quản lí đào tạo cán bộ chỉ huy đội thiếu niên tiền phong hồ chí minh theo hướng đảm bảo chất lượng bản tóm tắt tiếng anh

PREFACE
1. Necessity of the thesis
* Quality control was developed as per three levels: Quality monitoring (QM), Quality assurance (QA) and Overall quality
control (OVERALL QC). QA is the “intermediate” or “transitional” level between KSCL and OVERALL QC. Many nations
have applied a theory of quality control in the production to the educational management and succeeded. The application of
quality control theories and models to the officer training management remains a lot of freshness. To enhance the quality of
officer training management, it will be required to apply quality control theories of quality control to the officer training
management, step by step make good weakness and shortcomings on the officer training management and contribute to improving
the quality of officers.
* To improve the training quality of Ho Chi Minh Young Pioneer Union commanding officer (hereinafter referred to
the Union Commanding Officer), it shall be required to study, re-organize the Union Commanding Officer training process.
There are various approaches and the thesis author chooses the approach of the Union Commanding Officer training
management towards QA
Coming from the above arguments and practices, the thesis “Management of Ho Chi Minh Young Pioneer Union
commanding officer towards the QA” is chosen for study.
2. Objective of study: Studying the arguments and practice on the management of officer training is to propose
measures on the Union Commanding Officer training management towards QA to improve the quality of the Union
Commanding Officer training in the present period.
3. Subject matter and subject of the study
3.1. Subject matter of the study: Manage the Union Commanding Officer training.
3.2. Subject of the study: Measures on the Union Commanding Officer training management towards QA.
4. Scientific assumption: The quality of the Union Commanding Officer training will be assured if establishing and
effectively implementing a system of measures on the Union Commanding Officer training management towards QA, step by
step improve the quality a staff of the Union Commanding Officers and contribute to improving the quality of the Union work and
children’s movement in the present period.
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5. Study task
5.1. Study arguments on the Union Commanding Officer training management towards QA.
5.2. Assess the real situation of training and officer training management in recent years (2008 – 2012) (survey made at
Le Duan School).
5.3. Propose measures the Union Commanding Officer training management turn to towards QA and experiment some measures

(at Le Duan School).
6. Limited Scope of Study
6.1. Scope of Subject of the Study: Establish a system of measures of the Union Commanding Officer training
management towards QA.
6.2. Scope, area and time of the Study: Carry out studying in the areas: Le Duan School, Youth Union, Education &
Training Departments of 29 urban/rural districts and towns (hereinafter referred to “the Unit”) in Hanoi city. The time for
study and assessment on the Union Commanding Officer training: from 2008 to 2012.
6.3. Scope of objects of survey and impact experiment:
a) Object matter of survey: Officials of the Youth Union and the Education & Training Department of 29 Units;
managerial staff (CBQL), teachers of Le Duan School; Teachers – the Chiefs of Union of primary schools and junior high
school at 29 units.
b) Object matter of experiment: 4 classes on the Union Commanding Officer training at Le Duan School (Class on
Chief of Group of 7
th
Bloc - Course 148, Class on Steering Committee of Primary School Detachment – Course 57, Class on
Chief of Group of 7
th
Bloc - Course 149, and Class on Steering Committee of Primary School Detachment – Course 59).
7. Methodology and study method
7.1. Methodology: Dialectical materialism, historical materialism; approach to activity, system, development and
practice.
7.2. Specific study method groups: Group of document study method, Group of practical study method, Group of study
result processing method by mathematical statistic.
8. Defended contention:
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Contention 1) Applying the arguments on QA to the management of the Union Commanding Officer training to propose
proper manageable measures, overcome limitations of the existing management measures of the Union Commanding Officer
training will help the quality of the Union Commanding Officer training getting better.
Contention 2) The Union Commanding Officer training is the “source” training of managerial staff in the political system.
The establishment and the preparation of training program content and organization of training as per module so as to strengthen

