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1 MINISTRY OF EDUCATION AND TRAINING VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES LE ĐINH HUAN CREDIT-BASED TRAINING MANAGEMENT AT COLLEGELEVELTEACHER’S TRAINING INSTITUTIONS IN THE SOUTHEAST REGION Major: Educational management Code: 9.14.01.14 SUMMARY OF THE THESIS FOR EDUCATIONAL SCIENCE DOCTOR HA NOI, 2019 THE THESIS IS COMPLETED AT THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES Instructed by: Dr Le Dong Phuong Associate Professor Ph.D Do Thi Bich Loan Reviewer 1: … Reviewer 2: …… Reviewer 3: The thesis will be presented and defended to the Judgement Council at the Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao Street, Hanoi At date / / 2019 The thesis can be available at: - National Library of Vietnam - Library of Vietnam National Institute of Educational Sciences FOREWORD Rationale The credit system in education has the philosophy of Respecting and facilitating learners; The learner is the center of all educational activities This mode is organized and managed in the most convenient way for studnets, the course of study is flexibly designed so that higher education could easily meet the changing needs of the labour market At institutions that already applied the credit-based system in disciplines or majors (in the previous dicipline specialized program the time load of subject courses are converted into credit based with the same number of credits), the assigned equivalent of credit-hours in teacher’s training at college-level has some disadvantages, especially for the institutions in the Southeast region where the form annual blocks are still in palce Recognizing that this prtactice should be solved and clarified, the chosen topic for research " Management of credit-based training at the teacher’s training institutions with college-level programs in the Southeastern region" is necessary, contributing to the successful implementation of the credit-based training mode, meeting the requirements of fundamental and comprehensive innovation of education and training of Vietnam Research objectives On the basis of theoretical and practical studies, proposing solutions regarding credit-based training management to replace the annual block training mode in accordance with the context and actual conditions of the teacher’s training institutions with college-level programs in the Southeast region Research object and subject 3.1 Research object Credit-based college-level training at teacher’s training institutions 3.2 Research subject Managing formal training programs under the credit system of the teacher’s training institutions with college-level programs in the Southeast region Research hypothesis Credit-based training at the teacher’s training institutions with college-level programs in the Southeast region is an foreseeable trend However, many shortcomings in its management remain, failing to meet the basic requirements of the credit-based training If feasible solutions for management the credit-based training of the teacher’s training institutions with college-level programs in the Southeast region are proposed in a scientific, systematic way, meeting the basic requirements of credit-based training, they will positively impact the organization of the training process towards improving the quality of current college-level teacher’s training Research tasks and scope 5.1 Research tasks Systematic review of the theoretical basis of credit-based training management at formal college level using activity and component management approach in the credit based training process Surveying, analyzing and assessing the current status of credit-based training and training management of the teacher’s training institutions with college-level programs in the Southeast region - Proposing solutions for credit-based training management suited to the context and practical conditions of the teacher’s training institutions with college-level programs in the Southeast region - Testing and experimenting solutions for credit-based training management of the teacher’s training institutions with college-level programs in the Southeast region 5.2 Research scope Regarding the content: The thesis focuses on studying the theoretical and practical basis and solutions for credit-based training management of the teacher’s training institutions with 3-year formal college education in the Southeast region Study area: Teacher training colleges, universities with college-level teacher’s training in the Southeast region (Ho Chi Minh City Central College of Education, Ba Ria - Vung Tau College of Education, Sai Gon University, Dong Nai University, Thu Dau Mot University in Binh Duong province, Binh Phuoc Teacher Training College) Research method 6.1 Research methodology and basic approach: 6.1.1 System approach 6.1.2 History – logic approach 6.1.3.Learners' needs-based approach 6.2 Methods of theoretical research 6.2.1 Overview of research materials: 6.2.2 Education comparison 6.3 Practical research methods 6.3.1 Questionaire-based survey 6.3.2 Inverview 6.3.3 Professional method 6.3.4 Education experiment 6.3.5 Data statistics and processing DEfending arguments Argument 1: In the transition period to the credit-based training there are still shortcomings restricting the training quality at the teacher’s training institutions with college-level programs in the Southeast region; Argument 2: Proper management of credit-based training at the teacher’s training institutions with college-level programs in the Southeast region will contribute to the improvement of training quality in the institutions Developing training management solutions should be in line with the characteristics of the credit system and the characteristics of the teacher’s training institutions with college-level programs in the Southeast region Contributions of this dissertation 8.1 Theory: The thesis has reviewed the theoretical basis for the management of credit-based training at the college-level training institutions based upon systematizing related concepts to clarify main concepts (Management of credit-based training of the college-level teacher’s training institutions), thereby confirming the feasibility of credit-based training in college-level teacher’s training At the same time, the dissertation has also identified and analyzed the content and factors affecting the creditbased training management of the college-level teacher’s training institutions 8.2 Practice: The dissertation has analyzed and assessd the current status of credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region; The dissertation proposes solutions for credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region; The desisertation has tested the necessary and feasibility of solutions and tried out of the proposed solutions Chapter THEORETICAL BASIS FOR CREDIT-BASED TRAINING MANAGEMENT AT THE COLLEGE-LEVEL TEACHER’S TRAINING INSTITUTIONS 1.1 Overview 1.1.1 Studies on credit-based training Studies on credit-based training in the world Author James M Heffernan, in the article "The Credibility of the Credit Hour: The History, Use and Shortcomings of the Credit System" provides an overview of the credit system in developing countries, some learnt lessons on credit system of the US and the world Two other authors, Robert Allen and Geoff Layer, have done research: "Credit-Based Systems as Vehicles for Change in Universities and Colleges" The authors assert that the development of public higher education is a challenge for managers and the necessity to have a change in the higher education system Credit-based training began to be applied strongly in Western European countries since the 1960s Earlier, traditional training programs in European universities, especially in Western Europe were almost entirely decided by the teachers They tended to impose on students, sparing them with little choices in deceiding on subjects More than 40 European countries have their higher education facilities, so the application of credit-based training varies accordingly France also uses credits units (unite de valeur - literally meaning units) to measure the student's academic performance by semester for both the required and selected subjects The UK even goes further by, on the one hand, applying credit-based training and on the other hand making entire higher training program a module Other countries in Western Europe such as Germany and Portugal only organize their training programs and the requirements for obtaining degrees in subjects with credit-based values Italy, Spain and the former eastern-block countries have also begun transforming traditional training to credit-based training Western European countries have taken a step further, advocating the diversification of higher education towards a "European Knowledge Society", encouraging student mobility and diverse knowledge exchanging among universities And to facilitate this work, in 1988 the European Credit Transfer System (ECTS) was kicked-off In Asia, credit-systems are also applied started by Japan, followed by Singapore, Taiwan, South Korea, India, Thailand, Malaysia, Indonesia, China, and the Philippines The application of credit-based training system reflects the learner-centered perspective and the learners are recipients of knowledge, but at the same time, they are also proactive in designing knowledge, aiming to meet the needs of the social labour market In China, Jinsong Zhang, Chanliu Wang and LuluDong have published the article "Analysis of restrictive factors on university credit system in China" Studies on credit-based training in Vietnam Before 1975, some universities in Southern Vietnam have tried to apply credit system to training orgnaization such as Can Tho University, Thu Duc University of Technology for about year After 1975, upon Vietnam’s unification, Saigon University’s School of Sciences, School of Letters organized trainings under credit system As one of the pioneer researchers on credit system in Vietnam, Lam Quang Thiep had written "Building credit-based training program using Internet" in 2006 with the theme "On the application of credit system in the world and Vietnam” Since 1988, in line with the guidelines of the Ministry of Education and Training, a number of universities have adopted flexible system: Combining annual block and credit-based trainings (measured by units of study) From1993 to 1998, authors from the Department of Higher Education, the Institute of Higher and Professional Education led by Lam Quang Thiep, Le Thac Can and Le Viet Khuyen conducted several studies on training management when converting to credit system Recently, this issue has been mentioned in the documents and decisions of the Party, State, Ministry