Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.
1 PREFACE Rationale to choose the thesis theme Solid defense and stable security are the prerequisites for the National Defense, construction, and development Knowledge and understanding of cadres, pupils, students, and the strata play a crucial role in educating ND&S (National Defense & Security) Documents of the XIII Congress assert that: “Innovation and enhancement for quality & effectiveness of the education work, knowledge cultivation on National Defense, security for cadres, civil servants, and all the people to assure for relevancy to each subject Education is attached with special importance to unify & enhance awareness of partners & subjects; firmly grasp the guidelines, perspectives, and requirements for the task to defend the Fatherland in the new situation” [21, page 159] Therefore, ND&S Education plays an extremely crucial role in the career of building up an all-people national defense in attachment with the firm security for the people In the period of the national industrialization, modernization, and the tendency for international integration, ND&S Education plays a further and further crucial role, especially the one for the young generation Teaching ND&S Education at Centers for National Defense & Security Education aims at the output standard as facilitating students with knowledge on ND&S and forming military virtues, simultaneously training them to gain necessary military skills close to the war practice It is a must to enhance the teaching quality because of the practical nature, features, and requirements for innovation in ND&S Education curriculums for Vietnam’s University students to meet new demands of the career to build up and defend Socialist Vietnamese Fatherland Students' learning activity (LA) at Centers for National Defense & Security Education means the one that forms the teaching process Learning is the active and positive activity by the very learners; students learning outcomes and quality are decided by the students themselves and they are parts of the teaching quality In order to accomplish the ND&S Education curriculum for University students, they must gain right & relevant learning motivation, attitude, and methods in line with the specific features and requirements for the defined subjects For University students, their learning is also identified as a political task, their own key activity, and a mandatory condition for their graduation In the context of educational & training innovation, it is a must to scientifically, strictly, and relevantly organize students’ learning activity in line with the current requirements for educational management to uphold learners’ self-awareness, positivity as well as competence Over the past years, many achievements in teaching ND&S Education at Universities have been made, which asserts the position, roles, and contributes to realizing the goals of ND&S Education The good management of students’ learning activity helps directly enhance the teaching quality at Centers for National Defense & Security Education and this is also the task of educational management at Centers for National Defense & Security Education as education facilities It is urgent to scientifically & effectively manage students’ learning activity and teaching quality to meet the requirements for ND&S Education in the new context This requests for innovation in the management work and so on It is necessary to holistically innovate the awareness, goals, requirements, learning curriculum, timing, methods, and management work, etc., to make innovation, enhance quality & effectiveness of ND&S Education in particular and students’ learning activity in particular at Centers for National Defense & Security Education During the process of learning ND&S Education, however, many restrictions and limitations have been revealed and must be adjusted to gain better outcomes for ND&S Education in the next coming time Besides, some managers, pupils, and students have wrongly thought about the goals, requirements for the subject, and ND&S Education-related task in the new situation The learning activity for ND&S Education subject hasn’t been given with legitimate care Students have still thought simply about the subject so their learning way has remained passive Learners’ selfawareness and learning positivity haven't been upheld because of the management of their learning activity at Centers for National Defense and Security Education; the direction to manage students’ learning plans, contents, and disciplines has remained limited; the organization to compile curriculum materials, documents & assure for material infrastructure and teaching devices hasn’t met the subject’s requirements and students haven't got motivation to learn, etc., Regarding teaching management at Centers for National Defense & Security Education, learners’ self-awareness, positivity, and cognitive competence haven't got strengthened whereas the lecturer force hasn’t been sufficient both in terms of quantity and quality which have remained limited; teaching curricula, documents, material infrastructure, and means haven't met the subject requirements while students aren't motivated to learn, etc., The pressing issues in the management of students’ learning activity are so influential on the quality of ND&S Education subject Thus, they must be addressed Regarding the research practice, there have been research works at all levels, monograph, references, theses, essays, and articles on ND&S Education, teaching, and management of ND&S Education subject in many aspects and application to specific different subjects However, there haven't been any systematic or intensive research works on management of students’ learning activity at Centers for National Defense & Security Education in the current context Upon the above-mentioned arguments, the thesis author has focused on deeply researching Management of students’ learning activity at Centers for National Defense and Security Education in the current context, making contributions to making Centers for National Defense & Security Education really get powerful in all aspects and well fulfill their assigned political tasks Research goals and tasks - Research goals Upon building up the theoretical foundation and evaluating the management actual state of students’ learning activity at Centers for National Defense & Security Education, management measures for their learning activity will be worked out to effectively organize and control their effectiveness, contributing to enhance the teaching quality there in the current context - Research tasks To make an overview of the thesis theme-related research works; To build up the theoretical foundation for management of students’ learning activity at Centers for National Defense & Security Education in the current context; To survey and evaluate the actual state of students’ learning activity & management at Centers for National Defense & Security Education in the current context; To propose management measures for