practical skills of commanding the Union activity for the Union Commanding Officers will contribute to achieving the quality of
training and to creating a better “source” of managerial staff for the political system.
9. New contributions of the Thesis
9.1. Argument: Contribute to enriching argumentative issues on the training management towards QA in training one type
of specific staff; Indicate components of the Union Commanding Officer training management and measures on the Union
Commanding Officer training management towards QA.
9.2. Reality: Provide a real situation on the training and management of the Union Commanding Officer training in
recent years (2008 – 2012); Analyze influence factors to the real situation; Propose the measures on the Union Commanding
Officer training management towards QA which are feasible in reality. It is likely that the study results will be a reference for
studying, managing and applying to the officer training reality for mass organizations.
10. Thesis composition
In addition to the Preface, Conclusion and Recommendation, List of Reference Documents, the thesis is composed of 3
chapters:
Chapter 1. Argument on the Union Commanding Officer training management towards QA
Chapter 2. Real situation on the training and the management of the Union Commanding Officer training in recent
years (2008 – 2012) (survey at Le Duan School)
Chapter 3. Propose measures the Union Commanding Officer training management turn to towards QA and
experiment some measures (at Le Duan School).
CHAPTER 1
ARGUMENT ON TRAINING MANAGEMENT OF UNION COMMANDING OFFICER TOWARDS QA
1.1. Overall study of training management towards QA
1.1.1. At abroad
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1.1.1.1. Study of general quality control: The quality control came from Japan and was initiated by Ed.Deming and J.M.
Juran. After that, the quality control method of Ed.Deming and J.M. Juran was expanded and developed, which strongly
influences the QC movement in many countries. Core contents of theoretical model of the quality control as proposed by
Deming and Juran are 14 contentions and 10 contentions, respectively. In the late decade of the XX century, UK put forward a
code of standards of “Quality Systems” BS 5750. Nowadays, the model BS 5750/ISO 9000 has been applying to establish a
quality control system at the Education & Training establishments in accordance with ISO 9000 standard.
1.1.1.2. Study of training management towards QA

a) Study of training management towards QA at the national scope
* Study trend on setting up QA organization and setting up QA procedure at the national scope of some European and
American countries: These countries set up their QA research and implementation agencies and proposed quality verification
procedures for implementing the QA.
* Study trend on setting up QA organization and setting up QA procedure at the national scope of some Asian
countries: China, Korea, Southeast and Pacific countries made studies on the education of QA.
b) Study of Training management towards QA at the international scope: Universities in the Europe carried out the QC
based on the European quality control model (EFQM) of the European Quality Control Organization.
Universities Association of countries in ASEAN – AUN bloc (established in 1995) carries out establishing an
educational quality standard and looked for measures on continuous quality improvement of the universities in ASEAN.
In brief, foreign countries gained certain achievements in the study of quality control, training management towards
QA, focused on studying and developing at university education level. Studying and developing the training management
towards QA in the field of managerial staff training are limited.
1.1.2. In Viet Nam
The educational QA has become guideline and policy of the Communist Party and the State and is concerned and
studied by scientists.
a) Study of argument on training management towards QA: Typical representatives are the authors Pham Thanh Nghi,
Nguyen Huu Chau and Tran Khanh Duc.
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b) Study and application of argument to the reality of training management towards QA: Having proposed university
education management model and university education quality evaluation criteria from the quality control point of view of
ISO&TQM. In recent years, the training management towards QA is paid attention.
c) Books, curriculum, magazine of training management towards QA: Typical representatives are the authors Nguyen Mi
Loc, Tran Kiem, Luu Thanh Tam, Pham Quang Huan, Phan Van Kha and Dang Ung Van and etc.
d) Some theses which study training management towards QA: Authors are Vu Xuan Hong, Nguyen Van Ly, Nguyen Van
Hung, Nguyen Duy Hung, Trinh Thanh Ha and etc. We select and inherit the confirmed results and continue studying, renovating
and finalizing the Union Commanding Officer training management towards QA.
e) General trend on studying and developing QA in education in Vietnam: In 2003, Educational Quality Verification and
Examination Department was established. Therefore, QA in the education has been developed.
In general, many research work on the educational management referred to QA, training management towards QA in the

university education. However, a study about the training management towards QA in the form of managerial staff training school
is still fresh. Up to now, there has been no work making a comprehensive and extensive study about the training management of
managerial staff towards QA in Vietnam. Successful study of the Union Commanding Officer training management towards QA
will contribute to the improvement of managerial staff training quality and can be a suggestion of managerial staff training
management model towards QA in Vietnam.
1.2. General argument on training process, training, management of training process, training management
1.2.1. Training process and components of training process
1.2.1.1. Training process concept: is the process of teaching activity organization of a teacher and learning and
practicing activities of a learner in an aim to form and develop the personality of the learner in accordance with the training
target.
1.2.1.2. Components of training process
According to the author Dang Quoc Bao, the training process consists of 10 components; According to the author
Nguyen Duc Tri, the training process consists of 11 components. We have opinion that “the Process” consists of 3 steps
“Beginning”, “Development” and “Conclusion”. The training process begins from Training Target and ends with Training
Product; and consists of 10 components: Training Target, Training Program Content, Training Method, Training Form, Training
Condition, Teacher, Learner, Training Organization Machinery, Inspection and Evaluation of Training Process and Training
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Product. It is possibly understood that: the Training process is the organization process of the teaching activity of the
teacher and the learning and practicing activities of the learner learner in an aim to form and develop the personality of the
learner in accordance with the training target.
1.2.2. Training and components of training
1.2.2.1. Training concept: is the process equipped with new knowledge and skills for the learner so as to implement
some given works (jobs) in accordance with the identified Training Target.
1.2.2.2. Components of training
In our opinion, training is the concept whose comprehension is broader than the training process. The training begins
from the step Enrollment (based on social requirement, beyond the training process) and ends with the Training Product.
Components: Training Regulation, Training Environment do not belong to the training process but they are the components
of training. Therefore, the training consists of 12 components: Social Requirement; Training Target; Training Program and
Content; Training Method; Training Form; Training Condition; Teacher; Learner; Training Organization Machinery;
Training Inspection and Evaluation; Training Regulations, Training Environment and Training Product.