of Education and Training and has increasingly attracted the attention of many educational researchers, leaders of schools, teachers, students and social organizations using educational products Issues of training management under the credit system and the transition to this system have been widely studied by scientists A valuable document "About the Learning Credit System" was published in 1994 by the Department of Higher Education, Ministry of Education and Training This work was compiled as a selection of four foreign documents on the credit system with very basic knowledge and references needed for Vietnamese universities in Vietnam in their process of transitioning from yearly institutions to credit-based training and credit-based training management experiences of some developing countries In these scientific forums many authors had remarkable writtings The experience of implementing training under credit system of some countries in the world was also summarized by some speakers Eli Mazur and Pham Thi Ly, the two researchers, emphasized on the pedagogical goals of the credit-based training in the article "Pedagogical objectives of the US credit-based training system and suggestions for improving Vietnamese higher education" giving an overview of history and management functions of the US credit-based training; controversial issues and vision: creditbased training in modern universities; Chinese lessons in implementing credit-based training in the US Two popular models: The US credit system and the European Credit Transfer System are also analyzed by the authors with their functions and advantages as well as the implementation characteristics and management methods, some authors have studied and generalized the characteristics of the credit system and how to organize higher education in this way among European Union countries, Thailand, Malaysia and China The scientific workshops on "Credit-based training, awareness and implementation experience at Vietnamese universities and colleges" and "Innovating teaching and learning methods in training under the credit system and Building a training management information system " organized by Vietnamese university and college network committee in 2006 and 2007 with the participation of many scientists from academic íntitutions in Hanoi and Nghe An, Nha Trang, Da Lat, Ho Chi Minh City, Binh Duong, Cuu Long provinces had made positive impact on the teaching and learning activities of lecturers and students, for a common purpose of improving the quality of credit-based training These workshops attracted the participation of large number of managers and lecturers with many speeches and reports of high practical value This is a scientific forum for the admionistrative and teaching teams to exchange and learn experiences and raise awareness about a new training method In 2006, Hanoi National University organized a Seminar on training under credit system at the University of Social Sciences and Humanities - Hanoi National University,: "Regulations on organizing training under credit institution at the University of Social Sciences and Humanities" Some Vietnamese educató have had research projects on credit system, icluding: - Research on higher education in general and credit system in particular, advantages and disadvantages, conditions for implementing and training under credit system in our country, the application of credit system in Universities in Vietnam has been mentioned by Lam Quang Thiep in many research projects - Researches on the process of implementing training under credit system, restructuring the training program to transfer the yearly training to the credit-based training in the existing universities and colleges in Vietnam have been presented in the report on credit system of the Department of Education, Hanoi National University - Organization of teaching and learning according to the predetermined program and credit system has been researched in details by the Le Thac Can According to Prof Le Thac Can, while the annual block plan can be likened to an outlined route for all students (in a course) to follow throughout a training course, the credit-based training plan is a learning map with a system of theoretical and practical knowledge in the disciplines and majors on which students can choose the route, the way and the speed to go to their destinations depending on their specific purposes, interests, strengths and weaknesses - Researches on credit system in the US and analysis of the impact of this training model on Vietnam's higher education system has been presented by the author Nguyen Huu Viet Hung, a former lecturer who had collaborated in researches at a well-known US university Higher education researcher Nguyen Phuc Chinh also has had a practical study "Training under the credit system at Thai Nguyen University of Education" - Nguyen Duc Chinh has developed the process of checking - evaluating learning results as required by the credit system The author also gave some notes as to implementing a training process in general and credit system in particular such as the analysis of learners' needs and the evaluation of the managers and lecturers - Le Viet Khuyen has had research works on the process of implementing the credit-based training The requirements for implementation and the suitability of each of those requirements for the existing status of education in Vietnam are analyzed and evaluated by the author and feasible steps for implementing the credit system in our universities and colleges are proposed accordingly Le Viet Khuyen has the article "The process of transforming the training process through credit system in Vietnamese universities and colleges" The author has stated in the recommendation that it is not advisable to think the credit system is only suitable for "rich" schools but that the "poor" schools themselves need to implement the credit system early and in a "poor" way for success In order to clarify the nature and method of the credit-based training, Tran Thanh Ai has published an important study "Training under the credit system: Principles, realities and solutions" The author has summarized the principles of new education and implementation measures; raised some shortcomings of the credit-based training; given conclusions and 10 recommendations for ensuring the successful implementation of the MOET's policy on credit-based training in Vietnamese universities The study by Dao Thanh Hai "Credit-based training in local universities - Current situation and solutions" has provided an overview on the credit-based training and its application in Vietnam; outlined the disadvantages in the credit-based training in local universities; The author has proposed a number of measures to improve the credit-based training activities, strengthen the role of teachers and create flexible training management mechanisms, etc Studying the components of the training process, author Zihra, Michelle’s article "Switching to the credit system: Changing the training program and the role of teachers is necessary" (translated into Vietnamese by Pham Thi Ly) has offered some recommendations related to the training program and development of teachers at Vietnamese universities Tran Luong, in the article "Designing education module under credit system at Can Tho University", has studied the basis of the module design; General overview on subject design; specific activities; Information content for activities, this is a reference for researchers to design modules of other subjects under the credit system Credit-based training at Bac Lieu University studied by Truong Thu Trang has specific comments on advantages as follows: Preparations, facilities, teachers, students respond and adapt quickly to the training model using credit system; shortcomings: Grasping training regulations, teaching and learning experiences, equipment, etc and proposed practical measures: formulating appropriate regulations, guiding the implementation of regulations and academic advisory training with high quality, summarizing activities of each year, inspection and evaluation work and conditions for proper implementation of this training model Referring to teaching activities, Pham Minh Hung has a research project "Some solutions to improve the adaptability to teaching activities of teachers and students in the credit-based training" proposing building tools to help teachers and students with basic and core issues in training under the credit system; developing training programs, ensuring flexibility and giving focus on students' learning; innovating teaching and learning methods; diversifying teaching forms; proper implemetation of students' learning results assessment About quality of pedagogical professional program transfer, Bui Thi Mui has the article "Contributing to improving the quality of pedagogical professional program transfer to the credit system in training high school teachers", conducting in-depth research on the pedagogical professional program in teacher’s training; some shortcomings of the program: The pedagogical professional program is inconsistent, not ensuring the comprehensiveness, only focusing on the theory and teaching methods not the psychology (TLH) and pedagogics (GDH); teaching materials, assessment results are not close to reality; proposed comments for developing the pedagogical professional program in the future: building and transforming the pedagogical professional program into the credit system in a scientific and consistent way in accordance with the framework program of the Ministry; strengthening measures to build qualified staff for successfully performing the pedagogical professional program Besides, teaching methods based on credit-based training are also deeply researched by Tran Thi Huong in the article "Innovating teaching methods in training under credit system", studying the credit system; innovating higher education teaching methods towards promoting students' self-learning capacity in training under the credit system: Designing objectives, organizing teaching content, using and coordinating active teaching methods, using technical facilities (IT, E-Leanning, etc), innovating examing - assessing students' learning results Studies on credit-based training at college level: Nguyen Cu in "Transforming training methods from academic modules to credit institutions at Kon Tum Pedagogical College, problems and solutions" has studied the training organization; professional work; management work: specifically mentioning building the software to manage training, professional work, unions, academic advisory work (still called the head teacher), (the class is still fixed to discipline except common subjects) The transition