quản lý hoạt động học tập của sinh viên theo hệ thống tín chỉ ở trường đại học việt nam bản tóm tắt tiếng anh

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INTRODUCTION
1. Why choose topics
Starting from the point of view of the student is the center of the training
process, which requires training process so that each student can find the most
appropriate way of their learning. The North American educators were interested in
finding new methods of education based approach "student-centered" with the
desire to develop students' creative ability. Understanding this trend, Principal Eliot
who initiated elective system at Harvard University in 1872. He decided to replace
the system of fixed lecture by traditional methods in a variety of options for
students. Results of the study based on the elective course were the new method of
training based credit system model. European credit transfer System (ECTS) was
born later than Training based credit system (1999).
Learning activity management in University with credit system with flexible
program is composed of modules that each student can choose to study is one of the
essential requirements. Due to the many advantages and in accordance with the
requirements of social development, the credit system continued to grow and spread
throughout the world. This deeply affects higher education in Vietnam after the renovation.
Until now, the international research to apply the credit system in university
focused analysis of the historical development of the credit system, the
characteristics of the system, appropriate for a developing country such as: "credit
and qualifications "of Arthur Levin," the credit system learning American model "of
Barbara Burn," academic credit system in higher education - the effectiveness and
relevance in developing countries "Ompron of Regel.
In Vietnam, many scientists have studied the credit system, managed student
learning activity in credit system universities as Nguyen Kim Dung to "Credit
system training, experience from the world and reality in Vietnam," Lam Quang
reported on "About the method of teaching, learning and assessment of student’s
learning outcomes in the credit system university," Dang Xuan Hai "Training the
credit system in Vietnam: issues and practices." These documents mainly focuse on
analysis of the difficulties in managing student’s learning activities when the

universities provide courses based on credit system, teaching methods and
assessment of student learning outcomes based credit system, haven’t studies on
managing student’s learning activity in the university based on credit system.
To manage the university applied credit system with it’s inherent
characteristics, the student’s learning activity management needs to fit the new
training methods. Practices in Vietnam with the question, how to manage student’s
learning activity in universities when transfering to credit system learning. Thus,
doing research to find solutions to manage student’s learning activity is becoming
more necessary and urgent to improve process of management in the university
based credit system in Vietnam.
2. Research objectives
Study rationale and practice of student’s learning activity management in the
university based credit system. Since then, the solution proposed about student’s
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learning activity management to improve the management of the University based
credit system in Vietnam.
3. Objects and subjects studied
The object of study: Teaching activity management activities the University
applied credit system.
Subjects of study: Student’s learning activity management based on the credit system.
4. My hypothesis
The solution to manage the student’s learning activity at vietnam University
applied credit system if being implemented in a scientific manner and synchronization
functions of management from leading to innovate understanding, building mechanism
and management systems, complete rules guiding to the student’s learning activity,
manage student’s learning plan, ensure facilities conditions for student’s learning activity
will contribute to improve the management of the University based on credit system in Vietnam.
5. Research Tasks
- Researching rationale for management of student’s learning activity in general and
in particular the credit system.

- Researching realities of student’s learning activity, discovering the advantages and
weaknesses, objective and subjective reasons, limited and success in the management
of student’s learning activity in Vietnam universities based credit system.
- Proposing solutions to manage student’s learning activity in Vietnam universities
based credit system.
- Assay and some empirical solutions manage student’s learning activities at a number of universities
based credit system to test the effects and effectiveness of the solution.
6. Scope of Research
- To study the management of student’s learning activity in universities based credit
system approach management functions.
- Geographical Survey Research: Some universities Vietnam using the credit
system, Polytechnic University of Ho Chi Minh City, Can Tho University,
University of Construction, Thang Long university, Vinh University.
- Audience Survey: training managers, trainers, student managers, students of some
universities using credit system.
Study period: Year 2010 to 2013.
7. Methodology and Research Methods
7.1. Thread applied a methodology of research approach (i) historical-logic approach, (ii)
Analysis - synthesis approach, (iii) Access to the target, (iv) Access System.
7.2. Group research methods
7.2.1. Methods of theoretical studies
7.2.2. Practical Research Methods
Conduct analysis and assessment situation; questionaire survey ; interview, case
study method, experts approach.
7.2.3. Complementary method
- Methods of mathematical statistics
- SPSS software with formula Chi-square test (Chi-square test)
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8. The point to be protected
- Transfer student’s learning activity from the yearly school manner to the credit