1.2.3. Training management, training process management
1.2.3.1. Concept
a) Training management concept: is the component system management relating to the training from the enrollment
to the operation of components combination from the Training Target, the determination of the Training Program Content,
organization of training activity which occur in the Training Environment to achieve the training result to the satisfaction
of the Social Requirement.
b) Training process management concept: is the management and implementation of steps of the training process,
from the management of the Training Target, establishment management of the Training Program Content, organization
management of the training process (teaching activity, learning activity by using forms, methods and conditions of
training), management of coordination of training forces and management of training quality inspection and evaluation to
the management of the Training Product, which occurs in the regulations and training environment.
1.2.3.2. Training management measure: is the way of components system management relating to the training from
the enrollment to the operation of components combination from the Training Target, the determination of the Training
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Program Content, organization of training activity which occurs in the Training Environment to achieve the training result
to the satisfaction of the Social Requirement
1.2.3.3. Components of training management, training process management
a) Components training management
In our opinion, the training management is the management of one perfect system including 12 components (the teacher
component becomes a teaching activity, the learner component becomes a learning activity in the training management); these
components have interactions (see Figure 1.1):
YCXH: Social Requirement
QLMT: Training Target Management
QLNDCTr: Management of Training Program and Content
QLPP: Management of Training Method
QLHĐD: Management of teaching activity
QLHĐH: Management of learning activity
QLĐK: Condition Management (material resources, financial resources,
information resources, forces other than a teaching staff)
QLQC,MTr: Management of Training Regulations and Environment

QLBM: Management of Training Organization Machinery.
QLKTĐG: Management of Training Inspection and Evaluation
QLSPĐT: Management of Training Product
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BM
NDCTr
KTĐG
MT
QC, MTr
HĐD
HĐH
MANAGEMENT
PP
YCXH
SPĐT
HT ĐK
QLHT: Management of Training Form
Figure 1.1: Relationship between the components of training management
b) Components of training process management
The training process management consists of 10 components: management of Training Target; management and
establishment of Training Program and Content; management of teaching activity; management of learning activity;
management of Training Method; management of Training Form; management of Training Condition; management of
Training Organization Machinery; management of Training Inspection and Evaluation; management of Training Product.
These activities occur in Training Regulation and Training Environment. The management of the training process is the
linkage of components which makes them move to create a perfect development of the training process (refer to Figure 1.3).
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Th
MANAGEMENT
HT
MT

ĐK
Tr
ND
PP
BM
MTr
QC
QLMT: Management of Training Target
QLNDCTr: Management of Training Program Content
QLPP: Management of Training Method
QLHĐD: Management of teaching activity
QLHĐH: Management of learning activity
QLHT: Management of Training Form
QLĐK: Management of condition and means for training
QLBM: Management of Training Machinery
QLKTĐG: Management of Training Inspection and Evaluation
QLSP: Management of Training Product
Figure 1.3: Relationship between the components of training process management
1.3. Training management towards the quality assurance
1.3.1. Quality, training quality
1.3.1.1. Quality: is the appropriateness of product (output) with the target and satisfies the product user (customer)’s
demand.
1.3.1.2. Training quality: is the appropriateness of the Training Product with the Training Target and satisfies the user
(customer)’s demand.
1.3.2. Training management towards QA
1.3.2.1. QA concept: is the whole planned activity and system which are implemented in the quality system and is proved
to be a sufficient necessity to gain a satisfactory confidence that an entity (object) will satisfy all the quality requirements
(According to Vietnamese standard 5814).
1.3.2.2. Training QA concept: is the one system of the planned activities which is implemented inside and outside the
training establishment and proved to be a sufficient necessity to both gain the Training Target and satisfy quality

