Quản lý quá trình dạy học ở các trường đại học công an nhân dân theo tiếp cận năng lực tt tieng anh

1 INTRODUCTION Rationale for the study The Party, State and Ministry of Public Security have recently issued many guidelines and policies to direct the fundamental and comprehensive renovation of education and training in general and higher education in particular In schools, teaching is the major activity playing a very important role in implementing educational and training objectives Renovating and improving the quality of teaching process are objective requirements to reform education and training Currently, education is innovated from providing knowledge to developing comprehensively competency and quality for students as well as improves competency-based teaching to approach the current trend of educational innovation Managing teaching process is a basic content playing an important role in the entire school management activities Managing teaching process is to manage all elements of teaching such as objectives, content, methods, format of teaching organization, testing and evaluating, managing teachers’ activities and students’ learning, facilities and teaching materials management and ensure that teaching process is carried out scientifically and comprehensively for the sake of high quality and efficiency Over the past years, recognizing the role of teaching process and the management of this process, People's Public Security universities have always paid attention to innovating teaching process and the management of the process and gained important results However, management teaching process in People’s Public Security universities still reveals many shortcomings and does not meet the demand It can be explained by many reasons, but the main cause is that People’s Public Security universities have not renewed methods of managing teaching process They still rely on management experience but not relate to educational management science, impose administrative management on the entire teaching management, leading to the lack of synchronization in management stages Moreover, outdated management of teaching process and lacking orienting learners’ competency are limitations Currently, in the context of educational innovation, it is required for People's Public Security universities to innovate teaching process and manage teaching process according to scientific approaches, in which competency-based teaching is an appropriate approach Resolution No 17-NQ/DUCA dated October 28, 2014 of the Central Public Security Party on fundamental and comprehensive innovation of education and training in the People Public Security has affirmed on “Training, providing high quality human resources and creating qualified, capable, loyal staff who are knowledgeable in profession, well-versed in law, with necessary scientific-technical knowledge, foreign language and skills to perform the function of state management on security and order, protect national security, maintain social order and safety ” The above issues require research projects to innovate teaching process in People's Public Security universities according to scientific approach and other research on managing in this field Many works and research have been carried out on teaching management with different approaches, such as: CDIO, quality assurance, overall quality management, management of the change, etc However, management of competency - based teaching in People's Public Security Universities has not been studied completely and systematically From the above reasons, the author chooses the topic: “Management of competency - based teaching in People's Public Security Universities” as his doctoral thesis Objectives and tasks of the study Objectives Based on theoretical research and practice of management of competency - based teaching in People's Public Security Universities, the author proposes measures to competency - based teaching in People's Public Security Universities, contributing to improving education and training quality in People's Public Security universities Tasks Giving an overview of thesis-related works and researching other issues relating to the thesis Clarifying the theoretical literature of management competency based teaching in People's Public Security Universities Conducting surveys, analysing, assessing the current situation and indicating the causes of the current situation of teaching process and management of competency - based teaching in People's Public Security Universities Proposing measures to management of competency - based teaching in People's Public Security Universities through conducting experiments and testing the proposed measures Object, subject, scope of the study Object Management of training process according to competency - based approach in People's Public Security universities Subject Management teaching process according to competency - based approach in People's Public Security universities Scope In terms of content, the topic focuses on the study of management of competency - based teaching in People's Public Security Universities In terms survey, the thesis focuses on surveying educational administrators, lecturers and students in the full-time training system at institutions including typical training majors in public security sector, such as: the Political Academy of People's Public Security, People's Security Academy and People's Police Academy In terms of time, data used for the thesis has been compiled from 2014 to the present Scientific hypothesis Currently, with the requirement of reforming of education and training, teaching process in People's Public Security universities has innovated but still had limitations Requirements for People's Public Security universities mainly focus on innovating the teaching process and management of the teaching process in accordance with the scientific approaches Through theoretical and practical research, it is proved that competency-based approach in education in general and teaching in particular is an advanced and effectively applied in many countries around the world Therefore, if we propose measures to manage the teaching process in People's Public Security universities according to competency-based approach comprehensively and consistently, it will have a positive impact on the results of the teaching process as well as improving the quality of training in People's Public Security universities in the current period Research method and methodology Research method The thesis is based on dialectical materialism, Ho Chi Minh Ideology, views of the Communist Party of Vietnam on education and training and education