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Quản lý đào tạo theo học chế tín chỉ tại các trường đại học ngoài công lập dựa vào ICT. Quản lý đào tạo theo học chế tín chỉ tại các trường đại học ngoài công lập dựa vào ICT.Quản lý đào tạo theo học chế tín chỉ tại các trường đại học ngoài công lập dựa vào ICT.Quản lý đào tạo theo học chế tín chỉ tại các trường đại học ngoài công lập dựa vào ICT.Quản lý đào tạo theo học chế tín chỉ tại các trường đại học ngoài công lập dựa vào ICT.Quản lý đào tạo theo học chế tín chỉ tại các trường đại học ngoài công lập dựa vào ICT.Quản lý đào tạo theo học chế tín chỉ tại các trường đại học ngoài công lập dựa vào ICT.Quản lý đào tạo theo học chế tín chỉ tại các trường đại học ngoài công lập dựa vào ICT.Quản lý đào tạo theo học chế tín chỉ tại các trường đại học ngoài công lập dựa vào ICT.Quản lý đào tạo theo học chế tín chỉ tại các trường đại học ngoài công lập dựa vào ICT.Quản lý đào tạo theo học chế tín chỉ tại các trường đại học ngoài công lập dựa vào ICT.Preamble 1 Reasons for choosing the topic Credit based training is a training trend that is being implemented in many countries around the world and has confirmed many positive changes compared to ann.
Preamble Reasons for choosing the topic Credit-based training is a training trend that is being implemented in many countries around the world and has confirmed many positive changes compared to annual training In our country, Ho Chi Minh City University of Technology has implemented credit-based training since the academic year 1993-1994 and has achieved many achievements Research purposes The project on reform of Vietnam's higher education for the period 2006-2020, approved by the Government, also affirmed: “…to build an appropriate credit institution for higher education in our country and outline a reasonable roadmap for the entire higher education system to switch to creditbased training…” Training under the credit system requires students to be active in learning, to have access to new learning methods and to be able to plan their studies The nature of credit-based training is always mandatory and creates the best conditions for students to develop their own capabilities In Vietnam, in the past time, training under the credit system has initially achieved success, but besides that, there are many limitations that need to be overcome right from the management stage There have been many works and many theses researches on training under the credit system but there has not been any in-depth and comprehensive research on training management under the credit system of non-public universities in Vietnam Vietnam Therefore, in-depth research on training management under the credit system at non-public universities is a new topic, although it has the inheritance of previous studies For the reasons mentioned above, it is necessary to choose the research topic "Management of institutional training at non-public universities towards ICT approach", contributing to improving the quality of higher education Objects and research subjects 3.1 Research object Management of credit-based training courses at non-public universities based on ICT 3.2 Research subjects Scientific hypothesis and research question 4.1 Scientific hypothesis Training management according to the credit system at non-public universities based on ICT Credit institution is a form of training suitable with the development trend of today's society The credit-based training method has become popular in Vietnam and around the world Training management under the credit system has achieved certain results However, facing the trend of IT development, especially the trend of Industry 4.0, requires innovation in the application of information technology to training management under credit institutions in non-public universities ICT measures in training management under the credit institution are proposed in a synchronous and appropriate manner, meeting the basic requirements of training under the credit system, which will have a positive impact on improving the quality of human resource training effectively serve the needs of industrialization and modernization of the country 4.2 Research question 4.2.1 How to manage training under the credit system at non-public universities in Vietnam? 4.2.2 What are the current limitations of IT-based credit-based training management at nonpublic universities in Vietnam? What are the causes? 4.2.3 Researching and proposing measures to manage training under the ICT-based credit system at non-public universities will have an impact on improving the quality of training management under the credit institution in other universities non-public university? Research mission 5.1 Systematize the theoretical basis of training management under the ICT-based credit system in non-public universities 5.2 Survey, analyze and evaluate the current status of training management under ICT-based credit institutions in non-public universities 5.3 Based on the scientific basis of training management under the ICT-based credit system to propose ICT measures in training management under the credit institution at non-public universities 5.4 Khảo nghiệm thử nghiệm biện pháp quàn lý đào tạo theo học chế tín dựa vào ICT trường đại học ngồi cơng lập Việt Nam Limits and scope of the study 6.1 Limited research content Research on management of university-level training according to ICT-based HCTC at non-public universities 6.2 Limitation of the study area The research is limited to the study of training management under the ICT-based credit system at non-public universities 6.3 Limits on investigation subjects - The study focuses on investigating the following samples: - 180 Managers, academic advisors, staff of training departments of non-public universities - 600 students of non-public universities Research methodology and methodology 7.1 Research Methodology 7.2 Research Methods 7.2.1 Theoretical research method group - Methods of reading research and searching documents - Synthetic analysis method - Methods of comparison and interpretation 7.2.2 Group of practical research methods 7.2.2.1 Questionnaire survey method Make a survey form, use a prepared questionnaire with a system of questions to collect opinions on research issues The subjects of the investigation are professional team leaders, directly teaching lecturers, academic advisors, and students trained under the credit system 7.2.2.2 Discussion method (conversation, interview) Collect information through direct exchange with administrators, vice principals, lecturers, academic advisors, students to capture information for the research of the topic 7.2.2.3 Method of summarizing experience Applying the theory of teaching science to collect, analyze, generalize, and systematize practice to draw conclusions from which to propose more effective management measures 7.2.2.4 Professional solution This method is conducted through the direct interaction between the questioner and the respondent to collect information for the research task of the topic 7.2.3 Methods of data processing by mathematical statistics Using statistical survey information to analyze, compare and evaluate the survey information from which to draw scientific conclusions 7.2.4 Test methods Carrying out a decision test on a selected small area to research, analyze, and evaluate the situation in the implementation process and the results achieved in order to get accurate conclusions about the effectiveness and feasibility of the measure Arguments that need to be defended Thesis 1: Training under the credit system is an inevitable and objective trend, enhancing students' initiative, enhancing democracy in training, and meeting the increasing demands of society Training management under the credit system has promoted the effectiveness of educational management, but in order to have a more comprehensive education quality, attention should be paid to the management process with ICT application in order to further promote the role of education management education in improving the effectiveness of education, especially higher education Thesis 2: Assessing the current status of credit-based training at non-public universities in the direction of ICT-balanced considered in a system of scientific theories, thereby finding shortcomings and outstanding limitations The ICT-based credit institution training management measure will solve the limitations in management, thereby improving management efficiency Thesis 3: Research results on training management under the credit institution have provided an ICT application model, in which management operations and management information are digitized scientifically to ensure support business operations in management and requirements for information storage and processing New contributions of the thesis 9.1 Theoretical meaning The systematized topic is the theoretical basis of higher education management based on ICT, showing that it is necessary to innovate the application of ICT in training management to meet the basic requirements of credit-based training in education schools 9.2 Practical significance Assessing the current status of training management under credit institutions in non-public universities in Vietnam, the current status of ICT application in training management, limitations, causes to be overcome, from which