system is implemented innovative fundamental step towards learning how to think
creatively in order to accumulate knowledge selection and formed learning new
habits for lifelong learning.
- Management training by the credit system is to create a lively learning activities
for all students in the direction of opening, enhancing autonomy and accountability
for quality outcomes and learning, research of each student to himself, family and society.
- Management Solutions proposed to ensure the rational and efficient process for all
academic activities in the credit system of students through increased independence,
choice of innovative knowledge and practical skills that best meets the aspirations
requirements of social - economic development.
9. New contributions of the thesis
- Topic: Managing the learning activities of students in Vietnam universities based
the credit system have been the subject of research content highly needed,
especially in the basic trend of innovative higher education Vietnam in the
international integration process and in accordance with current professional training.
Theoretical
- The thesis analyzes the necessity and appropriateness of the application of the
process of training new credit system in Vietnam universities in the current context
of the country, the characteristics and performance requirements student learning in
the credit system, the position and role of the management of learning activities
students perform in college training in the credit system.
- Thesis additional building and enriching the rationale for higher education, the
system of legal documents relating to the formation and application of training
credits system university Vietnam, proposed 5 solutions to manage student’s
learning activity in Vietnam universities based credit system.
Practical
- The thesis presents a systematic, objective and comprehensive development of
Vietnam higher education after the reform and associated with innovation processes
require training yearly to the credit system.
- The results of the thesis is the basis for innovation in teaching management in

general and improve the management of student’s learning activities of students in
the process of training new credit system in schools university of Vietnam.
- Applying the innovation process management school, teaching activities,
particularly for the management of learning activities of students in the credit
system in Vietnam universities.
10.Structure of the thesis
In addition to the introduction, conclusion, list of references, the thesis is
structured into 3 chapters.
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Chapter 1
RATIONALE AND INTERNATIONAL EXPERIENCES OF
MANAGEMENT OF STUDENT’S LEARNING ACTIVITY BY CREDIT
SYSTEM IN UNIVERSITIES
1.1. Overview of research issues
1.1.1.Study abroad
(i) The study of credit system ( CS) and CS training
-O. Regel conducted a study on "Credit system in higher education, efficiency and
relevance for developing countries".
Bahram Bekhradnia conducted study on "The overall on the accumulation and credit
transfer, Bologna Declaration".
J-Cary Trexler made a study of United States credit system, the history, definition
and mechanism of action.
(ii) The research activities of students studying in the credit system
- Bologna Declaration is one of the key objectives set out to establish a unit of credit
generally to assess the volume of learning of the curriculum is taught in universities.
- Frances L Hoffman has provided readers around the world to better understand the
credit system in the United States and context applied to Vietnam. She gave a
perspective on higher education in the United States with four characteristics: (i) decentralization,
diversity, multiple missions and by local management, (ii) Adaptation to high for students, (iii )
student-centered, and (iv) research activities are centered.

(iii) The study of management student‘s learning activity in the credit system
Charles T Towley summed university management model at the University of New
Mexico (United States) based on the principle of executive management to take
decisions related to training.
1.1.2. Research in the country.
(i) The study of the credit system and the system of training credits
- Nguyen Kim Dung reported in Science Credit Training Workshop on "Training
based the credit system: Experience in the world and reality in Vietnam."
- Proceedings of the Training Workshop on the credit system at Can Tho University in 2010.
(ii) The research of student‘s learning activity in the credit system
-Vu Van Tao with "Teach how to learn", Phan Trong Luan with "study - A golden
key of education", Nguyen Ky with "method of education learner-centered".
- Eli Mazur & Pham Thi Ly made a comparative study of systems the U.S. credit
system and suggests directions for higher education in Vietnam.
- Lam Quang Thiep "On the method of teaching, learning and assessment of
learning outcomes of the credit system" has clarified the nature of the credit system
is to personalize learning in higher education for the mass. The underlying philosophy of the credit
system is "learner-oriented education" and "mass higher education".
(iii) The study of management learning activities of students in the credit system
- The Vietnam universities and colleges Organisation have organized Scientific
Conference 2008 on "Managing students in the credit system"
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- Dang Xuan Hai also had several articles on credit system, such as "Training the credit system in
Vietnam: issues and practical implementation", "On the autonomy and responsibility of students and
faculty members of the training methods of a credit system "
1.1.3. The content should continue research to apply in Vietnam universities
A number of training materials in the U.S. credit system and credit transfer
system in Europe is mainly about the life history of the credit system to meet the
original intention before changing requirements of the socio-economy at that time.
However, this study refers to the issue of management training, such as elective