management In addition, the thesis is based on the following approaches such as: the system - structure approach; the practical approach; competency-based approach, functional management approach Methodology Theoretical research methods: analyse, synthesize, generalize documents on theoretical management and educational management in Vietnam and abroad to determine the theoretical framework of the thesis Analyse and synthesise the documents of the Party, the State and Ministry of Public Security on the innovation of education and training Thereby, postgraduate can generalize, evaluate and clarify the views, and ideas related to the research topic Practical research methods: investigation method, observation method, product research method, discussion method, summarizing educational management experience method, professional solution and testing methods Supportive methods: mathematical statistics methods to process the data quantitatively, then compare and produce research results of the thesis New contributions of the study The thesis contributes to systematizing, clarifying and developing a number of theoretical issues about the management of competency based teaching in People's Public Security Universities Implementing the system of output standard for students in People's Public Security universities to meet the current practical requirements Determining the goals, contents, and methods of management of competency - based teaching in People's Public Security universities Clarifying the current situation of teaching process and management of competency - based teaching in People's Public Security universities Finding out the current limitations and shortcomings compared with requirements in training police human resources Therefore, proposing feasible measures to manage teaching process in People's Public Security universities as well as contributing to improving the training quality of People's Public Security universities Theoretical and practical meaning Contributing to systematising, generalizing, supplementing and developing teaching theoretical issues and management of competency based teaching in the People's Public Security Universities The thesis provides scientific evidence for managers at all levels to apply in the management of the learning process in People's Public Security universities, contributing to improving the quality of education and training in schools The research results can be used as a reference for lecturers, students, education and training authorities and universities under Ministry of Public Security The structure of the study The thesis includes chapters together with conclusion, recommendations, author’s list of scientific works, references and appendices Chapter OVERVIEW OF RESEARCH-RELATED SITUATION 1.1 The research-related works 1.1.1 Studies on teaching process based on competencybased teaching 1.1.1.1 Overseas research works Typical studies of foreign authors can be listed such as: Clark, F.W (1976) "Characteristics of the competency - based curriculum"; Tyler (1976) “Perspectives on American education: Reflections on the past challenges for the future”; Kathleen Santopietro Weddel (2006) “Competency Based Education And Content Standards”; RE Boyatzid (1982) “The Competent Manager”; Taylor & Francis Groups (1994) “Competency Based Assessment in the Professions in Australia”; Paprock KE (1996) “Conceptual structure to develop adaptive competencies in professional”; J Richard and T Rodger (2001) “Approaches and Methods in Language Teaching ”; S Kerka (2001)“ Competency-based education and training ”; S Fletcher (1995)“ Competency - Based Assessment Techniques ”; R Harris, H Guthrie, B Hobart, D Lundberg (1995) “Competency - Based Education and Training: Betwenn a Rock and a Wirlpool”; T Deissinger and S Hellwig (2011) “Structures and functions of competecy- Based educaiton and training (CBET): a comparative perspective”; Gervais (2016) “The operational definition of competency-based education” 1.1.1.2 Research works in Vietnam There are many works on this topic, such as: Le Dinh Trung, Phan Thi Thanh Hoi (2018) "Competency-oriented and competencybased teaching for students in high schools"; Vu Xuan Hung (2011), "Training teaching capacity for technical pedagogy university students in pedagogical practice based on implementing capacity approach"; Cao Danh Chinh (2013) on " Competency-based teaching in technical pedagogical schools"; Tran Khanh Duc (2012) “Capacities and professional competencies”, (2014) “Capacities and learning competencies”; Pham Duc Minh (2019) "Teaching, testing and evaluating political theory subjects in professional capacity approach in universities"; Nguyen Quy Khoat (2015) "Innovating teaching methods to contribute to improving the quality of training security officers at the People's Security Academy in the spirit of Central Resolution 8, Session XI"; Nguyen Kim Phong (2016) "Testing and evaluating students' learning results - One of measures contributing to improving training quality at People's Public Security universities and colleges" 1.1.2 Studies on management of competency based teaching 1.1.2.1 Overseas research works Typical studies of foreign authors can be listed as: A Popop (1956) "School Management" (Skolovedenie); M.I Kôndakop (1984) "Theoretical literature of management science"; Jacob W Getzels, Tames M Lipham, Roald F Campbell (1968) "Educational Management - Theory, Research and Practice"; Wily H (1991) “School - based Management and its Linkages with school Effectiveness”; Cooper King (2008) "Managing teaching and learning"; Ali Murtaza, Abdul Majeed Khan (2011) “Role of Teaching in managing teaching Learning situation” 1.1.2.2 Research works in Vietnam There are many works on this topic, such as: Nguyen Phuong Hoa (2010) "The way to improve quality and reform teacher training institutions"; Nguyen Phuc Chau (2010) "School management"; Dang Quoc Bao (2011) "Discussion on managing innovative teaching methods"; Nguyen Van Cuong, Bernd Meier (2015) "Modern teaching theory"; Bui Minh Hien, Nguyen Vu Bich Hien (2015) "School management and leadership"; Le Hoang Ha (2012) "Teaching management according to the point of differentiating teaching in high schools in Vietnam"; Tran Trung Dung (2016) "Managing teaching activities in high schools with competency-based development for students"; Tran Thi Thu Trang (2018) "Developing training programs with competency-based development at University of Engineering Logistics of People's Public Security"; Nguyen Van Hiep (2020) "Managing professional teaching activities at the University of Fire Prevention based on professional