Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.

Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.

1 MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION PHAM DAC THI MANAGING TEACHING ACTIVITIES FOR THE GENERAL EDUCATION SUBJECT SECTOR AT ARTS UNIVERSITIES TOWARDS QUALITY ASSURANCE Major: Educational management Code: 9.14.01.14 SUMMARY OF EDUCATION SCIENCE DISSERTATION HA NOI - 2021 The thesis is completed at: Hanoi National University of Education Supervisor: Assoc Prof Nguyen Van Le Review 1: Prof Phan Van Kha Review 2: Assoc Prof Pho Duc Hoa Review 3: Assoc Prof Nguyen Thi Thanh Huyen The thesis will be defensed at the University Level Thesis Assessment Council of Hanoi National University of Education At … ’ date … moth … year 2021 The thesis can be searched at: - National Library - Hanoi National University of Education Library INTRODUCTION Background to the study Higher education is a comprehensive education under a closed model, including basic knowledge education, basic professional knowledge and specialized knowledge, among which basic knowledge is the foundation, the initial basis for students to be able to acquire and acquire basic professional knowledge and specialized knowledge in a systematic and scientific manner General education knowledge sector includes subjects that focus on such foundational values Currently, in the context of higher education innovation, there are high requirements for teaching management, including teaching management in general education knowledge sector The reality shows that the teaching management of the general education knowledge sector still has many shortcomings, the core problem is that there is no most effective approach Up to now, there has been no research on the management of teaching activities in the general education knowledge sector at Arts universities With the above reasons, the author has chosen the problem: "Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance" as the thesis topic Research aims On the basis of theoretical research and management situation, some solutions to teaching management of the general education knowledge sector at Arts universities towards quality assurance have been proposed Variables and Subjects of the research 3.1 Variables Teaching activities for general education subjects at Arts universities 3.2 Subjects of the research Teaching management of the general education subjects in the direction of ensuring the quality at Arts universities Scientific hypothesis Managing the teaching activities for general education subjects at Arts universities has achieved certain results However, the current management of teaching activities for general education subjects at Arts universities is still inadequate for many different reasons Therefore, if the correct reasons for proposing and implementing the measures to manage teaching activities for general education subjects at Arts universities can be detected in a reasonable and feasible manner in the direction of quality assurance, it will increase the quality of teaching the general education subjects and contribute to improving the quality of Arts training at Arts universities Research missions Building a theoretical basis; Evaluating the teaching situations and the management of teaching activities for general education knowledge subjects; Proposing the measures to manage teaching activities teaching subjects towards ensuring the quality at Arts universities Experimenting and testing the measures to manage teaching activities teaching subjects towards quality assurance at Arts universities Limitation and scope of the study 6.1 Content Limit The dessertation focuses on studying the measures to manage teaching activities for general education subjects towards ensuring the quality according to the principals of Arts universities to meet the requirements of Artsistic education renovation 6.2 The survey region and time limit Research on the management of teaching activities of the lecturers who teach general education subjects and students' learning activities (formal university system) in Arts universities, they are: Hanoi Academy of Theatre and Cinema; Ho Chi Minh Academy of Theatre and Cinema; Research methods - Approaches: The thesis used a number of approaches as follows: System approach, Process approach, Complex approach, Capability approach, quality assurance processing Approach - Specific Research Methods: Theoritical Research Methods, practical research methods, Investigation and survey method, Interview method, Information processing method group, Experimental method Theoritical points of the thesis (1) Managing teaching activities for general education subjects towards quality assurance is one of the core factors to improve the quality of higher education in order to meet the requirements of modern higher education innovation (2) Teaching management of general education knowledge sector in the direction of quality assurance needs to have a synchronous impact on the elements constituting teaching activities: teaching objectives, teaching contents, teaching methods; teaching curricula; capacity of the teaching staff, attitude and motivation of students, testing and evaluation of the teaching process towards quality assurance (3) These inadequacies and shortcomings are evident in the stages of teaching planning and management; determine training objectives, methods, contents and innovate training programs; the work of fostering to improve the capacity of lecturers as well as building a teaching environment; The approach to managing teaching activities of general education subjects is not suitable Therefore, properly assessing the current situation of teaching activities, managing teaching activities of subjects in the general education subjects will be the core basis for building measures to manage teaching activities for the general education subjects (4) Developing a set of criteria and indicators to assess the output quality of teaching activities in the general education knowledge sector according to the competency approach is necessary to take that as a goal and a measure of the teaching management process of the general education knowledge sector towards quality assurance (5) Teaching management of the general education knowledge sector to ensure quality contributes to creating a solid foundation of scientific theory for students of universities in general, including Arts universities in order to improve the overall their teaching quality as well as the effectiveness of Artsistic creation New contributions of the dessertation - The dissertation clarifies the theoretical framework for managing teaching activities for general education subjects of at Arts universities in the direction of ensuring quality in terms of contents, forms, methods, and organization, and teaching results - The dissertation conducted a survey