Quản lý hoạt động học tập của học viên ở học viện viettel trong bối cảnh hiện nay tt tieng anh

1 INTRODUCTION Reason for the topic to be chosen To have high quality human resources, special attention should be paid to education and training in universities, in which it is necessary to focus on teaching students how to learn, how to think, encourage self-study, and create a basis for students to update and renew knowledge, skills and develop lifelong learning capacity Therefore, students’ learning activity management is necessary, becoming a particularly important stage, contributing to the decision on the quality of training human resources of universities In the current context with the stormy development of human knowledge and the miraculous achievements of science and technology, the innovation and improvement of education and training quality at military schools is an urgent need to meet the requirements of the cause of building and defending the Socialist Vietnam Fatherland in the new situation Therefore, the identification and effective implementation of students’ learning activity management is very important, directly helping learners promote their self-awareness, initiative, creativity, and build correct learning methods; know how to promote their own capabilities in the learning process as well as in practice, on that basis, building the quality and capacity to satisfy the training objectives and requirements Viettel Academy is the education and training institution of the Army Telecommunication Industry Corporation Over the past years, the Academy has always focused on innovating and improving the comprehensive quality of education and training, including students’ learning activity management Therefore, the quality of Education and Training of the Academy has been improved, gradually meeting the demand for human resources of the Corporation However, the students’ learning activity management in recent years, besides the advantages, still reveals many shortcomings, especially in fields of materials, regulations and instructions on students’ learning activity management, which are not yet uniform and synchronous; the contents and methods of students’ learning activity management are still slow to innovate; besides, the organizational system, staff and lecturers are still insufficient; The fostering of management knowledge and experience for a number of staff members and lecturers has not become a regular and effective system; A part of students have not promoted their positivity in learning, the self-learning management role of students is still weak, etc These are the limitations that directly affect the quality of education and training of the Academy Therefore, improving quality of students’ learning activity management is one of the issues that need to be studied systematically The issue of students’ learning activity management at military ad non-military academies and schools has been concerned by scientists So far, however, there has not been any research that has basically and systematically studied the theoretical and practical issues about students’ learning activity management at Viettel Academy in the current context From the above reasons, the topic of “Managing students’ learning activities at Viettel Academy in the current context" was chosen as a matter of theoretical and practical significance Research purposes and tasks * Research purposes To clarify the theoretical and practical basis for managing students’ learning activities, thereby proposing measures to manage students' learning activities at Viettel Academy in the current context to meet the training requirements of high quality human resources for the Army Telecommunication Industry Corporation * Research tasks To clarify the theoretical basis of students’ learning activity management at Viettel Academy in the current context To survey, analyze and assess the status of students’ learning activity management at Viettel Academy in the current context To propose measures to manage students’ learning activities at Viettel Academy in the current context To investigate to prove the necessity and feasibility of measures and experiment of a measure proposed in the thesis Research subject, object and scope * Research subject Training activity management at Viettel Academy in the current context * Research object Students’ learning activity management at Viettel Academy in the current context * Research scope The thesis focuses on researching learning activities and learning activity management (with the object as students under professional training and courses) at Viettel Academy (under the Army Telecommunication Industry Corporation) The data used for the thesis are used from 2016 to the present (survey data in 2019) 3 Scientific assumptions Student’s learning activity management at Viettel Academy in the current context depends on many subjective and objective factors If the subjects of training management at Viettel Academy use a combination of effects in educating motivations, awareness, positive learning attitudes for students; direct students to develop and implement active and creative learning plans; organize self-study activities according to the point of view "learning organization" and suitable with training characteristics of Viettel; direct lecturers to renew teaching contents, methods and forms in the direction of promoting students’ activeness; innovate testing and evaluation of students’ learning in the direction of developing competency, etc., the quality of students’ learning activities will be improved, contributing to improving the quality of human resource for Army Telecommunication Industry Corporation in order to meet requirements of industrialization and modernization of the country Research methodology and methods * Research methodology The topic is researched on the basis of the methodology of Marxism-Leninism, Ho Chi Minh's ideology, the line and point of view of the Communist Party of Vietnam; Central Military Commission for Education and Education Management; at the same time applying the systematic - structural, historical - logic and practical viewpoints in considering and solving research problems From there, the topic chooses the following main approaches: systematic approach; practical approach; capacity development approach; supply - demand approach; specially PDCA in building the model of learning activity management * Research methods The topic uses a combination of research methods of