development capacity" 1.2 An overview of the thesis-related works and the issues that need further addressing in the thesis 1.2.1 An overview of the thesis-related works Firstly, there are a number of research projects and dissertations, with different approaches, on the management of competency - based teaching These works have highlighted the position, role, way and method in organizing as well as measures to manage competency-based teaching A number of works have shown the framework for competency, output standards, standards of the profession and the way of organizing and managing teaching activities to form students' knowledge, skills, motivation, and attitude that meet training goals and requirements These are directly related works that provide theoretical and practical bases for the research and development of the thesis Secondly, the problems of the teaching process in higher education institutions in general and the People's Public Security universities in particular are studied according to the approaches of different theories in educational management science However, these studies are only for overview or cover a specific functional aspect in the teaching process such as training program development, teacher development, test management, and learning results evaluation There are not many works that comprehensively study the competency-based approach in teaching with full elements such as objectives, content, methods, forms of teaching, teaching facilities, testing and evaluating Thirdly, there are not many researches on the theory of teaching in People's Public Security universities and the management of competency based teaching in People's Public Security universities The existing researches have not clearly formed the theoretical system of teaching in the police force, and there are still many gaps left The fact that this thesis focuses on the management of teaching using comprehensive competency-based approach in People's Public Security universities, meeting the requirements of educational innovation is grounded; The results of the dissertation will be the scientific basis to serve the management of teaching, thus improving the quality of teaching at People's Public Security universities, and at the same time providing reference materials for issues related to education and training in general and teaching in People's Public Security universities in particular 1.2.2 The issues that need further addressing in the thesis Firstly, studying the teaching process with competency-based approach in People's Public Security universities requires focusing on attaching the elements of the teaching process with the practical situation so that learners’ ability and skills can meet the requirements needed to the duties of protecting the national security and keeping the social security in the police units in localities From there, setting out the objectives, program contents, teaching methods, evaluating learning results and factors affecting the effectiveness of teaching process The content of competency-based teaching management in People's Public Security universities needs to suit the characteristics of education and training in the People's Public Security Force Secondly, continue to research to add and clarify the concept of tools related to learning process, competency and competency-based approach in teaching at People's Public Security universities in accordance with the trend of innovation in education and training in the country as well as in the world From there, constructing the concept, defining the content and specifying the factors affecting the management of competency-based approach in teaching at People's Public Security universities Thirdly, in terms of educational management, it must be based on the objectives and training requirements in People's Public Security universities as well as the implementation of assigned functions and tasks of cadres in the police units to determine output competency standards and the content of developing competency in the teaching process of People's Public Security universities It then serves as the basis for management and assessment of the current situation of teaching process management in People's Public Security universities today On that basis, detecting the advantages, limitations and their causes in organizing the traditional teaching management as well as the management of competency - based teaching Fourthly, in the current context, in order to improve the quality of teaching in People's Public Security universities, the thesis proposes and analyses the system of managing measures of competency - based teaching at People's Public Security universities in a practical and highly feasible way This is considered to be the core issue in improving the quality of teaching in People's Public Security universities in particular, and contributing to the improvement of the quality of education and training in People's Public Security in general, providing human resources to meet the requirements and the duty of ensuring national security and ensuring social security Conclusion of chapter An overview of foreign, domestic, and People's public security research related to the management of competency – based teaching shows that the teaching process and teaching management of the universities play a very important role in the research of the dissertation The reviewing process shows that the studies on teaching process and management of teaching process according to competency-based approach only focus on developing ability for education-majored students or going into some elements of the teaching process with competency-based approaches There have been no studies on the management of teaching process using competency-based approach in the People's Public Security universities with all management contents from objectives, content, methods, means and forms of organizing teaching activities to testing and evaluating learning results; The results of scientific research by foreign, domestic and especially the People's Public Security Forces authors as well as scientific issues that have not been thoroughly resolved are important basis for the author to build a rationale for the dissertation and organizing the research on the current situation for writing the thesis Chapter THE THEORETICAL BACKGROUND OF MANAGEMENT OF COMPETENCY-BASED APPROACH TEACHING PROCESS AT THE PEOPLE’S PUBLIC SECURITY UNIVERSITIES 2.1 The theoretical issues of competency-based approach teaching process at the People’s Public Security universities 2.1.1 Competency-based approach teaching at universities 2.1.1.1 The concept of teaching