builds a system of training management measures based on ICT-based credit institutions in non-public universities in Vietnam 10 Thesis structure Ngoài mở đầu, kết luận, danh mục tài liệu tham khảo phụ lục, nội dung luận án cấu trúc thành chương: Chương 1: Cơ sở lý luận quản lý đào tạo theo học chế tín trường ĐH ngồi cơng lập dựa vào ICT Chương 2: Cơ sở thực tiễn quản lý đào tạo theo học chế tín trường ĐH ngồi cơng lập dựa vào ICT Chương 3: Biện pháp quản lý đào tạo theo học chế tín trường ĐH ngồi cơng lập dựa vào ICT CHAPTER 1: THEORETICAL BASIS OF TRAINING MANAGEMENT CREDIT INSTITUTION AT NON-POST UNIVERSITY ACCESS TO ICT 1.1 Overview of the research problem 1.1.1 Studies on credit-based training 1.1.2 Studies on ICT-based training management 1.1.3 The thesis issues need to be solved and towards In general, scientific works in the world and in Vietnam have mentioned the issue of credit-based training with many different angles, these issues have received much attention from scientists in the world credit-based training Here and there, in a number of seminars, particular aspects of the training management process under the credit institution were mentioned, such as the management of students' self-study, the development of learning resources to serve the needs of students training management, the problem of teaching methods of teachers An aspect that many scientists are interested in is the improvement of the management process, the application of ICT in training management under the credit institution However, in general, studies on training management and the status of training management under credit institutions in the world and in Vietnam show that there are still many gaps, many contents need to be studied on the basis of credit institutions Inheriting achievements, overcoming existing limitations in order to build a system of feasible measures for the quality of training management under a special credit institution, measures on training management according to credit system based on ICT The issues that have not been studied will be the object of our research in the thesis, which is also the scientific meaning of the topic in terms of theory and practice Therefore, the author has studied this issue deeply within the scope of non-public universities in Hanoi with the desire to propose a number of management measures to contribute to improving the management efficiency of credit institution training at current non-public universities now 1.2 Information Technology – ICT Communication 1.2.1 Concepts ICT is an acronym for Information Communication Technology in English, which means Information and Communication Technology (IT-TT) This is a broader phrase than Information Technology (IT), which is a combination of information technology and communication technology to create connection and information sharing with many forms different consciousness ICT includes all means of communication, information processing both in terms of hardware, software and transmission lines as well as the connection between them In addition, ICT also refers to the means of information processing information, audio and video sharing such as telephony, media, audio processing, internet transmission and surveillance, etc ICT tools such as email, sms, social networks such as Facebook, Twitter, Zalo, skyper, specialized software have become familiar to everyone and become an indispensable part lack of life 1.2.2 Application of ICT in education ICT is a powerful and potential tool to expand formal and informal learning opportunities for all people with learning needs, from remote, rural, mountainous and disadvantaged areas, from minorities, women, the disabled, the elderly as well as to all those who, due to economic reasons or due to time constraints, cannot enroll in school, have the opportunity to study The characteristic of ICT is its ability to transcend time and space ICT makes learning unnecessary at one point, or teaching-learning activities may not necessarily coincide in time between students' lectures and listening In addition, certain types of ICT, such as remote conferencing technologies, allow for simultaneous listening to lectures between students in different locations (i.e synchronous learning) 1.3 ICT-based credit-based training (HCTC) 1.3.1 Train Training is an organized and purposeful process of activities aimed at forming and developing a system of knowledge, skills, techniques, attitudes to perfect the personality of all individuals, creating a premise enable them to enter the profession effectively 1.3.2 Credits and credit system a) Credits Academic credit is a measure of the total time required by an ordinary student to study a particular subject b) Credit system Credit system is a form of training based on credits (modules) Each year, the school stipulates that students can register for a certain number of credits, to get a diploma in a certain discipline, students need to have a certificate of completion of a certain number of credits that (just like normal training) Credit institution is the individualization of learning in a higher education for the masses, and the philosophy underpinning the credit institution is “student-oriented teaching” and “mass higher education” The important features of the credit system regulate teaching-learning methods and assessment of learning outcomes The fundamental concept of credit system is knowledge accumulation, which is the process of gradually accumulating knowledge, where the accumulation is recorded, and focusing on the regular assessment of learning results 1.3.3 Training according to the credit system Credit-based training is a training method that allows students to obtain a diploma or certificate after accumulating a sufficient number of courses (measured by the number of credits) according to the prescribed sequence of the training program for each diploma or certificate 1.3.4 ICT-based credit-based training One of the characteristics of ICT in education is digital transformation, changing from single IT applications or tools and specialized data to building separate areas of work, into a single technical platform Unified digital then automatically performs academic functional activities and connects the entire education Concepts such as technical infrastructure, data integration, shared and automated information processing systems, real-time and intelligent human-computer interaction systems, enable the conduct of education higher education anytime and anywhere ICT foundation in education ICT in higher education, in general, includes infrastructure (i.e hardware and network equipment such as presentation equipment, video conferencing, computer systems and networking and Internet connectivity) and software systems (i.e management and learning tools and information systems with various databases), The ICT-based credit-based training in this section is analyzed as a vertical slice of the process of applying ICT in training activities in which digital transformation and digitalization are mandatory requirements of the training activities ICT-based training 1.3.5.1 Objectives of training under the credit system The general goal of credit-based training is the implementation of higher education on the basis of creating activeness for students in the process of equipping knowledge and forming professional capacity 1.3.5.2 Contents of the training program according to the credit system The content of the university training program (hereinafter referred to as the program for short) represents the university teaching objectives, prescribes knowledge standards, skills, scope and structure of university teaching content, methods and Forms of training, methods of evaluating training results for each subject, discipline, and training level of university teaching 1.3.5.3 Training method according to the credit system One of the important differences in the credit-based training process is the active participation of students, with the support of their academic advisors, in their individual learning plans based on output orientation There are two modes of training under the credit system, which are formal training and non-formal training being carried out in non-public higher education institutions 13.5.4 Teaching activities under the credit system Teaching activities of lecturers in general in the process of higher education are leading, organizing and controlling students' cognitive and training activities, helping students to explore knowledge, practice skills, professional attitude In order to be able to teach under the credit system, lecturers need to understand very well the knowledge requirements, skills and attitudes of students to be able to properly supplement the core knowledge of the course 1.3.5.5 Learning activities under the credit system Basically, the learning activities of students trained under the credit system require students to actively learn to acquire knowledge for the unit of knowledge they are being trained, students are allowed to plan Study and interact with the school counselor to choose the course you need to study Another special feature in credit-based training is that students' initiative is higher in learning activities: 1.3.5.6 Evaluation of training results according to the credit system Testing: Testing is the process of measuring actual results and comparing