students’ learning activity at Centers for National Defense & Security Education in the current context; To test the necessity & feasibility of the measures & experiment one of the measures Research object, subject, and scopes - Research object Teaching management at Centers for National Defense & Security Education in the current context - Research subject Management of students’ learning activity at Centers for National Defense & Security Education in the current context - Research scopes Scope of contents: The theoretical and practical foundations for ND&S Education have been studied in the thesis, thereby, to make intensive researches to propose management measures for students’ learning activity in the current context Despite the dialectical relationship between teaching and learning, within the framework of the thesis, students’ learning activity are deeply studied as an independent topic without deeply discussing lecturers’ teaching activities One measure (the 3rd one) is tested Scope of survey subjects: Managers, lecturers, and students at Centers for National Defense & Security Education Scope of survey areas: At 05 typical and representative Centers for National Defense & Security Education nationwide (Center for National Defense & Security Education of Hanoi National University, Center for National Defense & Security Education of Tay Bac University, Center for National Defense & Security Education of Hue University, Center for National Defense & Security Education of Vietnam National University, Ho Chi Minh City, and Center for National Defense & Security Education of Can Tho University) Limits on management subjects: Managers for students’ learning activity at Centers for National Defense & Security Education include: Centers’ Boards of Directors, such pertaining functional departments as the training, student management ones, lecturers who directly teach the subject of ND&S Education, and the lecturer force in charge & the one that manages students’ learning activity themselves Limits on data & material usage statue: The proven and used data in the thesis have been collected from 2015 until the present time whereas the actual survey data had been gained from May to September 2019 Scientific assumption Students’ learning activity and its management at Centers for National Defense & Security Education have gained certain outcomes However, the management of learning activity at those Centers has remained limited and pressing, if competence approached measures are proposed for students’ learning activity and its management at Centers for National Defense & Security Education upon combination to access management functions and competence, quality & effectiveness of students’ learning activity at Centers for National Defense & Security Education This makes contributions to enhancing the teaching quality of ND&S Education in the current context of educational innovation Theoretical, practical foundations, and research methods - Theoretical foundation The thesis theme has been researched based on the pedagogical theory, education management, and educational scientific research methodology to build up scientific arguments upon the dialectic and historical methodology of Marxism – Leninism, Ho Chi Minh Ideology; Vietnamese Communist Party’s documents, resolutions, and perspectives on education, training, education management, directly thoughts of ideologies & perspectives on National Defense & Security and National Defense & Security Education - Practical foundation Documents, preliminary, and final reports have been studied in the thesis; the actual state of students’ learning activity & its management at Centers for National Defense & Security Education has been surveyed Simultaneously, research outcomes from some thesis theme-related publicized scientific works have been selectively inherited to inteprete and justify the practical foundation - Research methods + Research methodology The thesis has been conducted and researched based on the materialist dialetic of Marxist – Leninist philosophy, Ho Chi Minh Ideology, Vietnamese Communist Party’s perspectives on education and its management; simultaneously, the following approaches: Systematic – structural; Historical – logical; Practical; Activity; and Competence ones have been applied to study the thesis + Research methods Theoretical research methods: To analyze, summarize, and systematize students’ learning activity & its management-related documents Practical research methods: Scientific observation method; Questionnaire survey method; In-depth interview method; Summary method of educational experience; Research method of educational products; Specialty method; Testing, and experimenting methods Data processing methods New contributions in the thesis The research outcomes from the thesis have contributed to clarify such theories on students’ learning activity and its management at Centers for National Defense & Security Education in the current context as: Building up central concepts (students’ learning activity and their management at Centers for National Defense & Security Education in the current context), clarifying, and raising students’ requirements for learning at Centers for National Defense & Security Education; The management hierarchy for learning activity at Centers for National Defense & Security Education has been presented in the thesis whereas the content of the current context is attached with the research topic; Upon the summary of the overview on the actual state of students’ learning activity and its management at Centers for National Defense & Security Education, restrictions, objective and subjective reasons as well as causes leading to restrictions in students’ learning quality have been detected Measures to manage students’ learning activity at Centers for National Defense & Security Education in the current context have been proposed Thesis’s theoretical and practical meanings Regarding the theoretical aspect The thesis has put forward theoretical topics on the management of students’ learning activity at Centers for National Defense & Security Education in the current context, making contributions to enhancing the quality of their activity at Centers under the system of the country’s Centers for National Defense & Security Education Regarding the practical aspect The thesis has provided leaders, commanders, and Centers for National Defense & Security Education, and authorities with practical documents and data on learning activity & its management so that the Centers will gain realistic foundation to propose measures to enhance students’ learning quality at Centers for National Defense & Security Education in the current context 6 The thesis can be utilized as reference for scientific researches as well as teaching, learning, and management at Centers for National Defense & Security Education and Universities Thesis’s lay-out In addition to the preface; conclusions, and proposals; the thesis also consists of table of contents, a list of abbreviations, and a list of charts & diagrams There are chapters in the thesis; a list of references, a list of the author’s thesis-related scientific articles, and appendices Chapter OVERVIEW ON THESIS THEME-RELATED RESEARCH SITUATION 1.1 Local and foreign authors’ research works related to management of pupils & students’ learning activity 1.1.1 Researches into pupils and students’ learning activity at schools The book titled Great teaching theory [49] by J.A.Comenxki (15921670), the author named Jean - Jacques Rousseau (1712-1778) Emile, or On Education (Emile or education) [42] Dr Ali Murtaza, Dr Abdul Majeed Khan (2001), Role of Teachers in Managing teaching Learning Situation – Researches into teachers’ roles in managing teaching and learning situation [93], S.Kerka (2001), Competency-based education and training, ERIC Clearinghouse on Adult, Career and Vocational Education, Columbus – the book titled Competence-based education and training, education for adults, occupation and vocational teaching [104], David Kolb and Kurt Lewin Theory on experiential learning, Niko Anthony J (2007), Educational Asessment of Students [108], Holt J (2005), How the young learn [101]… Books by the authors Bernd Meier and Nguyen Van Cuong (2014), Le Dinh Trung and Phan Thi Thanh Hoi (2016), Nguyaen Van Binh and Do Huong Tra (2017), Doan Van Khai, Nguyen Anh Tuan, and Du Dinh Phuc (2018) The scientific article called as Quality enhancement of students’ learning by diversifying techniques of classroom assessment [57] is made by the author Nguyen Thi Xuan Mai (2019) 1.1.2 Researches into management of students’ learning activity at schools and Centers for National Defense and Security Education The author Wily H (1991) and the book titled Management and its Linkages with School Effectiveness [116], The author W James Popham (2010), Everything school leaders need to know about assesment [102] The author Dang Loc Tho’s doctoral thesis on educational management (2014), Dang Xuan Canh (2016), Trinh Tan Hoai (2017), Chu Van Hac (2017), Pham Xuan Ly (2019), and Nguyen Van Thuyen (2020) The authors’ scientific articles: Le Quynh Anh (2019), Duong Thi Thanh Mai & Vu Van Xuyen (2020), and Nguyen Hong Giang (2022) 1.2 Values of reviewed scientific works and put-forward topics that need researching in the thesis 1.2.1 Values of reviewed scientific works for the thesis Outstanding values of the above-mentioned works have showed many positive ideologies like: respecting learners’ knowledge and experience during their learning process as well as the learning quality; considered the teaching environment as one factor in the teaching process; respected the new knowledge forming process upon practical experiences beyond their individual learning space only Actually, it needs connecting with other activities The learning activity should be boosted up with engagement, orientation, control, and management Notably, the thought of modern teaching aims at practicing competence for self-study, creativity, and necessary social skills (communication, collaboration, and teamwork) for students (Dang Thanh Hung) or teaching to aim at their competence to assure for the teaching’s output quality (Bernd Meier and Nguyen Van Cuong); highlighting learners’ researching nature (Le Minh Vu); fiercely criticizing the outdated learning contents and method also called as “damaging learning/naughty learning” style (Fukuzawa Yukichi) This means positive & effective learning ways need researching and applying in the thesis Regarding the management aspect, the thought that teachers must control learners’ learning process by allocating time, supervising their learning time, regulations at classrooms, and learning speeds should be considered or more specifically, teachers’ management function at classrooms is presented via such aspects as: administration (orientation, control, and management, etc.,); thoughts on identifying standards to measure learners’ learning achievements & performance, etc., they are the topics that need applying in the author’s research Conclusions in chapter Local and foreign authors’ research works show there have been many research ideologies and works on teaching in general and pupils & students’ learning activity, self-study, and checks & assessment on their learning outcomes in particular as well as aspects of their management Although there haven't been conditions to fully summarize them and there have been difficulties to so, the summarized outcomes show the works have focused on researching such many different aspects as: learning nature, features; steps, disciplines, and environment, etc., However, there haven't been any intensive research works on students’ learning activity at Centers for National Defense & Security Education in the current context Chapter THEORETICAL FOUNDATION FOR MANAGEMENT OF STUDENTS’ LEARNING ACTIVITY AT CENTERS FOR NATIONAL DEFENSE AND SECURITY EDUCATION IN CURRENT CONTEXT 2.1 Theoretical issues on students’ learning activity at Centers for National Defense & Security Education in the current context 2.1.1 Definition of teaching activity at Universities and that of students’ learning activity at Centers for National Defense & Security Education 2.1.1.1 Definition of teaching activity at Universities Teaching activity at Universities means the purposed and planned collaboration between lecturers’ teaching activity and students’ learning activity to perform the identified teaching goals, requirements, and tasks 2.1.1.2 Definition of students’ learning activity at Centers for National Defense & Security Education Upon the above-mentioned analysis, it can be defined as following: Students’ learning activity at Centers for National Defense & Security Education is a part of the teaching process to actively & positively acquire knowledge and practice necessary skills in line with the identified goals and tasks to teach the national defense, security, and military contents Pedagogical psychology; Cybernetics; Constructivist theory; and Behavior aspects have been approached 2.1.2 Components of students’ learning activity at Centers for National Defense & Security Education Regarding the structural aspect, it is possible to put forward students’ learning activity components, including: Learning goals & requirements; Learning awareness, motivation, and attitude; Preparatory learning activity; plan making one; learning contents; Forms and methods 2.1.3 Features of students’ learning activity at Centers for National Defense & Security Education Firstly, students’ learning task is to clearly understand their citizens’ rights and responsibility for learning ND&S Education Secondly, the nature of learning devices the collaboration between learning theories and practicing basic military skills Thirdly, the learning contents for students at Centers for National Defense & Security Education are pertaining to military, national defense, and security Fourthly, this relates to students’ learning forms and methods at Centers for National Defense & Security Education Fifthly, their learning outcomes will be assessed 2.1.4 