process Teaching process at the university is a purposeful, organized, unified process between teaching activities of teachers and students' learning activities in order to realize teaching objectives and tasks at university 2.1.1.2 Characteristics of the teaching process in university Clarifying the characteristics of the components of the teaching in university, including teaching objectives; content; teaching methods; teaching facilities; examining and evaluating teaching results 2.1.1.3 Competency and competency-based approach teaching * Competency: Competency is a combination of knowledge, skills and attitudes of an individual that allows to perform a certain type of activity, achieving desired results under specific conditions * Competency approach and competency-based approach teaching Competency approach is a professional approach that allows us to consider and handle teaching problems based on competencies, not purely as traditional teaching, which only considers teaching as providing and receiving knowledge, skills, attitudes Competency approach requires teaching to be firstly based on the learners' foundational competencies, on the other hand, focusing on the task of developing necessary competencies for learners At that time, all the elements of teaching process are designed, adjusted to meet, aiming at the formation of competencies according to predetermined competency frameworks, not separated from components of knowledge, skills, and ergonomics degree The concept of competency-based approach teaching in universities is a purposeful, organized process, unified coordination between teaching activities of lecturers and students' learning activities in order to form and develop a system of capabilities for students to meet students' training goals and future career requirements Comparison between traditional teaching process and competency-based approach teaching 2.1.2 Competency-based approach teaching in the People’s Public Security universities 2.1.2.1 The standard system of output competency for students at the People's Public Security universities Building a standard framework for the output competency of students in People’s Public Security universities including 04 standards and 14 criteria 10 2.1.2.2 The concept of competency-based approach teaching in the People’s Public Security universities Competency-based approach teaching at the People’s Public Security universities is a purposeful, organized process that coordinates the teaching activities of lecturers and the learning activities of students to form and comprehensively develop trainees' capacities, meeting training objectives and human resource needs of the police units and localities 2.1.2.3 The characteristics of competency-based approach teaching at the People’s Public Security universities Studying and analysing the characteristics of competencybased approach teaching in the People’s Public Security universities, including: eaching objectives; content; teaching methods; forms of teaching; teaching facilities; test, evaluating teaching results and lecturers with teaching activities and students with learning activities 2.2 Theories on the management of competency-based approach teaching in the People’s Public Security universities 2.2.1 The concept of management of competency-based approach teaching at the People’s Public Security universities Management of competency-based approach teaching at the People’s Public Security universities is the combination of the purposeful, planned and consistent impacts of the management subject on the teaching process to ensure that the process of teaching according to competency-based approach is strictly and fully implemented, contributing to improving the training quality of People's Public Security universities 2.2.2 The content of management of competency-based approach teaching in the People’s Public Security universities First, managing the construction and implementation of competency-based approach teaching objectives in People's Public Security universities Second, managing the competency-based approach curriculum and teaching content in People's Public Security universities Third, managing the renewal of competency-based approach teaching organizations in People's Public Security universities Fourth, managing the selection and use of competency-based approach teaching methods in People's Public Security universities Fifth, managing the competency-based approach teaching activities in the People's Public Security universities Sixth, managing the competency-based approach learning activities of the students of the People's Public Security universities 11 Seventh, managing the competency-based approach facilities, developing teaching facilities in People's Public Security universities Eighth, managing, examining and evaluating the results of studying using competency-based approach in People's Public Security universities 2.3 The factors affecting the management of competency-based approach teaching in the People’s Public Security universities First, the impact from the development of science and technology, globalization trends and international integration Second, the impact from the fundamental and comprehensive innovation of education and training Third, the impact from the quality of infrastructure and teaching facilities Fourth, the impact from the competency of management officers and lecturers in People's Public Security universities Fifth, the impact from students' cognitive level, positivity, initiative and creativity Sixth, the impact from factors of pedagogical environment Conclusion of chapter From researching the theoretical background, we can see that competency-based approach teaching has the nature and the principles and rules of teaching in general, but has its own characteristics in terms of objectives, content, teaching, methods, means to test, evaluating the results according to the competency approach to teaching The contents of the management of the teaching of learning and the evaluation criteria of the teaching and learning according to the competency approach in the People’s Public Security universities focus on the elements of the learning management: objectives, content, methods, forms of teaching organization, facilities, means of teaching, management of teaching activities, learning activities and assessment according to the competency approach Management of competency - based teaching in the People’s Public Security universities is affected by subjective and objective factors and environmental factors Chapter PRACTICAL BASIS FOR MANAGEMENT OF COMPETENCY – BASED APPROACH TEACHING PROCESS IN PEOPLE’S PUBLIC