them with set standards and objectives in order to find out what has been achieved, not achieved, causes, influencing factors/ influence… and then take corrective measures to achieve the goal Assessment is an activity to identify and confirm the actual value of the level of task completion, quality, work efficiency, level of development, and experiences formed at the time current score against established goals or standards On that basis, measures to shape, adjust and help the subject complete the task are outlined Students' learning results under the credit system are assessed according to the output standards Outcomes: It is the affirmation of what graduates can and the knowledge, skills, attitudes and behaviors that students need to achieve Output standards are the school's commitment to society in terms of knowledge, skills, attitudes and behaviors, thereby affirming the specific work competencies that students will be able to perform after being trained at school 1.3.5.7 Training equipment according to the credit system Teaching equipment is a general set of machines, tools and spare parts necessary for teaching and learning activities, mainly referring to the "hardware" of the medium Hardware often plays the role of transmitting information (static or dynamic models, projectors of all kinds, computers, cameras, video receivers, recorders, ) or Forming and practicing skills (types of machines, tools, materials for experiments, practice, production practice, ) The ICT platform allows the digitization of all information about teaching and learning equipment and facilities Through this, administrators can manage equipment allocation, lecturers can plan, actively register to exploit teaching equipment, students actively choose learning aids 1.5 Management of credit-based training at non-public universities based on ICT 1.5.1 Manage There are different views on the concept of management In this study, we agree with the point of view of the authors Nguyen Quoc Chi and Nguyen Thi My Loc: "Management is the intentional influence of the subject of management on the subject of management in order to achieve the objectives organization's" 1.5.2 ICT-based credit system training management Relying on ICT in higher education management is the management using the ICT platform to operate the educational process to optimize management tasks The use of ICT helps to speed up the integration of administrative functions, while ensuring a modern management method, making administrative transactions faster In this study, training management under an ICT-based credit institution is understood as the management and operation of the training process based on ICT, the information after digitization is stored, processed, transported, and stored closed operation according to the management process from input to output and decentralized mining according to the needs of the miner Through ICT, administrators can interact with other actors inside and outside the institution to perform their management tasks effectively Thus, it can be understood that training management according to financial system at universities in general and non-public universities in particular based on ICT is also understood as an ICT-based process 1.5.3 Characteristics of non-public universities and some regulations on ICT application Non-public university (private university) is a higher education institution under the national education system, established and invested by a domestic individual or organization Private universities are allowed to enroll and manage training according to the regulations of the Ministry of Education and Training, diplomas are equivalent to public diplomas Private universities not receive capital support from the state and related levels, all financial, management and teaching activities are managed and operated by the university itself, so the school has more opportunities in the implementation of university autonomy 1.5.4 Content of training management under the credit system in ICT-based non-public universities Training management under the credit system is a manager's performance of his/her management function to operate training activities in which special attention is paid to the difference in the performance of students' learning roles and responsibilities differences in program structure, student learning duration and supporting role of academic advisors in credit-based training 1.5.4.1 Management of enrollment Enrollment management is the management's implementation of enrollment in order to achieve the educational institution's annual enrollment target in terms of quantity and quality of inputs in accordance with the school's development criteria on the basis of The institution meets the requirements of the state management agency in education Through the ICT platform: the administrator is granted the right to exploit, allowing the manager, the admissions department to store information and statistics on the demand for course seekers; make enrollment lists, assist in collection, application submission, filter support, make lists according to learning needs 1.5.4.2 Team Management Team management involves the organization manager recruiting, employing, and developing a team Each non-public university has different criteria, plans and conditions in recruiting teachers, most non-public schools in Vietnam are proactive in implementing policies on staff development, teachers Students at non-public universities are mainly visiting teachers and are recruited to participate in teaching under contracts when meeting the requirements of non-public higher education institutions ICT-based team management is a manager's performance of his/her functions and duties Through ICT, information about the team is stored, digitized into a common resource, and through which, managers can interact with each other interact with managed objects, interact with stored information sources to perform management 1.5.4.3 Training program management Basically, educational programs in non-public higher education institutions comply with the requirements of the state educational management agency in terms of training content, curriculum framework, and duration that must be met Management of educational programs is the organization of the formulation and implementation of educational programs 1.5.4.4 Management of other warranties Management of facilities and equipment requires managers to perform the following tasks: planning for equipment, exploitation, allocation of facilities and equipment, organization of use, organization of warranty and maintenance maintenance and repair In addition, educational institutions must also balance revenues and expenditures, allocate financial resources for training, such as making budget allocation plans, organizing the use of budget sources, organizing revenue and expenditures book The ICT approach to conditions management requires digitized management information, planned use and operation as well as the maintenance process Managers use ICT to organize and manage facilities, equipment, and finance to ensure necessary and sufficient conditions in training organization 1.5.4.5 Manage the training process * Management of training goals Management of training objectives is the control of the implementation of the direction of the training process without deviating from the training objectives built according to the output approach, and at the same time, the manager must clearly see the dialectical relationship between the training objectives and the training objectives training objectives and the remaining components of the training process so that teaching and learning closely follow the formation of students' competencies, teaching methods must be renewed regularly, appropriate teaching methods, qualified staff lecturers must have the capacity to teach the required knowledge course and students must be oriented to understand the position, importance and necessity of self-planning and selfoccupation in knowledge-based training credit study Management of training objectives based on ICT is studied in two approaches: management of construction and organization of implementation of training objectives to meet output requirements; Application of Information and Communication Technology (ICT) in resource sharing, management and fulfillment of training objectives to ensure flexibility, flexibility, accuracy, and science in the organization of training courses credit system * Manage content, training programs according to the credit system Content management of the training program is the organization that implements the curriculum content in which the content of the university training program under the credit system is structured from modules belonging to two knowledge blocks: general knowledge and basic knowledge expertise and specialized knowledge The process of designing programs according to this approach should be carried out based on the training program standards issued by the Ministry of Education and Training under Circular No 17/2021/TT-BGDĐT Management of training content according to HCTC requires managers to master the process of setting goals and contents of training programs for each major, in which, program development and program implementation are organized ensure professional requirements Content management of training