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The training process begins from Training Target and ends with Training Product; and consists of 10 components: Training Target, Training Program Content, Training Method, Training Form,

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PREFACE

1 Necessity of the thesis

* Quality control was developed as per three levels: Quality monitoring (QM), Quality assurance (QA) and Overall qualitycontrol (OVERALL QC) QA is the “intermediate” or “transitional” level between KSCL and OVERALL QC Many nationshave applied a theory of quality control in the production to the educational management and succeeded The application ofquality control theories and models to the officer training management remains a lot of freshness To enhance the quality ofofficer training management, it will be required to apply quality control theories of quality control to the officer trainingmanagement, step by step make good weakness and shortcomings on the officer training management and contribute to improvingthe quality of officers

* To improve the training quality of Ho Chi Minh Young Pioneer Union commanding officer (hereinafter referred tothe Union Commanding Officer), it shall be required to study, re-organize the Union Commanding Officer training process.There are various approaches and the thesis author chooses the approach of the Union Commanding Officer trainingmanagement towards QA

Coming from the above arguments and practices, the thesis “Management of Ho Chi Minh Young Pioneer Union commanding officer towards the QA” is chosen for study

2 Objective of study: Studying the arguments and practice on the management of officer training is to propose

measures on the Union Commanding Officer training management towards QA to improve the quality of the UnionCommanding Officer training in the present period

3 Subject matter and subject of the study

3.1 Subject matter of the study: Manage the Union Commanding Officer training

3.2 Subject of the study: Measures on the Union Commanding Officer training management towards QA.

4 Scientific assumption: The quality of the Union Commanding Officer training will be assured if establishing and

effectively implementing a system of measures on the Union Commanding Officer training management towards QA, step bystep improve the quality a staff of the Union Commanding Officers and contribute to improving the quality of the Union work andchildren’s movement in the present period

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5 Study task

5.1 Study arguments on the Union Commanding Officer training management towards QA

5.2 Assess the real situation of training and officer training management in recent years (2008 – 2012) (survey made at

Le Duan School)

5.3 Propose measures the Union Commanding Officer training management turn to towards QA and experiment some measures

(at Le Duan School)

6 Limited Scope of Study

6.1 Scope of Subject of the Study: Establish a system of measures of the Union Commanding Officer training

management towards QA

6.2 Scope, area and time of the Study: Carry out studying in the areas: Le Duan School, Youth Union, Education &

Training Departments of 29 urban/rural districts and towns (hereinafter referred to “the Unit”) in Hanoi city The time forstudy and assessment on the Union Commanding Officer training: from 2008 to 2012

6.3 Scope of objects of survey and impact experiment:

a) Object matter of survey: Officials of the Youth Union and the Education & Training Department of 29 Units;

managerial staff (CBQL), teachers of Le Duan School; Teachers – the Chiefs of Union of primary schools and junior highschool at 29 units

b) Object matter of experiment: 4 classes on the Union Commanding Officer training at Le Duan School (Class on

Chief of Group of 7th Bloc - Course 148, Class on Steering Committee of Primary School Detachment – Course 57, Class onChief of Group of 7th Bloc - Course 149, and Class on Steering Committee of Primary School Detachment – Course 59)

7 Methodology and study method

7.1 Methodology: Dialectical materialism, historical materialism; approach to activity, system, development and

practice

7.2 Specific study method groups: Group of document study method, Group of practical study method, Group of study

result processing method by mathematical statistic

8 Defended contention:

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Contention 1) Applying the arguments on QA to the management of the Union Commanding Officer training to propose

proper manageable measures, overcome limitations of the existing management measures of the Union Commanding Officertraining will help the quality of the Union Commanding Officer training getting better

Contention 2) The Union Commanding Officer training is the “source” training of managerial staff in the political system.