SECURITY UNIVERSITIES 12 3.1 An overview of the People’s Public Security universities 3.1.1 An overview of characteristics of the People's Public Security universities 3.1.2 The majors and the training scale of the People's Public Security universities 3.1.2.1 The majors in the People's Public Security Universities 3.1.2.2 The training scale in the People's Public Security Universities 3.2 An overview of the current research organization 3.2.1 Survey purpose 3.2.2 Survey content 3.2.3 Survey methods and techniques 3.2.4 Survey object, location and time 3.3 Current situation of teaching process in People's Public Security universities according to competency-based teaching approach 3.3.1 The current status of teaching objectives in People's Public Security universities according to competency-based teaching approach 3.3.2 The reality of teaching content in People's Public Security universities according to competency-based teaching approach 3.3.3 The reality of teaching methods in People's Public Security universities according to competency-based teaching approach 3.3.4 The reality of teaching organization forms in People's Public Security universities according to competency-based teaching approach 3.3.5 The current situation of teaching facilities in People's Public Security universities according to competency-based teaching approach 3.3.6 The situation of examining and evaluating the results of learners at the People's Public Security universities according to competency-based teaching approach 3.3.7 Actual situation of lecturers with teaching activities at People's Public Security universities according to competency-based teaching approach 3.3.8 Actual situation of students with learning activities in People's Public Security universities according to competency-based teaching approach 3.4 The current situation of management of competency based teaching in People Public Security universities 13 The current situation of management of competency - based teaching in People Public Security universities is implemented on the following contents: managing the constructive objectives, curriculum and content; form of organization; selection and use of methods; lectures’ teaching activities; student’s learning activities facilities, developing teaching facilities; testing and evaluating the study results 3.5 The current situation of factors affecting of management competency-based teaching in People Public Security universities The extent of influencing factors to the effectiveness of management of competency - based teaching in People Public Security universities is strongly assessed Therefore, as proposing management measures, it is necessary to pay attention to influencing factors to the efficiency of the management of teaching process 3.6 General assessment of the current situation and causes of management of competency - based teaching in People’s Public Security universities 3.6.1 Advantages Firstly, managing subjects are fully aware of the goal of managing teaching process to ensure the fulfillment of the teaching objectives, contribute to improving the quality of training and provide qualified human resource with high quality to meet the requirements of the combat practice of the People Public Security force in the current context Secondly, administrators and lecturers pay attention to the development and implementation of teaching plans Initially, we are achieving concrete results, creating a teaching discipline in schools Thirdly, directing innovate teaching methods seriously and making positive changes Managing facilities and developing teaching facilities have been invested and used effectively Teachers have applied actively and consciously information technology, using advanced teaching facilities to contribute to innovating teaching methods Moreover, managing lecturers’ teaching activities, students' learning activities, testing and evaluation are also effectively implemented, creating stability and development in the management of the teaching process The cause of advantages Firstly, the leadership and direction of the Central Public Security Party and leaders of Ministry of Public Security have directed the fundamental and comprehensive renovation of education and training 14 Secondly, the Party Committee, the Board of Directors of universities have implemented strong, synchronous, flexible and creative measures in accordance with the practical conditions of the school Thirdly, as soon as setting up the goals of managing teaching process measures, People’s Public Security universities always clearly identify and implement regularly and promptly policies The content of managing the teaching process is selected by administrators and lecturers to be suitable with the actual situation of schools Fourthly, managers and lecturers, who are enthusiastic, passionate about the job, are recruited and regularly fostered, contributing to the successful implementation of political tasks in every school year Fifthly, students in People's Public Security Universities have relatively equal background and are carefully selected Most students have acute awareness in learning and practicing Many of them are active, positivity, self-esteem and constantly improve themselves in learning and training Sixthly, the facilities and teaching equipment are invested effectively In addition, a good educational environment has created positive conditions for the competency - based teaching 3.6.2 Limitations A minor number of managers, lecturers and students are not aware of role of management teaching process according to competency-based teaching Content management is restrictively reformed Management measures have not been carried out effectively Inspection and supervision have not been performed regularly and continuously, so it is not timely to grasp and rectify the contents of the management Some measures are still ineffective and have not met the demand Although the quality of the management staff and trainers has been upgraded to their professional requirement, they mainly rely on experience The management ability is still limited while the management and direction are not enough strict nor effective The quality of the teaching staff is not equal The ability to organize innovative methods is not parallel with the teaching objective Implementation process is too formal while administrators have not paid attention to the essence of innovation The causes of limitations Firstly, administrators, lecturers and students did not have full awareness on teaching with competency-based approach Some 15 education managers have not been trained in management science, education