programs based on ICT requires organizational managers to apply information technology in organization management, directing the digitization of information related to training program content , creating an interactive environment through the application of ICT which includes the integration of interactive software, teaching management software, school management Through it, managers, academic advisors, lecturers, students Potential students, current students can interact simultaneously or in groups to help students implement their study plans flexibly effectively and the University can control and manage the entire process from when students research course information to admission, implementation of study plans and end of study programs * Management of training methods according to the credit system Managing the training method according to the ICT-based credit institution requires managers to use information and communication technology in monitoring and directing the implementation of the method Maximize the computerization of the training process such as information about the content of the training program, classes, and courses that students register to have a specific training method * Managing lecturers with teaching work Faculty management also includes two main contents: Personnel management: Manage job descriptions and work arrangements, assign teaching schedules, manage salaries and bonuses, reward discipline Professional management: Manage time to register for teaching schedules, vacation schedules, face-to-face class schedules, online class schedules, and duration of teachers' classes Manage teacher's teaching timetable Check and schedule teaching for teachers Summary of wages and salaries for lecturers Summarize teaching hours of teachers by class, number of hours taught, and remaining hours Manage class attendance and teaching organization of lecturers Sign up for an instructor-led program Managing the Timetable of cooperative classes teaching outside the school… Approaching ICT in faculty management requires that all information about lecturers from lecturer profiles, professional records, teaching work be digitized, stored in the cloud, then, managers are granted the right to access information and organize the management of personnel and expertise of the lecturers with the above two management contents * Manage students with learning activities Student management with ICT-based learning is the application of ICT to manage student learning The management of students with learning activities includes: Information management, student participation status Keep track of the student's transaction history with the school * Managing teaching and learning activities: Classroom basics management Support for centralized class placement, registration organization or individual learning according to the needs and learning levels of students Support to arrange lecturers, classes according to the needs and teaching timetables of lecturers and students Support to arrange timetable according to the availability of rooms and training equipment Manage student attendance, course, class history Store connection information and report student tracking progress to parents Collecting, storing statistics of study results, cumulative results of credit courses that students must complete according to the study program Plan and advise on further study program according to the current level of students Monitor and urge lecturers to implement program content and teaching methods as required Track attendance, cancel sessions, extracurricular courses, student participation rate * Management of training results is implemented through detailed course outlines and enhancing students' initiative The process of organizing assessment in the course of training under the credit system also has many differences: focusing on assessing learning results according to the process, attaching importance to students' initiative Training management under the credit system is the management and operation of the entire school's training activities from the beginning of enrollment until the student's graduation, including: enrollment management, management of training requirements conditions to ensure the teaching and learning process, management of the teaching and learning process, assessment of teaching and learning results, management of student records, etc Training management of an ICTbased credit institution allows administrators to The ICT platform performs management functions to be able to manage the training process under the credit system in a convenient way, thereby contributing to improving the educational quality of the school On the basis of theoretical research on training management under the credit institution in nonpublic universities based on ICT, the thesis focuses on developing the theory of training management under the credit institution in which activities Training management activities are considered in a holistic system from input to output on the basis of ICT so that management efficiency is improved CHAPTER 2: PRACTICAL BASIS ON TRAINING MANAGEMENT BY CREDIT INSTITUTION AT NON-Public Universities BY ICT ACCESS 2.1 Sample overview and survey Currently, the country has about 65 non-public universities with many regulations Table 2.1 Survey sample size Hoa Binh Thang Viet Bac Duy Tan Lac University Long Universit University Hong Investigated subjects/schools University y Universit y School management staff 3 3 Departmental level managers 15 15 15 15 Instructor (not including academic advisor) 28 21 23 25 25 Consultant 12 11 9 student 120 120 120 120 120 The questionnaire is designed according to the Likert scale with steps The data collected from the survey is processed by statistical methods using SPSS and Excel software with the following contents: 2.2 Current status of training under HCTC at non-public universities 2.2.1 The state of consciousness The awareness survey of managers, GiVs, and academic advisors was conducted with two contents: awareness of their positions, roles and responsibilities in credit-based training and the importance of ICT ICT) in performing functions and tasks The survey results showed that this team basically realized its position and role in implementing the process of training students under the credit system and the positivity when approaching ICT in performing their functions and tasks service However, they have not performed well their roles and responsibilities because of many difficulties compared to annual training Being aware of the application of ICT and communication in credit-based training, most of the participants highly appreciate the necessity of applying information and communication technology (ICT) in organizing training activities create (100% comments) It is also said that most of the training institutions have applied information technology in managing teaching activities, managing students, managing to support students in making study plans (97%) However, the majority of opinions believe that the application of ICT in teaching and training is only fragmentary, and the application of ICT only meets the requirements of convenience in work, but does not meet the requirements of Management according to the requirements of management The system does not have professional support software (78%) so it is still limited in teaching management and training organization of the University 2.2.2 Current status of training objectives The actual investigation shows that the training objectives of most university training programs under the credit system have been built on the basis of output orientation Output standards are described and detailed can be transformed into competency criteria and specific knowledge durations in each training program The training objectives of each profession are built into the training program, including the requirements for knowledge, skills, and attitudes of students The specific objectives of each subject and each module are built on the basis of analyzing the output requirements of the profession, so each unit of knowledge has all the requirements for practical competence student The required credit-based training program must be designed with relatively independent, flexible modules, ensuring continuity, in order to help students actively plan their studies and easily accumulate credits as required 2.2.3 Current status of training content and programs: The current training program at non-public universities is composed of: curriculum framework (curriculum), program allocation framework (curriculum map) The framework program and program allocation framework are developed and implemented by the governing body (the Ministry of Education and Training) Higher education institutions based on the requirements of the framework program and in the program allocation framework to develop specific programs for each major to meet the output requirements and suitable to the conditions at each institution education; It can be seen that the organization and management of content and training programs under the credit system have not been really innovated, most of them are still influenced by the form of training according to the annual system Learners have not actively researched and planned their own learning, and GiV and academic advisors have not played their full role, so it