Current context and put-forward requirements for students’ learning activity at Centers for National Defense & Security Education 2.1.4.1 Current context relates to ND&S and students’ learning activity at Centers for National Defense & Security Education International and regional situations relate to ND&S; Domestic security, national defense, and military situations; Science and technology revolutions, especially the military & technological sciences; the thought to build up a learning society, regular, and lifelong learning; Current perspectives, policies, and requirement for educational innovation 2.1.4.2 Put-forward issues for ND&S Education at Centers for National Defense & Security Education Those for Centers for National Defense & Security Education Those for managers and lecturers at Centers for National Defense & Security Education Those for students at Centers for National Defense & Security Education 2.1.4.3 Students’ learning requirements at Centers for National Defense & Security Education in the context of educational innovation Good learning awareness, motivation, and attitude Mastering professional knowledge and competence to apply knowledge in line with the identified goals & requirements for the subject 2.1.5 Competence requirements for students after learning ND&S Education subject Firstly, to gain core knowledge for the national defense work; Secondly, to form basic skills for national defense, security, and military ones; Thirdly, to grasp proper attitude during the learning process 2.2 Theoretical topics on management of students’ learning activity at Centers for National Defense & Security Education in the current context 2.2.1 Definition of management of students’ learning activity at Centers for National Defense & Security Education in the current context Management: Students’ learning activity: Management of students’ learning activity at Centers for National Defense & Security Education in the current context means managers’ purposed and planned impacts on the entire teaching process of ND&S Education subject by organizing and managing to implement the teaching curriculum, method, form, and means to perform tasks and assure for quality of students’ learning activity upon the goal of teaching the subject The definition clarifies the following things: The management goal of learning activity; Managers of learning activity; Management contents of learning activity; Forms and management methods of students’ learning activity 2.2.2 Management features of ND&S Education and management of students’ learning activity at Centers for National Defense & Security Education in the current context 2.2.2.1 Management features of ND&S Education at Centers for National Defense & Security Education - Features of overall management mechanism; - Features of task hierarchy mechanism for ND&S Education; 10 - Features of collaboration mechanism with forces to perform ND&S Education 2.2.2.2 Management features of students’ learning activity at Centers for National Defense & Security Education - Management features of students during their learning process; - Management features of implementation for learning programs and contents; - Management features of students to implement their learning tasks; - Management features of students’ learning outcomes 2.2.3 Management contents of students’ learning activity at Centers for National Defense & Security Education in the current context 2.2.3.1 Organization to build up, educate motivation, cognition, and attitude for students’ responsibility, management, and practice for learning disciplines 2.2.3.2 Management of students’ learning goals and plans Management of learning goals; Management of learning plans 2.2.3.3 Management of students’ learning contents and methods Management of students’ learning contents; Management of students’ learning methods and forms 2.2.3.4 Direction for students’ learning activity For the mainstream learning activity at classrooms; For practical one at sports fields & training grounds; For self-study activities at halls, libraries, and dormitories during self-study hours 2.2.3.5 Management of students’ learning conditions and environment Management of conditions; Management of the build-up of learning environment 2.2.3.6 Control and assessment management of students’ learning outcomes To monitor the compliance of class entry, exit, and learning time; to monitor the implementation of students’ learning plans, contents, and their compliance with regulations 2.2.4 Management hierarchy of students’ learning activity at Centers for National Defense & Security Education in the current context 2.2.4.1 Regarding management subjects 2.2.4.2 Regarding management hierarchy The current management of ND&S Education for students means the dual management mechanism with centralization & consistency; to manage the teaching and learning in line with the organization models of Faculties of Centers for National Defense & Security Education 2.3 Influencers on management of students’ learning activity at Centers for National Defense & 11 Security Education in the current context 2.3.1 Science and technology revolutions, especially the IT and communication one 2.3.2 Perspective on lifelong learning & current direction and requirements for innovation in teaching and learning 2.3.3 Direction and regulations by Ministry of Education & Training (MOET), Ministry of National Defense, Ministry of Public Security, Ministry of Labor, Invalids, and Social Affairs on ND&S Education-related issues 2.3.4 Current policies and requirements for enhancing quality of ND&S Education in our country 2.3.5 Curriculum, contents, and means for ND&S Education 2.3.6 Management mechanism in organizing Centers for National Defense & Security Education 2.3.7 Managers and lecturers’ qualification & competence 2.3.8 Learners’ learning motivation, attitude, responsibility, and cognitive competence Conclusions in chapter Theoretical management issues of students’ learning activity at Centers for National Defense & Security Education in the current context have been addressed upon the following key topics: To build up central definitions as tools for researches and clearly point out components of students’ learning activity, in which learning plans, contents, and methods are the key factors The features of students’ learning contents and methods at Centers for National Defense & Security Education in the current context have been clarified in the thesis to work out relevant management measures The contents in Chapter focus on management of students’ learning activity, ranging from the management of learning plans to organization, direction for learning contents & assessment on students’ learning outcomes kết học tập sinh viên Upon the specific traits of ND&S Education management performed by many subjects, the management hierarchy has been presented in the thesis to identify the forces’ management functions & tasks for students’ learning activity to gain management effectiveness, thereby, to help enhance the students’ learning quality