to evaluate the overall situation of teaching and managing teaching activities for teaching general education subjects at Arts university, the main causes of the current situation - From the thesis research, based on the analysis of the current situation, the thesis has proposed and conducted experiments to confirm the reality and feasibility of the measures to manage teaching activities in teaching general education subjects at Arts universities in the direction of ensuring quality so that they can be applied in practice 10 The organization of the thesis In addition to the Introduction, Conclusions and Recommendations, References and Appendices, the thesis has chapters: Chapter 1: Theoretical background on managing teaching activities for the general education subject sector at Arts universities towards the quality assurance; Chapter 2: Practical background for managing teaching activities for the general education subject sector at Arts universities; Chapter 3: Measures for managing teaching activities for the general education subject sector at Arts universities towards quality assurance Chapter THEORETICAL BACKGROUND ON MANAGING TEACHING ACTIVITIES FOR THE GENERAL EDUCATION SUBJECT SECTOR AT ARTS UNIVERSITIES TOWARDS THE QUALITY ASSURANCE 1.1 Literature review 1.1.1 Research on teaching and teaching activities management Regarding teaching management, such foreign authors as Muhammad Abdul Malik, Dr Ali Murtaza, Dr Abdul Majeed Khan or such indoor authors as Pham Minh Hac, Tran Nguyen Ngoc Quang, Thai Duy Tuyen all think that teaching activities are the interaction between the teacher's teaching activities and the students' learning activities in order to achieve the set teaching goals through the implementation of teaching methods, forms of teaching organization and teaching objectives 1.1.2 Research on teaching quality and teaching quality assurance management When researching on the overall quality management in education, many authors such as Armand V.FIGENBAUN, Bogue and Sanders Sallis, E John, West Burnham… studied the TQM model; UNESCO's perspective on teaching quality management with CIPO model; In Vietnam, author Tran Khanh Duc studied international experiences and proposed an overall model of the university training process and a set of criteria for evaluating higher education quality from the point of view of quality management of ISO and TQM; Tran Kiem with TQM approach, author Nguyen Huu Chau with CIMO quality management model 1.1.3 Research on teaching management at Arts universities London Artss Institution, Amsterdam Artss University, Lasalle college of the Arts – Singapore Học viện nghệ thuật London, Đại học Nghệ thuật Amsterdam, Đại học nghệ thuật Lasalle (Lasalle college of the Arts – Singapore) have had research works on teaching at Artss universities 1.2 Teaching general education subjects at Arts universities 1.2.1 Teaching and higher education teaching Teaching activities at universities: include many elements such as teaching purposes, teaching contents, teaching methods and means, teachers’ teaching activities, learners’ learning activities, teaching results This process takes place and has a relationship with the socio-economic environment, the science-technology environment, the internationalization environment, etc 1.2.2 General education knowledge subjects The subjects belonging to the General Education Department for the general Arts sector have 11 subjects, including: The basic principles of Marxism-Leninism; Ho Chi Minh Thoughts; Revolutionary lines of the Communist Party of Vietnam; Cultural and artistic guidelines of the Communist Party of Vietnam; Vietnamese cultural establishments; Foreign Languages; General Information Technology; Vietnamese literary history; World literary history; Physical Education and National Defense - Security Education 1.2.2.1 Position of general education knowledge sector In the education system in Vietnam, the phrase "basic education" (while other countries use the phrase "general education") refers to the contents related to the rules of human moral qualities in social relationships; General education knowledge is considered as a prerequisite knowledge to create an initial foundation, a basic brick for students to access the system of basic professional knowledge and specialized knowledge of the Arts General education knowledge is the important luggage for students of Art universities to promote logical thinking, abilities to associate and link events together in a scientific way when studying intensive courses 1.2.2.2 Teaching characteristics of general education knowledge sector in training at Arts universities Teaching general education knowledge subjects for Arts students also has its own characteristics, meeting the posed requirements when training Arts students, that is how to promote creative capacity in artistic work, develop the strengths of the artistic talents that students have The task of this sector is also harder, more specific because teaching is associated with the development of creative capacity in each major that students are studying 1.2.3 The relationships between the general education knowledge sector and the basic professional knowledge and specialized knowledge sectors As the background knowledge for thinking and creativity, the subjects of the Basic Knowledge sector for Arts students are playing a very important role This is the initial foundation for students to access specialized and in-depth knowledge thanks to their ability to apply and evaluate themselves Arts is the ability to create beauty with the talents that students have 1.3 The basic requirements for innovation of teaching current general education subjects 1.3.1 The current context of higher education teaching innovation The current context of higher education innovation has great impacts on teaching subjects in the general education knowledge sector These impacts are both opportunities and motivations, but they also pose many challenges and difficulties for managers in teaching management of general education knowledge sector 1.3.2 The basic requirements for teaching general education subjects in training in Arts university sector In the current context, teaching in general, teaching general knowledge in the basic knowledge system must ensure the quality to meet the requirements of higher education, to fulfil the requirements of the teaching objectives, teaching programs, teaching methods, forms of organizing teaching activities as well as teaching facilities and equipment; in addition, it requires the capacity requirements of administrators, teachers and students; full awareness of students 1.4 Teaching the general education subjects towards the quality assurance 1.4.1 Ensuring the quality of teaching 1.4.1.1 Quality Teaching quality in higher education is our goal of achieving “standards” and getting closer to “excellence” 