has not been effective in credit-based training Applied non-public higher education institutions have applied IT in developing training program content and planning to organize the implementation of teaching content, but these are only fragmented pieces The software supports the implementation of discrete work for the purpose of serving the job but has not yet supported to fundamentally change the training management under the credit system, so there are still difficulties and obstacles that cannot be overcome 2.2.4 Actual situation of training methods The educational institutions implement the training method promulgated together with the Circular No 08/2021/TT-BGDĐT dated March 18, 2021 of the Minister of Teaching and Training In which, the method of organizing training according to the credit system is clearly defined as follows: Organizing training in each module class, students accumulate credits of each module and implement the training program according to the study plan of the individual, in accordance with the training plan of the training institution; There are two main types of training being carried out in teaching institutions Formal training; Training by doing while studying: - Teaching method: Integrated teaching is a teaching method used in teaching under the credit system, which requires "teaching to promote the initiative of learners, forcing students to have selfstudy method to be able to quickly acquire knowledge, have the ability to meet professional standards, shorten training time Some modern teaching methods such as: lecturing, seminars, Case studies and scientific research are widely used in teaching However, the evaluation of these measures in terms of effectiveness is still very low, most students think that the educational method is not really effective 2.2.5 Current status of teaching and learning activities Current status of teaching activities Teaching plans, study programs of non-public universities The preparation of teaching materials and means has a great influence on the quality and effectiveness of teaching and learning If the lecturers are fully and thoughtfully prepared, they will reduce their labor, increase their initiative and creativity in organizing teaching The reality shows that GiV in non-public schools are mainly old or newly graduated lecturers, so the focus is still on the habit of old teaching methods or inexperience in organizing teaching activities Under the credit system, little attention is paid to focusing on exploiting ICT-supporting equipment to serve teaching organization Non-public higher education institutions have also encouraged lecturers to use technical means, especially the application of information technology in teaching, but the level of implementation is still limited according to the user's ability and capacity according to the limitation of the supporting software Current status of students' learning activities The survey results show that most students have not clearly identified their learning motivation Learning motivation is sometimes associated with exam results and job opportunities Management staff - GiV said that: Student's learning motivation mainly comes from the goal of wanting to achieve high results and have the opportunity to get a good job (Yes 95.5% - 99.1%), in addition to However, there is no motivation to learn, stemming from the desire to learn, the desire to learn and dominate knowledge (87.4% of the evaluation) Figure Percentage of students planning and implementing a study plan The results of the in-depth interviews show that due to limitations in organizing educational activities at non-public universities, guiding and supporting students to make study plans at universities has not been appreciated, 70% of Schools have not been able to orient students to make training plans, so students of these schools not have planning skills 2.2.6 About the assessment of student learning outcomes In fact, when organizing credit-based training, students rarely have the opportunity to participate in class activities together, due to the nature of the timetable of different modules Therefore, the gathering of classes, the public commenting on the training consciousness of students becomes formal, with little practical information The results of student interviews showed that 70% of the respondents said that students not have enough information to cross-evaluate and evaluate each other Bảng 2.2 Thực trạng đánh giá kết học tập sinh viên đào tạo theo học chế tín Effective performance level The Medium The process of building (increasing from to 5) % level TT CTU Develop an evaluation 22 35 63 33 101 3.61 plan Periodic assessment 22 32 57 65 78 3.57 Rating on the review 101 55 47 32 19 2.26 card Statistics of evaluation 77 65 52 33 27 2.48 results Announcement of 75 68 54 31 26 2.47 evaluation results Analysis of survey data shows that the implementation of student assessment in training under the basic credit system meets the requirements according to the guidance in the circular issued under Decision No 43/2007/QD-BGD&DT However, in the evaluation stages, the parts that regularly evaluate the knowledge by the scale did not encounter too many difficulties, the level of assessment of good performance reached 3.57 to 3.61, ranked 1.2 However, for the assessment content on the assessment sheet in the collective evaluation session under the guidance of Giv, there were many difficulties because students studying under the credit system had few opportunities to meet in class, interact and understand Collectively, there is a lack of information for cross-evaluation, so the evaluation results shown on the questionnaire are not completely reliable (2.26 evaluation opinions) ranked last in the evaluation of the effectiveness of the stages of the evaluation process In addition, gathering assessment information, coding the scale and publishing assessment results also encounters many difficulties because students not take the same class during the learning process, which is also a major cause of problems causes difficulties in the management of students' learning consciousness as well as the timely provision of course information to students Through interviews with a number of managers-teachers, we found that, many schools have just started training according to the CSC or recently issued, the work of directing the assessment of students' learning outcomes is still difficult Universities need to strengthen the management process according to the process so that the organization and implementation of activities in the training is substantive and to further improve the awareness of managers and teachers about the assessment of student learning outcomes 2.3 Thực trạng quản lý theo học chế tín trường đại học ngồi cơng lập theo tiếp cận ICT To study the management of training credit institutions at non-public universities according to ICT approach, the management elements are considered according to a process from input to output The research results are approached from the perspective of The current situation of credit institution training management; Actual situation of training management under the ICTbased credit system The specific results are as follows: 2.3.1 Status of enrollment management To study the status of enrollment management according to ICT approach, we conducted an investigation on the status of enrollment management and enrollment management through ICT The survey results show that most of the non-public higher education institutions conduct enrollment management through the steps of enrollment planning (100%), enrollment organization (100%) , assessment of enrollment results (67%), enrollment management through ICT (25%), application of ICT in enrollment (100%) 2.3.2 Team Management Because of financial autonomy, the budget for the staff is also limited, lecturers in non-public educational institutions are mainly visiting lecturers At this point, the application of ICT in management, similar Collaboration with teachers is the most effective management method However, the survey results show that most of the non-public educational institutions have not brought into full play the strengths of ICT in managing and exploiting faculty capacity Table Current status of lifeline work management Level of effectiveness (increasing The Medium Contents of admissions from to 5) level TT management Planning to use the team 35 37 71 56 55 3.61 Work assignment 41 37 66 45 65 3.57 Evaluation of admission 75 66 47 32 34 2.26 results ICT application in admission 77 65 52 33 27 2.48 management 2.3.3 Management of other warranties Approaching ICT in management of conditions requires managers through the application of ICT to organize the management of facilities, equipment, and finance to ensure necessary and sufficient conditions in public organizations training work In fact, the management of assurance conditions has not fully complied with the management process 2.3.1 Current status of training objectives management according to ICT approach Management of training objectives according to ICT approach is researched by the topic in two approaches: Management of construction and organization of implementation of training objectives to meet output requirements; The application of ICT in management and implementation of training objectives is to ensure