from annual training to credit-based training for Kon Tum Pedagogical College only includes: Converting academic units to credit units; restructuring the program; adjusting the content to suit the specified time; building academic regulations; building education management software; allowing students to register subjects (general subjects); renewing the way of evaluation using wording scores; graduation consideration instead of graduation examination Tran Linh Quan, when referring to the "Transforming from yearly training to training under credit system at pedagogical colleges", has studied the benefits of the credit-based training; Steps to organize the transition from yearly training institutions to credit-based training in pedagogical colleges; Some issues to consider during the transition process in pedagogical colleges: Restructuring the training program and supplementing the optional modules / subjects; building training management software; developing a detailed and roadmap transformation plan to implement the credit-based training in accordance with the conditions of pedagogical colleges Referring to the process of applying the credit-based training program, author Truong Thi Thu Ha in the article "Some issues concerning credit-based training and its application process in training programs at universities and colleges" has studied some problems of the credit system and the necessity of applying the credit system to training programs at universities and colleges; the situation of applying the credit system to the training programs of the universities: on the students' side, teaching content and methods, management of education, etc and proposed measures for students and teachers and that much attention should be paid to using information technology to manage education to save human resources 1.1.2 Studies on credit-based training management Studies on credit-based training management in the world For the scope of our research, there are few materials on the credit-based training management available The theorists have been only interested in the basic philosophy, characteristics and benefits of credit-based training against the yearly training When analyzing the development process of creditbased training, some scientists have mentioned training management under the credit system Although it has just been developed for more than a century, there are different views about the origin and process of credit-based training development in the United States Arthur Levin has studied the credit-based training and diploma management in the "The credit and degree" He affirmed that it is possible to refer to the American model of credit-based training: "Except for exceptions, every training program with degree in the US is based on the credit system " Raunger, Row, Piper and West have divided the history of credit system development into three stages: - Stage (1873 - 1908): increasing dissatisfaction with the review and approval for university admission and the academic relations between high education and higher education; - Stage (1908 - 1910): proposing and implementing a standard unit for the subjects under the high school program as a basis for admitting students to universities and colleges ; - Stage (1910 up to now): Applying Carnegie credit hours, the popularity and development of Carnegie credit hours and its impact on high school and university programs in the US Gerhad (1955) divided the credit-based training development process in the US into two phases: - Stage (from 1870s to 1880s): emergence of the high school credit system, the universities began to measure teaching and learning performance by subject and class hours; - Stage (around the end of the nineteenth century to the present): High schools and universities assigned credit units to subjects and determined graduation criteria accordingly American education researcher Jesica M Shedd argued that the credit-based training system in the United States comes in as a result of: - The needs to handle the diversity and increase in the number of high school students enrolled in universities while maintaining academic standards - The motivation to change emerged in the US higher education system itself, higly expecting a reform in the higher education with programs that contain subjects with certain flexibility so that learners can choose the appropriate majors and subjects they find necessary for their career development - Pressure from organizations and individuals outside the university: government, donors, employers of gradutates… forced institutions to have units to assess the quality of teaching and learning meeting the increasing demands of real life In analyzing the such causes leading to the creditbased training, Jesica M Shedd has initially analyzed the credit-based training management model including management of objectives, content and training programs Jesica M Shedd confirmed that this is the stage that determines the quality of training management under the credit system However, many issues are left open: the role of lecturers, the activeness of students, and yet-studied training environment Studies on credit-based training management in Vietnam General research on training management under credit system: Issues related to credit-based training such as Characteristics and conditions for implementation; Autonomy and self-responsibility of lecturers and students in credit-based education; Applying the theory of change management to move to the credit-based training in universities and colleges in the current period has been mentioned by Dang Xuan Hai in the "Credit-based training in Vietnam: issues and implementation practice" and "Regarding the autonomy and self-responsibility of students and lecturers in the credit-based training mode" He is very interested in practical issues in Vietnam by questioning how to manage students and assess teacher’s performance if the credit-based training is applicable Solutions and criteria for specific assessment of the concept of autonomy and self-responsibility in the universities are set forth accordingly Journal of Science and Technology, Da Nang University, No (41) 2010 published the article "Issues of training management under credit system at universities" by Le Quang Son thoroughly analyzing the theoretical and practical basis of the necessity to transform the yearly training model to the credit system, commenting: "Credit-based training is an advanced training method in the world with a wide range of advantages: flexibility, high activeness of learners, high efficiency, meeting the diverse needs of learners The application of a credit-based training system raises a series of training 10 management issues related to all aspects of the training process These include managing objectives, managing content and programs, managing teaching activities of lecturers, managing students' learning activities, managing physical and financial facilities for teaching and learning, managing training environment, managing training activities and ensuring training quality ” Identifying the above issues is a premise for policy decisions on ensuring the quality and effective operation of the new training model in pedagogical colleges in the Southeast region The content of credit-based training management in pedagogical colleges requires new approach different from the traditional training models We inherited this approach to developing methods to assess the current status of training management under the credit system in the pedagogical colleges in the Southeast region After analyzing the process and the way of training management under the credit system at the University of Education - Da Nang University, Le Quang Son concluded: Credit-based training is an advanced training method in the world built on the foundation of learner-oriented thought, treating learners as the center of the teaching-learning process This is a flexible method of training, allowing learners to show very high autonomy in the process of approaching the subject, enhance autonomy, self-study, self-research and be proactive in terms of study schedule The training process meets the diverse needs of learners, the assessment is rigorous, economical and efficient, convenient for learners to change their majors, training levels or transition training” Application of the credit-based training causes changes across all aspects of or related to training, especially training management This requires fundamental changes from managers Identification of problems concerning training management under the credit system at the Pedagogical universities sets precedent condition for the quality and effective operation of the new training method Along with other scientists, Le Quang Son’s scientific points above are important, helping us determine the direction and implementation of the thesis The workshop On innovation of training methods under the credit system at the University of Social Sciences and Humanities was held in March 2011 with the goal of identifying the current status of teaching and learning at the school after year of credit-based training application; promoting innovation of training management under credit system at all faculties and functional departments throughout the school The workshop has had a positive impact on teaching and learning activities in the way of improving the quality of training and training management under credit system Scientists have analyzed the training process and methodology under the credit system and set out significant suggestions on training management for the education sector accordingly: Some research projects on credit-based training include articles by Vu Quoc Phong, Pham Thi Ly, and many other published articles on issues related to credit-based training methods Regarding the history of the credit system; Research on the status of student management Academic advisory work (CVHT), considered as a typical activity of training under the credit system compared to the yearly training, is also analyzed by many authors Pham Thi Thanh Hai has the article "Some contents of the academic advisory work in credit-based training of the United States and lessons for Vietnam" and Nguyen Thi Dieu Linh has the article "Managing academic advisory activities in credit-based training" presenting main and practical solutions to improve quality of academic advisory collaboration in the credit-based training Mai Son Nam has the article "Academic advising in credit-based training" deeply studing the need to build a team of academic advisors (CVHT); the titles and tasks of academic advisors Studies on credit-based training management in universities: - Pham Thi Thanh Hai has studied "Managing students' learning