system of course, the implementation of specialized training programs, course
outlines The content of teaching and learning management in the credit system
has not been mentioned.
Management studen‘t learning activity is one of the key tasks of the
university. In fact the credit system has many features that other than yearly,
university flexibility in teaching, and learning for all students as individuals
progress, students selected subjects fit capacity and excellence. Many universities
are confused when dealing with problems that arise in the learning activities of
students in particular. System of normative documents and regulations guiding the
operations management of student learning in training in the credit system is not
perfect, apparatus and system management learning activities of students in the
system credit unclear. The case is still ongoing management of student learning
through class students, while students primarily in grades credits. The students
choose the wrong course, not understanding or to register for the competition
again, do not enroll enough credits regulations frequent. This led to the
management of learning activities of students in the current credit system is
inadequate, need for specific solutions to improve.
Some studies of U.S. credit system also applies to Vietnam focuses on
analyzing problems, advantages and requirements to be achieved when switching
from annual training process to credit institutions. There aren’t any research analysis
and evaluation related to the management of student‘s learning activities in the credit
system. Recognizing the importance and topicality of the subject, the author has consulted education
managers, professionals and teachers to guide and conduct research on " manage student‘s learning
activity in the credit system in universities in Vietnam. "
1.2. Basic concepts of univerisity management and credit system
1.2.1. University management
According to Bui Minh Hien, Vu Ngoc Hai, Dang Quoc Bao: Social
Management is taking focus management education (education is a top national
policy), the manager must educate the people are buttons (home management to the
platform) and managed to get the school management is the fundamental processes

of teaching, teaching must come (from) and direction (on) learners [44, tr210]
According to Tran Kiem, the university management is essentially determining the location of each
of the social system, as defined, functions, powers, duties, and relations of their role in society without
first is within the university as a social organization. [63, tr259]
Charles Towley said that students go to university to learn and grow.
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1.2.2. The credit system
By Cary J. Trexler, the credit system is a description of a systematic educational
program by attaching credits to the component parts of the program.
According to O. Regel, the credit is a unit that is used to measure the volume of learning in the
university. Credit is the subject of a number of class hours a week for a semester. One credit is
usually 50 minutes in the class for a week and lasts for one semester. [121, tr3]
C. James Quann said that academic credit is a measure of all of the required time of
a normal student to learn a specific curriculum. Total time of 3 components: (i) class time, (ii) time in
the lab, studio, practice or other parts have been specified in the schedule, (iii) and the time for
reading, research, problem solving, writing or preparation "
1.3. Student’s learning activy in the credit system
1.3.1. Learning activities of students
According to Phan Trong Ngo, learning is a process of interaction between the
individual with the environment, the results lead to sustainable changes in
awareness, attitudes or behavior of that individual. [77, tr15]
Nguyen Thạc-Pham Thanh Nghi said, "Learning in college is a type of
psychological operation is a unique organization of students for the purpose of
preparing consciously become developers comprehensive creative and highly
qualified professional. "[82, pp. 90]
1.3.2. Learning goals
By Cary J, "Learning Goals in the credit system is the knowledge and specific skills
that students will achieve in a specific course or program."
Jim Cobbe, "The primary goal of applying the credit system is to give students and
schools more flexibility in course content, making content updates training program

into place more easily and more quickly by allowing individuals can change the course "
1.3.3. The learning plan
The learning plan is to build a specific timetable, to achieve reasonable
learning outcomes in a certain period of time. Each student, depending on the
circumstances and his needs, there is a separate learning plan, can be changed as
needed, but it is important to follow up the plan laid out.
1.3.4. Learning Methods
The method is an important component of the operation. The purpose and
content of the activities identified methods of operation plays a decisive role to the
quality of operations.
Lam Quang Thiep comments, in accordance with the system of training
credits, "The three most important criteria for selection should be based on a system
of teaching and learning methods for each specific case: (i) the criteria to be
included most comprehensive way to learn is to teach; (ii) the quality is strong need
to promote the autonomy of the learner, (iii) Tools are needed to fully exploit the
new information and communication technologies ".
1.3.5. Facilities and form of learning
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For students, learning facilities that help them acquire knowledge, practice
skills and cognitive. Science and technology are growing more, learning facilities
are modernizing to contribute to improving the academic performance of students.
According to Nguyen Phuc Chau, organizational forms is the learning
process suitable for the purpose, content and programs to achieve quality and
efficiency of teaching.
Form of learning is determined depending on the relationship of basic
elements such as: (i) the nature of teaching group or individual, (ii) The independent
of students in the dominate the knowledge, skills, (iii) guidance method,
organization and control of learning activities, and (iv) location learning time.
1.3.6. Characteristics of the learning activities of students in the credit system
(i) Course of Study: For training credits, students actively choose subjects, the