science, so management is based on experience and lack of professional knowledge about education management Secondly, the organization of the survey of practical requirements at the police of units and localities to review, update, supplement, adjust teaching curriculum and content is still limited and has not been paid attention to conduct The teaching content has not sticked to the required practice Thirdly, turning to the management of teaching activities, there are shortcomings that have not been promptly addressed such as: assigning teachers in different modules, using teaching facility formally Fourthly, the test and evaluation of students' learning results have not linked to the target No test and assessment criteria are built on the orientation of capacity development for students Fifth, the management mechanism of functional units in schools is still overlapping and not suitable The coordination process still about individual working, not for sharing duties and tasks Sixthly, although facilities, equipment, models of learning tools, training grounds, and funding for teaching innovation have been paid attention, they are still limited and lack of synchronization Conclusion of chapter Surveying the current situation of teaching process and managing the competency - based teaching in People's Public Security universities showed that although the subjects have made remarkable changes in teaching process in People's Public Security universities such as: being aware of the importance of teaching management and paying certain attention to stages of the teaching process, there are still many shortcoming Chapter MEASURES FOR MANAGING COMPETENCY - BASED TEACHING IN PEOPLE’S PUBLIC SECURITY UNIVERSITIES 4.1 Organizing propaganda to raise the awareness of administrators, lecturers and students about the competency based approach 4.1.1 Purpose and meaning 16 Propagating and fostering knowledge and skills needed to change the perception of competency-based approach in teaching for educational administrators, lecturers and students The core problem of this change of perception is that the teachers must change the way of teaching, students must change the way of learning and schools must change the way of management 4.1.2 The content of the measure Schools need to foster and raise the awareness of managers, lecturers and students in order to be well prepared for the competency-based teaching process There should be a consistent direction from the Party Committee, the Board of Directors, faculties, and managing departments in all aspects of the competency-based teaching process Implementing the Resolution and directives of the Central Public Security Party Committee, and leaders of the Ministry of Public Security on the fundamental and comprehensive renovation of education and training in the People's Public Security Force 4.1.3 Methods The Board of Directors regularly directs educational management departments and faculties on the importance of renovating the teaching process in the competency-based approach teaching to meet the increasing requirements of human resources of police units in terms of quality and working competency 4.1.4 Conditions for implementing the measure Gather all the documents and compile specific instructions for each participant The training program to raise awareness needs to be clearly and specifically planned and regularly and continuously implemented Periodically evaluate and adjust the results of awareness raising for each school year, each stage; directing the implementation and apply the forms of reward and giving encouragement for achievements as well as imposing strict sanctions on unfinished tasks 4.2 Developing learning outcomes of each major according to the competency-based approach 4.2.1 Purpose and meaning Constructing and completing detailed and specific learning outcome in accordance with the goal of training qualified police officers to meet the requirements of the situation and the task of protecting security and order in the current period 4.2.2 The content of the measure 17 Establishing a Steering Committee and groups of experts to study and develop a system of competency standards necessary to meet the demands of the duties in the police units and localities Organizing scientific seminars, collecting ideas and completing the learning outcome Proposing the standard framework of the competency of police officers according to their working position as a basis for building the learning outcome with the competencybased approach 4.2.3 Implementation Show implementation process consists of steps 4.2.4 Conditions for implementing the measure The director needs to strengthen the propaganda for the participating forces, especially the lecturers, about the meaning and importance of building the learning outcome of each major in the new context The leaders must specify the standard framework of the competency of police officers according to their positions in legal documents to ensure the effectiveness of the implementation process Based on the publicly announced standards, schools need to focus on strengthening the conditions to ensure the quality that is strictly complied with the commitments according to the standards 4.3 Directing the development and implementation of the syllabus of subjects according to the competency-based approach 4.3.1 Purpose and meaning Good management of building and developing detailed course outline plays a very important role in helping educational administrators, lecturers and students to monitor and perform well the stages of the teaching and learning according to the competencybased approach 4.3.2 The content of the measure Based on the training program of the major, the training management department advises the Board of Directors to assign the faculties to develop the detailed course outline Leaders of faculties direct the groups to organize the elaboration and development of detailed course outlines in which the course objectives should be about building competency for the learners On the basis of the module’s objectives, which are in accordance with the requirements of the duties in local police units, selecting the teaching content to follow the objectives to form a system of competencies to meet the 18 output standards Finally, the management officers must effectively manage the use of detailed learning outlines to contribute to the successful implementation of competency - based teaching 4.3.3 Implementation First, managing the identification of course objectives Second, manage the selection of teaching content Thirdly, effectively managing the use of detailed course outlines, contributing