1.4.1.2 Teaching quality Teaching quality is regulated by the following factors: Quality of management; Quality of lecturers; Quality of learners; Teaching content/methods; infrastructure 1.4.1.3 Ensuring the teaching quality Ensuring the teaching quality in the general education knowledge sector towards the quality assurance is: the quality of learners (output results) will be a measure of the teaching process; The elements: objectives, contents, methods, means, environment, teachers must all meet the set requirements of the implementation of teaching the general education knowledge sector And the teaching process of this subject sector must be evaluated by the standards and criteria that have been prescribed on the quality requirements of the subjects 1.4.2 Elements of the teaching activities of general education sector General education sector consists of 11 subjects Teaching activities of general education knowledge block include components: Teaching objectives, teaching content, teaching methods and means, assessment of teaching results, teacher's teaching activities and teaching activities students' learning activities The factors have a dialectical relationship with each other 1.4.3 The process of ensuring the quality of general education subjects towards the quality assurance To establish the theoretical framework of the research topic, the author has applied integrated teaching quality assurance models: CIPO and HEQM process input output Teaching Lecturers; activities; Learning activitiesresults học - Admissions; University-curricula; Learners activities; Tesing and evaluating teaching and learing - Student’s CSVC PTDH Context - Conditions, environment, Laws, Policies, Relationships between universities, families, and society Model 1.1 Teaching according to the CIPO model Thus, the output of the CIPO model will be the core factor to consider and evaluate the input and the teaching process According to the HEQM higher education quality management model, the quality management work of the university includes the following steps: (1) Determining the development strategy; (2) Administration work; (3) Training, scientific research and community service; (4) Finally, all of the above factors are aimed at achieving the output of the higher education institution Model 1.2 Quality assurance for higher education teaching Therefore, with the two above models, it can be concluded that the problem posed for teaching the subjects in the general education knowledge sector in the direction of quality assurance must implement the following contents: Determining the quality of teaching objectives; Selecting the contents, methods and forms of organization; Quality of teaching staff and students; Evaluating the teaching quality 1.4.4 Building a process to ensure the teaching quality of the subjects in general education knowledge sector 1.4.4.1 Building quality standards The development of quality standards for input elements, teaching process and output is the top work of each Arts higher education Institution 1.4.4.2 Developing and implementing a quality management process - When developing a quality management process, Arts universities need to pay attention to the construction of small stages or processes, including: The process of implementing the established standards must cover all aspects, the factors affecting the training process; Developing an assessment process for the purpose of evaluating quality standards and quality management processes - Implementing the quality management process: to create a product that is the output quality of the training process that meets the standards 1.4.4.3 Testing, evaluating and making adjustments in the quality management process * Self-evaluation - Evaluation of quality standards, Evaluation of the quality management process, Evaluation of training results * External evaluation External evaluation is the quality inspection of a quality accreditation organization by a superior or external professional body 10 1.4.4 Building a quality culture in the school The culture in universities is the behavior, attitude and consciousness of each individual in that environment with issues related to behavior, to receiving and absorbing that scientific knowledge; Building a quality culture in universities needs to be considered a central task, an indispensable factor if you want to ensure the quality of training according to the set goals 1.5 Managing the teaching of general education subjects towards quality assurance 1.5.1 Managing the teaching of general education subjects Teaching management for general education knowledge sector is the impact of the managing subject on the managed objects to fulfill the training goals Arts universities To establish the theoretical framework of the research topic, the author has integrated the CIPO model approach and the university teaching quality assurance model The essence of the integration of the two approaches is that each element of the CIPO model as mentioned above is attached and directed to ensure the quality of the teaching process As follows: - Managing the determination of objectives, content, building programs and choosing methods and forms of organizing teaching activities plays a prerequisite role - Managing teaching staff plays a key role in the process of managing teaching activities - Managing students plays a central role, being the object of the teaching activity management process - The curriculum and teaching content must always be inherited and innovated to suit the needs of employers; Testing and evaluation is the final step in determining the effectiveness and quality of teaching activities The main tool for testing and evaluation is a set of criteria and indicators Managing teaching environment is understood as operating environment management, which is the connecting factor between teachers and students These factors are always in a dynamic state, actively interacting with each other, becoming more meaningful to students and teachers and their activities (facilities, teaching equipment, teaching aids ) Integrating approaches: Approach to process, capacity, approach to system, approach to quality assurance, can modelize the management of teaching and learning activities in the general education sector in the direction of quality assurance as follows: 10 15 Managers, lecturers: 98 votes; Students: 332 votes Ph.D students designed a scale of survey content index according to levels, respectively from point (minimum) to points (maximum), the average score of the levels ranges from to Formula to calculate the score for each level as follows: In which: L is the point interval; n is the number of levels Thus, each level will have a difference of 0.8 Accordingly, the average score ( X ) of each level is calculated as follows: Level - Weak : 1,00 ≤ X ≤ 1,79 Level – Not good : 1,80 ≤ X < 2,60 