number of subjects in accordance with the conditions of the individual. The volume
is divided into knowledge modules, equal credit. Students who complete the
prescribed number of credits recognized accumulated knowledge.
(ii) Methods, means and forms of learning: learning when transferred to the credit
system, classroom time listening less, mainly trainers introduced the main contents
of the course, students are required for group learning, discussion topics. students to
be proactive in finding knowledge related to the subject through a variety of sources,
reference books in the library, via the internet, to learn the practice in the field trip.
(iii) Study time: When switched to the credit system training, the classroom time is
shorter, the way to calculate the students workload is more clearly, one period in
class will required two more to prepare. Students need to accumulate enough
credits, ranging from 120 -140 credits to graduate.
(iv) Study plan: Due to the elective subjects and study time, students need to
develop individual learning plans in line with overall training plan of the school and
meet the requirements of the self capacity and condition. Individual learning plan
includes learning objectives, a list of courses, learning time and self-assessment plan
for learning to adjust learning activities to achieve its objectives.
1.4. Managing student’s learning activity in the credit system
1.4.1. Managing student’s learning activity
Management student’s learning activity is one of the content of education
management in university. Learning activity management is actually kind of state
management to implement synchronous elements: objectives, content, learning
methods. At the same time, active management of student learning, including time
management and academic quality, management attitudes of students. Management
activities of student learning is not confined within the teaching and education of
students in the classroom, in the school which includes a variety of different
activities such as extracurricular activities, participation clubs, extracurricular,
practice, practice, visits, exchanges, self-learning, self-study.
1.4.2. Plan and guide students to plan in the credit system
Plan to manage student’s learning activity to help students perform learning

activities in universities achieve academic goals set. Management planning learning
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activities of students in the credit system is the work of at least two or management.
The general plan for the implementation of management training in the entire unit,
including operations management in the implementation of teaching objectives,
curriculum content, methods, organizational forms, the facilities and teaching
equipment, teaching evaluation results.
The university needs to guide students to familiarize students with planning
their individual learning. When students develop the study plan, the management
thought of itself systematically to predict situations that may occur. Students will
learn how to coordinate all resources to individuals and organizations to create
synergy to achieve their academic goals. At universities around the world have
adopted form-based learning credits system, system of academic advisors are
assigned the responsibility of guiding student learning plans.
1.4.3. Organizing the apparatus to manage the student’t learning
Managing students are the work of many departments in universities:
managing student learning, academic management, managing awareness, attitudes
and financial management. System of student’ learning management, including the
principal, the unit in charge of students and faculty, training centers, homeroom
teacher and student class. The other point in the system of training credits from the
yearly training course that is part of academic advising system. Academic advising
system is usually held in association with the university training programs. Advisory
system to help students learn how to build your study plan consistent with
objectives of university education and personal learning goals to help students
become self-directed learners through teaching them how to build learning plans
passion towards the academic, professional and personal aspirations.
Managing student’s learning activity in the credit system to comply with the
policies of the Party, the government, namely the Law on Education and Higher
Education, the bylaws of the State, regulations, higher education policy and
regulations of each university.

1.4.4. Leading and directing the student learning activities in the credit system
Leadership has been described as "a process of social influence which a
person can seek the help and support of others in order to achieve success for a
common goal." In management education, leadership is focused on working out all
of the subjects in the computer management education management and employees
at all levels of university heads.
Entity management-directed learning activities of students held class in order
to manage through grade students (class activity) and partial classes (class credit)
Steering self-learning activities of students outside of the classroom through active
management of the organization flexibility and diversity.
The subject-directed management development programs and materials for learning
activities of students in accordance with the method according to the credits system.
- The management can direct the forces to coordinate educational and social
organizations in the operational management of student learning.
- Creating the conditions for infrastructure & facilities of student learning
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- Directing the assessment of learning outcomes for students considering the
response of the target subjects, reflecting the academic achievement of students
1.4.5. Assessment of learning activities of students in the credit system
(i) Examining the implementation of student’s learning plan is necessary to help
students achieve academic goals as planned. Academic advisors help students to
build learning plan and mornitor their implementation plans.
(ii) Checking development curriculum used the credit system to comply with the
principle of adjusting the contents of the load off, resolved the relationship between
time, knowledge and respect systematics, stability and consistency. The inspection
program must be directed to the content learning goals.
(iii) Checking the operation of management of student learning in the credit system,
including the operation of academic advisors to assist students with learning plan,
selection program, credit options, enrollment exam. In addition, the combination of
the functional units of the university are also subject to inspection to ensure the