Simultaneously, the innovation in education and training & requirements for students’ learning activity of ND&S Education has also been discussed to point out their impacts on the researched topic Chapter PRACTICAL FOUNDATION FOR MANAGEMENT OF STUDENTS’ LEARNING ACTIVITY AT CENTERS FOR NATIONAL DEFENSE AND SECURITY EDUCATION IN 12 CURRENT CONTEXT 3.1 Overview on Centers for National Defense & Security Education 3.1.1 Overview on formation & development of Centers for National Defense & Security Education - Network scope of Centers for National Defense & Security Education; - Development of manager and lecturer forces; - Teaching activity; - The work of material infrastructure and school devices 3.1.2 Functions, tasks, and organizational structure of Centers for National Defense & Security Education - Organizational structure; - Tasks 3.2 Organization for situation research 3.2.1 General overview on organization for situation research - Survey purposes - Contents of situation surveys The situation of students’ learning activity; The management situation of students’ learning activity; The situation of impacts by factors on the management of students’ learning activity at Centers for National Defense & Security Education - Areas and timing for situation surveys; - Situation survey methods; - Researches and summaries of materials & documents; - Sociological surveys; - Discussions with managers at Centers for National Defense & Security Education 3.2.2 Assessment methods and outcome processing of situation surveys - Assessment methods; - Forms to process the situation survey outcomes 3.3 Actual state of students’ learning activity at Centers for National Defense & Security Education in the current context 3.3.1 The actual state of students’ cognition, motivation, attitude, and responsibility for learning The survey outcomes show that students’ learning motivation, attitude, and responsibility are assessed at the rather good level because of the average value of XTB reaching 2.56 3.3.2 The actual state of implementation of students’ learning plans and contents The survey outcomes show that the actual state of implementation of students’ learning plans and contents is assessed at the rather good level because of the average value of XTB reaching 2.57 13 3.3.3 The actual state of students’ learning forms and methods Qua khảo sát kết cho thấy thực trạng hình thức, phương pháp học tập sinh viên đánh giá mức giá trị trung bình XTB đạt 2.57 The survey outcomes show that the actual state of students’ learning forms and methods is assessed at the rather good level because of the average value of XTB reaching 2.57 3.3.4 The actual state of students’ learning outcomes The statistical outcomes gained from 05 Centers for National Defense & Security Education representative to those nationwide for 2018 – 2019 school-year show that 55,525 students learn the subject of ND&S Education 55,397 students (98.8%) meet requirements for the subject’s final exam; 11,796 students (21.2%) are excellent; 24,838 students (44.7%) are good, and 14,267 students (25.7%) are rather good 3.4 The actual state of students’ learning activity at Centers for National Defense & Security Education in the current context 3.4.1 The actual state of organization to educate & build up students’ learning motivation and attitude Chart 3.4 Outcomes of situation surveys of organization to educate and build up students’ learning motivation, attitude, and management of study principles Survey contents No Assessment levels ( Managers and Students X ) Total lecturers Organization to educate students’ learning goals and requirements Direct and educate students’ learning awareness Direct and educate students’ learning attitude Organization to build-up students’ learning responsibility and tasks Direct, educate, and encourage students’ diligence in learning Average 2.79 2.75 2.77 2.51 2.59 2.77 2.64 2.69 2.62 2.53 2.58 2.56 2.53 2.63 2.60 2.59 2.68 2.65 The survey outcomes show that the actual state of building up students’ learning motivation & attitude is assessed as rather good because of the average value of XTB reaching 2.65 3.4.2 The implementation actual stae of students’ learning goals and plans Chart 3.5 The actual state survey outcomes of implementation of 14 students’ learning goals and plans No Survey contents Organization to disseminate the learning goals Direction to specify learning goals to implement the task of learning tasks and contents Directions for students’ self-organization for learning tasks Directions to make learning plans Adjustments to learning plans Average Assessment levels ( X ) Managers and Students Total lecturers 2.57 2.56 2.56 2.59 2.54 2.56 2.56 2.59 2.58 2.59 2.53 2.57 2.55 2.57 2.57 2.57 2.57 2.57 The survey outcomes show that the actual state of building up students’ learning goals & plans is assessed as rather good because of the average value of XTB reaching 2.57 3.4.3 The management actual state of students’ learning contents and methods Chart 3.6 The actual state survey outcomes of management of students’ learning contents No Survey contents Direction to students to implement their learning curricula Guidance to prepare for learning contents Organization to prepare for conditions to assure for learning Organization to implement theoretical learning contents Organization to implement practical and practice learning contents Guidance to implement and prepare for revision & exam contents Average Assessment levels ( X ) Managers and Students Total lecturers 2.51 2.54 2.53 2.59 2.58 2.58 2.53 2.58 2.56 2.51 2.58 2.56 2.56 2.56 2.56 2.53 2.58 2.56 2.54 2.57 2.56 15 Chart 3.7 The actual state survey outcomes of management of students’ learning methods and forms No Survey contents Guidance for students to utilize learning methods for theoretical contents Guidance for students to utilize learning methods for practical and practice contents Guidance for students to utilize exam and test methods Management of mainstream learning forms Management of extra curriculum learning forms Management of other learning forms (via online and digital platforms, etc.,) Organization to discuss and argue learning topics Average Assessment levels ( X ) Managers and Students Total lecturers 2.68 2.56 2.60 2.59 2.54 2.56 2.59 2.58 2.58 2.59 2.54 2.56 2.53 2.55 2.55 2.59 2.54 2.56 2.53 2.58 2.51 2.55 2.52 2.56 The survey outcomes show that the actual state of building up students’ learning contents & methods is assessed as rather good because of the average value of XTB reaching 2.56 3.4.4 The actual state of guidance for students’ learning activity Chart 3.8 The actual state of direction for students’ learning activity No Survey contents Instructions to perform students’ learning steps and stages Direction to assure for safety in learning the military practice Direction to organize for collaboration among the forces that manage students’ learning activity Direction for students’ self-research and self-study Average Assessment levels ( X ) Managers and Students Total lecturers 2.65 2.72 2.69 2.62 2.65 2.64 