The establishment and the preparation of training program content and organization of training as per module so as to strengthenpractical skills of commanding the Union activity for the Union Commanding Officers will contribute to achieving the quality oftraining and to creating a better “source” of managerial staff for the political system

9 New contributions of the Thesis

9.1 Argument: Contribute to enriching argumentative issues on the training management towards QA in training one type

of specific staff; Indicate components of the Union Commanding Officer training management and measures on the UnionCommanding Officer training management towards QA

9.2 Reality: Provide a real situation on the training and management of the Union Commanding Officer training in

recent years (2008 – 2012); Analyze influence factors to the real situation; Propose the measures on the Union CommandingOfficer training management towards QA which are feasible in reality It is likely that the study results will be a reference forstudying, managing and applying to the officer training reality for mass organizations

10 Thesis composition

In addition to the Preface, Conclusion and Recommendation, List of Reference Documents, the thesis is composed of 3chapters:

Chapter 1 Argument on the Union Commanding Officer training management towards QA

Chapter 2 Real situation on the training and the management of the Union Commanding Officer training in recent

years (2008 – 2012) (survey at Le Duan School)

Chapter 3 Propose measures the Union Commanding Officer training management turn to towards QA and

experiment some measures (at Le Duan School)

CHAPTER 1 ARGUMENT ON TRAINING MANAGEMENT OF UNION COMMANDING OFFICER TOWARDS QA 1.1 Overall study of training management towards QA

1.1.1 At abroad

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1.1.1.1 Study of general quality control: The quality control came from Japan and was initiated by Ed.Deming and J.M Juran After that, the quality control method of Ed.Deming and J.M Juran was expanded and developed, which strongly

influences the QC movement in many countries Core contents of theoretical model of the quality control as proposed by

Deming and Juran are 14 contentions and 10 contentions, respectively In the late decade of the XX century, UK put forward a

code of standards of “Quality Systems” BS 5750 Nowadays, the model BS 5750/ISO 9000 has been applying to establish aquality control system at the Education & Training establishments in accordance with ISO 9000 standard

1.1.1.2 Study of training management towards QA

a) Study of training management towards QA at the national scope

* Study trend on setting up QA organization and setting up QA procedure at the national scope of some European and American countries: These countries set up their QA research and implementation agencies and proposed quality verification

procedures for implementing the QA

* Study trend on setting up QA organization and setting up QA procedure at the national scope of some Asian countries: China, Korea, Southeast and Pacific countries made studies on the education of QA

b) Study of Training management towards QA at the international scope: Universities in the Europe carried out the QC

based on the European quality control model (EFQM) of the European Quality Control Organization

Universities Association of countries in ASEAN – AUN bloc (established in 1995) carries out establishing aneducational quality standard and looked for measures on continuous quality improvement of the universities in ASEAN

In brief, foreign countries gained certain achievements in the study of quality control, training management towards

QA, focused on studying and developing at university education level Studying and developing the training managementtowards QA in the field of managerial staff training are limited

1.1.2 In Viet Nam

The educational QA has become guideline and policy of the Communist Party and the State and is concerned andstudied by scientists

a) Study of argument on training management towards QA: Typical representatives are the authors Pham Thanh Nghi,

Nguyen Huu Chau and Tran Khanh Duc

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b) Study and application of argument to the reality of training management towards QA: Having proposed university

education management model and university education quality evaluation criteria from the quality control point of view ofISO&TQM In recent years, the training management towards QA is paid attention

c) Books, curriculum, magazine of training management towards QA: Typical representatives are the authors Nguyen Mi

Loc, Tran Kiem, Luu Thanh Tam, Pham Quang Huan, Phan Van Kha and Dang Ung Van and etc

d) Some theses which study training management towards QA: Authors are Vu Xuan Hong, Nguyen Van Ly, Nguyen Van Hung, Nguyen Duy Hung, Trinh Thanh Ha and etc We select and inherit the confirmed results and continue studying, renovating

and finalizing the Union Commanding Officer training management towards QA

e) General trend on studying and developing QA in education in Vietnam: In 2003, Educational Quality Verification and

Examination Department was established Therefore, QA in the education has been developed

In general, many research work on the educational management referred to QA, training management towards QA in the

university education However, a study about the training management towards QA in the form of managerial staff training school

is still fresh Up to now, there has been no work making a comprehensive and extensive study about the training management ofmanagerial staff towards QA in Vietnam Successful study of the Union Commanding Officer training management towards QAwill contribute to the improvement of managerial staff training quality and can be a suggestion of managerial staff trainingmanagement model towards QA in Vietnam

1.2 General argument on training process, training, management of training process, training management

1.2.1 Training process and components of training process

1.2.1.1 Training process concept: is the process of teaching activity organization of a teacher and learning and

practicing activities of a learner in an aim to form and develop the personality of the learner in accordance with the training target

1.2.1.2 Components of training process

According to the author Dang Quoc Bao, the training process consists of 10 components; According to the author