specialized and interdisciplinary science, including: Group of theoretical research methods and group of practical research methods (investigation method; discussion method, interview method; pedagogical observation method; active product research method; experience analysis method, etc.) New contributions of the thesis * Theoretically Supplement and complete the theory of students’ learning activity management at Viettel Academy in the current context Clarifying the contents of students’ learning activity management according to PDCA approach in a particular type of school (under the Enterprise); affirm that the model of students’ learning activity management following PDCA approach is appropriate to the characteristics and conditions of Viettel Academy, as a basis for proposing measures to manage student’s learning activities at Viettel Academy * Practically By assessing the current situation, pointing out the inadequacies in learning activities and students’ learning activity management at Viettel Academy on learning objectives; learning plan; learning contents and methods; form of learning organization; environment and conditions for learning activities; testing and evaluation of learning results Specify the causes of advantages and disadvantages of learning activities, students’ learning activity management; propose a system of measures to manage students’ learning activities at Viettel Academy, contribute to improving the quality of education and training in order to meet the human resource requirements for Army Telecommunication Industry Corporation in the current context Theoretical and practical significance of the thesis The thesis focuses on researching and clarifying theoretical issues about students’ learning activity management at Viettel Academy (a particular type of school under Army Telecommunication Industry Corporation) This is an issue that is being concerned by education managers, especially in the context of deep international integration in education and training, increasing demands on the quality of human resources Theoretical research results will contribute to the development of management science in general and education management in particular The research results of the thesis can be applied in the practice of renewing, perfecting and improving efficiency of students’ learning activity management at Viettel Academy today At the same time, it can be used as a reference for the management, research and teaching in military and non-military higher education institutions Research structure The thesis includes: introduction, chapters, conclusions, recommendations, references and appendices Chapter LITERATURE OVERVIEW RELATED TO THE THESIS 1.1 The research situation related to t students’ learning activity management at Viettel Academy in the current context 1.1.1 Research works on learning activities In history, Confucius (551 - 479 BC); Socrate (469 - 399 BC) Jan Amos Komenský (1592 - 1670); John Dewey (1859 - 1952), etc discussed the student-teacher relationship, with emphasis on promoting the cognitive positivity of learners in the learning process Learning activities are also mentioned in modern education research For example, Raja Roy Singh, an Indian educator in his work "Education for the twenty-first century, the prospects of Asia-Pacific" gave a view on the process of " Knowing-learning-teaching "; The work "Learning Revolution" by two authors Cordon Dryden and Jeannette Vos; James H Stronge with the work "The qualities of effective teachers" through analyzing the prerequisites for effective teaching, the author pointed out the essentials to improve the quality of students’ learning activities Author J Holt (2005), "How children learn"; Author G Palmade (2009), "Teaching Methods"; The author Paprock (2006), "Learning and teaching styles in credit training" built up individualized learning activity theory, showing the meaning of positive learning and teaching principles that could bring about academic achievements Domestically, the issue of learning and the learning activities of students are also studied by many Vietnamese scientists with such typical works as: Dang Thanh Hung (2002), "Modern teaching theory - measures techniques"; Pham Trung Thanh (2014), "Learning and researching methods of college and university students"; Nguyen Ky (2005), "Student-centered active education method"; Thai Duy Tuyen (2008), "Traditional and innovative teaching methods"; authors Nguyen Canh Toan, Nguyen Ky, Le Khanh Bang, Vu Van Tao (2004), "Learning and teaching how to learn"; Author Hoang Anh and Do Thi Chau (2010), discussed about learning activities - self-study of students in the book "Self-study of students", etc In general, the works approach to learning activities from different viewpoints and aspects However, scientists share the same perception of the student's position and role; providing ways and methods to help learners achieve high efficiency in their learning activities Talking about the learning activities of students under the credit system, some authors can be named such as: Lam Quang Thiep (2009), "About teaching methods and assessment of learning results in credit system"; Do Hanh Nga (2008), "Higher education program and inadequacies of the program"; Dau Thi Hoa (2009), "Issues of innovative teaching methods in the process of training under credit system at University of Science and Education - The University of DaNang "; Nguyen Anh Hong (2014), "Innovating teaching methods by credit system at University of Social Sciences and Humanities, Hanoi National University", etc The authors emphasized the process of renewing teaching and learning by the credit system; the impact of credit learning on teaching and learning results In the army, approaching the issue from different learning angles, the authors Trinh Quang Tu (1996), "The directions for organizing the self-study process of students at military universities"; Mai Van Hoa (2005), "Basic solutions for fostering self-study methods for cadets of officer training at military universities"; Nguyen Ngoc Phu (2011), "Learning activities and the issue of positive learning activities of students"; Le Duy Tuan (2011), "The psychological basis of the learning activeness of military officer training cadets » affirmed the practical issues of learning activities and the combination of teaching methods in Military school and active learning activities is considered as a breakthrough measure in teaching method innovation 1.1.2 