activities by the credit system in Vietnamese universities" Training management under credit system is the vividness in all students' learning activities in an open way, improving autonomy and self-responsibility for the results and quality of each student's study and research to themselves, family and society as well The author has analyzed the learning activities and their characteristics of students; analyzed the management of students’ activities according to credit system; 15 1.6.3 Necessary conditions for implementing credit-based training management at college-level teacher’s training institutions - Discipline; Guidelines; Student Handbook; Academic advisory team; Training management team; Conditions of facilities and learning materials, Renovating operation methods of Ho Chi Minh Communist Youth Union in schools Chapter 1’s conclusions On the basis of theoretical research on training management in general and credit-based training management at pedagogical universities and colleges, the thesis focuses on developing the theory on managing the credit-based training process for all this content following the training management process approach Higher education trains highly qualified human resources with thinking and creativity abilities In training activities, it is necessary to innovate the contents, programs and methods of teaching and learning, to build the list of training occupations, the system of assurance and accreditation of higher education quality toward the integration with higher education community of other countries in the region and the world as a whole Teacher training is the professional work of pedagogical institutions to train the teaching profession for teachers The content of pedagogical training often has a general theory on educational science, age psychology, pedagogical psychology, teaching and art of pedagogy, specialized education theory and subjects and personality of teachers and common and specific pedagogical skills and techniques Credit system is the list of: (1) The number of credits required for each subject, specific number of hours in theory, practice for each subject in a week throughout one semester; (2) Credits accumulated to earn a degree; (3) The number of subjects and the combination of subjects to accumulate the number of credits required for a degree Credit-based training management is the process in which the managers perform management functions to manage the training process based on training regulations Credit-based training management at college-level teacher’s institutions includes target management, program management, managing teaching and learning activities; Factors ensuring quality of credit-based training: Management of teaching staff, academic advisors, administrative officials and managers; management of physical facilities and finance; management of training environment, management of impact factors Credit-based training management at college-level teacher’s institutions includes subjective factors (Capacity of managers, management experience of managers, autonomy and self-responsibility of students, characteristics of students of pedagogical schools) and objective factors: International environment (Education and training, science and technology, human resources, mutual program memorization, training products); domestic environment (innovation and integration, interconnection between schools, plans, schedule and goals of learning) CHAPTER PRACTICAL BASIS FOR CREDIT-BASED TRAINING MANAGEMENT AT THE TEACHER’S TRAINING INSTITUTIONS WITH COLLEGE-LEVEL PROGRAMS IN THE SOUTHEAST REGION 2.1 Lessons on credit-based training management in some countries 2.1.1 Credit-training training management lessons in the US 2.1.2 Credit-training training management lessons in Europe 2.1.3 Credit-training training management lessons in Malaysis 2.1.4 Credit-training training management lessons in China 2.1.5 Differences in credit design techniques among countries Through studying the lessons on credit-based training management in other countries above, it is clear that credit-based training was initiated in the US but with its development and application, the 16 history of this system also changes With acceptance of the American iades of credit system, European and Asian countries have had their own application in accordance with the education philosophy and management style of each country Designing credits for a higher education program needs to follow the principles to properly express the nature and objectives of the credit system However, when studying quantitative aspects, credit design techniques in countries may not be the same due to academic independence With quantitative conventions, "American Credit" differs from "European Credit", "Credit Unit" is different from the "Curriculum Unit" being applicable in Vietnam Even in the US "Semester credit" is also different from "quarterly credit" The US credit system stipulates the minimum ratio of the self-study hours class hour as 2-to-1 i.e to prepare for an hour of class, students must have two hours of self-study This ratio requires fairly uniform implementation conditions In European credit system, this ratio is 1/1, ie students need one hour of self-study to prepare for one hour of class and the number of class hours is quite large compared to the American credit system A European 4-year bachelor's degree program consists of 240 credits (about 60 credits per year) So, one US credit is equivalent to about two European credits Thus, the number of credits that students need to accumulate to complete a training program is unnecessarily consistent at all schools The above comparison shows that in European universities, students' class time is higher while American students mostly spend their time on self-study It can be seen that the credit design of Europe or Japan is almost similar to design of curriculum unit of Vietnam In case of credit-based training in our country, managers need to consider this aspect to have appropriate transition plan In transforming into new training methods, it is necessary and helpful to understand and learn the lessons on credit-based training in some other countries in the world Vietnam, the US and other countries differ in many ways and this difference means that the lessons of the countries are for reference only and should be adapted to the actual situation of Vietnam Adaptation of the US’s lessons on credit-based training varies in different regional countries The possible reasons include: Economic conditions and scientific and technological development; Culture and tradition of higher education; The degree of integration and the ability to implement the educational philosophy of credit system in each specific development stage of a higher education Management of credit-based training is one of the important works of universities and colleges For successful application, schools’s management in general and management of creditbased training in particular should be researched to propose management solutions appropriate to the characteristics of this system This is the big difference between credit-based and yearly trainings The above lessons help us have more orientations for proposing solutions that meet the actual requirements to solve shortcomings and challenges in managing credit-based training in pedagogical colleges in general, and pedagogical colleges in the Southeast region in particular 2.1.6 Contents to be further researched for application at the teacher’s training institutions with college-level programs in the Southeast region - Theoretical basis of credit-based training management - Status of credit-based training management, strengths, difficulties, subjective and objective causes of success and shortcomings of the teacher’s training institutions with college-level programs in the Southeast region - Proposed solutions for credit-basedtraining management to improve the quality of training management Testing solutions for credit-based training management at some college-level teacher’s training institutions in the Southeast region to confirm their suitability and feasibility 17 2.2 Government’s policy on transition to credit-based training in Vietnamese higher education 2.3 Status of credit-based training in Vietnamese higher education Advantages: higher management efficiency and lower training costs for the schools; For students: proactive, study up to abilities (more opportunity for older peope, meeting the trend); Flexible (high learning efficiency), maximum capacity of self-study and teamwork skills; Easy change of discipline; favoured programs; Opportunity of transfer or transition training; For lecturers: More time for scientific research, active teaching methods; Ability to summarize knowledge Disadvantages: Difficult to design the program (especially subject - credit transfer); inconvenient for setting schedule (teachers have been familiar with an administrative schedule); Unaware how to to ensure the seamless nature of parallel programs in pedagogy; no focus on the discipline of pedagogy; hard to organize intership that requires a fixed plan; Lecturers and service staff: Teachers are not familiar with the teaching methods (new method approach); Difficulty to arrange lecturers in accordance with the capacity and requirements of teaching work; Lack of lecturers, tutors for small classes; Students: hard to register (also due to students’ inactiveness), inconvenient to organize groups / student unions (difficulty in managing students); Low number of students; Required Conditions: Lack of facilities (classrooms, learning materials), Lack of academic advisors, unqualified training management infrastructure; unfamiliar and unaccurate wording scores 2.4 Overview of the socio-economic situation in the Southeast region and college-level teacher’s training institutions 2.4.1 General overview of the socio-economic situation in the Southeast region 2.4.2 College-level teacher’s training institutions in the Southeast region College-level teacher’s training institutions in the Southeast region like Ba Ria - Vung Tau College of Education, Dong Nai University, Tay Ninh College of Education, Binh Phuoc Teacher Training College, Sai Gon University, Thu Dau Mot University are public non-business units directly under the provincial and city management and Ho Chi Minh Central College of Education under the Ministry of Education and Training 2.5 Research on credit-based training at college-level teacher’s training institutions in the Southeast region 2.5.1 Research objectives The research aims at finding practical bases to propose appropriate and practical training management solutions for efffective implementation of the credit-based training at the teacher’s