Level – Average : 2,60 ≤ X < 3,40 Level – Fair : 3,40 ≤ X < 4,20 Level – Good : 4,20 ≤ X ≤ 5,00 Along with the calculation of the average score, the Ph.D students use the method of calculating the percentage (%) for each level in the content of the survey and evaluation questions, thereby making comments and evaluations Data collected from different types of surveys were processed by computer software 2.3 The reality of teaching general education subjects at Arts universities towards quality assurance Table 2.3 The results of the assessment through the opinion forms of lecturers and students about the current situation of teaching general education knowledge sector at Arts universities Percentage % GPA Levels respondent wea Not averag fai goo Content s k good e r d Content and Lecturers 15 48 29 2,41 Weak Learners 11 43 31 15 Curriculum Lecturers’ teaching Lecturers 26 51 16 2,73 Average Learners 24 57 10 activities Learners’ learning Lecturers 26 55 2,79 Average Learners 23 57 activities Testing and Lecturers 21 49 22 evaluating learners’ 2,16 Weak Learners 23 46 21 learning output Training to Lecturers 15 58 19 improve the 2,19 Weak 13 63 15 qualifications and Learners capacity of teachers Facilities for Lecturers 33 56 3,52 Fair Learners 10 32 55 teaching and 15 16 Content learning Building a quality culture in universities Renovating the training of the general education sector after each course respondent wea s k Percentage % GPA Levels Not averag fai goo good e r d Lecturers 17 53 23 Learners 19 59 18 Lecturers 34 46 13 Learners 27 44 24 3,92 Fair 3,76 Fair Survey results and data research show that: the curriculum of the general education knowledge sector is incomplete; Teaching activities and activities have not met the requirements of teaching activities; teachers are still heavy on knowledge transmission, not paying attention to practice; students are still passive, self-study and self-research are not high; the testing and evaluation has not really brought about effective training reform; 2.4 The current situation of managing teaching activities for the subjects in general education sector at Arts universities towards quality assurance Chart 2.1 The current situation of teaching management of the general education knowledge sector at Arts universities towards quality assurance 2.4.1 The current situation of directing the development of teaching plans, developing curricula, determining goals, selecting teaching content in the general education knowledge sector towards quality assurance - Most lecturers develop a specific, scientific and practical teaching plan, in which determining the objectives to be achieved of teaching activities to choose the content, methods and appropriate forms of teaching However, the content of the curriculum is 16 17 not regular, the effectiveness is still low, the knowledge is still academically heavy, the experience of innovating teaching methods is still not effective, the lecturers participate a lot in teaching, which affects the students’ scientific research time and has not oriented good scientific research for lecturers and students 2.4.2 The current situation of managing teaching activities for general education knowledge sector at Arts universities towards quality assurance - Training and fostering teaching staff towards capacity approach; Quantifying training and retraining plans in order to raise the standard of qualifications for lecturers, ensuring and developing professional and pedagogical skills for lecturers; - The teaching staff effectively implement the teaching plans: Skills in developing a teaching plan, implementing the teaching plan and testing and evaluating the effectiveness of the implementation of the teaching plan However, in the management of teaching activities, there are still many shortcomings: The development of teaching plans is not in-depth; The lecture implementation process is still academic, not really innovative in content and curriculum 2.4.3 Actual situation of managing learning activities of general education knowledge sector in Arts univerisities towards quality assurance Basically, effectively directing the orientation of consciousness, attitudes and building the right learning motivation for students However, many learners believe that they have not been considered as the center in the teaching and learning process; haven’t yet had a positive, independent and creative sense of occupying knowledge, skills, techniques and professional capacity; have not formed the habit of taking initiative in self-research; slow in innovating learning methods; They have not yet consciously built their own methods of self-examination and self-assessment in accordance with the capacity and characteristics of the profession they are studying 2.4.4 The current situation of guiding the renovation of training programs after a course in general education sector at Arts universities towards quality assurance Assessing the quality of students’ output to ensure, especially surveying the effectiveness of post-training teaching activities through employers to innovate training programs in line with reality But there are still many shortcomings: There are many shortcomings related to employers after training; Processing and analyzing survey data to have a basis for learning as a basis for training innovation is not really convincing 2.4.5 The actual situation of building a teaching environment in the general education sector at Arts universities towards quality assurance Each university has built a consensus pedagogical environment, self-learning; at the same time completed the regimes and policies related to compensation; has increased facilities and teaching equipment in the direction of standardization and 17 18 modernity; has innovated management methods, directed to create a quality cultural environment in the university However, in order to build a quality teaching environment, there are still many limitations: The quality of facilities is not modern, the environment for practice, experience and research of students and lecturers is still limited 2.4.6 Actual situation of directing the testing and evaluating teaching activities of general education knowledge sector at Arts universities towards quality assurance Basically, a set of standards and indicators to check and evaluate have been built and applied However, the examination and evaluation of functional departments, departments, with the basic knowledge departments, information technology and foreign languages centers on testing and evaluation of learning results are not conducted regularly; periodically comparing and contrasting quality objectives and standards with the achieved results and implementing quality improvement based on the results of performance evaluation is not effective 2.5 International experience From the experience of teaching management in