Studies on learning activity management In the world: typical studies are: “New ideas for effective schools” by Ramsay W and Clark E.E; the book "Management and its connections with school performance" by Wily H 1990 ", Author Ellis, Roger (1993),"Ensuring the quality of university teaching"; author Chikondi Mpokosa - Carole Mc Bride - Susy Ndaruhutse - Stephen Nock - Jonathan Penson (2008), “Teacher Management: The focus in education quality management, lessons from developing countries”; Chengbo Hu and Yue Wang (2011), "Managing university students in the context of educational management innovation", etc The authors, through the guidance of micro-level education management planning, addressed views and methods to evaluate the effectiveness of school management through training effectiveness This is also a valuable scientific basis for schools in teaching management in general and learning activity management in particular In Vietnam, learning activities and students’ learning activity management are mentioned in many scientific works, notably: author Pham Thi Thanh Hai (2014), “Managing students’ learning activities by the credit system at the Vietnamese Universities”; Nguyen Mai Huong (2011), "Managing the credit-based teaching and learning process in universities in Vietnam in the current period"; Vu Thi Hoa with the work (2016), "Training management by credit system in colleges in Vietnam" In the army, the issue of students’ learning activity management is mentioned from different angles and aspects probably including Pham Thanh Trung; Vu Quang Loc; Nguyen The Vinh (2018), "Managing students’ learning activity at military officer schools in the direction of capacity development"; Pham Xuan Ly (2019), "Managing the self-study activities of students at military universities to meet the current requirements of education and training innovation", etc The authors stated that in order to improve efficiency of managing learning activities of students, it was required to establish learning motivation for students; promote the role of teachers in teaching method innovation; strengthen test and assessment of students' learning activities according to the requirements of educational innovation 1.2 Overview of research results of the published scientific works and the issues to be solved by the thesis 1.2.1 Overview of research results of the published scientific works related to the research topic The domestic and foreign researches on learning activities and the learning activity management have all appreciated the role of learning activities in improving quality of education and promoting individual capacity Fostering self-study capacity and promoting self-study in students is one of the important solutions to improve learning efficiency and quality This is a completely correct teaching point of view and will continue to be inherited and implemented further in this thesis The issue of learning and students’ learning activity management has been mentioned in a number of scientific works But, up to now, there has not been any specific work that discusses specifically the students’ learning activity management at a particular type of school directly under the Army Telecommunication Industry Corporation This scientific gap has inspired the author to have the ambition to find out and explore in this thesis In order for learning activities to have quality and efficiency, the educational managers need to pay much attention to factors such as the context, inputs, processes and outputs of the learning activities All these aspects are almost not considered and discussed carefully in the above-mentioned works These are also scientific arguments that will be focused on and research by the thesis 1.2.2 Issues to be solved by the thesis Firstly, the issue of learning and students’ learning activity management inside and outside the army has been mentioned in a number of scientific works, but so far, there has not been any specialized work specifically discussing the issue of students’ learning activity management at Viettel Academy This scientific gap has inspired the author to have the ambition to find out and explore in this thesis Secondly, building a scientific, synchronous, systematic theoretical basis about students’ learning activity management suitable with subjects and characteristics at Viettel Academy In this thesis, from the PDCA approach in learning activities, it is wished to systematically study the theory and practice of students’ learning activity management at Viettel Academy, proposing measures to manage learning activities of students at Viettel Academy in the current context, contributing to the human development in the Army Telecommunication Industry Corporation Thirdly, in the scientific works about students’ learning activity management in universities in general, scientists have also surveyed and evaluated the status of learning activities and students’ learning activity management However, there has not been a systematic research on the current situation of learning activities, the m students’ learning activity management at Viettel Academy as well as the issue raised in the management of learning activities of this particular object The thesis will continue to study and clarify that issue The task of training and retraining cadres and employees of the Army Telecommunications Industry Corporation has changed step by step towards effectively providing high quality human resources for the cause of military construction, strengthening national defense and security, national development Learning and teaching management at the Academy is facing new difficulties and challenges, requiring more attention to the quality of students' learning Understanding the current situation and building measures to manage learning activities of students at Viettel Academy becomes a necessary issue Fourthly, on the theoretical and practical basis about learning activity management, the thesis proposes measures for students’ learning activity management at Viettel Academy in the current context in a synchronous, scientific and feasible way At the same time, it is required to test and experiment some measures to evaluate the suitability, feasibility and efficiency of the proposed measures in practice This issue requires the thesis to have further researches to clarify Conclusion of Chapter From the research results of foreign, domestic and military projects related to the students’ learning activity management at Viettel