management of student learning is done in accordance with regulations and achieve
management goals.
(iv) Checking the facilities for student’s learning activities to perform a
synchronized manner, thoroughly in all categories from study hall, classrooms,
seminar rooms and laboratories to libraries, databases, educational materials,
devices support teaching.
1.5. The factors affecting the management of studentslearning
1.5.1. Objective factors
(i) The international environment
The credit system created many opportunities for students to adult learning.
The international universities signed memo to recognite of each other different
programs to perform continuous training, student exchanges between universities in
the world, enabling students become familiar with multicultural environment,
dynamic and highly adaptable.
(ii) Domestic Environment
The management of student’ learning activity is more complicated when
switching to the credit systems training methods. Although faculty is responsible
for the overall management of the activities of teaching, training, however, difficult
medical management by the students dispersed in many class credits with schedule
different. Working the main teacher made the task of organizing the management
layer depth to the individual student. Teachers manage the presence of students in
the class through attendance, and attitudes tracking study through participation
opinions. So, the students should be managerial innovation by:
- The organization and management of the unions, the social activities of difficulty arranging time.
- The attachment between the members of the class decreased by members less
common opportunities.
- The review organization Bonus will be incorrect discipline, take the form due to
non members have the opportunity to study and work together.
1.5.2. Subjective factors
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(i) The management ability of subject
Applying the credit system as a fundamental change in the method of training colleges.
The management needs to be changed from the planning stages to organize and direct the
implementation of the plan and assessment. Apply Credit System required managers to cultivate
professional knowledge, improve management capacity.
(ii)Management experience of subject
The management subject hasn’t got enough management experience in
applying Credit System. At Vietnam University, a new credit system is
implemented since 2007. Management staff in universities mainly learned from
universities has taken credit system in the world through specific research about
credit system was introduced at the workshop training. A few managers were sent to
study abroad for training model on credit system and share research with colleagues.
(iii) Autonomy and accountability of students
Credit system training required student to enhance autonomy in learning.
Students actively planning, implementing learning plans to achieve the highest
results. Learning is stressful work, if students are learning methods in a scientific
way to increase labor productivity and learning. Students must practice and
fostering academic sense, strictly adhere to the rules and regulations set forth by the
school, fostering their self-study habits and living seriously.
1.6. Experiences from abroad on the management of student learning in credit system.
1.6.1. Experience in America
The students affairs in the U.S. universities is to create conditions and
opportunities to help students self-control and be responsible for themselves, for
learning, formation of self-consciousness in learning. The management of student
learning activities mainly administrative management system, so that everything is
done properly process procedures. This work has significant practical advice that is
monitored by student learning activities parallel with the planning process of
learning and self-management of student learning activities.
1.6.2. Experience in Thailand
Thailand is one of the Asian countries to accelerate the training credits.

However, the application of credit training in Thailand has not only helped the
students learning easier. Credit system training in higher education meaningful to
Thailand by allowing the students to convert easily. However, this study did not
show the lessons learned in managing student learning in universities.
1.6.3. Experience in China
With a view to take the required courses to teach in university, then the credit
system in China is simply changing some of the subjects on the basis of the
curriculum under the old plan. In China, many universities during the elective
requirements for mandatory rate / buffet from 9/1 to 6/4, there are also a number of
other university training as part of the plan: first two years of the plan, two years
after using the credit system. The credit system is only meaningful when viewing it
as a means to manage teaching hours.
1.6.4. Experience in India
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India is a developing country, due to the rapid technological progress to this
country to face diverse requirements of high-quality human resources. The Indian
Institute of Technology, and a number of universities have adopted credit system
technical training process for both undergraduate and graduate. In India, unlike the
credit system model of the United States or Europe. Most technical universities in
India teach continuing education courses, have a few choices for students, and
teaching in the school timetable. Student fails a course during a semester must wait
until next year to study and retest.
1.6.5. The experience needed to study selective use
The management of student learning activities is one of the important tasks of
universities. To successfully apply the credit system, the school management in
general, management of student learning activities particular should be studied to
make management solutions consistent with the characteristics of this system,
including the pros benefits and obstacles when applied in Vietnam higher education.
The research on credit system training abroad mainly focuses on the training
process, the primacy of Vietnam and the system suitable for social development.

The European and North American operations management teaching by teachers
measure student satisfaction with teachers, with students through the quality of
satisfaction of the employers. Similarly, the student learning managed by the
number of credits through the accumulation of knowledge and learned the power of
individuals. To achieve this, students can request higher self-awareness, self-
consciousness is not necessary for learning myself.
Being better to manage the student learning activities in universities, the
credit system owns the important management’s factors to help students pursue their
academic career as advisors system, individual learning plans This is a very big
difference between training and training credits yearly. So research and find
solutions to implement the management of student learning activities in accordance
with the University's required.
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CHAPTER 2
PRACTICIAL BACKGROUND ON MANAGEMENT ON STUDENT
LEARNING ACTIVITIES BY CREDIT SYSTEM IN VIETNAM
UNIVERSITIES
2.1. Policies of the Party and State, Ministry of Education and training on
implementing student learning activity using credit system in universities
Some policies of the Party and State:
(i) Decision 73/2005/QD-TTg on the implementation of the Action Plan
implementing the Resolution of the Government 37/2004/QH11 XI sixth session of
the National Assembly on education.
(ii) Resolution of the Government of innovation 14/2005/NQ-CP comprehensive
basic and higher education in Vietnam from 2006 to 2020.
(iii) amended Education Law 2009 (Law on Education of 38/2005/QH 11).
(iv) The Prime Minister issued Directive 296/CT-TTgve reform higher education 2010-2012.
Some provisions of the Ministry of Education and Training:
- Decision 25/2006/QD- MOET regulations promulgated tertiary education system of government.
- Decision Training 42/2007/QD-BGD regulations promulgated students of