2.59 2.60 2.59 2.46 2.58 2.44 2.60 2.45 2.59 The survey shows that the actual state of students’ learning activity is assessed as rather good because of the average value of XTB reaching 2.59 .4.5 The management actual state of students’ learning conditions and environment 16 Chart 3.9 The survey outcomes of the management actual state of students’ learning conditions and environment TT Assessment levels ( X ) Managers Student and Total s lecturers Survey contents Establishment and urge for enforcement of regulations, statutes, and disciplines Checks of attendant numbers and class atmosphere Checks for students’ compliance with learning schedules Direction to build up and deal with learning relationships in harmony Organization to assure for legal conditions, timing, and material means for learning Average 2.59 2.58 2.58 2.53 2.58 2.56 2.61 2.58 2.59 2.56 2.54 2.55 2.68 2.56 2.60 2.59 2.57 2.58 The survey shows that the actual state of building up students’ learning environment at Centers for National Defense & Security Education is assessed as rather good because of the average value of XTB reaching 2.58 3.4.6 The management actual state of checks and assessment on students’ learning outcomes & quality Chart 3.10 The survey outcomes of management actual state of checks and assessment on students’ learning performance & quality No Survey contents Organization to check the preparation for learning Organization to check the implementation of learning plans Organization to check outcomes of the learning content implementation Direction for outcome checks of innovation in learning methods Organization to assess outcomes of the learning task implementation Direction to make assessment on quality of students’ grasp of learning contents Average Assessment levels ( X ) Managers and Students Total lecturers 2.53 2.56 2.56 2.53 2.58 2.57 2.64 2.60 2.61 2.59 2.58 2.58 2.53 2.60 2.58 2.51 2.59 2.56 2.56 2.59 2.58 The survey shows that the control & assessment actual state of students’ learning quality is assessed as rather good because of the average value of XTB reaching 2.58 17 3.5 The actual state of impacts by influencers on management of students’ learning activity at Centers for National Defense & Security Education in the current context The factor of Science and technology revolution, especially the IT and communication is assessed as influential on the management of students’ learning activity at an average value of XTB=3.41 It is the factor assessed with rather strong impacts The factor of Perspective of lifelong study, policies & requirements for innovation in current teaching and learning is assessed as influential at an average value of XTB=3.41 The factor of Direction and regulations by Ministry of Education & Training, Ministry of National Defense, Ministry of Public Security, Ministry of Labors, Invalids, and Social Affairs on ND&S Education-related topics is assessed as influential at an average value of XTB =3.45 The factor of Policies and requirements for enhancing quality of current ND&S Education in our country is assessed as influential at an average value of XTB=3.40 It is the factor assessed with rather strong impacts by managers, lecturers, and students The factor of Program, contents, and means for ND&S Education is assessed as influential at an average value of XTB=3.34 The factor of Management mechanism in organizing Centers for National Defense & Security Education is assessed as influential at an average value of XTB=3.30 The factor of Levels and competence of managers & lecturers is assessed as influential at an average value of XTB=3.30 The factor of Students’ learning motivation, attitude, responsibility, and competence for learning awareness is assessed as influential at an average value of XTB=3.34 3.6 Overall assessment on the management actual state of students’ learning activity at Centers for National Defense & Security Education 3.6.1 Overall assessment on the actual state 3.6.1.1 Advantages Students’ learning awareness, motivation, responsibility, and selfawareness are quite good; Students have basically grasped their learning contents and applied rather relevant learning methods; Their learning outcomes have got better The management of students’ learning activity at the Centers has gradually got into orders and been rightly performed in line with the put-forward management functions & tasks 3.6.1.2 Disadvantages and shortcoming The awareness of some managers and students of learning activity hasn’t really got profound or sufficient; Direction for implementation of learning curriculum and contents hasn’t got truly relevant to the teaching & learning reality at the Centers; Direction to innovate teaching & learning methods hasn’t got really effective; The management of students’ learning activity has shown that it is loose, especially in the organization to implement the practical contents; checks & assessment by departments and Faculties sometimes get loose at some Centers 3.6.2 Reasons of advantages and causes of restrictions 18 3.6.2.1 Reasons of the advantages Firstly, Centers for National Defense & Security Education are always rightly and fully aware of positions & roles of teaching and learning ND&S Education now Secondly, management of ND&S Education teaching and learning always gains care from leaders & leadership by Party and authorities at all levels Thirdly, management mechanism and conditions to serve for students’ learning activity have been assured and their quality has got better and better 3.6.2.2 Causes of restrictions Firstly, the awareness of some cadres, lecturers, and students of goals, requirements, and regulations on the learning activity of ND&S Education hasn’t got sufficient yet Secondly, the work of making plans, direction for innovation, and organization to implement students’ learning activity at some Centers for National Defense & Security Education sometimes remains passive but not timely or consistent Thirdly, direction to assure for some students’ learning quality of ND&S Education has remained limited, pressing, or hasn’t been regularly implemented Fourthly, the organization to assure for conditions to meet students’ learning requirements hasn’t got proportional to teaching goals & requests in many aspects Fifthly, the organization to check and assess students’ learning outcomes & routines isn't sometimes tight or serious at some Centers Conclusions in chapter The management actual state of students’ learning activity at Centers for National Defense & Security Education over the past time has remained limited, pressing, and it needs further researching, innovating, adding, and accomplishing, in which, especially related to: Directive effects and management mechanism for the implementation of students’ learning plans, contents, and methods haven't got well-rounded or practical yet; Collaboration and coordination by organizations and units at the Centers to manage students’ learning activity haven't been tight or consistent; Investments in material infrastructure, teaching equipment, and learning