Academy, it can be seen that for learning activities to have quality and efficiency, the educational managers need to pay much attention to factors such as the context, inputs, processes and outputs of learning activities But there are few works discussing this issue, especially researching students’ learning activity management at Viettel Academy as a particular type of school under the Military Enterprise has not been mentioned in any researches Chapter RATIONALE OF STUDENTS’ LEARNING ACTIVITY MANAGEMENT AT VIETTEL ACADEMY IN THE CURRENT CONTEXT 2.1 Theoretical issues about students' learning activities at Viettel Academy in the current context 2.1.1 Definition of learning activities Learning activities are the sum of learners' learning actions with the aim of acquiring scientific knowledge, training skills and forming professional personality qualities under the instruction of teachers to meet the training requirements and goals Students’ learning activity is a process of perception and action to acquire new knowledge, form and develop skills in a specific field (science - technology, society or career), contributing to the formation and development of personality, creating the right values in the working life of each individual Students grasp learning contents through performing learning actions on the basis of ability, independent thinking, and creativity to prepare for a future career 2.1.2 Learning activities of students at Viettel Academy Learning activities of students Viettel Academy is the sum of actions of students to comprehend knowledge, skills and form the personality of 10 employees of the Army Telecommunication Industry Corporation, organized under the direction of pedagogical forces to meet the training objectives and requirements of Viettel Academy in the current context In essence, students' learning activities are a continuous process that takes place throughout the course, with high selfawareness, intentional control, and directed by pedagogical forces according to a specific program, content and plans to achieve the requirements of knowledge acquisition, consolidation and application of knowledge, skills, development of scientific thinking, training of personality qualities of staff, employee of Army Telecommunication Industry Corporation Learning activities of students Viettel Academy have the following characteristics: Firstly, the contents and study programs of students are diverse, with a rich amount of knowledge, requiring learners to have high wills and efforts in learning Secondly, the students’ learning process is strictly organized and always managed by a team of managers Thirdly, learning methods and means of students are unique Fourthly, the conditions to ensure service for students' learning are more demanding than those in military institutions 2.1.3 The constituent elements of students' learning activities at Viettel Academy * Learning targets * Learning plans * Learning methods * Learning organization methods * Testing and evaluation of students’ learning results 2.2 Current context and issues posed to students' learning activities at Viettel Academy 2.2.1 Overview of the current context Firstly, globalization and international integration Secondly, the fourth industrial revolution Thirdly, education and training reforms in Vietnam Fourthly, the trend of building smart schools in the Army 2.2.2 Issues posed to students' learning activities at Viettel Academy 11 Firstly, the organization of students' learning activities is associated with professional practice Secondly, diversify learning pathways and encourage lifelong learning of students Thirdly, the learning method of students requires a comprehensive fundamental change Fourthly, students must have computer skills and ability to use teaching software as well as know how to exploit the Internet for learning activities Fifth, students must have cooperative and problem solving skills 2.3 Theoretical issues about students’ learning activity management at Viettel Academy in the current context 2.3.1 The concept of students’ learning activity management at Viettel Academy in the current context Students’ learning activity management at Viettel Academy is the purposeful, planned impact of the manager on the learning process of students in order to improve activeness and proactiveness in acquiring knowledge, skills, techniques to form personality of officers and employees of the Army Telecommunication Industry Corporation, to meet the training goals and requirements of Viettel Academy in the current context 2.3.2 PDCA approach (continuous improvement cycle) in students’ learning activity management at Viettel Academy in the current context PDCA cycle (Plan - Do - Check - Act) is a continuous cycle of improvement introduced by Dr Deming to the Japanese in the 1950s This PDCA model is applied to the management of the factors of the learning process that make up the quality of a school In each phase of the PDCA circle, there are also sub-cycles and throughout the working process of the organization, PDCA is repeated and repeated continuously Thus, PDCA is a spiral circle for the implementation of change, follow-up and repetition, which will lead to continuous improvements in the management of learning activities, thus Viettel Academy's training is constantly being improved 2.3.3 Contents of students’ learning activity management at Viettel Academy in the current context under PDCA PDCA approach is integrated into managing the factors of the learning process that make up the quality of a school 12 Firstly, planning student learning activities Secondly, managing learning goals Thirdly, managing learning contents Fourthly, managing learning methods Fifthly, managing learning activity mode Sixthly, managing environment and conditions to ensure learning activities Seventhly, testing and evaluating learning activities 2.4 Factors affecting students’ learning activity management at Viettel Academy in the current context 2.4.1 Social environment factors Impacts from the demand of fundamental and comprehensive renovation of education and training today The development of science and technology, especially the fourth industrial revolution (4.0) Requirements of agencies and units in the Corporation on output quality 2.4.2 Factors of the Academy The impacts from the goals, requirements and tasks of educational development - training, at Viettel Academy Impacts of Viettel staff training goals, programs, contents and plans Conditions and