follows:

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Table 4.9: Results of measuring the following students' perceptions,
attitudes and behaviors 2rd experiment

% SL %
17,1 1 2,5
2,5 0 0,0
14,6 5 12,1
17,1 0 0,0
36,5 1 2,5

14,6 0 0,0

SL
0
0
1
1
0
0

%
0,0
0,0
2,5
2,5
2,5
0,0

3,47
4,11
2,78
3,51
2,63
3,87

1,088
0,005
0,790
1,175
0,0017

0,967
1,081
0,0016
0,981

Through the data table, it is seen that based on the objectives,
experimental content and defined criteria, we found that after the
experiment students have experiment had a relatively clear and steady
change in receiving consciousness and positive practice of professional
ethics in agriculture compared to before graduation. The process of
practicing and forging vocational training has helped students have the
opportunity to be close to reality, to demonstrate professional ethical
standards so that it can make the ethical behavior of the students first. form,
and also reinforce the students' career ethical and professional attitudes and
behavior.
* Assessing the correlation between professional ethical behavior
and positive practice after the second experiment.
Correlations
Professional
Positive
ethical
training
behavior
Professional ethical behavior Pearson correlation
1
.883**
Sig. (2-tailed)
.000
N
89

89
Positive training
Pearson correlation
.883**
1
Sig. (2-tailed)
.000
N
89
89

22

coefficient p

SL
7
1
6
7
15
6

Standard
deviation

%
43,9
46,3
39,0

36,5
39,0
39,0

Medium score

SL
18
19
16
15
16
16

Very poor

%
36,5
48,8
31,7
43,9
21,9
46,3

Poor

SL
15
21
13

18
9
19

Average

ĐC
Awareness TN
ĐC
Attitude
TN
ĐC
Behavior TN

Good

Very good

content
evaluate


Correlation is significant at the 0.01level ( 2- tailed).
The coefficient of Pearson R = 0.883 can be seen with p-value: p =
0.000. Conclusion of the correlation between professional ethical behavior
of students of experimental classes with active training of professional
ethics is linear correlation, tight meaning. In other words, under the impact
of education measures have changed behavior, increased actively training
professional ethics of students. This result also confirms the dialectical
relationship, the mutual impact and influence of aspects of awareness,

attitude and behavior.
CONCLUSION OF CHAPTER 4
When using the method of "Organizing internship and vocational
training activities at local production establishments" with the new
organization method, putting moral education contents into the internship
program, changing the way Examining and assessing the internship process of
students will help improve the effectiveness of the internship process, students
not only practice to perfect their knowledge and professional skills but also
cultivate and shape. necessary professional ethical qualities. Students'
awareness of the role of professional ethics has increased markedly
It can be seen as a whole that through the measure "Professional
ethics education through internship and vocational training at local
production facilities" is a measure that has made awareness, attitude and
behavior The professional ethics of students are significantly improved.

CONCLUSION AND RECOMMENDATIONS
CONCLUSION
1. In the era of knowledge economy and development trend of science
and technology 4.0, farmers, agricultural engineers, or entrepreneurs in the
agricultural sector need not only deep knowledge, mature skills but more
importantly, they must have professional ethics when practicing. The
professional ethics in the agricultural sector is to include people's moral
standards in line with the characteristics of the agricultural sector, and ưith the
social requirements of the agricultural sector.
2. Professional ethics education is an extremely important task of
higher education institutions in the career of vocational education and
training for students. This task has been carried out with the attention of the
education forces, all managing levels of the field.
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