requirements of the society. Reference to the training QA is the reference to standards, criteria and indices of evaluation in the
training process to the satisfaction of the training quality.
1.3.2.3. Training management towards QA
a) Concept of training management towards QA: is the management of one system of measures and planned activities
which are implemented inside and outside the training establishment and proved to be a sufficient necessity to meet the
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training target and satisfy quality requirements of customers. Reference to the training management towards QA is the reference
to the management of implementation of standards, criteria and indices of evaluation in the process of striving for achieving
the training quality.
b) Components of training management system towards QA: include 3 main components: Management inside the training
establishment (input, process and input); Self-evaluation and External evaluation.
1.3.2.4. Models of training management towards QA
a) Quality control levels: There are 3 levels of quality control from low to high: QC, QA, OVERALL QC. These 3 levels
consist of the mutual inheritance and development. While Quality monitoring has been done at the top level management
(focusing on detection), quality assurance has been transferred to the task and responsibility of the management entity
(focusing on prevention, this is the intermediate level of management between Quality assurance and Overall quality control
(focusing on improving overall quality). QA highly appreciates autonomy, self-responsibility and a culture of quality
management.
b) Training quality control levels: Corresponding to the quality control levels, there are 3 training quality control levels:
Training QC, Training QA and Overall training QC.
c) Models of training quality assurance: The thesis only introduces some popular QA models in the education: ISO 9000
model, EFQM model, SEAMEO model and CIPO model (Context - Input - Process – Outcome): the quality of one training
policy as per the CIPO model is the management quality of 3 components: Input, Process and Outcome in the Context of the
school.
1.4. Union Commanding Officer training management towards QA
1.4.1. Union Commanding Officer: is the pioneer of Ho Chi Minh Young Pioneer Union Union who is elected by the
Union congress and trained in order that it is possible to manage the Union activities.
1.4.2. The Union Commanding Officer training
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1.4.2.1. Union Commanding Officer training concept: is the process that makes plan, changes his/her attitude, knowledge

and skills of the Union Commanding Officer in accordance with the given standard by learning, practising based on a legal
program (recognized by competent authority) to assume his/her union commanding duty in schools effectively.
1.4.2.2. Factors of Union Commanding Officer training process include: Training Objective and Target, Training Method,
Training Form, Means and conditions of material facilities for training.
1.4.3. Model of Union Commanding Officer Personality
1.4.3.1. Union commanding officer personality model concept: is the fundamental character and capability of the union
commanding officer as expressed in the knowledge, skills and attitude of the union commanding officer which meets requirements of
the Union task.
1.4.3.2. Product of Union Commanding Officer training: is the outcome of quality Union Commanding Officer training,
which first of all meets the target of knowledge, skills and attitude that creates the Union commanding officer personality model
and then meets requirements of the Union task. The Union commanding officer personality model is expressed by the commanding
skill of the Union activity.
1.4.3.3. Union activity commanding skill: is the ability to effectively carry out commanding the Union activities by applying the
knowledge and union activity mode suitable for the permitted condition.
1.4.4. Union Commanding Officer training management towards QA
1.4.4.1. The Union Commanding Officer training management according to the point of traditional views (in past to
nowadays)
a) Concept of the Union Commanding Officer training management according to the point of traditional views (in past
to nowadays)
- Management of Union Commanding Officer training: is the manageable activity of target, content, method, teacher (preceptor),
learner (pupil), forms, condition and means of training (technical and material facilities) catering for the Union Commanding Officer
training in the Training Organization Machinery, and in the Union Commanding Officer training environment to achieve the Training
Target.
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b) According to the point of traditional views (in past to nowadays)
Management measure on Union Commanding Officer training: is the manageable method of such elements as target, content,
method, teacher (preceptor), learner (pupil), form, condition (technical and material facilities), environment, regulation and
Training Organization Machiner; linkage of such elements and making them move to create the integral development of the Union
Commanding Officer training process.
c) Measures of the Union Commanding Officer training management according to the point of traditional views: Including

6 measures.
The Union Commanding Office training management in accordance with the traditional views has its substantial
advantages that should be inherited and promoted, however, it also restricts to renovate the educational management for the
Union Commanding officers in new management approaches to the quality assurance.
1.4.4.2. The Union Commanding Officer training management towards quality ensure
a) Concept: The Union Commanding Officer training management towards quality ensure is Components of training
process management activity which closely contact with the Union Commanding Officer training management from
enrollment to working of components group in purpose training, definite content of training program, organizes training
activity occurs in training environment to has achievements in the Union Commanding Officer training management be
content with social commanding.
b)Model and level of Union Commanding Officer training management towards QA:
We select the model of the Union Commanding Officer training management towards QA based on the CIPO model
(Management according to process) and QA management level (known as QA CIPO model in the management of the Union
Commanding Officer training).
* Union Commanding Officer training management model towards QS – Selection of CIPO model: Input element group :
resources (learner, teacher); training program. Process element group: Make and organize the implementation of training
scheme; teaching activity, learning activity; Inspect & evaluate; Material facilities and training equipment; Coordinate the
forces. Outcome element group includes: Training Product (through the External Evaluation), Establish an advanced
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development program; Organize the advanced development. Social background: Social reality, school, family and social
forces.
QA CIPO model in managing the Union Commanding Officer training: Input management: Manage the enrollment; Establish
organization culvert; Manage and establish the program, content, method and form of training as per module; Improve teaching
staff in conducting the organization culvert. Management of training process: Manage the establishment and organize the
implementation of the training scheme; Manage teaching, learning and practicing as per the module; Manage the inspection and
evaluation of training process towards activating the learner; Manage use of equipment and material facilities catering for the
Union Commanding Officer training; Manage the coordination of forces in implementing the training process. Outcome
management: Manage the external evaluation; Manage and prepare the program, plan to continue the advanced development;
Manage the organization of the advanced development. Suitability with social background: Input management, process
management and outcome management placed in the correlation with the Social Background include: Social reality, School,