material facilities for learning 2.4.3 Factors of students Purposes and motivation of students Learning methods of students Movement of learning among students 2.4.4 Factors of managers and teaching staff Awareness of responsibilities, management capacity of managers and teaching staff for students’ learning activity management Teaching methods of teachers The ways teachers evaluate the learning results Conclusion of Chapter The management of learning activities is essentially a system of pedagogical effects with purposes, methods and plans of educational forces inside and outside the school to the entire learning process of students to motivate students actively occupy knowledge with their own abilities Management following the PDCA model 13 will ensure the quality of the training process Applying the PDCA model in students’ learning activity management at Viettel Academy in the current context is completely appropriate Chapter PRACTICAL BASIS OF STUDENT LEARNING ACTIVITY MANAGEMENT AT VIETTEL ACADEMY IN THE CURRENT CONTEXT 3.1 Overview of Viettel Academy * Introduction * Organizational structure of Viettel Academy * Managing staff * Teaching staff * Functions and duties of Viettel Academy * Training scope and procedure at Viettel Academy 3.2 Surveying current situation 3.2.1 Surveying purposes 3.2.2 Surveying subjects and scope 3.2.3 Surveying methods 3.2.4 Surveying contents 3.2.5 Surveying process 3.2.5 Surveying data processing method 3.3 Current situation of students' learning activities at Viettel Academy in the current context 3.3.1 Situation of learning goals The survey results show that, according to the assessment of managers and lecturers, although it has an important meaning to the learning process, not all students at Viettel Academy are properly aware of the role of learning goals 18.9% of evaluation of managers and lecturers is weak 3.3.2 Situation of learning contents Students of Viettel Academy have made great efforts in implementing the learning contents according to the schedule, plans, training and retraining programs However, the survey results show limitations, especially: learning content is built in the spirit of fostering self-study methods for students, up to 22.1% of managers and lecturers rate weak; learning contents in a learner-centered direction, meeting the requirements of human resources for the corporation is evaluated weak by 17.9% of managers and lecturers 14 3.3.2 Situation of learning methods The level of regular use is most appreciated in methods of Listening, observing, talking and practicing (45.9%) However, the proportion of students never using the method of problem detecting and solving and practice related learning methods is still high 3.3.4 Situation of organizing learning activities Viettel Academy's students perform well disciplines in class, acquire the subjects fully and on time, but self-study activity - one of the important and basic forms of learning activities of Viettel Academy students – is not rated much good (14.7% of managers and lecturers, 25.5% of students rated good); In addition, the organization of learning activities during self-study hours at the Academy still have many shortcomings 3.3.5 Situation of testing and evaluating learning results Implementation of principles in learning activities, the participation in forms of organizing the learning activities of the students is tested quite closely and seriously by the Academy However, along with the testing, the evaluation is not really paid attention to, there is no appropriate measure for students who violate principles in learning or not fully participate in all forms of learning The work of testing and evaluation at Viettel Academy today is mainly according to internal regulations 3.4 Current situation of students' learning activities at Viettel Academy in the current context 3.4.1 Situation of planning learning activities of students The planning work to concretize the learning content, time and place of students is organized scientifically and closely However, the inspection and supervision of the development of students’ learning activity management plans at all levels have not been done well, especially the activity of guiding students to develop specific, clear learning plans, and supervision the schedule of the day has not been properly cared for and has not become the principle and core of managers 3.4.2 Situation of managing learning goals The planning work has been evaluated quite good, but the implementation organization is still limited, especially the inspection and supervision of the implementation of learning goals have not been closely directed by the Academy; at the same time, the adjustment of learning activities of students according to the learning goals of the Academy is still slow This is the weakest step in learning goal management 20.0% of the respondents evaluated weak 3.4.3 Situation of managing learning contents 15 The planning is executed well The direction of implementing learning content is strictly managed by the Academy However, researching and building learning contents according to the requirements of training human resources for the Corporation in the current context have not been concerned It is evaluated weak by 1.1% of the respondents In addition, the adjustment and improvement of learning contents according to output standards, studentcentered training and training of high-quality human resources for the Corporation in the current context are not really clear This content is evaluated weak by 21.1% of respondents 3.4.4 Situation of managing learning methods The planning is not clearly expressed The contents of the plan are still fuzzy, general without clear time and ways of working Still 14.7% of the respondents rate it weak There are still many limitations in implementing the plan to use students' learning methods Up to 21.1% of the respondents rate this content as weak The examination and supervision of the management of students' of learning methods has not been respected by the Academy, with 18.9% respondents rate this content weak 3.4.5 Situation of managing forms of learning activities The survey results show that: The Academy has seriously implemented the planning of organizing learning activities of students Viettel Academy has organized the form of learning activities in the classroom relatively well Particularly, the students’ learning activity management during self-study hours is still limited, managers have not found an effective method