Nguyen Duc Tri, the training process consists of 11 components We have opinion that “the Process” consists of 3 steps

“Beginning”, “Development” and “Conclusion” The training process begins from Training Target and ends with Training Product; and consists of 10 components: Training Target, Training Program Content, Training Method, Training Form, Training Condition, Teacher, Learner, Training Organization Machinery, Inspection and Evaluation of Training Process and Training

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Product It is possibly understood that: the Training process is the organization process of the teaching activity of the teacher and the learning and practicing activities of the learner learner in an aim to form and develop the personality of the learner in accordance with the training target

1.2.2 Training and components of training

1.2.2.1 Training concept: is the process equipped with new knowledge and skills for the learner so as to implement some given works (jobs) in accordance with the identified Training Target.

1.2.2.2 Components of training

In our opinion, training is the concept whose comprehension is broader than the training process The training begins

from the step Enrollment (based on social requirement, beyond the training process) and ends with the Training Product Components: Training Regulation, Training Environment do not belong to the training process but they are the components

of training Therefore, the training consists of 12 components: Social Requirement; Training Target; Training Program and Content; Training Method; Training Form; Training Condition; Teacher; Learner; Training Organization Machinery; Training Inspection and Evaluation; Training Regulations, Training Environment and Training Product.

1.2.3 Training management, training process management

1.2.3.1 Concept

a) Training management concept: is the component system management relating to the training from the enrollment

to the operation of components combination from the Training Target, the determination of the Training Program Content, organization of training activity which occur in the Training Environment to achieve the training result to the satisfaction

of the Social Requirement.

b) Training process management concept: is the management and implementation of steps of the training process, from the management of the Training Target, establishment management of the Training Program Content, organization management of the training process (teaching activity, learning activity by using forms, methods and conditions of training), management of coordination of training forces and management of training quality inspection and evaluation to the management of the Training Product, which occurs in the regulations and training environment.

1.2.3.2 Training management measure: is the way of components system management relating to the training from the enrollment to the operation of components combination from the Training Target, the determination of the Training

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Program Content, organization of training activity which occurs in the Training Environment to achieve the training result

to the satisfaction of the Social Requirement

1.2.3.3 Components of training management, training process management

a) Components training management

In our opinion, the training management is the management of one perfect system including 12 components (the teachercomponent becomes a teaching activity, the learner component becomes a learning activity in the training management); thesecomponents have interactions (see Figure 1.1):

YCXH: Social Requirement

QLMT: Training Target Management

QLNDCTr: Management of Training Program and Content

QLPP: Management of Training Method

QLHĐD: Management of teaching activity

QLHĐH: Management of learning activity

QLĐK: Condition Management (material resources, financial resources, information resources, forces other than a teaching staff) QLQC,MTr: Management of Training Regulations and Environment QLBM: Management of Training Organization Machinery

QLKTĐG: Management of Training Inspection and Evaluation QLSPĐT: Management of Training Product

BM NDCTr KTĐG

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QLHT: Management of Training Form

Figure 1.1: Relationship between the components of training management

b) Components of training process management

The training process management consists of 10 components: management of Training Target; management and establishment of Training Program and Content; management of teaching activity; management of learning activity; management of Training Method; management of Training Form; management of Training Condition; management of Training Organization Machinery; management of Training Inspection and Evaluation; management of Training Product These activities occur in Training Regulation and Training Environment The management of the training process is the

linkage of components which makes them move to create a perfect development of the training process (refer to Figure 1.3)

QLMT: Management of Training Target

QLNDCTr: Management of Training Program Content

QLPP: Management of Training Method

QLHĐD: Management of teaching activity

QLĐK: Management of condition and means for training QLBM: Management of Training Machinery

QLKTĐG: Management of Training Inspection and Evaluation QLSP: Management of Training Product

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QLHĐH: Management of learning activity

QLHT: Management of Training Form

Figure 1.3: Relationship between the components of training process management 1.3 Training management towards the quality assurance

1.3.1 Quality, training quality

1.3.1.1 Quality: is the appropriateness of product (output) with the target and satisfies the product user (customer)’s demand

1.3.1.2 Training quality: is the appropriateness of the Training Product with the Training Target and satisfies the user (customer)’s demand

1.3.2 Training management towards QA

1.3.2.1 QA concept: is the whole planned activity and system which are implemented in the quality system and is proved

to be a sufficient necessity to gain a satisfactory confidence that an entity (object) will satisfy all the quality requirements (According to Vietnamese standard 5814).