Family, Society.
* Managemenet level of Union Commanding Officer training – Selection of QA. level
Diagram of QA CIPO model in the management of Union Commanding Officer training (Figure 1. 10).
c) Measures on Union Commanding Officer training management towards QA (as per the QA CIPO model in the
management of Union Commanding Officer training):
* Concept: Training management of Ho Chi Minh Young Pioneer Union commanding officer towards quality assurance is
the management of the system of elements closely related to training Pioneer Union commanding officer from recruiting to
operation of a combination of elements from the training objectives, defining the content of training programs, organizing
training activities in the training environment based on input, process, output to educate Pioneer Union commanding officer
meeting the need of society.
* Training management of Ho Chi Minh Young Pioneer Union commanding officer towards quality assurance consists of
3 measures:
Input management measure group: Improve the enrollment work towards QA; Build up a quality, friendly and cooperative
pedagogic collective; Renovate the Training Program and Content as per the module; Foster the teachers in conducting the
organization culture. Training process management measure group: Improve establishment and organize implementation of
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training scheme towards QA; Organize teaching, learning and practising based on the module; Carry out inspecting and
evaluating the training process towards QA; Equip and use the material facilities and teaching equipment towards QA;
Intensify coordination with the forces in implementing the training process towards QA. Outcome management measure
group: Intensify the external evaluation after training; Establish after-training development content and program; Organize the
after-training advanced development.
1.5. Influence elements to the management of Union Commanding Officer training: including subjective elements (in
the training establishment) and objective elements (outside the training establishment).
Sub-conclusion of Chapter 1
CHAPTER 2
REAL SITUATION OF TRAINING AND UNION COMMANDING OFFICER TRAINING MANAGEMENT
IN RECENT YEARS (2008 – 2012)
(SURVEY AT LE DUAN SCHOOL)
2.1. General introduction on organization of real situation survey
2.1.1. Survey objective: Analyze and evaluate the real training situation and use of union commanding officer; real situation

of management of Union Commanding Officer training at the Le Duan School in recent years (2008 – 2012).
2.1.2. Selection of object sample, area and time for survey: Survey object sample: 290 persons: Group 1: Managerial
staff (60 persons); Group 2: Teacher – Chief of the Union (200 persons); Group 3: Managerial staff, teacher of Le Duan
School (30 persons). Survey area: 29 units. Survey period: Survey duration: training courses were carried out in 5 years
(from 2008 to 2012). Survey time: from the beginning of 2012 to 29/2/2012.
2.1.3. Survey content: Quantitative statistics of real situation of training and use situation of union commanding
officers; Survey of real management situation of Union Commanding Officer training in the territory of Hanoi. The survey
content focuses on 7 issues (see Appendices 1 & 2).
2.2. Overview about Le Duan School – where Young Pioneer Commanders (YPCs) for Hanoi City are trained
2.3. Training profile of training YPCs in Le Duan School in recent years (2008 – 2012)
Table 2.6: Evaluation about promoting roles of Post-trained YPC in Le Duan School
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Nr Evaluator Quantity
Evaluating the promotion of commanding skills of post-trained YPC in
Le Duan school
Good Average Poor
N % N % N %
1 Management cadres 60 40 67 20 33 0
2 Teachers – Schools 200 138 69 50 25 12 6
3 Cadres, teachers of Le Duan School 30 18 60 12 40 0 0
Total 290 196 67 82 28 12 5
Figure 2.1: Evaluation about promoting roles of Post-trained YPC in Le Duan School (commanding skills)
Table 2.6 and Figure 2.1 indicate that: 95% of opinions revealed that the YPCs promote their leading, commanding roles in
the Union after they have been trained (well promoting: 67%, mean promoting: 28%), and only 5% of opinions considered that they
do not yet promote well.
Advantages: The school is qualified with conditions of a training facility (equivalent to a professional high school); the
training model applied is quality control model; training at both primary and junior high school levels; Training duration
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(short-course) is appropriate; training methods and types are suitable with skill training; the training program, materials are
suitable (appraised and approved); the training quality is controlled; the quality outcomes are partially qualified; the physical