universities, colleges and technical secondary system of government
- Decision 43/2007/QD-BGDDT August 15, 2007 promulgating the regulation of
higher education and college system of government in the credit system.
2.2. An outline of Vietnam higher education system
2.2.1. Vietnam higher education’s system
The overall goal of higher education to develop Vietnam: In 2020, higher
education must be a substantial step in quality and scale, to meet human needs for
economic development - improving social and intellectual ethnicity, access to the
advanced level in the region and around the world, raising a number of universities
to international level, contribute to improving the competitiveness of human
resources and the economy of the country.
2.2.2. The requirements for higher education reform in Vietnam in the decade of the century
Vietnam Higher Education Innovation to meet the major requirements of
providing highly qualified human resources for the country's industrialization and
modernization, international integration, to meet the academic requirements of the
people. We strive to 2020, higher education in Vietnam reached advanced level in
the region and internationally.
2.2.3. These achievements and challenges in the innovation process
In 2011, there are 188 public and private, to meet the graduates of more than 1,400 million.
The challenges: (i) For systems that require increasing the number of trained
quality higher education to satisfy labor market high technology, in the context of
scientific and technological development and change quickly, (ii) for the
University's training objectives of the school and meet the needs of society.
2.3. The process of formation and development credit training in Vietnam
2.3.1. The formation process-oriented credit training in Vietnam
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Before 1975, the Universities of North were the planning training focus. The
yearly training, students took courses specified fixed for each semester. State
allocation plan targets training, students are allocated to schools in the locality. The
University of Southern influenced American education. Thu Duc University

Institute, Institute of Can Tho University has applied credit system.
In 1988, the Ministry of Education issued a decision on 08.12.1988 with
number 1670/DH temporary regulations on the implementation, testing and
evaluation of undergraduate study long-term focus, as basis for implementing new
training procedures.
In 1995, the Ministry of Education has decided on 14.10.1995 3968/GD-DT
of promulgating regulations organize the training, testing, implementation and
accreditation system for graduate training university-colleges formal.
Vietnam is working to reform higher education, one of the necessary steps is
to transform and apply new methods of training in credit system.
2.3.2. The general situation of the credit system application in Vietnam Universities
Period 1997-1998, Polytechnic University of Ho Chi Minh City is the pilot
training by credit system. Then, the Dalat University, University Building,
Since the 2006-2007 academic year, the University actively select training
oriented in one of two ways: (i) Selection Regulation 25 institutions attended the
yearly match flexibility with credits. Over time, the switch applies the credits, this is
the beginning step of applying credit system, or (ii) Selection Regulation 43 to start
training right into the credit system.
According to the guidelines of the Ministry of Education and Training, 2010,
all colleges and universities-all training done by the credit system. However, until
the end of 2011, only about 50/407 field training exercise in the new process.
2.3.3. General assessment of the lessons learned from Vietnam Universities
conducted training in credit system
2.3.3.1.Organization, management on student learning activities currently comply
with Regulation 42 and Regulation 60.
2.3.3.2. Training by credit system needs academic advising system. Academic
advisors advice, help students choose to enroll subjects in accordance with the
capacity and interest of students to meet students' learning objectives and training
requirements of the school setting.
2.3.3.3. Traning form in the credit system allows learners to achieve qualifications

through to the body of knowledge accumulated by a unit of measurement known as
the credits determined.
2.3.3.4. Knowledge is entitled to the modular structure shown in the module,
specified blocks of accumulated knowledge to each degree, the students ranked the
school year based on the number of credits accumulated. The learning process is the
accumulation of knowledge of the students in each school in which the credit unit.
2.3.3.5.Flexible training curriculum, with high interoperability. In addition to the
compulsory modules, training programs, there are elective courses for students
with conditions accumulate knowledge for the oriented professionals;
14
2.3.3.6. Mandatory application of the teaching equation promote positive,
proactive students. Teachers guide students learning methods, obtain self-taught.
Students conduct their learning activities from the plan has been developed, and the
teacher's syllabus.
2.3.3.7.Training organization using the credit system shows personal expression of
the learner. Students actively learning plans suit individual conditions. Good
students can learn faster, mean cumulative number defined earlier only to be
graduating before the stipulated time.
2.3.3.8. Learning outcomes of the school's student entitled to evaluate the process,
including the attendance, mid-term and end of module test scores.
2.3.4. Implementing the credits system training in of universities surveyed.
To learn the current status of the management on the student learning
activities, we carried out 650 of questionnaires students, teachers and managing
staff in 5 Universities: Building, Thang Long, Polytechnic HCMC, Can Tho and
Vinh, collected was 630 votes.
For most respondents, including managers at school level, department level,
professional groups, teachers in different age groups, senior management and
certain teaching their opinions should reflect the real situation perceptions about the
management of SV HDHT, the effects and effectiveness of the management on the
student learning activities.