training institutions with college-level programs in the Southeast region in order to maximize the advantages of this training method Proper understanding and evaluation of the situation is an indispensable task These are effective practical arguments helping, along with theoretical arguments, prove the thesis's viewpoints 2.5.2 Content and tools for situation study The content focuses on the following main issues: - Current awareness level of managers, teachers and students on credit-based training management - Current status of training components under the credit system: Managing objectives, managing programs, managing teaching and learning activities; Components of conditions to ensure quality of credit-based training: Managing teacher, academic advisors, administrative officials and managers; managing infrastructure and finance; managing training environment, managing impact factors - Current barriers for implementing credit-based training Research tool: From August, 2014 to August, 2016, the author designed the questionnaires, surveyed the status of credit-based training management at the pedagogical colleges and pedagogical departments with college-level teacher’s training of universities (upgraded from pedagogical colleges) in the Southeast region 18 2.5.3 Method of situation survey * Scope and subject of survey Surveying the situation through giving questionnaires to respondents like managers, lecturers, students and interviewing, direct exchanging, consulting experts; collecting information from students, reports, seminars of pedagogical colleges and universities that have regular college-lelve teacher’s training institutions in the Southeast region where credit system is applicable A Questionaire: 02 types of questionairs have been prepared: * Questionair for managers and teachers (Appendix 2) The questionair is divided into parts: a Personal information of respondents b The importance of mission, content, teaching and learning methods of the college-level teacher’s training t institutions (questions to 9) c Assessing the level of manangement on credit-based training including: - Management training goals (questions 10 to 15) - Management of training content and programs (questions 16 to 25) - Management of the lecturer's teaching activities (questions 26 to 35) - Management of students' learning activities (questions 36 to 48) - Management of infrastructure and finance for teaching (questions 49 to 63) - Management of training environment (questions 64 to 71) d Assessing the level of implementation of training activities of academic advisors has groups of tasks and powers as follows: - Advise and support students in learning and scientific research, career orientation (questions 72 to 86) - Duties and powers in the fields of student management, Organizing annual congresses, approving the list of class key staff (questions 87 to 99) * Questionaire for students (appendix 3) a Personal information of respondents b Survey on credit-based training management of Colleges of Education in the Southeast region - Students themselves rate the importance of autonomy and self-responsibility of college students (questions to 11) - Students rate the level of advantages and disadvantages of the credit system: Advantages (questions 12 to 20) and Disadvantages (questions 21 to 37) c Assess the level of implementation of the academic advisor on the prescribed aspects - Functions of academic advisors (questions 38 to 39) - Duties of academic advisors in consulting and assisting students’learning, scientific research, career orientation (questions 40 to 49); Duties of academic advisors in student management (questions 50 to 57) and other duties of academic advisors (questions 58 to 65) * The questions in the two questionnaires are compiled according to the Likert method (there are five levels) and the content of the evaluation levels is stipulated as follows: B Survey results: - To survey the current status of credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region, the surveyor has collected opinions of 182 managers and lecturers (male: 70, accounting for 38.5% and female: 100, 54.9%, no answer: 12, 6.6%) and 1,560 students (54 men, accounting for 3.47% and 1,474 women, 94 48%, no answer: 32, 2.1%) of 05 institutions (2 colleges of education and 03 universities with college-level regular pedagogical credit-based training) in the Southeast region namely Thu Dau Mot University in Binh Duong province; Sai Gon University; Dong Nai University; Ba Ria - Vung Tau College of Education and Ho Chi Minh Central College of Education These surveyed universities were once colleges, so 19 having similarities - The survey method is to ask respondents for opinions through questionnaires including managers at schools, faculties, professional teams, teachers at different ages with certain management and teaching experience Designed content of questionaires is about the status and effectiveness of credit-based training management in schools 2.6 Status of credit-based training at the teacher’s training institutions with college-level programs in the Southeast region In this section, the following survey results are presented: - Students' autonomy and self-responsibility - Advantages and disadvantages of students when studying under the credit system - Functions and duties of academic advisors - Duties of academic advisors in student management - Other duties of academic advisors: Mastering the objectives, training programs, training forms, processes related to the of student training and management 2.6.1 Status of students’ autonomy and self-responsibility According to survey, autonomy and self-responsibility of students in the credit-based training is very important Students should promote the right and serious learning attitude (4.76) The total score is rated very important (4.59) The school should pay attention to the autonomy of students in the credit system, this is the basis to improve the quality of training under the credit system Average score: 4.59 level 2.6.2 Advantages and disadvantages of students under credit system From the above analysis, we find the biggest obstacles are stress pressure, fear of exam failure, new credit system (3.89) Advantage is that it requires each student to have a high sense of responsibility (4.05) According to the above survey, it is found that there are students who are not used to working independently, rely on academic advisors and class key staff to get the school’s information Average score: 3,64, level 2.6.3 Status of academic advisor under credit system * Functions of academic advisors: Rating to 2: Consulting, assisting students in learning, scientific research, career orientation (rating 1) and Managing students in the process of learning and training at school (rating 2) * Duties of academic advisors: - Rating to 5: Answering students 'questions related to students' learning within their jurisdiction (rated 1); Being honest and fair when conducting student counseling, support and guidance activities (rated 2); Organizing discussions, implementing regulations on credit system, the school's regulations related to students' rights and obligations (rated 3); Instructing students on the process and procedures to register the module , canceling the module, and developing personal study plan for each semester (rated 4); Discussing and assisting students in selecting internship places, selecting topics of thesis, essays scientific research projects in accordance with students' abilities, aspirations and career orientations (rated 5); - Rating to 10: Advising students on learning methods, self-study methods and scientific research skills, skills of collecting and processing information and learning materials (rated 6); Discussing and guiding students on the full-time training program, specialized training programs and how to choose the modules, comply with the prerequisites of each module (rated 7); Reminding students upon their poor academic results (rated 8); Signing to accept or decline the students’ registration form (rated 9) and not instructing and answering questions related to the the subject knowledge or intervening in the professional work of the lecturers (rated 10) Average score: 3.71, level 2.6.4 Status of academic advisors’ duties in student management The results show the students' opinions on duties of academic advisors in student management Average score: 3.63, level 20 2.6.5 Status of other tasks of academic advisors From the above study results, we can make a general judgment that current implementation of academic advising work in schools still exists in many different ways regarding identification role and responsibility of the academic advisors, criteria for selection of academic advisors, legal documents, guidance on academic advising work, support policy academic advisors Average score: 4.46, level 2.7 Status of credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region 2.7.1 Status and importance of mission, content, teaching and learning methods at the college-level teacher’s training institutions From the above analysis, we see the importance of school’s mission, the average score of 4.48 is considered very important; The content of the teaching and learning program with an average score of 4.24 rated very important; The role of the teacher to organize teaching activities, the teacher directecting and guiding students to master the knowledge for good achievement scored the average of 4.37 rated very important; In credit system, students are not only objects but also subjects of cognitive activities, scoring 4.30 on average rated very important in pedagogical colleges Therefore, the school needs to pay more attention to the mission, content, teaching and learning methods to improve the quality of training management in schools Understanding the objectives, training programs, forms of training, processes related to the student training and management: Average score: 4.72, level 2.7.2 Status of training target management under credit system The schools have built the goals of flexible training program for students to easily change their disciplines, score of 4.02 is rated high So the level of implementing specific requirements about the knowledge system, skill, and career associated with the future career of students is very high Management of training objectives: Average score: 4.16, level 2.7.3 Status of credit-based training management at the college-level teacher’s training institutions Through analysis, we see that the schools have developed a program of knowledge, attitudes, skills, standards, the average score of 4.30 is rated very high; The program has clear objectives, and appropriate input, output and structure, scoring 4.24 rated very