infrastructures, coaching equipment and tools are invested in and suitable with skill training; the budget is subsidized by the
Government that meets the training demand; the management, training staff are young, proactive, devoted and accountable that
assured with political quality and professional demand.
Disadvantages: The organization mechanism is not fully appropriate and overlapped; the staff is not appropriately
structured and quantified; the scope of training is not yet adequate; the check and assessment of training process is not yet
systematic; the physical infrastructures and equipment do not meet the training demand and scope.
These advantages and disadvantages confront the School to urgent require renovating, improving the management and
training of the Young Pioneer Commanders.
2.4. Actual management of training for YPDs of Le Duan School
2.4.1.1. Awareness about the necessity and assessment on implementation of groups of methods for training management for
YPCs in Le Duan School (out of total samples)
Table 2.7: Actual awareness about the necessity and assessment on implementation of groups of methods for training management
for YPCs in Le Duan School (out of total samples)
1point≤
X
≤ 3 points
Nr
Group of measures for training management
of Young Pioneer Commanders
Necessity Implementation Relation
Averaged Deviated Averaged Deviated r p
1 Group 1: Management of enrollment 2.51 0.58 2.23 0.54 0.26 0.03
2 Group 2: Management of establishment and organization for implementing training plans
a Management of establishment of training plans 2.74 0.47 2.48 0.42 0.49 0.00
b Management of implementation of training plans 2.76 0.46 2.43 0.43 0.48 0.00
Averaged points given to Group 2 2.75 2.46
3 Group 3: Management of training, coaching, learning and drilling
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Nr
Group of measures for training management

of Young Pioneer Commanders
Necessity Implementation Relation
Averaged Deviated Averaged Deviated r p
a Management of training and coaching 2.71 0.48 2.37 0.46 0.46 0.00
b Management of learning and drilling 2.68 0.52 2.35 0.47 0.42 0.00
Averaged points given to Group 3 2.70 2.36
4 Group 4: Management of organization for
inspection, assessment
2.64 0.53 2.32 0.49 0.37 0.00
5 Group 5: Management of utility of physical
infrastructures, equipment and budget for
training
2.56 0.55 2.26 0.53 0.35 0.01
6 Group 6: Management of coordination between
training sources
2.53 0.56 2.21 0.54 0.23 0.04
Points on average 2.64 2.33
All 6 groups of management methods gain high points on the necessity level and mean to good points on the
implementation level.
2.5. Overall assessment on training management of YPCs
2.5.1. Strengths: Most of management methods of the training management are controlled, highlighted in some methods:
Management of establishment and organization for implementation of training plans; management of training, coaching,
learning and drilling.
2.5.2. Weakness: The quality assurance is not given due attention to in enrollment and management in establishing and
organizing for management of training plans; the management of training and learning is not fully learner-activated base; the
management of inspection and evaluation is still inadequate and not fully qualified; the physical infrastructure and training
equipment do not meet demand of skill training; the training socialization is not properly carried out; and the coordination with
training management resources are is not systematic.
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Le Duan school ensured quality survey the Union Commanding Officer training management in almost measures but has

not success ensure quality (according to model CIPO) in almost measures management.
Though the quality assurance is undertaken in most of management methods for training but the training quality is not
assured in the management methods of training. The efficiency of management methods of training is restricted, ranked at the
average level. The groups of management of coordination between training resources, management of enrollment,
management of utilization of physical infrastructure, equipment and budget for training are not properly implemented. The
methods of inspection, evaluation of training are not accurate. The School has not yet set up the criteria for auditing the
training quality. The training, coaching, learning and drilling are not actually evaluated. The training program is dominated
with theory delivery and slowly updated with new topics. The management, evaluation of post-trained YPCs is not regularly
and scientifically carried out, not obtained feedback properly that help adjust and supplement the training management.
2.5.3. Factors affecting to the actual management of YPCs training
Table 2.17: Factors affecting to actual management of YPCs training
1 point ≤
X
≤ 2 points
Nr
Factors affecting to actual management of YPCs training at Le Duan School
Level of impact
Averaged Deviated Averaged
I Positive impacts
1.
Concerns from various management levels: City Communist Committee, City People’s
Committee, Youth Union’s Committee of the City, Department of Education and Training
of Hanoi City, Youth Union, Education and Training divisions in relevant entities.
1.55 0.43 5
2.
Close direction and instruction from Communist Party’s Committee, Governing board,
and management cadres of various faculties and departments of the School
1.68 0.46 1
3. Positive advice from management staff, cadres, teachers of the School
1.65 0.48 2

4.
Cooperation from experts, scientists in formulating programs, textbooks and materials,
and renovating teaching methods
1.56 0.44 3,5
5.
Exchanging, jointly training, fostering, studying and learning training models with other
provinces and cities in the national, regional and international levels
1.56 0.40 3,5
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Nr
Factors affecting to actual management of YPCs training at Le Duan School
Level of impact
Averaged Deviated Averaged
6.
Receiving timely feedbacks from relevant districts, precincts, Young Pioneer’s
Associations on training YPCs
1.50 0.50 6
II Adverse impacts
1. Contents of training and education of the School is recognized unbalanced between
theories and skill practices
1.48 0.40 6
2.
Methods of teaching, education and learning are not appropriate
1.45 0.38 7
3.
Types of teaching, education and coaching learners are not diversified
1.56 0.48 3,5
4.
Lack of consistency in cooperating with various education resources
1.50 0.42 5