general, teaching management of general education knowledge in the direction of quality assurance in particular of Singapore, Australia, the United States, , some lessons can be drawn to apply the teaching management of the general education knowledge sector in practice in the direction of quality assurance: It is necessary to confirm the role and position of the general education knowledge sector in higher education; It is necessary to develop a set of criteria and indicators to evaluate the teaching management of general education knowledge at Arts universities in the direction of quality assurance; Appling a set of criteria throughout the management process as a measure of process achievement; Developing a specific and scientific teaching plan and ensuring it is suitable for practice, in which training and fostering staff must be in the direction of approaching implementation capacity; Surveying the effectiveness of post-training teaching activities through employers to innovate training programs in line with reality; Building a quality culture in the university Conclusion of chapter The practical research contents were analyzed and commented in detail, placed in the specific context and conditions of the teaching management of the general education knowledge sector at Arts universities in the direction of ensuring quality Accordingly, the advantages, difficulties, strengths and weaknesses were pointed out, and the causes of the situation were clearly indicated This is the basis for proposing solutions to promote the teaching management of general education knowledge at Arts universities towards quality assurance in the current context of general education reform From the lessons of teaching management experience in general, including 18 19 teaching management of general education knowledge sector; Inheriting the achieved achievements, in the section proposing the teaching management solutions of general education knowledge sector at Arts universities towards quality assurance, it is necessary to focus on overcoming inadequacies, limitations, difficult Chapter MEASURES FOR MANAGING TEACHING ACTIVITIES FOR THE GENERAL EDUCATION SUBJECT SECTOR AT ARTS UNIVERSITIES TOWARDS QUALITY ASSURANCE 3.1 Principle of proposing measures 3.1.1 Ensuring comprehensive goals 3.1.1.1 Ensuring systematic, inheritance and development 3.1.1.2 Ensuring practicality, feasibility and efficiency 3.1.1.3 Ensuring occupational specificity 3.2 Proposing the measures 3.2.1 Applying a set of criteria and indicators for evaluating teaching management of the general education subjects towards quality assurance in training management at Arts universities 3.2.1.1 The purpose of the measure Based on the features and characteristics of the Arts training environment, the development and application of the set of criteria and indicators to evaluate teaching management in general education knowledge in the direction of quality assurance will help teachers manage and control the teaching quality of the training institution, towards the common goal of the whole university 3.2.1.2 The content of the measure Based on the theoretical framework of teaching management in the general education knowledge secotor and towards the teaching quality assurance in universities, the author has built a set of criteria and indicators to evaluate teaching management for general education knowledge sector towards quality assurance in training in universities of Arts with 07 standards; 27 criteria and 32 indicators 3.2.1.3 Implementing the measure Developing a system of clear and transparent criteria with quantified indicators, clearly stating the methods of quality assurance and quality management; Using appropriate supporting methods and tools; Implementing the training and the fostering of capacity for individuals and units in charge of assessment 3.2.1.4 The conditions for implementing the measure 3.2.2 Directing implementation of a training program development plan, developing content and determining the training objectives of the general education sector towards quality assurance 3.2.2.1 The purpose of the measure 19 20 Developing teaching plans; determining the objectives, content, and training program is the basic foundation in teaching management and orientation for the teaching staff to have a basis to carry out teaching activities 3.2.2.2 The content of the measure Developing course plans; surveying students’ input, determining teaching goals; Selecting content and methods suitable to the teaching program 3.2.2.3 Implementing the measure The Training Department develops a plan, guides in detail the implementation process, coordinates with the Examination Laboratory and ensures the quality of education, updates the output standards and training programs according to the regulations of the Ministry of Education and Training and the Curriculum Framework of national level of Arts and culture industry (i) The Training Program Development Board clearly defines the objectives in the construction; (ii) The Training Program Development Board organizes the design of the training program framework; (iii) The Training Program Development Board organizes the design of the teaching sequence of standard output topics in terms of knowledge, skills, and attitudes (iv) The Training Program Development Board organizes the allocation of the teaching sequence of topics into the subjects; (v) The lecturers design the course outline; (vi) Completing the training program and issuing it; (vii) Evaluating and adjusting training programs 3.2.2.4 The conditions for implementing the measure The Board of Administrators in each university specifically directs the departments to implement and perform the above 3.2.3 Organizing and managing teaching activities for general education knowledge sector at Arts universities towards quality assurance 3.2.3.1 The purposes of the measure Improving the quality and effectiveness of teaching activities of lecturers of Arts universities to meet the needs of society in the fields of training and international integration Improving the quality of the teaching staff through training and retraining 3.2.3.2 The content of the measure a) Managing and fostering to improve the capacity and professional qualifications of teaching staff towards quality assurance Developing training and retraining plans for teaching staff; surveying the quality of the teaching staff through the standards of lecturers in combination with the implementation of teaching and research activities; Identifying training and retraining needs to have a basis for selecting training and retraining methods, forms and content b) Directing the teaching activities of the general education knowledge sector of lecturers in the direction of quality assurance There are the following stages: (i) Preparation stage: Analyzing teaching needs; Defining course