high; Development of programs for disciplines and majors of colleges under the Decision No 43 of the Ministry of Education and Training scored 4.20 rated high; Management of training programs: Average score: 4.14, level 2.7.4 Status of managing lecturers’ teaching activities The results show that the level of implementation of managing lecturers’ teaching activities by managers of credit-based training scored 3.74 on average, level However, positive teaching methods are used frequently, mainly traditional presentation methods Lecturers choose to use active teaching methods to promote students 'dynamism and creativity, greatly limiting students' activeness, students still have to take time to listen and take notes while that the amount of acquired knowledge is not much, so it is necessary to continue improvement by effective teamwork and self-study 2.7.5 Status of students’activities management The results show that the level of implementation of managing students’ learning activities by managers of credit-based training is rated high with average score of 4.06, level 2.7.6 Status managing teaching facilities and finance The results show that the level of implementation of managing teaching facilities and finance for teaching by managers of credit-based training is rated high with average score of 4.00, level 2.7.7 Status of training environment management The results show that the level of implementation of managing credit-based training environment is rated high scoring 4.02 on average, level 2.7.8 Status of advising, assisting students in learning, scientific research and career orientation The results show that the level of implementation of managing academic advisors’ consulting and assisting students in learning, scientific research and career orientation by managers of the creditbased training is rated high scoring 4.00 on average, level 21 2.7.9 Status of managing students’organizing annual congress, approving list of class key staff The results show that the level of implementation of academic advisors’ management of students’organizing annual congress, approving list of class key staff by managers of the credit-based training is rated high scoring 3.96 on average, level 2.8 Comparison of managers and teachers’ study results 2.8.1 General assessment of factors under the credit system of college-level teacher’s training institutions in the Southeast region The status of training components and conditions is presented in Table 2.20 Accordingly, all of the elements have a rating of 3.74 or higher, effective, important and high; Very effective, very important and very high 2.8.2 Comparison results assessing factors of implementing credit-based training management by managers The results show that there is no statistically significant difference in the evaluation of managing staff and teachers according to the learning variables for management factors 2.8.3 Status of managing the implementation of activities for training by Academic advisors The results show that there is no difference in the statistical significance of the opinions of managing staff and teachers on the factors for training by academic advisors 2.8.4 Comparison of students' opinions on credit-based training management at the college-level teacher’s training institutions Test results show difference in opinions among students of various school year (P> 0.005): 3.60 for the first year students, no difference between the second and the third year students Since the the first year students have just started their school year, they don’t understand all the difficulties in training under the credit system 2.8.5 Factors affecting credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region 2.8.5.1 Subjective factors According to opinions of the leaders of the teacher’s training institutions with college-level programs in the Southeast region, all four factors: "The management capacity of managers; Management experience of managers; Autonomy and self-responsibility of students; Characteristics of pedagogical students" remarkably affect the credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region Subjective factor: Average score: 3.89 2.8.5.2 Objective factors Results show that the factors "International environment and domestic environment", all affect the credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region Special attention is paid to foreign factors Objective factors: Average score: 4.03 2.9 General status of credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region 2.9.1 Achievement of credit- based training implementation Some schools have gradually determined the roadmap for implementing the credit-based training at the formal college-level targeting all training systems throughout the schools, initially creating favorable conditions for Students to be proactive in selecting a number of subjects and modules and actively implementing their learning plans during the training process Most students welcome this training method making students active, flexible, autonomous in their study plan and actively exchang their studies with academic advisors and lecturers Students have gradually adapted to modern technology with changes in the teaching process and officers and lecturers regularly update 22 students' qualifications, advantages and disadvantages during the learning process Output standards based on the capacity framework of graduates and the training program built on the output standards and program framework of the Ministry have reflected the training objectives meeting the demands of stakeholders Documents on output standards and programs are publicly available for easy access The schools’ credit-based training plan is developed on the basis of the student's learning, training plan and credit accreditation and transfer regulations ensuring output quality Managing lecturers’ teaching activities shows that the student-center teaching strategy and quality assurance help students understand and use knowledge in practice in a scientific way Managing students’ learning activities shows that students fully implement the rules of learning, training and teachers' requirements on innovating learning methods as well as selfexamination and self-assessment accordingly Managing students' test and assessment shows: Developing criteria for assessing students' learning results on the basis of output standards and students' learning results ensures transparency, fairness and easy access to stakeholders 2.9.2 Shortcomings credit-based training implementation - The credit system applied in the schools currently is mainly aimed at management only, counting the process of accumulating subjects of students to achieve diplomas; - The methods of inter-training among programs, schools in the region, in the country and internationally, have not yet been available or developed due to the lack of standardization of training programs; - Many young lecturers have not spent much time on research activities, innovating teaching methods and studying the credit-based training model; - Students are not familiar with the credit-based training method due to subjective and objective reasons and that the schools’ training support service has not met the requirements; - The consultant team (academic advisors) remain unprofessional, having not fully promoted the mentoring role for learners Providing these advisors with professional training is necessary; - Activities of Youth Union and Student Association also face many obstacles due to separation of members for different classes under the credit system Therefore, union and team work needs to be reorganized in accordance with the nature of credit-based training; - Students not have self-study method right in class - The content of the programs has not been improved significantly, they are mostly transfered from yearly training to credit-based training Given the aforementioned shortcomings, we believe that the pedagogical training program in general and the college-level teacher’s training in particular have not shown its occupational characteristics While the goal of educating teachers is to equip them with professional knowledge, pedagogical competence and love for the occupation, the current pedagogical schools are mainly inclined to provide professional knowledge only 2.9.3 Reasons for shortcomings of credit-based training implementation - Awareness and thorough understanding of the credit characteristics of all subjects related to this process is not good School managers, lecturers and students are not fully aware of and not skilled to manage and properly implement the characteristics of the credits in the specific conditions of the schools This is an important reason causing delay in implementation of the credit-based training in schools; - Implementing credit system requires support factors such as means and conditions for organizing teaching forms: teaching staff, legal documents, classrooms, learning materials as required in the course outline; - Management and fostering self-study skills for students have not been made a focus - The current training programs of pedagogical colleges are developed according to framework of the Ministry of Education and Training published in 2004 failing to meet the 23 requirements of training teachers for the new high education In fact, this has not been fully prepared in comparison with the requirements of the credit system as well as and the increasing number of students Facilities and computer networks for registration of subjects, libraries, classrooms, etc are not guaranteed in terms of both quantity and quality Although the schools have been trying to improve facilities, they still have not met the demand Therefore, the schools need to strengthen and ensure facilities for teaching and learning activities of lecturers and students in the credit-based training Survey results show that in order to switch to credit-based training, schools must overcome multiple difficulties and challenges in all issues related to the credit-based training process There are problems that we can find ways to fix right away but there are also macro issues (teaching staff, advisors, facilities, etc) that require an appropriate roadmap for implementation Status of training management at the teacher’s training institutions with college-level programs in the Southeast region shows that credit system is an advanced training system, developing very fast, requiring lecturers’ constant self-study and knowledge update so that they can teach well and students who are diligent can learn well This system requires many practice rooms and teachers need a large number of documents and time to complete their knowledge and skills The designed training program should be focused