5. Lack of facilities, conditions, budget and physical infrastructure for teaching and training
activities
1.63 0.49 1
6.
Being influenced adversely by the market economy
1.62 0.49 2
7.
Lack of efforts, motivation for learning and drilling of some YPCs
1.56 0.48 3,5
* Positive impacts: Receiving close direction from the Communist Party’s Committee, Governing Board of the School;
positive advices from the management cadres, teachers and trainers; regular cooperation and collaboration of experts,
scientists, etc. The School has received supports from the City Communist Party, People’s Committee of the City, Youth
Union Committee of the City, Department of Education and Training of the City, Youth Union, and Divisions of Education
and Training of 29 entities.
* Adverse impacts: Physical infrastructure, teaching and training equipment are not sufficient; some of YPCs do not
make efforts in learning and drilling; the education resources are not coordinated systematically; and the training contents and
programs are dominated with equipping knowledge other than practicing skills.
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Sub-conclusion of Chapter 2
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CHAPTER 3
PROPOSE MEASURES THE UNION COMMANDING OFFICER TRAINING MANAGEMENT TURN TO
TOWARDS QA AND EXPERIMENT SOME MEASURES (AT LE DUAN SCHOOL)
3.1. Some key principles for recommending measures for managing the quality assurance - oriented YPC
training: Assuring the objectives, goals, contents, and methods of training of the Ho Chi Minh Youth Pioneers; Assuring the
scientific, systematic and comprehensive characteristics in management of YPC training; Assuring the inheritance and
promoting existing achievements gained in management of YPCs training in Le Duan School; Assuring to comply with actual
management of present YPCs training; Assuring to promote the pro-activity, activity and creativeness of people inside and
outside the School in managing the YPCs training.
3.2. Some measures for management of the quality assurance - oriented YPC training

3.2.1. Group of Input management measures: Measure 1a:Renovating the quality assurance - oriented enrollment;
Measure1b: Building up a quality, friendly, cooperative teacher’s team; Measure1c: Renovating the contents, training
program; Measure 1d: Fostering the organization culture for teachers.
3.2.2. Group of training process management measures: Measure 2a:Improving the formulation and organization for
implementing the quality assurance - oriented training plans; Measure 2b: Organizing to coach, learn, drill per training modules;
Measure2c: Undertaking inspection and evaluation the quality assurance - oriented training process; Measure 2d: Furnishing and
utilizing physical infrastructure, training and learning equipment toward the quality assurance; Measure 2e: Strengthening to
cooperate with various resources in implementing the quality assurance - oriented YPC training management.
3.2.3. Group of Output management measures: Measure 3a: Improving post-training evaluation; Measure 3b:
Formulating the contents and program for post-train foresting; Measure 3c: Organizing to foster post-train courses.
3.2.4. Relationship between groups of management measures: Each group has its own characteristics and effects. It is
necessary to apply these measures flexibly, creatively and appropriately in order to improve the training efficiency.
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3.3. Survey on awareness of management cadres, teachers - YPC General, and of management cadres, teachers
of Le Duan School about the necessity and feasibility of the groups of management measures for the quality assurance -
oriented YPC training
Table 3.1: Survey on awareness about the necessity and feasibility of the groups of management measures for the
quality assurance - oriented YPC training
1 point ≤
X
≤ 3 points
nr Group of measures
Necessity Feasibility Relation
Averaged Deviated Averaged Deviated r p
I. Group of Input management measures
1.
Measure 1a: Renovating the quality
assurance - oriented enrollment
2.67 0.48 2.38 0.52 0.47 0.00
2.

Measure 1b: Building up a quality, friendly,
cooperative teacher’s team
2.63 0.51 2.36 0.56 0.51 0.00
3.
Measure 1c: Renovating the contents,
training program per module
2.75 0.46 2.47 0.54 0.54 0.00
4.
Measure 1d: Fostering the organization
culture for teachers
2.71 0.47 2.35 0.59 0.48 0.00
Averaged points
2.69 2.39
II. Group of training process management measures
5. Measure 2a: Improving the formulation
and organization for implementing the
quality assurance - oriented training plans
2.72 0.49 2.37 0.53 0.42 0.00
6. Measure 2b: Organizing to coach, learn,
drill per training modules
2.78 0.47 2.45 0.46 0.56 0.00
7. Measure 2c: Undertaking inspection and
evaluation the quality assurance - oriented
training process
2.67 0.52 2.32 0.54 0.46 0.00
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nr Group of measures
Necessity Feasibility Relation
Averaged Deviated Averaged Deviated r p
8. Measure 2d: Furnishing and utilizing