to the successful implementation of competency - based teaching 4.3.4 Conditions for implementing the measure Must comply with the lesson plan identified in the detailed module outline It is necessary to regularly survey the practical public requirements of the police in local units in order to promptly adjust the teaching objectives and contents, thereby promptly adjusting the overall detailed outline of the course 4.4 Directing the renewal of teaching forms and methods, focusing on the application of functional teaching forms and methods to develop the competency of learners 4.4.1 Purpose and meaning Changing the way of teaching and learning: taking learners as the center, promoting the capacity of learners, learners play an active role in accessing knowledge; Teachers orient and guide learners to approach and implement the ability to master knowledge, turning the learning process into lifelong self-study To enrich traditional teaching methods and add a number of teaching methods to promote the effectiveness of teaching methods to meet the requirements of improving teaching quality 4.4.2 The content of the measure Raising awareness and reasoning for lecturers about renewing teaching methods and forms to organize teaching; focusing on the application of active teaching methods and forms: Directing, organizing the implementation of group teaching methods through experience; directing and organizing the implementation of teaching methods in the field (locations, sites, targets); directing the implementation of teaching and learning according to role-playing teaching methods; directing and organizing the implementation of teaching and learning methods to help students learn actively; directing and organizing the implementation of teaching activities according to the method of group activities Periodically reviewing, learning from experience to determine the effectiveness of the innovating teaching methods and organizational forms according to the competency-based approach 19 4.4.3 Implementation The director should issue and publicize the plan to renovate the methods and forms of teaching so that leaders, managers, and lecturers have a deep understanding of the purpose and content of innovating methods and forms of teaching according to competency-based approach The director should direct the training management department to develop evaluation standards for teaching innovation; implement the periodic inspection plan, urge the renewal of teaching methods and forms for faculties and subjects in the whole school in many forms The leaders of the faculties and disciplines should guide the lecturers to implement the lecture-oriented design phases Lecturers must choose and use active methods and forms of teaching to meet teaching objectives according to competency-based approach Lecturers have to research and grasp the reality of the conditions that educational institutions and lectures can mobilize This is a factor that not only affects the quality of education but also affects the use methods and forms of teaching according to the competency-based approach Teachers must guide students to self-study The director should periodically review and evaluate the effective of teaching innovation conducted in the semester and school year 4.4.4 Conditions for implementing the measure Building plans and organizing the innovation of teaching methods and forms should pay attention to the implementation itinerary and set the appropriate levels for the qualifications of the teachers and students’ learning methods, which must ensure specific suitability of each module and specialized training Managers and lecturers must have consensus, consistent awareness and direct to research, innovate teaching methods and forms according to competency-based approach 4.5 Implementing the training to improve lecturers’ competency to meet the requirement of the competency-based education 4.5.1 Purpose and meaning Building a contingent of lecturers with full qualifications, professional competency, experience, practical knowledge and pedagogical competency to meet the teaching process according to competency-based approach at the People’s Public Security universities 4.5.2 The content of the measure In order to build the teaching staff of the People’s Public Security universities that fully meet the above standards, the school leaders need to the following: Developing training plans, facilitating and sending teachers to participate refresher courses; 20 coordinating with the police of units and localities to organize seminars related to the training majors; training and fostering professional knowledge and skills, fostering ethical qualities and career love for faculty to improve the quality of the team 4.5.3 Implementation The director should direct functional departments such as the personnel department to preside and coordinate with the training management department, plan to foster the pedagogical and professional expertise for the faculty of the universities The plan should adhere to the goals of the Project No of Ministry Public Security on developing teachers and educational administrators at People’s Public Security universities 4.5.4 Conditions for implementing the measure University must adhere to the contents of the Project No 5, build a strategy to develop a team of faculty clearly in each stage, and have a plan to foster a team of faculty in accordance with the universities’ political mission Teachers should be active to uphold the spirit of inquisitive 4.6 Directing innovation in testing and evaluating learning results of students according to competency approach 4.6.1 Purpose and meaning Create a change in the form and content of testing, evaluate learning results, contribute to promoting innovation in content, teaching methods of teachers and learning methods of students 4.6.2 The content of the measure Assessment must be done throughout the teaching process, by choosing the most suitable assessment forms And in order to verify that the test and assessment of students' learning results are consistent with the teaching objectives set out of the training program, the detailed module outlines need to develop a standard framework of competency Output force for students of People’s Public Security universities according to competency approach 4.6.3 Implementation Directors assume the prime responsibility for, and direct functional units to develop plans and regulations on organizing the examination and evaluation of students' learning results, ensuring objectivity and truthfully reflect teaching - learning results The director directs the laboratory to develop regulations