2.4. Student learning actuality in the credit system
2.4.1. The actuality of the learning motivation of students
- There are 95.5% and 99.1% managers and teachers said that student's learning comes from
the desire to achieve and excel in learning to have a good opportunity finding job.
- There are 91.5% students said that: The learning comes from his love of learning, desire to
dominate intellectual inquiry, similar to the 87.4% identified managers and teachers.
2.4.2. Student planning actuality to learn
Chart 2.1. Percentage of students learning planning.
2.4.3. The reality of the learning methods of students
Table 2.11.Thuc state of learning methods of students.
Table 2:11 shows learning groups and student presenting meet high percentages at
50% level is very good, next to methods research homework and essays - 48%,
study and do homework at 42.50 %. The active learning method is achieved at a
very low rate, less than 50%.
2.4.4. The actuality on the content, form & student learning facility in the credit system
Learning content primarily from the syllabus of teachers. Thereby, the students
understand the lesson objectives, specific content, the requirements for students to
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achieve as well as a list of references for the school. There are often 52% student
reference program content in the syllabus. In addition, a small number of students
not in the habit reference syllabus for learning.
Table 2.12. The reality of the learning styles of students shows that students achieve
at very good level of form to attend class 57%, whereas internships and sightseeing
- very good curricular level achieved lower (accounting for 41.5% and 41%).
Students are new forms of participation and group discussions with the lab school.
This situation shows that students need to be familiar forms of more active learning.
Table 2.13. The actuality of the facilities and learining means of students showed
facilities not meet the academic requirements of the students in the credit system.
The learning conditions means only relatively good, textbooks and curriculum to
reach 58% of seats in the library at 56%, means learning to reach 54%. Some

learning conditions to meet such low levels of the auditorium for the small group
was 37.5%, in the library computer with internet access at 35%.
2.5. The actuality of management of student learning activities in the credit system
2.5.1. Planning actuality and guiding the student to plan learning
Table 2:14. The actuality of planning to manage the student learning activity
shows that most of the content of the management plan of student learning activity
was made. Besides, some of the contents have not been applied much like teaching
plan for teachers was 49.33%, the plan was 59.56% for academic advisors , plan
classrooms for grades was 68.89% and plans for students studying learning means
use reached 36.89%.
Academic advisor system activity planning guide student learning is still
insufficient cap. Chart 2.2 showed that most students exposure assessment and
consult academic advisor very often at 34.5%, and in how often accounting for 74%,
and the rest that do not often account for 26%. Exposure and receive guidance
academic advisor irregular levels are relatively high.
Student Nguyen Thi Quy, class 49K, Department of Chemistry, Vinh
University: "I flunked test quality control and food safety last year (2011). In
September of this year (2012), Vinh university provided this course, but again I
didn’t know. This is the last time the class was held to re-learn this subject (The
following year, this course will not be taught again). Do not have a guide, so I did not know to
register. So I did not learn this time. I have to wait until the new year with the next layer. I will be
out of school half a year later than you. It's unfortunate. "
2.5.2. The apparatus of SV Management HDHT
Table 2.17. Comparing opinions between the managers - teachers and student on
the rules and regulations for the management of student learning activity.
Reasonable
Student opinion Manager –Teacher opinion
Number Percentage (%) Number Percentage (%)
Reasonable 78 39 76 17.67
Fairly reasonable 105 52.5 322 74.88

No reasonable 17 8.5 32 7.44
Total (%) 200 100 430 100
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2.5.3. Leading and directing actuality on the student learning activities
In the class, students are managed through diligent evaluation, attitudes and forms of learning
test results. Teachers teach each class room training are part provides a list of classes or can be
obtained from the class list of the software system.
The management of student learning activities outside class hours have not achieved
an optimal level. Having said that 28.60% students achieved level best to form your
study group to discuss the content of the curriculum, 29.77% students outside class
time that they take the time to search for documents related lectures.
Check the level of student diligence is necessary activities to assess students'
learning process.
Formative assessment and learning outcomes are the forms necessary to
track, manage student learning activities.
Chart 2.4.actuality of the response program development and documentation.
These conditions ensure facilities & learning means of students did not meet
requirements in terms of size and quality of use. In Hanoi, the average area / 1 SV
only 13m2 / 1 SV, in Ho Chi Minh City is 10m2 / 1 SV. Of the nearly 6,000
laboratories of universities, colleges, only 22.5% have laboratory equipment well,
19% of laboratories with modern equipment. Of the 172 traditional library of nearly
200 universities, colleges, only near 39% of the libraries surveyed have applied the
existing standard library of Vietnam or the world. The library has a number of
electronic computers is low, the average 175 students / 1 computer. These activities
are often applied in the IT training schedule that is ranked (90%), school registration
- construction (89.53%), student records management (87.91%).
The direction assessment of student learning outcomes that are not consistent
with the practical training required by the credit system, the forms of assessment are
not applicable plentiful and diverse.
Steering force coordinating educational and social organizations in the