flexibility, flexibility, accuracy, and science in conducting training under the credit system The survey results show that non-public educational institutions are interested in developing training program objectives, in which they are especially interested in verifying the program's response to the standard output requirements through the organization of consultation with experts in completing the training program (65%) Meanwhile, the professional direction in describing the learner's output standards is not really close, the interview results show that this stage is done but the frequency is not high (45%) Directing the development of training program requirements to concretize skills is also done regularly in some universities such as Thang Long University, Duy Tan University, but unevenly in non-public educational institutions other establishment (38%) The rate of regularly directing the arrangement, reviewing knowledge in the modules, or changing or arranging the subjects (modules) in a training program expressed in the regular assessment level reached 48%, very often reaching 22% In addition, we conducted an in-depth interview about the level of ICT application in the management of training goals, application purposes, logic, effectiveness in applying ICT to management… The survey results showed 98% of opinions evaluated that the application of ICT in the management of training goals was implemented, but only 25% of the respondents affirmed that the school has coded and publicized the training objectives through the application of ICT When asked about the level of application and appropriateness in the application of ICT to manage school goals today, most of the comments rated the level of regular use reaching 50%; but the level of efficiency is only 19%, most think that it only meets a small part of the demand for using and exploiting information for teaching and learning 70% Mức độ thường xuyên ứng dụng ICT Mức độ hiệu ứng dụng ICT 0% 0% 20.0% 15% 6% 9% 19% 65% 15% 51% Chưa Hiếm Khơng phù hợp Ít phù hợp Thỉnh thoảng Thường xuyên Phù hợp phần Phù hợp Rất thường xuyên Rất phù hợp Figure 2 Evaluation of the level of ITC application in the management of training objectives 2.3.2 The current situation of content management of training programs under the credit system at non-public universities The results show that, basically, educational institutions develop training programs according to the instructions at Points a, b, Clause 1, Article 36 of the Law on Higher Education (amended and supplemented in 2018) ) and Circular 07/2015/TT-BGD&DT dated April 16, 2015 promulgating the Regulations on the minimum amount of knowledge, the competency requirements that learners achieve wrongly upon graduation…most of them comply with the regulations Instructions include steps However, the steps of program development are evaluated according to different levels of implementation in different educational institutions The specific evaluation results are as follows: Figure Evaluation of the level of performance Organization of training program content development Bước 8: Đánh giá cập nhật thường xuyên nội dung… 5% 31% 41% Bước 7: Hồn thiện dự thảo chương trình đào tạo,… Bước 6: Tổ chức hội thảo lấy ý kiến chương trình… 12% Bước 1: Khảo sát thực trạng nhu cầu đào tạo nhân… Rất thường xuyên Thường xuyên 82% 15% 37% Bước 3: Xây dựng cấu trúc chương trình đào tạo (các… Bước 2: Xây dựng mục tiêu chung, mục tiêu cụ thể và… 62% 31% Bước 5: Xây dựng đề cương chi tiết học phần dựa… Bước 4: Đối chiếu, so sánh với chương trình đào tạo … 54% 27% 14% 19% Thỉnh thoảng 52% 54% 32% Hiếm Chưa The survey results show that ICT application is carried out with most stages in the process of developing a training program, in which the main focus is on steps such as developing the outline, finalizing the draft, comparing the program and building the structure program with the frequency of implementation from 41% to 82% This allows to conclude that due to the current trend of industrial development, computers and connected devices are widely used, ICT is applied in many fields of teaching activities including construction management and organization training program Figure The effectiveness of ICT application in the implementation of training content 2.3.3 Actual situation of credit training method management at universities The application of ICT in management and coordination of methods The form of learning organization has been implemented by educational institutions (80%) However, how and to what extent the application is different for each educational institution in which most use office software or other general application software, but no management software is available general education of the whole school 80% of comments 2.3.4 The current situation of managing teaching aids in credit-based training at non-public universities The system of teaching facilities such as data connection devices for use in the learning process, in the reading room, in the research room is an indispensable requirement in the credit-based training, assessment results for students The system of equipment and machinery is relatively fully equipped (for some teaching institutions) reaching 54% of the opinions, but the quality and responsiveness of the training process is not high, accounting for 76% Many comments said that the basic equipment did not meet the needs of use due to old, broken, faulty (77%), due to the failure of warranty and maintenance work Manage, allocate and use the system of machinery, equipment, and learning materials to meet 2.3.5 Actual situation of teaching and learning management The results of the survey show that the current teaching and learning management in schools is carried out as follows: The faculty makes a training plan, assigns teachers or invites lecturers if the faculty does not have enough staff, then sends Go to the training room General Training Department to ask for leadership approval, transfer to the faculties to implement the plan, GiV after receiving the plan actively organizes implementation according to the provisions of the detailed outline, teacher presentations, lectures and actively assigning roles in teaching activities, actively checking and evaluating course scores, The results of the practical survey on the effectiveness of the management of the above factors show that basically, educational institutions well in management, as shown in the evaluation columns that achieve high levels of 52% to 76% However, there are still some inefficient management steps such as aggregating teaching hours of teachers by class, number of hours taught, remaining hours of 15% and managing the timetable of cooperative classes outside the school 11% 2.3.6 Current status of management of testing and assessment of learning results Management, examination and assessment of learning results is the process of directing and organizing the assessment of students on their knowledge level, creative thinking ability, and practical application after studying Studying and researching modules (subjects), is an important tool, mainly to evaluate the results of students' achievement of learning goals according to the output standards of the training program Approaching ICT in the management and evaluation of student training results shows that most educational institutions have applied ICT in the organization to assess student learning outcomes at the rate (80%), shown by the building and digitizing exam question bank (38%); organize online exams (31%); evaluate and announce online exam results (46%); storing student learning results (71%) However, the application level is still limited because the features of the software used have not met or only partially met the business 2.4 Current status of managing influencing factors 2.4.1 Objective factors 2.4.2 Subjective factors 2.5.1 Advantages 2.5.2 Limitations Schools have not attached importance to the application of ICT according to a process, a logical system in management and training organization Most schools are confused between the concept of using computers for work with the application of ICT in training and training management; in fact, the new activities only serve the needs of solving the work of each group of objects, still fragmentary, without the connection between the departments Regarding access to ICT, scientific and technological equipment to support management and administration is still not synchronized, although ICT is exploited, it is still fragmentary and has not yet constituted a system, so it cannot bring into full play the strengths of ICT ICT in supporting management, teaching and learning The student's course registration has been supported by software on the computer network, but in fact, students still have difficulty registering for the course due to the low level of integration of the software, equipment is still limited 2.6 International experience in training management under the credit system towards ICT 2.6.1 Management of training under credit institutions in Europe 2.6.2 Management of training under HCTC in some Asian and South American countries Conclusion of chapter Training management under the credit system in non-public universities needs to be renewed in the current period according to ICT approach to match the requirements of training and education development in the Fourth Industrial