and organize the collection of learners'feedback on the teaching process and faculty 21 The director directs the testing laboratory to check, evaluate and comment on the teaching results of the lecturers through the quality of testing, evaluation and feedback from students 4.6.4 Conditions for implementing the measure Develop and promulgate a full and detailed management document system, focusing on defining output competency standards in accordance with output standards of training modules and programs The contingent of cadres and lecturers who perform the work of examining and evaluating students' learning results uphold the sense of responsibility, objectivity, fairness, science and accuracy 4.7 Ensuring material, technical facilities for education according to the competency-based approach 4.7.1 Purpose and meaning Strengthening facilities, teaching equipment, weapons, specialized practice rooms, classrooms, teachers’ rooms, library systems, information technology infrastructure, electronic lectures, learning materials centres, learning environment to meet the requirements of the innovation of competency - based teaching 4.7.2 The content of the measure Developing clear and specific plans and regulations on the management mechanism of facilities and techniques to be suitable for of each training discipline’s particularities; serving essential needs of staff, lecturers and students; organizing and guiding the implementation of the process and inspecting, supervising and effectively purchasing, using, maintaining, and upgrading technical facilities 4.7.3 Implementation Developing plans to ensure facilities and equipment, tools, specialized weapons together with facilities and learning environment to serve the essential needs of staff, lecture and students Organizing the effective exploitation and use of facilities and technical equipment Regularly inspecting and evaluating the management to find out appropriate adjustment measures 4.7.4 Conditions for implementing the measure It is vital to have attention and support from leaders of Ministry of Public Security to develop projects on roadmap and 22 approval for investing facilities, equipment for serving the teaching process Developing the coordination mechanism with universities inside and outside the Public Security and police of local units to mobilize potentials and utilize human resources for the teaching process Conclusion of chapter The thesis proposes measures to manage the teaching process in People's Public Security universities capacity-based approach These measures focus on organizing education to raise awareness on managing competency-based teaching Directing the construction and program of subjects, renewing teaching activities capacity-based approach Testing and assessment students’ learning outcomes ensure the requirement of facilities and teaching staff Management measures of competency-based teaching must be unified with mutual support relationship Chapter EXPERIMENTS AND TESTING MEASURES 5.1 Testing the necessity and feasibility of measures 5.1.1 Purpose and content of the test 5.1.2 Objectives, methods and procedures of the test 5.1.3 Test results In terms of necessity, there are measures ranked at “Very necessary”, measures ranked at “Necessary” In terms of feasibility, there are measures ranked at “Very feasible”, measures ranked at “Quite feasible” This proves that the proposed measures are close to reality, suitable for the subject and have scientific evidence for implementation Results from the survey after being calculated according to Spearman formula gives the result R = 0.89 Thus, the correlation number is quite close to 1, so that it can be confirmed that the proposed measures are both necessary and feasible 5.2 Experimenting measures The postgraduate chooses the measure "Directing the innovative teaching forms and methods, focusing on the application of functional teaching forms and methods, developing advantages of learners' competencies" to conduct testing according to the 23 experimental method with 120 regular students in Political Academy of People’s Public Security from March 2019 to February 2020 *Test hypothesis: If the subjects have measures to direct the innovative teaching forms and methods, focus on applying functional teaching forms and methods based on learners’ capacity development, it will bring improve the capacity and quality in tea ching * Test results: Regarding the level of evaluation for the contents of the test measures: The pre-test average score X = 2,16, ranked at “Average” level, and after the test X = 2,97 ranked at “Fair” level The standard deviations before and after the test are approximately the same, indicating that the evaluated values are quite focus on the mean Look up the t-student distribution table, with 99% confidence that Tα = 2,58; |Tkđ| = 9,52 > 2,58 proves that the difference in the average score before and after the test is statistically significant and scientifically reliable Conclusion chapter Results of the test on the necessity and feasibility show that a large number of people agreed with the proposed measures Opinions assessed at “Very necessary” and “Very feasible” level are higher than other levels This proves that the measures are built appropriately, meeting the requirements of managing competency based teaching in People’s Public Security universities The testing and organization have basically achieved the defined objectives Results show that the measures managing the teaching process in People’s Public Security universities have followed the competency approach in the thesis as well as brought about particular effects This confirms the role and feasibility of the thesis’s scientific hypothesis CONCLUSION AND RECOMMENDATION Conclusion Recommendations For Ministry of Education and Training For Ministry of Public Security For Department of Training of Ministry of Public Security 24 For the People's Public Security universities For lecturers and students in the People's Public Security University For Police units and localities ... functional management approach Methodology Theoretical research methods: analyse, synthesize, generalize documents on theoretical management and educational management in Vietnam and abroad to... Public Security universities Theoretical and practical meaning Contributing to systematising, generalizing, supplementing and developing teaching theoretical issues and management of competency based... approach"; Cao Danh Chinh (2013) on " Competency-based teaching in technical pedagogical schools"; Tran Khanh Duc (2012) “Capacities and professional competencies”, (2014) “Capacities and learning