objectives; Developing teacher plans and prepareing teaching conditions; Developing course outline; Building lesson plans; (ii) Implementation phase: The lecturers organize 20 21 classroom instruction; Organize the examination and evaluation of learning results; (iii) Stage of assessment and improvement of teaching activities 3.2.3.3 Implementing the measure To achieve the goal of the measures, it is necessary to organize the implementation as follows: Developing mechanisms and policies; Organizing and implementing the teaching process; Organizing the inspection and examination of the implementation of the process; Collecting data, organizing assessment to draw management experience 3.2.3.4 The conditions for implementing the measure In order to effectively implement the measures, the Board of Directors of each university must have a policy mechanism for training and retraining activities; In order to well implement the teaching process of general education in the university of Arts with high quality and efficiency, it requires attention to facilities for teaching and learning, the active direction of the leading staff, active activities of subject managing staff 3.2.4 Directing students’learning activities for the general education knowledge sector at Arts universities towards quality assurance 3.2.4.1 The purposes of the measure Orienting students to skills in developing study plans, implementing effective learning plans to improve students' sense of learning, especially self-study: awareness, attitude, behavior, motivation with learning activities 3.2.4.2 The content of the measure The Board of Administrators thoroughly understand and rationalize with the departments about the orientation for students' awareness and learning attitude; Forming for students the habit of self-study Directing the lecturers to orient students with the following skills: Making a study plan; Organizing learning and self-study; Testing assessors to learn from self-study 3.2.4.3 Implementing the measure The university directs its teachers to ensure the following contents to guide the self-study method for students to ensure that it is suitable for each subject and each student Specifically: Instructing how to make a study plan; Guiding how to listen to lectures and take notes in the spirit of self-study; Instructing how to study lessons; Instructing how to research; Renovating the process of preparing and renovating lectures; Strictly following the exam regulations, checking and evaluating the results 3.2.5 Directing the implementation of joint the training for general education subject sector after each course at Arts universities towards quality assurance 3.2.5.1 The purpose of the measure In order to create a close relationship between the institution and the recruitment places, creating conditions for teachers to approach training innovation in accordance with practical requirements 3.2.5.2 The content of the measure 21 22 Developing a cooperation agreement between the university and the recruitment places with the following contents: - Cooperating in professional exchange, participating in practical activities to improve the professional knowledge and skills of the teaching staff - Cooperating in faculty research activities 3.2.5.3 Implementing the measure The Board of administrators of each university actively builds a training innovation plan after each course The plan must be approved by the faculties and departments, especially the teaching staff who directly teach the subjects in the general education knowledge sector 3.2.5.4 Conditions for implementing the measure The Board of administrators of each university and establishments employing post-trained laborers must develop a cooperation mechanism; The implementation of the post-training innovation plan must be synchronized and there must be close coordination between the university and the establishments using the post-training workforce The team that collects, processes and analyzes information from the establishments employing trained laborers must ensure the accuracy and science; Forecasts are highly accurate 3.2.6 Directing the building of a teaching environment for general education subject sector at Arts universities towards quality assurance 3.2.6.1 The purpose of the measure Building a teaching environment for general education knowledge sector in the direction of quality assurance in order to create the best conditions for teaching and learning organization towards training quality to achieve the set goals 3.2.6.2 The content of the measure Directing the building of the following environments: - Directing the building of an academic environment in the university; Directing the building of the social environment; Organizing the building of a humane environment; Building a cultural environment; Building landscape environment 3.2.6.3 Implementing the measure In order to implement the contents of the measure, the Board of Administrators need to the following: Setting quality standards; Dissemination and propaganda; Implementing quality assurance activities to all officers, lecturers, employees, and learners; implementing these synchronously among units, organizations, mass organizations and individuals; Testing and evaluating; Publicizing information; Adjusting, supplying 3.2.6.4 Conditions for implementing the measure The Board of Administrators makes a strategic plan to build a quality culture; 22 23 Establishes a quality assurance network in; Decentralizes responsibilities for units and departments; Invests and coordinates the right resources to implement the quality culture roadmap 3.2.7 Organizing the renovation of the testing and assessment of the teaching quality of general education subject sector at Arts universities towards quality assurance 3.2.7.1 The purpose of the measure Organizing the innovation of testing – evaluating of the teaching quality in general education knowledge in universities of Arts in order to ensure objectivity, comprehensiveness, accuracy and fairness; Completing processes and diversifying test types 3.2.7.2 The content of the measure Checking the content of teaching management for general education knowledge sector towards quality assurance 3.2.7.3 Implementing the measure - Developing evaluation process, assigning responsibilities to lecturers to implement; Organizing the rigorous implementation of the evaluation process; Well performing the publicity of test results; Strengthening the work of testing and learning from experience 3.2.7.4 Conditions for implementing the measure In order to improve the quality and effectiveness of the teaching and assessment of the teaching quality of general education knowledge, it is necessary to harmoniously combine measures, promote the roles and responsibilities of managers, the active direction of the leaders at all levels, strengthen the testing, reviewing, and drawing