Revolution Unlike the annual system, the financial system is more flexible and does not limit the study time Students graduate when they accumulate a sufficient amount of learning knowledge, which is regulated and calculated according to the number of credits, students can choose the form training either centrally or remotely, this is a flexible training process, enabling students to study in conjunction with other disciplines or universities, learning at their own pace, and orienting students as the center of their learning training process However, to be able to conduct training according to the credit system to meet the requirements, it is necessary to clarify the reality of the training as well as the management as well as the access to ICT in training To study the current status of the topic, surveys have been conducted at a number of non-public universities The results of the study clarified: Reality of training under the credit system at non-public universities: the reality of awareness of management staff, teachers, students, roles and responsibilities in university training under the credit system , actual implementation of content objectives, training methods according to the credit system, current status of learning activities, current status of teaching activities, status of assessment and assessment of learning outcomes Actual situation of training management under the ICT-based credit-based learning system: including practical data on the current status of goal management, training content, methods, and management of the teaching staff , the reality of managing teaching and learning activities, the reality of testing and evaluating teaching results This situation shows that, at present, schools are implementing credit-based training according to the guidance in legal documents However, the reality of management still faces many difficulties, educational institutions have initially applied ICT in management and teaching but have not fully met the exploitation needs of managers, lecturers and students The topic has also assessed the actual situation of factors affecting the training process under the credit system, the advantages and limitations of the actual situation International experience of some countries in the world as a basis for proposing measures related to the topic Theoretical and practical research results are the scientific basis for the topic to propose management measures according to ICT approach to improve the quality of university teaching CHAPTER 3: MEASURES FOR MANAGEMENT OF TRAINING BY CREDIT INSTITUTIONS AT NON-POST UNIVERSITY ACCESS TO ICT 3.1 Proposed Principle 3.1.1 Principles of goal assurance 3.1.2 Principles of ensuring practicality 3.1.3 Principles to ensure efficiency and effectiveness 3.1.4 Principles of ensuring scientific, up-to-date and feasible 3.1.5 Principles of ensuring systematicity 3.2 Methods of management of training credit institutions based on ICT 3.2.1 Measure 1: Organize awareness raising for administrators, teachers, academic staff, and students about training under the ICT-based credit system 3.3.2 Measure 2: Manage the development of training content and methods according to an ICTbased credit institution 3.2.3 Measure 3: Organize capacity building for ICT application for lecturers, academic advisors and students 3.2.4 Measure 4: Directing the application of ICT in the design of a training management information environment under the credit system 3.2.5 Measure 5: ICT-based credit-based training management model 3.4 Testing the necessity and feasibility of the proposed measures In order to assess the necessity and feasibility of the measures, we conducted a test with the method of collecting opinions of each individual to assess the necessity and feasibility of the measures according to levels The level of approval votes for the sample size is 268 managers, experts, teachers, and academic advisors The test results show that these measures are assessed as having a high degree of necessity (average assessment score from 2.66 to 2.91/3 points) and high feasibility (average assessment score from .61-2.93/3 points) (Table 3.9 and Figure 3.13) In general, the measures are evaluated to have a high degree of uniformity, which is reflected in the level of assessment of necessity and feasibility, in which the central measure of ICT model building is evaluated at the level of necessity and feasibility the highest exam, followed by innovation of training content and programs according to output approach, computerization, and digitization of training program content, however, it can be seen through the diagram that the difference in evaluation the necessity and examination of this measure because to implement this measure it takes time, a specific roadmap, it needs to be carried out in the right process with the active participation of many stakeholders related to the results Outputs of the training process such as employers, enterprises, etc 3.5 Experimenting with training management measures according to the credit system approaching ICT Within the framework of a thesis with a time constraint, it takes a long time to measure whether a management measure has a positive impact or not Meanwhile, it is necessary to organize testing and evaluate test results to ensure the correctness and feasibility of the proposed measure in a research work In this study, the measure of ICT application in credit-based training management is evaluated as a key measure with positive impact and high feasibility, so we will conduct an experiment This measure, besides due to the logic and systematicity, more or less must simultaneously implement measures, then we focus on testing the measure of ICT model in management To ensure the test results, we have measured before and after testing the measure, the measurement index system is designed in the form of a slip to focus on measuring the convenience and efficiency achieved in management ICT-based credit-based training The measure of the ICT-based credit institution training management model is a comprehensive measure, the impact of the measure is comprehensive, in order to be able to implement the measure, the educational institution must select and use use or build an application that can integrate requirements in credit-based training Within the framework of this thesis, we would like to test a slice of the application of ICT model in student learning management The trial was conducted at Hoa Binh University from September 2020 to May 2021 The selected sample consisted of 16 academic advisors, 22 teachers, and 60 information technology students 3.5.1 Overview of the testing process Test purpose: In order to test the effectiveness and feasibility of the measure "Application of ICT in training management under the credit system" Test content: We conducted the experiment in one semester, the management object in the measure was schoollevel administrators; Teachers, academic advisors and 60 students from the faculty of information technology The organization of building an ICT model to meet the requirements of training management according to the credit institution is conducted based on the existing database of the school, the website is adjusted to integrate the management information with the built-in management information add educational management software running on Access platform To prepare for the test, we have chosen the IT major with a relatively assessed program framework that ensures the training requirements according to the credit system as well as the training objectives according to the output approach The test will start in September 2020 and will be conducted in May 2021 after students complete a part of the study program The test is conducted as follows: Step 1: Build integrated management software based on ICT and digitize all necessary information for management as required Step 2: Train managers, teachers, lecturers, students on the content of work to be done and interact through the website as well as educational management software with decentralized access Step 3: Direct the implementation of tasks through ICT application 3.6.3 Test results: After the pilot phase, we conducted a survey to assess the awareness, convenience and work efficiency of administrators, lecturers, and academic advisors scientific discussion to clarify the reasons to help meet job efficiency when applying the ICT model compared to the past, the assessment of managers, lecturers, and academic advisors on the difference in consciousness student initiative and scores change in student learning outcomes The following results: The experimental results show that: The application of the proposed ICT model in training management under the credit system at non-public universities is highly effective, as shown in the following: Teachers understand and build standards evaluation of students' cognitive capacity for knowledge, practice and positive attitude in knowledge acquisition Teachers participating in the experiment can convey to students a profound change in awareness about the position, role and importance of the individual student in the credit-based training Students are encouraged to participate in self-directed learning activities, actively register their own learning plans, acquire knowledge and self-assess themselves Students have a positive change in