of managing self-study hours Therefore, 13.7% still rate this content weak 3.4.6 Actual situation of managing environment, conditions to ensure students' learning activities It can be said that the environment and conditions to ensure the learning activities of the academy such as educational facilities and teaching equipment that are built relatively synchronously and spaciously However, the inspection and supervision of the construction of the environment and conditions to ensure the learning activities at the Academy have not received sufficient attention, 18.9% of the opinions are weak In addition, the organization of scientific research activities, creative writing contests for technical improvement experiences, and design of means for learning activities have been conducted but not much 3.4.7 Situation of managing testing and evaluation of learning activities 16 The work of building the plan to test and evaluate the learning activities of students is seriously implemented by Viettel Academy; The organization and implementation of testing and evaluation are serious, objective and in accordance with regulations However, the testing and evaluation of students' learning activities according to the output standards still have many shortcomings and not been implemented synchronously at the Academy 28.4% of reviews are good, and 22.1% are still weak In addition, the level of adjustment, improvement of testing and evaluation according to the output standard orientation is still limited, 20.0% of the opinions are weak 3.5 Current situation of influence levels of factors on students' learning activity management at Viettel Academy in the current context There are factors that are evaluated to have great influence on the students’ learning activity management: "The development of science and technology, especially the fourth industrial revolution (4.0)", ranked the 1st with GPA = 2.99; "Perception of responsibility, management capacity of managers and lecturers" ranked the nd with GPA = 2.89 and "Learning goals and motivation of students", ranked the 3rd with GPA 2.88 Factors that have little impact on the students’ learning activity management at Viettel Academy according to the evaluation of managers and lecturers are "Objectives, requirements, tasks of education - training development at Viettel Academy" ranked the 10th with GPA = 2.79; "Teaching methods of teachers", ranked the 11th with GPA = 2.71 and "Learning methods of students and learning movement of students” ranked the last with GPA of 2.69 3.6 General assessment of the current situation and the cause of the current situation about learning activities and students’ learning activity management at Viettel Academy in the current context 3.6.1 General assessment of the current situation of learning activities and students’ learning activity management * Advantages Firstly, the pedagogical forces in the Academy have done well in educating students thoroughly Secondly, some of the input factors of learning activity management have been concerned by the Academy 17 Thirdly, the management staff has strictly implemented the plan of learning activity management Fourthly, the management staff at all levels and the faculty always concern, encourage, motivate and facilitate students to study and research * Disadvantages The organization and direction of implementing plan of managing learning process elements have not been carried out synchronously, leading to shortcomings and limitations Content, curriculum for students has been improved, but not really strongly The input management of student has not differentiated the quality on the basis of learners' competencies and the ability to meet the requirements of certain jobs The testing and evaluation of students’ learning activities at the Academy just stop at testing and evaluating according to the internal regulations, not following the guidance of the Ministry of Education and training, the Ministry of Defense, with little attention to test and evaluate according to the orientation of capacity development for students A large part of Viettel Academy's students not have appropriate learning methods 3.6.2 The cause of current situation of learning activities and students’ learning activity management * Causes of advantages Firstly, the achievements of the country's education and training reform and the strong growth of the Army Telecommunication Industry Corporation have created conditions for the education and training management to have many positive changes Secondly, the Academy has received timely and effective leadership and guidance from the Ministry of National Defense, the Army Telecommunication Industry Corporation Thirdly, the teaching staff and educational administrators always promote the sense of responsibility and experience in student management Fourthly, the Academy is basically invested with many advantages in the period of fundamental and comprehensive renovation of education and training 18 * Causes of disadvantages Firstly, a number of managers are not properly aware of the importance of learning activity management for students Secondly, despite the concerns and attentions from the Academy, the teaching staff still lacks in quantity with some having quality and qualification under the requirements and tasks of Education and Training Thirdly, the Academy just built and implemented training plans at Viettel Academy according to internal regulations Fourthly, a part of students has not identified motivations and responsibilities in learning and practice well; still having the fear of difficulties and suffering Conclusion of Chapter Survey results show that, beside the positive point, the students’ learning activity management at Viettel Academy has not yet been really renovated The management contents are not synchronous and ineffective Students’ learning activity management is approached in the spirit of PDCA It is strong in planning and implementation, but weak in terms of supervision and adjustment; There are contents that have not concretized the implementation plan, have not strengthened the role of testing and evaluation, checked and supervised without timely adjustments Therefore, the effectiveness of students’ learning activity management at Viettel Academy is not high Chapter MEASURES AND TESTING OF MEASURES OF STUDENTS’ LEARNING ACTIVITY MANAGEMENT AT VIETTEL ACADEMY IN THE CURRENT CONTEXT 4.1 Measures to manage learning activities of students at Viettel Academy in the current