1.3.2.2 Training QA concept: is the one system of the planned activities which is implemented inside and outside the training establishment and proved to be a sufficient necessity to both gain the Training Target and satisfy quality requirements of the society Reference to the training QA is the reference to standards, criteria and indices of evaluation in the training process to the satisfaction of the training quality.

1.3.2.3 Training management towards QA

a) Concept of training management towards QA: is the management of one system of measures and planned activities which are implemented inside and outside the training establishment and proved to be a sufficient necessity to meet the training target and satisfy quality requirements of customers Reference to the training management towards QA is the reference

to the management of implementation of standards, criteria and indices of evaluation in the process of striving for achieving the training quality.

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b) Components of training management system towards QA: include 3 main components: Management inside the training establishment (input, process and input); Self-evaluation and External evaluation

1.3.2.4 Models of training management towards QA

a) Quality control levels: There are 3 levels of quality control from low to high: QC, QA, OVERALL QC These 3 levels

consist of the mutual inheritance and development While Quality monitoring has been done at the top level management(focusing on detection), quality assurance has been transferred to the task and responsibility of the management entity(focusing on prevention, this is the intermediate level of management between Quality assurance and Overall quality control(focusing on improving overall quality) QA highly appreciates autonomy, self-responsibility and a culture of qualitymanagement

b) Training quality control levels: Corresponding to the quality control levels, there are 3 training quality control levels: Training QC, Training QA and Overall training QC.

c) Models of training quality assurance: The thesis only introduces some popular QA models in the education: ISO 9000 model, EFQM model, SEAMEO model and CIPO model (Context - Input - Process – Outcome): the quality of one training

policy as per the CIPO model is the management quality of 3 components: Input, Process and Outcome in the Context of theschool

1.4 Union Commanding Officer training management towards QA

1.4.1 Union Commanding Officer: is the pioneer of Ho Chi Minh Young Pioneer Union Union who is elected by the

Union congress and trained in order that it is possible to manage the Union activities

1.4.2 The Union Commanding Officer training

1.4.2.1 Union Commanding Officer training concept: is the process that makes plan, changes his/her attitude, knowledge and skills of the Union Commanding Officer in accordance with the given standard by learning, practising based on a legal program (recognized by competent authority) to assume his/her union commanding duty in schools effectively

1.4.2.2 Factors of Union Commanding Officer training process include: Training Objective and Target, Training Method, Training Form, Means and conditions of material facilities for training

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1.4.3 Model of Union Commanding Officer Personality

1.4.3.1 Union commanding officer personality model concept: is the fundamental character and capability of the union commanding officer as expressed in the knowledge, skills and attitude of the union commanding officer which meets requirements of the Union task

1.4.3.2 Product of Union Commanding Officer training: is the outcome of quality Union Commanding Officer training, which first of all meets the target of knowledge, skills and attitude that creates the Union commanding officer personality model and then meets requirements of the Union task The Union commanding officer personality model is expressed by the commanding skill of the Union activity

1.4.3.3 Union activity commanding skill: is the ability to effectively carry out commanding the Union activities by applying the knowledge and union activity mode suitable for the permitted condition

1.4.4 Union Commanding Officer training management towards QA

1.4.4.1 The Union Commanding Officer training management according to the point of traditional views (in past to

b) According to the point of traditional views (in past to nowadays)

Management measure on Union Commanding Officer training: is the manageable method of such elements as target, content, method, teacher (preceptor), learner (pupil), form, condition (technical and material facilities), environment, regulation and Training Organization Machiner; linkage of such elements and making them move to create the integral development of the Union Commanding Officer training process.

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c) Measures of the Union Commanding Officer training management according to the point of traditional views: Including

6 measures

The Union Commanding Office training management in accordance with the traditional views has its substantialadvantages that should be inherited and promoted, however, it also restricts to renovate the educational management for theUnion Commanding officers in new management approaches to the quality assurance

1.4.4.2 The Union Commanding Officer training management towards quality ensure

a) Concept: The Union Commanding Officer training management towards quality ensure is Components of trainingprocess management activity which closely contact with the Union Commanding Officer training management fromenrollment to working of components group in purpose training, definite content of training program, organizes trainingactivity occurs in training environment to has achievements in the Union Commanding Officer training management becontent with social commanding

b)Model and level of Union Commanding Officer training management towards QA:

We select the model of the Union Commanding Officer training management towards QA based on the CIPO model (Management according to process) and QA management level (known as QA CIPO model in the management of the Union Commanding Officer training).