Chapter 2’s conclusions Chapter of the thesis has studied the practical basis of implementing credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region on the basis of the theoretical framework as presented in chapter The thesis has studied the objectives, mission, content, teaching and learning programs; Teaching and learning methods; Form of teaching and learning; Forms of test-assessment in the credit system as well as facilities conditions; Teacher, students and academic advisory personnel; The thesis has also surveyed the barriers to the implementation of credit system at the teacher’s training institutions with college-level programs in the region as a basis for presentation, analysis and evaluation and answers to the difficulties in implementing the credit system Besides studying the practical basis of credit-based training management in the Southeast region, the thesis has mentioned the lessons on credit-based training management of some countries in the world This study shows that even in the same country, schools cannot implement the same mechanically because the transition roadmap depends very much on the conditions and circumstances of each school and region Converting to the credit-based training model and implementation of the teaching process to meet the requirements of this institution is an inevitable trend of higher education in Vietnam in the current period So far, training under credit system in universities and colleges in Vietnam remain inconsitent with characteristics to thoroughly implement the ideology and content of the credit system Awareness, implementation conditions and ways of management are main causes In order to successfully implement the process of transitioning to the credit system and organize the teaching and learning activities under the credit system to promote the advantages of the system, policy makers, educational managers and trainers should take notice of the causes for remedy and work out synchronous management measures with a specific roadmap for each college-level teacher’s training institution In this chapter, the thesis has surveyed, analyzed and evaluated the status of credit-based training and management in five in college-level teacher’s training institutions in the Southeast region The survey results have shown the advantages and shortcomings as mentioned above On the basis of these survey, analysis and assessment results, it is necessary pay attention to the management measures in each corresponding solution to solve and meet the basic requirements of credit-based training in accordance with the characteristics, conditions of the teacher’s training institutions with college-level programs in the Southeast region, specifically: - Understanding the objectives, training programs, training forms, processes related to the student training and management Ensuring training objectives 24 - Managing training programs: identifying the needs of human resources training; determining the specific objectives of the training programs; directing, designing and updating regularly; - Managing teaching process: building and completing the training process - Managing teaching staff: Recruitment, evaluation, planning and arrangement - Managing facilities and finance: ensuring adequate, synchronous and modern facilities; Financial autonomy, mobilizing revenue sources, balancing revenue and expenditure to ensure the development of personnel and professional work Mobilizing social resources to strengthen the school facilities - Managing training environment: building complete documents; developing teaching culture; keeping training of schools and domestic and international labor markets in a close connection Chapter SOLUTIONS FOR CREDIT-BASED TRAINING MANAGEMENT AT THE TEACHER’S TRAINING INSTITUTIONS WITH COLLEGE-LEVEL PROGRAMS IN THE SOUTHEAST REGION 3.1 Development Orientation: Resolution of the Eleventh National Party Congress determines: "Basically and comprehensively innovating Vietnamese education towards standardization, modernization, socialization, democratization and international integration, in which, renovating the education management mechanism and developing teachers and managing staff play a key role " This orientation has provided the pedagogy sector and pedagogical schools with both opportunities and challenges [30] 3.2 Principle of proposing solutions 3.2.1 Ensuring the general principle 3.2.1.1 Legality assurance 3.2.1.2 Assurance of systematic features 3.2.1.3 Efficiency and feasibility assurance 3.2.1.4 Practicality assurance 3.2.2 Developing management solutions appropriate to the characteristics of the credit system 3.3 Solutions for credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region 3.3.1 Raising awareness about credit-based training among managing officials, lecturers and students 3.3.2 Ensuring quality of conditions for implementing the credit-based training at the teacher’s training institutions with college-level programs in the Southeast region 3.3.3 Improving the self-study capacity of students in accordance with the capacity-based training under the credit system 3.3.4 Increasing autonomy and social responsibility for faculties, departments, scientific councils, professional teams and teachers in schools in accordance with the credit-based training 3.3.5 Managing program innovation, teaching and learning methods; Methods of testing and evaluating learning results in accordance with the credit-based training 3.3.6 Improving management capacity in line with the credit-based training 3.3.7 The relation between credit-based training management solutions at the teacher’s training institutions with college-level programs in the Southeast region 3.4 Surveying the necessity and feasibility of the solutions for credit-based training at the teacher’s training institutions with college-level programs in the Southeast region 3.4.1 Necessity By analyzing the necessity of the solutions, we find that all solutions are needed, but the solution "Raising awareness about the credit-based training among offcials, lecturers and students" is most necessary (2.07); Thus, we can affirm that the solution (1) is the most important and necessary 25 3.4.2 Feasibility We realize that are all solutions are necessary The solution of improving management capacity in accordance with the credit-based training (0.62) is very feasible 3.5 Implementation of solutions for credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region 3.5.1 Experimenting the solution of "Improving the self-study capacity of students in accordance with the capacity-based training under the credit system" 3.5.1.1 Experiment objectives - First round: Assessing the results without impacting knowledge and self-study methods - Second round: Comparing results before and after impacts 3.5.1.2 Scope and object of experiment - Scope Eight skills are incorporated in the Questionnaire for analysis: Time management, concentration and memorization, taking note, testing - examination, learning strategy, attitude / motivation, positive reading and writing The main impacts on students are the listening skills and high-level cognitive skills - Object First-year students of Ho Chi Minh Central College of Education 3.5.1.3 Process impact experiment - Choosing an experimental sample + Selecting the sample before the impact experiment Choosing two groups of first year students from class A and class B (31-32 students each) Both groups have not been impacted + Select the sample after the impact experiment Choosing groups of first year students from class A and class B (31-32 students each) One group is not impacted and another group is impacted - Conducting experiment + Collecting data before impact experiment of the two control groups, one for comparison and another for experiment + Impacting experiment: Inviting education management experts to impact (2 contents) + Collecting data after impact experiment of the experimented group + Comparing results between the compared group and the experimented one Tool for data collection is the Appendix " Questionnaire for school students’ Learning Skills " 3.5.1.4 Experiment results - Results before experiment (first round): + Compared group: 32 students + Experimented group: 31 students Results in Table 3.3 show that there is no statistically significant difference between the two groups about the level of achieving learning skills In other words, before the experiment, the evaluation of the two groups on the level of achieving learning skills is the same Results after experiment (second round) + Compared group: 32 students + Experimented group: 31 students - There is a statistically significant difference between the two groups about the level of obtaining the learning skills: Time management, concentration and memorization, taking note and attitude/motivation The campared group has higher evaluation than that of the experimented group Thus, lecture listening skills and high-level cognitive skills have an impact on experimented students - There is no statistically significant difference between the two groups on the level of achieving learning skills: Test- Examination, Learning Strategy, Positive Reading and Writing 26 It can be said that the skills like Test - Examination, Learning Strategy, Positive Reading and Writing cannot impact students in a short time Therefore, results are true to reality Impact Experiment conclusions: Results of two rounds of impact experiments show that "Improving the self-study capacity of students in accordance with the capacity-based training under the credit system" is highly effective, increasing the learning quality of students and awareness about student management skills is higher After conducting the experiment "Enhancing the self-study capacity of students in accordance with the credit-based training", the author realized that the proposed management solution completely has positive impacts Therefore, this solution can be further applied in other teacher’s training institutions not stated in the thesis From the results of impact experiment on two groups, we found a positive change in awareness, attitude and proactiveness of student and students' understanding has increased significantly through the results collected before and after experiments Students are more active in commenting, understanding information, learning, and their learning results are better than before the solution "Enhancing the self-study capacity of students in accordance with credit-based training" is given This is a tool to manage the teaching and learning methods of lecturers and students Accordingly, the author has proposed thed leaders perform synchronously and scientifically the system of solutions to improve the effectiveness of credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region 3.5.2 Solution experiment "Organizing credit-based pedagogical intership activities at the the teacher’s training institutions with college-level programs in the Southeast region” on the basis of the solution 3.3.5: Managing innovation of programs, teaching and learning methods; Methods of testing and evaluating learning results in accordance with the credit-based training 3.5.2.1 Scope, object of experiment - Experiment scope: Binh Phuoc Province - Experiment object: Binh Phuoc Teacher Training College and pedagogical internship schools (1-2) in the 2016-2017 school year 3.5.2.2 Process of experiment - Choosing experiment sample: The author has asked the steering committee for pedagogical internship at the Binh Phuoc Teacher Training College and the steering committee for pedagogical intership at a junior high school and five preschools in Binh Phuoc province - Conducting experiment: The author and the steering committee for pedagogical internship of the Binh Phuoc Teacher Training College visited each primary school, preschool with pedagogical internship students (1), pedagogical internship students (2) and together with the steering committee signed the working minutes 3.5.2.3 Experiment resutlts The author has conducted experiment at preschools and 01 junior high school in Binh Phuoc province on the mechanism of coordinating in sending students for intership between college-level teacher’s training institutions and pedagogical internship units in Binh Phuoc province After survey and exchanging, pedagogical internship schools and Binh Phuoc Teacher Training college have signed a document on coordination of pedagogical practice, specifying the responsibilities and tasks of each specific unit conerning pedagogical practice for teachers (appendix 6) Signatories all affirmed that such agreements will help reduce the intermediary services, facilitating pedagogical practice for pedagogical schools, high schools and teachers Conlusion: Experimented solutions: "Improving the self-study capacity of students in accordance with the capacity-based training under the credit system" and "Organizing credit-based pedagogical intership activities at the teacher’s training institutions with college-level programs in the Southeast region” have proved good results on which the author has proposed performing synchronously and 27 scientifically the system of solutions to improve the efficiency of credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region in the industrial revolution 4.0 Chapter 3’s conclusions From the results of theoretical research in chapter 1, the basis of studying training management practices in chapter 2, chapter has presented the following basic contents: Firstly, proposing the four basic principles in the process of implementing the credit-based training: Legality assurance; Assurance of systematic features; Efficiency and feasibility assurance; Practicality assurance Secondly, building management solutions appropriate to the credit system at the teacher’s training institutions Thirdly, proposing 06 basic solutions for implementing credit-based training: Raising awareness about credit-based training among managing officials, lecturers and students; Ensuring quality of conditions for implementing the credit-based training at the teacher’s training institutions with college-level programs in the Southeast region; Improving the self-study capacity of students in accordance with the capacity-based training under the credit system; Increasing autonomy and social responsibility for faculties, departments, scientific councils, professional teams and teachers in schools in accordance with the credit-based training; Managing program innovation, teaching and learning methods; Methods of testing and evaluating learning results in accordance with the credit-based training; Improving management capacity in line with the credit-based training The solutions that we propose are not all to improve credit-based training management, but they help solve the shortcomings and improve the efficiency of credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region CONCLUSIONS AND RECOMMENDATIONS Conclusions - In theory: The thesis has studied systematically the theoretical basis of credit-based training management including Overview; Training under credit system; credit-based training management; factors affecting credit-based training management; Credit-based training management in details The research helps the author understand the necessary theoretical basis to conduct research on the status of credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region on the basis of the theoretical foundation and application of CIPO approach and other approaches - In practice: The thesis has surveyed the status of the teacher’s training institutions with college-level programs in the Southeast region, analyzing and describing the practical basis of the credit-based training management including Managing training objectives; Managing training programs; managing lecturers’ teaching activities; managing students’ learning activities; managing academic advisors; managing training environment and managing facilities and finance for training The author has used 182 questionnaires for managers and lecturers and 1,560 for the first, second and third year students of the teacher’s training institutions with college-level programs in the Southeast region The survey results show that the School Boards and leaders of functional units in the teacher’s training institutions have tried hard to remedy the shortcomings and difficulties and proposed 28 measures for managing the credit-based training Still, these solutions have failed to guarantee systematic, synchronous features, inconsistent with the characteristics of the credit-based training at the teacher’s training institutions with college-level programs in the Southeast region - Research results of the thesis: Systematizing some basic theoretical issues about credit-based training and management; identifing factors affecting the credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region; Giving basic principles to build solutions at the teacher’s training institutions with college-level programs in the Southeast region; Determining the status of credit-based training and management at the teacher’s training institutions with college-level programs in the Southeast region: Research results, causes, shortcomings and factors affecting the credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region The thesis has proposed a system of solutions for credit-based training management solutions at the teacher’s training institutions with college-level programs in the Southeast region This poposed system of solutions comes as a result of the process of theoretical research and practical survey, analysis of the situation, personal experience and expert opinions The results of solutions have been tested in practice at the teacher’s training institutions with college-level programs in the Southeast region Also, experiments have been conducted to verify two solutions "Improving the self-study capacity of students in accordance with the capacity-based training under the credit system" and "Organizing credit-based pedagogical intership activities at the teacher’s training institutions with college-level programs in the Southeast region" of the solution 3.3.5: managing innovation of programs, teaching and learning methods; Methods of learning test and assessment in accordance with the credit-based training The experiment results have proved high reliability of the author-proposed solutions for credit-based training management The basic hypothesis of the thesis has been justified in part, hoping that these solutions will be effectively applied by researchers and managers to the teacher’s training institutions with college-level programs in the Southeast region Recommendations 2.1 For Ministry of Education and Training Having appropriate regulations and policies in recruitment and improvement of equipment and facilities to facilitate transition of the teacher’s training institutions with college-level programs from yearly training to credit-based training 2.2 For Provincial Department of Education and Training Issuing legal documents to the low-level education institutions to direct the coordination and support for the teacher’s training institutions in vocational practice 2.3 For college-level teacher’s training institutions The teacher’s training institutions with college-level programs should give specific instruction on credit-based training regulations so that the departments, faculties, and centers in the school understand the tasks and objectives of credit-based training management; Raising awareness and capacity of managers, lecturers and students about the role and content of the credit-based training management 29 LIST OF AUTHOR’S PUBLISHED ARTICLES Le Dinh Huan (2012), Binh Phuoc College improves the quality of training to meet social requirements, Vietnam Teachers Journal, No 67 Pages 30 - 33 Le Dinh Huan (2014), Measures to manage credit-based training activities at Binh Phuoc Teacher’s Training College, Vietnam Teachers Journal: No 89.9 / 2014 Pages 36 -39 Le Dinh Huan (2015), Applying credit-based training experiences of some countries with developed education in the world in higher and college education in Vietnam, Education Management Science Journal, No 04 (08) / 12/2015, Pages 59 - 65 Le Dinh Huan (2017), Advantages and disadvantages of students with credit-based training at the pedagogical colleges in the Southeast region, Educational Equipment Journal, No 150 – No 1-8 / 2017, Page 45, 46,47, 54 Le Dinh Huan (2017), Current situation of credit-based training management of the pedagogical colleges in the Southeast region, Education Journal, Special edition dated October 2, 2017, Pages 52- 56 Le Dinh Huan (2018), Credit-based training management of the pedagogical colleges in the Southeast region in the current period Vietnam Education Science Journal No 05 – May, 2018; ... the Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao Street, Hanoi At date / / 2019 The thesis can be available at: - National Library of Vietnam - Library of Vietnam National... upon Vietnam’s unification, Saigon University’s School of Sciences, School of Letters organized trainings under credit system As one of the pioneer researchers on credit system in Vietnam, Lam... Vietnamese local universities" systematizing and clarifying, supplementing and developing theoretical issues about training and management of credit-based training in local universities in Vietnam
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