context 4.1.1 Organize education of positive motivation, awareness for students in learning In order for students to promote their positivity, initiative and creativity in building and implementing learning plans, it is necessary to regularly educate students' learning motivation through political ideological education, educate tradition, formation and development of the Army Telecommunication Industry Corporation; educate students 19 about the profession, training characteristics, strategies in production and business, mastery of technology, thereby building an attitude of respect and love for the profession; building motivation for self-study and a positive learning atmosphere among students The Party Committee, the Board of Directors of the Academy and the relevant authorities need to strengthen the education of political and ideology, help students to properly understand the Party's point of view, the task of building and defending the Nation in the new era; role, position and importance of learning to improve the quality, personality and working capacity of the officers and employees of the Army Telecommunication Industry Corporation Management staff needs to closely follow the students, monitor the evolution of students' thoughts in the learning process to have appropriate impact solutions Students define their learning tasks and have clear and correct symbols on their specialized learning; on that basis, building the right and strong motivation in the learning process 4.1.2 Direct students to develop and implement active and creative learning plans Firstly, the Department of Core Competency Training and the Department of Training Technology direct and develop a scientific, comprehensive and feasible learning plans for students Secondly, Education Office and commanding staff of divisions/classes direct the implementation of the student's learning plan flexibly, suitable for each subject In order to direct the development and implementation of 'learning plans, managers in the Academy need to firmly understand characteristics of students, bases, principles, processes, content, methods of building and implementing learning plans In order for students to well implement set plans and achieve learning goals, the managers need to synchronously implement the following contents: Step Manage the contents of learning and scientific research of students Step Students need to be equipped with a learning methods Step Direct the self-examination and assessment of the learning process The Director of the Academy strengthens the leadership and directs agencies and units to develop student management plans to ensure the science, suitability and feasibility for each student 20 Managers, lecturers need time to advise students on issues related to learning, study goals - study plans, future career development orientation based on their competencies and conditions 4.1.3 Organize self-study activities for students under the viewpoint of "learning organization" and suitable with Viettel's training characteristics Self-study is one of the most important competencies that the Academy needs to equip students This is the fundamental competency Self-study will be the basic condition for forming all other competencies The Academy builds open self-study content, aiming to form information sharing and connection skills among students The Board of Directors of the Academy directs agencies, lecturers, and administrators in charge of classes to build learning groups and strengthen activities of learning groups to create an environment for selfstudy skills and problem solving skills The pedagogical forces in the school actively foster self-study methods, aiming to form critical thinking and stimulate students' creativity The Quality Control Department and the Core Competency Training Department attach importance to the student's learning style Increase participation in the management of self-learning activities of educational forces in the Academy 4.1.4 Direct teachers to renovate teaching contents, methods and forms in the direction of promoting students' activeness For teaching content Organize the innovation of teaching contents in the direction of standardizing, modernizing, closely monitoring the practice of learners' professional activities in order to promote students' learning positivity For teaching methods Innovate teaching methods in the direction of promoting learners' positivity and bringing requirements to innovate teaching methods in teacher evaluation contents For teaching forms Renovate the teaching forms in order to stimulate students' learning activeness To perform such contents, departments, the functional sectors in combination with the leadership lecturers to play a good role as advisors to the Party committee, the Board of Directors of the Academy in managing teaching content, methods and forms 21 4.1.5 Ensure adequate facilities, equipment, modern information technology infrastructure for creating motivation for students Firstly, ensure materials and technical facilities for learning Secondly, actively invest in facilities and pay attention to service culture Thirdly, strengthen management, inspection and supervision of the use of facilities and equipment The Academy should proactively accelerate the research and development of textbooks, increase equipment, and use references including textbooks and subjects of training institutions inside and ourside the army 4.1.6 Examine and evaluate students' learning results according to the orientation of capacity development Examining and evaluating students’ learning results according to the orientation of capacity development in order to objectively and honestly evaluate learning activities, helping lecturers and managers to properly evaluate students' competencies, specifically: Strengthen testing and evaluating the capacity of students in teaching; Develop a set of exam questions according to the orientation of capacity development; Combine many different forms of testing and evaluation; Synchronously improve inspection and evaluation; Foster ability to self-test and selfevaluate for students The Academy needs to create favorable conditions in terms of facilities, especially finance for testing and evaluation Regularly foster and train managers and students about raising capacity in testing and evaluation Practice policies, commendation, discipline in testing and evaluation Managers, lecturers: Raise awareness of students about testing and evaluating their learning