environment haven't met students’ learning requirements; Investments in material infrastructure, teaching devices, and learning environment haven't met students’ learning requirements; The work of investigation, checks, and assessment on ND&S Education outcomes hasn’t been regularly performed, etc., Upon the assessment on the actual state, reasons of the management actual state of students’ learning activity at Centers for National Defense & Security Education have been pointed out, in which, the reasons related to direction & organization for students’ learning activity have remained restricted They are the key reasons Chapter MANAGEMENT MEASURES FOR STUDENTS’ LEARNING ACTIVITY AT CENTERS FOR NATIONAL DEFENSE & EDUCATION IN CURRENT CONTEXT TESTS AND EXPERIMENTS 19 4.1 Management measures for students’ learning activity at Centers for National Defense & Security Education in the current context 4.1.1 Organization to build-up goals, requirements, and regulations on learning activity at Centers for National Defense & Security Education in relevancy to the new context Ways to enforce the measures: Firstly, to organize the build-up of goals and teaching requirements for students; Secondly, to organize to educate and form positive learning attitude for students; Thirdly, to organize the build-up and education on learning regulations and statutes 4.1.2 Plan-making of learning activity at Centers for National Defense & Security Education in line with the online teaching conditions and training by credits Ways to enforce the measures: Firstly, to build-up learning plans scientifically and feasibly; Secondly, to well perform basic steps to plan for the learning activity; Thirdly, to make self-assessment on implementation outcomes of learning activity plans 4.1.3 Innovation in direction for students’ learning activity at Centers for National Defense & Security Education in the context of University self-funding Ways to enforce the measures: Firstly, to innovate plans and organization for students’ learning; Secondly, to innovate learning contents and methods; Thirdly, to build-up a mechanism and to create motivation to make students’ roles more positive during their learning process; Fourthly, to organize for application of IT to students’ learning; Fifthly, to direct and uphold students’ self-management for learning 4.1.4 Build-up of criteria to assess students’ competence development-oriented learning quality at Centers for National Defense & Security Education Ways to enforce the measures: Firstly, to organize to educate positive learning spirit to students; Secondly, to organize to nurture positive learning methods to students; Thirdly, to nurture and practice students with self-study, self-research methods, and competence for basic self-study; Fourthly, to buildup and apply criteria to assess students’ learning outcomes; Fifthly, to direct for the build-up of students’ learning culture 4.1.5 Organization to assure for students’ learning conditions at Centers for National Defense & Security Education toward the mobilization of many resources Ways to enforce the measures: Firstly, to build a learning environment that can be considered as the condition to encourage students 20 to positively learn; Secondly, to direct and uphold students’ roles and tasks in building up a learning environment; Thirdly, to direct to assure for students’ material infrastructure & learning devices 4.1.6 Direction in combination with controls and assessment on students’ professional learning activity & living routines at Centers for National Defense & Security Education in line with the output standards Ways to enforce the measures: Firstly, to enhance the responsibility of Executive Committees, Boards of Directors at the Centers to lead, organize the management and operation of learning activity; Secondly, to boost up the direction for innovation in methods, forms, and application of IT to the organization to check and assess learning outcomes; Thirdly, to actively advise and propose Boards of Directors at the Centers for teaching direction & management, including checks and assessment on students’ learning and practice outcomes; Fourthly, to effectively classify students’ learning, cultivation, and practice outcomes in attachment with the teaching outcome Relationships among the measures 4.2 Tests and experiments 4.2.1 Testing the necessity and feasibility of the measures 4.2.1.1 General testing topics Testing purposes and contents; Testing objects, areas, and timing; Testing process and rating scale 4.2.1.2 Testing outcomes * Testing outcomes of the necessity of the measures; * Testing outcomes of the feasibility of the measures; * Correlation among the measures Chart 4.3 Correlation comparisons between the necessity and feasibility of the measures Necessity Feasibility D2 Measures (mi-ni) Average Levels Average Levels point (mi) point (mi) Measure 2.7 2.6 Measure 2.4 2.4 Measure 2.1 2.2 Measure 2.6 2.3 Measure 2.2 2.1 Measure 1.9 1.9 Average point 2.32 2.25 ∑D2=4 Upon the chart 4.3, the correlation between the necessity and feasibility of the measures is presented in the diagram 4.3 21 Diagram 4.3 Correlation comparisons between the necessity and feasibility of the measures Based on the survey outcomes in the chart 4.3, insert figures in the formula, we will have: R = – 0.11 = 0.89 4.2.2 Organization for tests 4.2.2.1 General overview on tests - Testing purposes - Testing subjects and foundation: Managers, lecturers, and students at Centers for National Defense & Security Education, National University, Ho Chi Minh City, Centers for National Defense & Security Education, and Can Tho University - Testing contents: Management of students’ learning activity at Centers for National Defense & Security Education is the regular and basic topic The thesis author has selected the 3rd measure of: Direction for innovation in students’ learning activity at Centers for National Defense & Security Education in the context of University education self-funding for tests In addition, such other topics as: Testing hypothesis; Testing forces and timing; Testing methods; Variable identification in tests; Testing principles; and Testing process have been presented in the thesis - Criteria for assessment Criterion 1: Outcomes of changes in pedagogical direction; Criterion 2: Students’ progress in their learning outcomes - Rating scale * Processing and analyzing outcomes after the impact tests in stage * Processing and analyzing outcomes after the impact tests in stage After the tests in stage 1, we conducted impact tests in the stage upon the identified contents & forms Afterward, measurement shall be performed similarly as that in the testing stage Outcomes of general points after the testing stage are presented in the following chart and diagram Chart 4.10: Outcome summary of direction for students’ competence 22 development-oriented learning activity after the impact tests in stage No Indicators for assessment Relevancy of learning direction in line with current requirements for innovation in