physical infrastructure, training and
learning equipment toward the quality
assurance
2.68 0.52 2.36 0.55 0.51 0.00
9. Measure 2e: Strengthening to cooperate
with various resources in implementing the
quality assurance - oriented YPC training
management
2.74 0.48 2.33 0.56 0.45 0.00
Averaged points
2.72 2.37
III. Group of Output management measures
10. Measure 3a: Improving YPC post-
training evaluation
2.67 0.53 2.42 0.56 0.38 0.01
11. Measure 3b: Formulating the contents
and program for post-train foresting
2.75 0.48 2.46 0.53 0.53 0.00
12. Measure 3c: Organizing to foster post-
train courses
2.72 0.51 2.34 0.56 0.47 0.00
Averaged points 2.71 2.41
The objective groups are highly aware of the necessity and feasibility of the groups of management of YPC training
measures in orientation to the quality assurance. The test results on Pearson ratio with 0.38≤ r ≤0.56indicate that there is a
proportional relation between the necessary and the feasibility that helps the Author have a base to proceed with experiments
on some proposed measures.
3.4. Experiment on management of the quality assurance - oriented YPC training
3.4.1. Organization for experiment
3.4.1.1. Objective of experiment: aims at verifying the feasibility of the two management measures: “Renovating the
training contents, program per module” and “Organizing to coach, learn, drill per training module” that contribute to build

up command skills for YPCs.
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3.4.1.2. Assumption for experiment: If “Renovating the training contents, program per module” and “Organizing to coach,
learn, drill per training module” are carried out, the command skills of YPCs will be improved.
3.4.1.3. Experiment objectives: 120 students in 04 YPC training courses: Chief Commander Grade 7 Course ref. 148,
Young Pioneer Commander’s at Junior High School level Course ref. 57, Chief Young Pioneer Commanders Grade 7 Course
149, and Young Pioneer Commander’s at Primary School level Course ref. 59.
3.4.1.4. Measures and contents of the experiment measures
Experimenting 2 training management measures including: “Renovating the training contents, program per module
(towards the pro-activity of the learners and towards the learners)” and “Organizing to coach, learn, drill per training
module (strengthening the role of self-management of individual teachers, learners towards the quality assurance)”
3.4.1.5. Type of experiment: Undertaking the experiments on groups of objectives in 04 YPCs training courses.
3.4.1.6. Standards and criteria for evaluating the experiments
a) Evaluation criteria: Evaluating the feasibility of the contents, the program of the training per module (though 30
feedbacks from the experts, management cadres, and teachers of Le Duan School), and evaluating the feasibility of the
organization for teaching, learning and drilling per training module (through the skills on commanding Young Pioneer
activities of the experiment objectives).
b) How to evaluate: Evaluating the feasibility of the contents, the program of the training per module in 3 levels
(feasible, mean, and less feasible). Evaluating the feasibility of the organization for teaching, learning and drilling per training
module via a questionnaire and experiment tests.
3.4.1.7. Evaluation method: Through the form on evaluating the feasibility of the training program for YPCs per
module and a system of questions and experiment tests on skills on commanding Young Pioneer activities of the experiment
objectives.
3.4.1.8. Experiment organization model
3.4.2. Experiment results
3.4.2.1. Evaluating the feasibility of the renovated management and improved contents of module -based training program (pro-
activity towards the learners)
Table 3.2: Evaluating the feasibility of module-based YPCs training
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1 point ≤

X
≤ 3 points
nr. Criteria
Feasible level/ 30 opinions
Feasible Mean Less feasible Averaged Rank
1 Objectives of learning and teaching of each module
are defined clearly with knowledge, skill, attitude
22 8 0 2.73 1
2 Contents of the sub-module are presented by the
topics
21 8 1 2.66 2
3 Topics are presented by system of specific
activities, tasks
20 7 3 2.56 4
4 Improving to proactive the learners 21 7 2 2.63 3
5 Teaching methods are flexible, creative 19 8 3 2.53 5
6 Flexible use of teaching facilities and IT techniques 18 7 3 2.36 10
7 Assessing timely every activity, providing a base
for evaluating overall result of the sub-module
18 9 3 2.50 6
8 Assisting learners to improve capacity to evaluate
his/her learning performance
18 7 5 2.43 7
9 Feedback helps learners and teachers to adjust the
contents, method, type of learning organization on
time
17 8 5 2.40 8
10 Providing a base for defining follow-up sub-
modules
17 8 5 2.40 8

Averaged points 2.52
The management of renovating how to formulate the module-based YPC training program and to organize the
module-based training helps activate the teaching and learning activities, the orientation to the formulation, drilling and
development the command capacity for YPCs presents at the mean points for the feasibility of each sub-module at a high level
(
X
=
2.52 points).
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