* Union Commanding Officer training management model towards QS – Selection of CIPO model: Input element group : resources (learner, teacher); training program Process element group: Make and organize the implementation of training

scheme; teaching activity, learning activity; Inspect & evaluate; Material facilities and training equipment; Coordinate the

forces Outcome element group includes: Training Product (through the External Evaluation), Establish an advanced development program; Organize the advanced development Social background: Social reality, school, family and social forces

QA CIPO model in managing the Union Commanding Officer training: Input management: Manage the enrollment; Establish

organization culvert; Manage and establish the program, content, method and form of training as per module; Improve teaching

staff in conducting the organization culvert Management of training process: Manage the establishment and organize the

implementation of the training scheme; Manage teaching, learning and practicing as per the module; Manage the inspection and

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evaluation of training process towards activating the learner; Manage use of equipment and material facilities catering for the

Union Commanding Officer training; Manage the coordination of forces in implementing the training process Outcome management: Manage the external evaluation; Manage and prepare the program, plan to continue the advanced development; Manage the organization of the advanced development Suitability with social background: Input management, process management and outcome management placed in the correlation with the Social Background include: Social reality, School, Family, Society

* Managemenet level of Union Commanding Officer training – Selection of QA level

Diagram of QA CIPO model in the management of Union Commanding Officer training (Figure 1 10)

c) Measures on Union Commanding Officer training management towards QA (as per the QA CIPO model in the management of Union Commanding Officer training):

* Concept: Training management of Ho Chi Minh Young Pioneer Union commanding officer towards quality assurance isthe management of the system of elements closely related to training Pioneer Union commanding officer from recruiting tooperation of a combination of elements from the training objectives, defining the content of training programs, organizingtraining activities in the training environment based on input, process, output to educate Pioneer Union commanding officermeeting the need of society

* Training management of Ho Chi Minh Young Pioneer Union commanding officer towards quality assurance consists of

3 measures:

Input management measure group: Improve the enrollment work towards QA; Build up a quality, friendly and cooperative

pedagogic collective; Renovate the Training Program and Content as per the module; Foster the teachers in conducting the

organization culture Training process management measure group: Improve establishment and organize implementation of

training scheme towards QA; Organize teaching, learning and practising based on the module; Carry out inspecting andevaluating the training process towards QA; Equip and use the material facilities and teaching equipment towards QA;

Intensify coordination with the forces in implementing the training process towards QA Outcome management measure group: Intensify the external evaluation after training; Establish after-training development content and program; Organize the

after-training advanced development

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1.5 Influence elements to the management of Union Commanding Officer training: including subjective elements (in

the training establishment) and objective elements (outside the training establishment)

Sub-conclusion of Chapter 1

CHAPTER 2 REAL SITUATION OF TRAINING AND UNION COMMANDING OFFICER TRAINING MANAGEMENT

IN RECENT YEARS (2008 – 2012) (SURVEY AT LE DUAN SCHOOL) 2.1 General introduction on organization of real situation survey

2.1.1 Survey objective: Analyze and evaluate the real training situation and use of union commanding officer; real situation

of management of Union Commanding Officer training at the Le Duan School in recent years (2008 – 2012)

2.1.2 Selection of object sample, area and time for survey: Survey object sample: 290 persons: Group 1: Managerial

staff (60 persons); Group 2: Teacher – Chief of the Union (200 persons); Group 3: Managerial staff, teacher of Le Duan

School (30 persons) Survey area: 29 units Survey period: Survey duration: training courses were carried out in 5 years

(from 2008 to 2012) Survey time: from the beginning of 2012 to 29/2/2012.

2.1.3 Survey content: Quantitative statistics of real situation of training and use situation of union commanding

officers; Survey of real management situation of Union Commanding Officer training in the territory of Hanoi The survey

content focuses on 7 issues (see Appendices 1 & 2).

2.2 Overview about Le Duan School – where Young Pioneer Commanders (YPCs) for Hanoi City are trained 2.3 Training profile of training YPCs in Le Duan School in recent years (2008 – 2012)

Table 2.6: Evaluation about promoting roles of Post-trained YPC in Le Duan School

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