performance towards capacity development orientation 4.2 Test and experiment the necessity and feasibility of the measures 4.2.1 Test the necessity and feasibility of the measures * Testing purposes * Testing participants * Contents and methods of testing and the way of processing testing data * Testing outputs 22 About necessity: Among measures, measure 3: Organize selfstudy activities according to the point of view "learning organization" and in accordance with Viettel's training characteristics has GPA of 3.47 and is ranked the st ; Measure 2: Direct students to build and implement an active and creative learning plan has GPA of 3.43 and is ranked the 2nd; Measure 6: Examine and evaluate students' learning results according to the orientation of capacity development has GPA of 3.36 and is ranked the 3rd About feasibility: Measures 3, 6, are assessed to be the most feasible Measure has GPA of 3.37; Measure has GPA of 3.34 and measure has GPA of 3.32 Thus, the measures, if implemented synchronously, will achieve high efficiency in the practice of managing learning activities of students at Viettel Academy in the current context 4.2.2 Experiment one proposed measure * General issues of the experiment Experiment purposes Experiment contents The thesis is limited to experiment the measure "Organize selfstudy activities for students under the viewpoint of "learning organization" and suitable with Viettel's training characteristics" Scope, subject and force involved in experiment Scope of time Experiment subjects and locations: Total 104 business management students in classes of KQD 24A and KQD 24B Criteria and tools for evaluating experiment impacts On the basis of determining the above experimental content, criteria are built: Awareness and attitudes of students to learning activities and the Positivity and development of students' skills in learning practice Each criterion has specific evaluation indicators * Analyze results before and after the experiment Firstly, results before the experiment The students’ awareness and attitude towards learning activities and the positivity and development of students' skills before the experiment in both control and experiment groups are quite equal and the difference is not large There is no statistical value In which, the GPA of students' awareness and attitude in learning is higher (3.14) The GPA of students' activeness and development of skills in learning is (3.06) Secondly, results after experiment 23 The results shown in the chart above show that measures to experiment póitivity and development of skills of students in learning are much higher than before the experiment General evaluation of experiment results On the basis of the results obtained through the experiment content, it is initially possible to confirm the measures to manage the learning activities of students at Viettel Academy in the current context suggested by the author are necessary and feasible; meeting the identified objectives, tasks and practical scientific values of the thesis Conclusion of Chapter On the basis of theoretical research and analysis of the current situation, in Chapter 4, the thesis has proposed 06 measures to manage students' learning activities at Viettel Academy in the current context that are synchronous and feasible The measures have a dialectic relationship with each other Test and experiment results have highly appreciated the necessity and feasibility of measures to manage learning activities of students at Viettel Academy in the current context CONCLUSION AND RECOMMENDATIONS Conclusion Learning activities play an important role in determining student learning outcomes, the formation and development of students' personality The management of learning activities is essentially a system of pedagogical effects with purposes, methods and plans of educational forces inside and outside the school to the entire learning process of students to motivate them actively occupy knowledge with their own abilities The theoretical study of the topic shows that it is possible to overcome the limitations and shortcomings in the students’ learning activity management at Viettel Academy through the application of the PDCA quality management model On the theoretical basis of the management of learning activities, the characteristics of the learning activities of students at Viettel Academy and PDCA model, the thesis has established the PDCA model in the management of learning activities of students PDCA approach to managing the elements of 24 the learning process creates quality of training This model will positively contribute to theoretical knowledge in renovating the students’ learning activity management at Viettel Academy Students’ learning activity management at Viettel Academy in recent years has been regularly concerned, directed and led by the Party Committee, Board of Directors, and authorities in both awareness and implementation Thus it has achieved positive results However, the current situation students’ learning activity management at Viettel Academy still has certain shortcomings, requiring timely identification and remedies From the theoretical and practical basis, the thesis proposes 06 measures to manage the learning activities of students at Viettel Academy in the current context, in order to overcome the weaknesses, contributing to improving the quality of training and management at the Academy The results of consulting experts show that all measures are suitable with reality and are both urgent and feasible The experiment results show that the quality of the students’ learning activities has been improved, while also proving the scientific hypothesis of the thesis Recommendations 2.1 To the Army Telecommunication Industry Corporation 2.2 To the Party Committee and Boards of Directors 2.3 To Departments and faculties in the Academy 2.4 To teachers and student managers ... at Viettel Academy in the current context 2.3.1 The concept of students’ learning activity management at Viettel Academy in the current context Students’ learning activity management at Viettel. .. Viettel Academy in the current context is completely appropriate Chapter PRACTICAL BASIS OF STUDENT LEARNING ACTIVITY MANAGEMENT AT VIETTEL ACADEMY IN THE CURRENT CONTEXT 3.1 Overview of Viettel. .. Introduction * Organizational structure of Viettel Academy * Managing staff * Teaching staff * Functions and duties of Viettel Academy * Training scope and procedure at Viettel Academy 3.2 Surveying current