education and training The novelty of direction for innovation in students’ learning activity Relevancy of direction for innovation to students’ learning process, competence, and conditions General summary 2.93 3.26 3.11 3.10 Outcomes Levels Rather good Rather good Rather good Rather good They can be expressed in the following diagram Diagram 4.6: Outcomes of direction for students’ competence development-oriented learning activity after the impact tests in stage They can be expressed in the following diagram: Chart 4.11: Progress in students’ learning outcomes after the impact tests in stage No Indicators for assessment To acquire learning contents more fully and deeply More relevant learning methods Learning skills are expressed more clearly General summary 3.04 3.12 3.16 3.09 Outcomes Levels Rather good Rather good Rather good Rather good They can be expressed in the following diagram Diagram 4.7: Progress in students’ learning outcomes after the impact tests in stage The outcome of the impact tests allows coming to the conclusion that: Thanks to the measures of impacts and direction for innovation in students’ 23 learning activity and quality at Centers for National Defense & Security Education, it has been remarkably enhanced Variables related to direction for innovation in students’ learning activity and quality are all controlled at a certain level In the same operation environment and time, the basic differentiated factor means the impact measure Therefore, this outcome initially shows the feasibility and effectiveness of the 3rd measure Conclusions in chapter There are management measures for students’ learning activity at Centers for National Defense & Security Education, each of which gains its own independent position, goals, contents, and implementation forms Nevertheless, they will uphold their high management effectiveness only when being applied in collaboration to assure for the quality of students’ learning activity at the Centers, in which, the measure of Innovation in direction for students’ learning activity at Centers for National Defense & Security Education is the core one in the context of University self-funding and the one of Building up criteria to assess the quality of students’ competence development-oriented learning activity at Centers for National Defense & Security Education is the core and key measure Within the permitted scope and limits, we have verified the necessity and feasibility of the measures through tests of the measures and tests of one measure (the 3rd one) CONCLUSIONS AND PROPOSALS Conclusions Current ND&S Education for students is directed by the Party, State, and Army & given with care by the society; has a close relationship with the goals of building up and developing the Vietnamese holistically to meet the task of constructing & defending Vietnamese Socialist Fatherland ND&S Education for students is based on the legal foundation for state management of ND&S Education and military pedagogical facilities are impacted by many factors Learning is the central political task for each student while studying at Universities as well as while studying the subject of ND&S Education at Centers to which students are assigned to learn Students’ learning activity needs managing scientifically and systematically Thus, in order to enhance the management quality & effectiveness of students’ learning activity, managers need to firmly grasp training goals and requirements for Centers for National Defense & Security Education in the new situation to work out relevant management measures for students’ learning activity in order to fulfill the teaching goal Accordingly, the research outcomes gained from the thesis have focused on addressing the following key issues: The theme’s theoretical foundation has been built up in the thesis: To build-up basic definitions as tools to address the thesis’s research tasks, in which the definition of management of students’ learning activity at Centers 24 for National Defense & Security Education in the current context is the central one Components of learning activity have been identified in the thesis, in which, such components of learning awareness, motivation, attitude, and methods are the most crucial Upon this research outcome, they can be applied to direct students’ learning activity Therefore, these components need giving with proper attention The management hierarchy, contents, and influencers on students’ learning at Centers for National Defense & Security Education have also been pointed out in the thesis The theme’s practical foundation has been put forward in the thesis, in which the surveys and assessment on actual state of students’ learning activity, the management actual state of students’ learning activity at Centers for National Defense & Security Education as well as that of the influential levels of influencers are the core things The situation survey outcomes have shown that such surveyed forces as educational managers, lecturers, and students all assess the management of students’ learning activity at the Centers know about restriction, shortcoming, especially related to the organization for students’ learning, direction for content innovation, and learning methods Six management measures for students’ learning activity at Centers for National Defense & Security Education in the current context have been proposed in the thesis To assess the relevancy of the measures in the reality, the author has performed and verified the necessity & feasibility of the measures based on the tests Their outcomes show the necessity of the measures gains an average score of 2.32 points and the feasibility gains an average score of 2.25 points In which, the measure of Organization to educate goals, requirements, and regulation on learning activity at Centers for National Defense & Security Education in the current context is assessed as higher than other measures because of the learning specific traits & reality of ND&S Education by students with learning requirements & disciplines compared to other subjects The testing outcomes have initially proven the relevancy and effectiveness of the measures in the management reality of learning activity at Centers for National Defense & Security Education in the current context Proposals 2.1 To National of ND&S Education & MOET; 2.2 To Department of Militia and Self-Defense, Ministry of National Defense; 2.3 To Centers for National Defense & Security Education ... the authors Bernd Meier and Nguyen Van Cuong (2014), Le Dinh Trung and Phan Thi Thanh Hoi (2016), Nguyaen Van Binh and Do Huong Tra (2017), Doan Van Khai, Nguyen Anh Tuan, and Du Dinh Phuc (2018)... [102] The author Dang Loc Tho’s doctoral thesis on educational management (2014), Dang Xuan Canh (2016), Trinh Tan Hoai (2017), Chu Van Hac (2017), Pham Xuan Ly (2019), and Nguyen Van Thuyen (2020)... context means managers’ purposed and planned impacts on the entire teaching process of ND&S Education subject by organizing and managing to implement the teaching curriculum, method, form, and means