of the lessons learned 3.3 The relationship between the measures On the basis of theory and actual situation of managing teaching activities of general education knowledge sector in Hanoi University of Theater and Cinema, the author has proposed measures to manage teaching activities for educational knowledge sector The measures to manage teaching activities of general education knowledge sector in the Arts university that the author has proposed have a dialectical relationship, interact with each other These are necessary and urgent measures that need to be researched and applied at Arts universities in order to achieve general teaching goals as well as specific training goals of Arts universities 3.4 Testing the urgency and feasibility of the measures 3.4.1 The purpose of testing In order to verify the appropriateness of the proposed management measures to contribute to improving the quality of teaching activities of general education knowledge in Arts universities The author conducted the experiment with a total of 120 people in Hanoi University of Theater and Cinema and Ho Chi Minh City University of Theater and Cinema In which: Education managers and lecturers: 80 people; Learners: 40 people The forces participating in the evaluation and 23 24 commenting on the training management measures were all those involved in the implementation of the measures 3.4.2 The result of testing the urgency and the feasibility of the measures Chart 3.1 Summary of test results about the urgency of the measures Chart 3.2 Summary of test results about the feasibility of the measures The results of the poll showed that the majority of the respondents expressed positive views on the urgency and feasibility of management measures The analyzed data prove this statement and also prove that the proposed measures are appropriate, meeting the requirements of teaching management of general education knowledge at Arts universities in the direction of quality assurance 3.5 Experimenting the measures to manage teaching activities for general education subject sector towards quality assurance In order to determine the effectiveness, feasibility and necessary conditions to implement the selected measures for the experiment so as to confirm the solutions to manage teaching activities of subjects in the general education knowledge sector towards the proposed quality assurance The author chose 02 contents of solution number on "Organization and management of teaching activities of general education knowledge sector of lecturers at Arts universities in the direction of quality assurance" (1) Organizing the training and retraining to improve the capacity and professional qualifications of the teaching staff in the direction of quality assurance (2) Directing the development and implementation of teaching plans, innovating methods and forms of teaching organization of lecturers 24 25 Chart 3.3 Compare the results before and after experimenting the content on organizing the training to improve the capacity and professional qualifications of the teaching staff towards quality assurance The results of the evaluation of experimental activities of the content of organizing the training and retraining to improve the capacity and professional qualifications of the teaching staff in the direction of quality assurance shown in Figure 3.3 show the higher effectiveness of the following solutions than before conducting the experiment It proves that this content has a positive impact on improving the quality of the teaching staff, reflecting in the quality, capacity and professional skills of the teaching staff after the experiment Chart 3.5 Comparing the results before and after experimenting the content on directing the development and implementation of the teaching plan; innovating methods and forms of teaching organization of lecturers in general education knowledge sector to ensure quality The survey results shown in Figure 3.5 show that after the experiment, the average score and the evaluation level for the experimental measures have changed quite clearly in a positive direction The experimental contents have the average score higher than before the experiment from 0.5 to 2.04) The above results show that the impact of the measures to organize and manage teaching activities of lecturers at Arts universities in the direction of quality assurance proposed by the PhD student is appropriate and very feasible in the current context at Arts universities 25 26 Summary of Chapter From the reality and theoretical basis for managing teaching activities in general education knowledge sector at Arts universities, the author has proposed measures to manage teaching activities in general education knowledge sector at Arts universities The author used the correlation coefficient R Spearman to analyze the Test of the necessity and feasibility of measures that the author proposed With the correlation coefficient R = 0.89, it is possible to conclude that the above correlation is a positive correlation That is, the level of necessity and the level of feasibility are compatible The correlation coefficient R = 0.89 (close to 1) allows us to confirm that the correlation between the measures is a strong correlation After the experiment, the author also organized an experiment for one of the seven measures mentioned The experimental process was organized with classes of students whose input characteristics from enrollment and training during their time at the university were quite similar and gave positive results This proves that the solutions given by the author have partly had a good impact on teachers and learners, making teaching results or changing in a more positive direction CONCLUSIONS AND RECOMMENDATIONS Conclusions From the research overview, it can be seen that there have been many studies on teaching, teaching management as well as the issue of teaching quality assurance in universities, which have been interested in research However, research on teaching and teaching management at Arts universities is not much, especially the research on teaching, teaching management and teaching quality assurance in general education knowledge sector at Arts universities The author has conducted an overview of teaching, management, teaching management, quality and teaching quality, teaching quality assurance in universities, including issues such as: setting quality standards; building and implementing the quality management process; Testing, evaluating and adjusting in the quality managing process as well as studying some popular management models in the world today The author has also presented the position and characteristics of teaching the subjects in general education knowledge sector, the relationship between general education knowledge sector and basic professional knowledge sector and specialized block in training at Arts universities