their attitude to learning, being more positive and excited Students have marked changes in skills development: Planning skills, Specific job performance skills; Task management skills; Incident management skills; Ability to operate in a highly interactive environment However, besides positive changes, we also need to create conditions for students to make measures more feasible such as: Create the best conditions in terms of facilities and equipment to support students to interact regularly with the school Synchronizing devices exploiting the school's IT applications to support students to exploit information, interact and learn anytime, anywhere on many different devices Conclusion of chapter Based on the theoretical basis in Chapter 1, the practical basis in Chapter 2, we have proposed measures on the basis of compliance with some important principles These principles set the requirements for the current ICT-based credit-based training management Based on the results of the situation analysis We build a system of 05 Management Measures: Organize training to raise awareness of managers, lecturers, academic advisors and students about training under an ICT-based credit system; Management of construction, innovation of training content and methods according to an ICT-based credit institution; Organize capacity building of lecturers and academic advisors in ICT application in management and training management; Directing the application of ICT in the design of a training management information environment under a credit institution; The training management model follows an ICT-based credit system In each measure, we also clearly define the purpose, content and implementation Among the measures, the central measure that is decisive for change is the one that proposes an ICT model in the management of training activities under the credit institution, the remaining measures are indispensable conditions for implementation The implementation of the first and these four measures are closely related, supporting and organically linked together to create a system There is no independent measure that can promote management activities training under the credit system if not associated with the remaining measures Depending on the actual conditions of each educational institution, the three support measures will have different priority positions best Due to the limitation of time and scope of the study, we tested the urgency and feasibility of 05 Measures and only selected the main measurement on one measure "Measure to propose ICT model in management training activities under the credit system at non-public universities” From the experimental results, the following conclusions can be drawn: - Compared with the quality of the initial investigation before the experiment, the learning results of students have improved markedly in some subjects The percentage of students who got good and good summaries increased, and the percentage of average and weak students decreased compared to before the experiment This is a very important quantitative assessment result to show the necessity and feasibility of the Measure - The experimental results also show that lecturers, academic advisors and students have initially become acquainted with and agree with the process of implementing the proposed measure, which confirms the reasonableness and correctness in applying the measure training management method to improve training under the credit system at non-public universities CONCLUSIONS AND RECOMMENDATIONS Conclusion From the research results on training management measures under the credit system at non-public universities, the following conclusions can be drawn: 1.1 Theoretically Institutional training is researched and applied in many countries around the world, this is an active training method to promote the initiative of learners Studies also show that universities play an important role in providing human resources that directly contribute to national economic development, conducting research on improving human resource capacity is necessary in which special attention is paid to university training that meets the output requirements The formation of human resources for students will create outstanding advantages of human resources in the labor market Research has built a theoretical system of training management under the credit system at non-public universities based on ICT 1.2 In terms of practice The topic has assessed the current picture of training under the credit system at non-public universities and the current situation of training management under the ICT-based credit system in non-public universities The research results show that: management staff, teachers, and academic staff are relatively aware of the position, role and difference in management and organization of training under the credit system compared to annual training, well aware of equipping students with knowledge to meet output requirements The actual implementation of training under the credit system shows that: some universities, especially non-public universities, still not know where to start, Some schools have implemented it but have not achieved high results because various objective and subjective reasons The results of the survey on awareness and status of training under the credit system show that there are still many urgent issues that need to be solved to help improve the quality of teaching and learning at non-public universities, including factors such as: Management: It is necessary to profoundly change the perception of administrators, teachers, and support staff about their position and role in credit-based training, it is necessary to see the active role of students in this training method There are many reasons leading to the limitation in the management and organization of training activities, but it may be necessary to manage ICT-based with a closed management model with specific processes to solve the problems that arise out 1.3 On the basis of theory, practical assessment, combined with consulting the experience of a number of countries, the thesis has proposed a model of management of training activities based on ICT and a number of related measures training process The proposed model and measures are tested for necessity and feasibility, and tested in practice Experimental results show that: In the process of applying the ICT model to management and implementing management measures in a synchronous manner, it has changed the perception of managers, lecturers and academic advisors Students are properly aware of their important role in proactively planning and implementing their individual learning plans; Besides, there are convincing test results about the effectiveness in implementing the ICT-based credit-based training management model as well as the combination of measures according to the characteristics of each training institution 1.4 The research results in the thesis allow to conclude: Changing the perception of managers, lecturers, trying to study students is an important first step; The combined measures and models will help managers accurately, fully and comprehensively plan all training management activities under the credit institution; Good awareness, good implementation conditions and finally, improving the management capacity of managers as well as the ability to apply information and communication technology in each target group is one of the decisive core criteria to the success of IT-based credit-based training management in non-public universities Recommendations To be able to effectively apply the training management measure under the credit system at nonpublic universities, we would like to make some recommendations as follows: 2.1 Recommendations to the Ministry of Education and Training - In order to successfully implement credit-based training at non-public universities, the Ministry of Education and Training needs the attention of the Ministry of Education and Training in creating the best conditions for education and training; - Directing the renovation of training work at non-public universities to meet output needs - Promulgating and standardizing management documents as a basis for educational institutions to conduct training smoothly Directing non-public higher education institutions to actively apply information technology to educational management; - Create conditions for capacity building for management staff, teachers, and support staff at nonpublic educational institutions 2.2 Recommendations for non-public higher education institutions - Clearly define the role of the school in training according to the credit system; - Improve the capacity of teachers and academic advisors to meet the training requirements of an ICT-based credit system; ... sở thực tiễn quản lý đào tạo theo học chế tín trường ĐH ngồi cơng lập dựa vào ICT Chương 3: Biện pháp quản lý đào tạo theo học chế tín trường ĐH ngồi cơng lập dựa vào ICT CHAPTER 1: THEORETICAL... Ngoài mở đầu, kết luận, danh mục tài liệu tham khảo phụ lục, nội dung luận án cấu trúc thành chương: Chương 1: Cơ sở lý luận quản lý đào tạo theo học chế tín trường ĐH ngồi cơng lập dựa vào ICT. .. Thực trạng quản lý theo học chế tín trường đại học ngồi cơng lập theo tiếp cận ICT To study the management of training credit institutions at non-public universities according to ICT approach,