The teaching management of the general education knowledge sector in the direction of quality assurance needs to well manage such elements as Program development management; Managing the implementation of training objectives and content; Managing teaching activities of lecturers; Managing learning activities; Managing facilities; Managing the testing and evaluation of the results At the end of the chapter, the author mentioned the factors affecting the teaching management of general education knowledge in universities, including subjective factors and objective factors 26 27 Chapter two, the author introduced a general overview of the organizational structure, functions, tasks, training scale, training objectives, of Hanoi University of Theater - Cinema and Ho Chi Minh University of Theater and Cinema The author also conducted a survey of 06 management situations: (i) Directing the development of a management plan for teaching activities in the general education knowledge block in the direction of quality assurance; (ii) Managing teaching activities of lecturers in general education knowledge sector towards quality assurance; (iii) Managing the learning activities of students in the general education sector in the direction of quality assurance; (iv) Managing the innovation of implementing the training program after each course in the general education knowledge sector in the direction of quality assurance; (v) Managing the teaching environment for general education knowledge according to quality assurance; (vi) Checking the implementation of teaching activities in general education knowledge sector towards quality assurance From the survey data, the author has made many comments on the current situation of teaching and teaching management for general education knowledge sector, which coincides with the conclusions in the external assessment report evaluated by the Center for Accreditation under Hanoi National Higher Education The survey results also show that universities also need to pay more attention to the building and development of curriculum content; improve the quality of the teaching staff to have more appropriate and effective teaching methods for students of Arts universities; pay attention and innovate to diversify forms of testing and assessment of learners, and at the same time strengthen facilities, learning materials, textbooks and reference materials for learners to have better learning conditions, avoiding the situation that the facilities are not enough to meet learners in the new situation In particular, universities need to pay attention to building a quality culture, developing a set of criteria and indicators to evaluate teaching management in general education knowledge sector in the direction of quality assurance in training management, building and developing the teaching process of general education knowledge sector suitable to the characteristics of art, developing output standards, developing a curriculum of general education sector to improve the quality of training to create good, real quality products to meet the increasing demands of society in the fields of theatre, cinema, television, and dancing, photography as well as the preservation and development of a number of traditional arts such as tuong, cheo, cai luong Chapter 3, the thesis has given the orientation to manage teaching activities for general education knowledge sector at Arts universities From the reality and theoretical basis on the management of teaching activities in general education knowledge sector at Arts universities, the author has proposed some measures to manage teaching activities of general education knowledge sector at Arts universities The author used the correlation coefficient R Spearman to analyze and test the 27 28 necessity and feasibility of measures that the author had proposed With the correlation coefficient R = 0.89, it is possible to conclude that the above correlation is a positive correlation That is, the level of urgency and feasibility are matched The correlation coefficient R = 0.89 (close to 1) allows us to confirm that the correlation between the measures is closely correlated After the experiment, the author also organized an experiment for one of the seven measures mentioned The experimental process was held with classes of students whose input characteristics from enrollment and training during their time at the university were quite similar and gave positive results This proves that the solution given by the author has had a good impact on teachers and learners, making teaching results change in a more positive direction Recommendations - For Arts universities: - For Ministry of Education and Training, Ministry of Culture, Sports, and Tourism: 28 29 LIST OF PUBLISHED PROJECTS RELATING TO THE AUTHOR’S THESIS Pham Đac Thi (2015), “Model of quality management and teaching quality at Hanoi Academy of Theater and Cinema”, Journal of Education Management, (73), No6, p 7-2.0 Pham Đac Thi (2015), “The reality of teaching general education subjects at Hanoi Academy of Theater and Cinema”, Journal of Education Equipment, (Special Number), No7, p 148 – 152 Pham Đac Thi (2015), “Managing teaching activities for the subjects in general education sector at Hanoi Academy of Theater and Cinema”, Journal of Education Equipment, (7), p 133 – 136 Pham Đac Thi (2015), “Factors affecting the management of teaching activities for general education knowledge sector at Arts universities”, Journal of Education Management, (76), No9, P 40 – 43, 47 Pham Đac Thi (2016), “Developing a code of cultural behavior for students at at Hanoi Academy of Theater and Cinema”, Report on scientific research works at institute level Pham Đac Thi (2018), “Directing the renovation the training for general education subject sector after each course at Arts universities”, Journal of Education, (Special Number), No9, P.182-186 Pham Đac Thi (2019), “Teaching process of the subjects in general education sector at Hanoi Academy of Theater and Cinema”, Journal of Education Equipment, (2), P.56 – 59 Pham Đac Thi (2020), “The situation of ensuring the teaching quality of the subjects in general education knowledge sector”, Journal of Education Equipment, Vol 229, No11, P.78 – 80 29 ... innovation, there are high requirements for teaching management, including teaching management in general education knowledge sector The reality shows that the teaching management of the general education. .. improve the quality of higher education in order to meet the requirements of modern higher education innovation (2) Teaching management of general education knowledge sector in the direction of quality. .. subject sector at Arts universities towards quality assurance 3.2.7.1 The purpose of the measure Organizing the innovation of testing – evaluating of the teaching quality in general education knowledge