management of students have problems. The opinion of Mr. Phan Dinh Tuan (Vice
Rector University of Technology - Vietnam National University Ho Chi Minh City):
"currently, the Polytechnic University of ongoing training in credit system, things
started to put into place the right processes. However, the Youth and Student
Association is still difficult. Because students enrolled - competition in the different
time, class students no longer stable as before, so the cost of union activities,
17
associations met many obstacles, difficult to find a suitable time to gather enough
members to meetings. Activity of the delegation is not to promote efficiency. "
2.5.4. Mornitoring and assessment the student learning activities
Table 2:24. Manager -Teacher opinion about mornitoring student planning to
learn
STT Level Number (person) Percentage (%)
1 Very good 123 28.60
2 Fairely good 282 65.58
3 Not good 25 5.81
Total 430 100.00
Table 2.25. Manager -Teacher opinion about the operation of academic advisors
STT
Level
Number (person)
Percentage (%)
1
Very good
127
29.53
2
Fairely good
280
65.12

3
Not good
23
5.35

Total
430
100.00
Table 2.26. Manager-Teacher opinion about the coordination of funtional department
STT
Level
Number (person)
Percentage (%)
1
Very good
76
17.67
2
Fairely good
322
74.88
3
Not good
32
7.44

Total
430
100.00
2.5.5. Assessment of the management status of the student learning in the credit system

2.5.5.1. strengths
(i) The volume of student learning is measured in credits, the learning time is the
time in class and outside of class time.
(ii) The credit system initiative allows students to sign up, choose the appropriate
courses to individual conditions.
(iii) Students learn by being proactive approach to the syllabus of the teachers.
(iv) The credit system allows the teachers assessment of student learning outcomes
during the learning process.
2.5.5.2. Weakness
(i) At this stage, in the years 2011-2012, Vietnam higher education exists two
training systems. Around 50 universities are training using credit system.
(ii) The monitoring and review of the results of training students is an unsolved
problem due to students learning in two classes (courses and modules).
(iii) The credit system training makes student having more freetime outside class hours.
(iv) Activities of Youth and Students Association meet many obstacles.
2.5.5.3. Causes
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One is aware of the managers about the new management process is not complete,
teachers are not equipped with the knowledge of the credit system training, students
are not familiar with active learning methods.
Second, apparatus and system management of student learning activities
appropriate manner according to the yearly training.
Third, the regulations for the management and training of the students is done by
issuing yearly.
Fourth, to ensure students accumulate enough, the correct amount of credits
required of majors, each student must have a personal learning plan.
Fifth, facilities for training students in the credti system is not guaranteed.
Student learning actuality in University using the credit system, including
supporting data on the status of student learning goals, the planning status of student
learning, the status of students' approach to learning, the status of the form and

means of student learning, the status of the learning environment of students. The
student was not really familiar with the credit system applied in universities,
because they were trained yearly by the system when in high school. From where
they make learning tasks planned availability of schools, at present, according to the
University applied the credit system, they must identify themselves learning goals
and plans of individual learning .
The management actuality of student learning in the University applied the
credit sytem in Vietnam, including the practical data on the status of planning and
guiding the planning for student learning, organizational structure of the
management of the operating system, current leadership and direction of the student
learning in the credit system, the situation assessment of student learning in the
credit system. Research on the status of the student learning management in the
University applied the credit system in Vietnam shows the student learning
management in the present context is not easy to do even though we are trying to
comprehensive reform of the higher education, from program content and teaching
methods.
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Chapter 3
MANAGEMENT SOLUTIONS OF STUDENT LEARNING ACTIVITIES
BY CREDIT SYSTEM
Chapter 3 proposed five basic solutions to manage the student learning activities by
credit system at Vietnam universities.
3.1.Principle of the proposed solutions
3.1.1. Ensure scientific
The proposed solutions must ensure high scientific management activities. Each
type of work has the characteristics and rules of its own, the management must
adhere to the base of each profession-specific work in a scientific way.
3.1.2. Ensure legality
The solution for the student learning activities management by the credit system in
universities must be consistent with the policy of the Party and State higher

education innovation.
3.1.3. Ensure practical
The solution must be practical in the implementation process in order to
improve the effectiveness of the student learning activities management in the credit
training, contributing to improving the quality of university education in general, the
quality of learning and the ability to adapt to the particular student's career.
3.1.4. Ensure the feasibility
The solution to manage the student learning activities in Vietnam
Universities to ensure the feasibility, avoid the solutions though the theoretical in
nature or difficult to use in the implementation of the management teaching
activities of the University.
3.2. The management solution on the student learning activities by the credit
system in the Universities.
3.2.1. Solution 1. Innovation basic awareness on the student learning from
yearly to the credit system. Awareness of the management subject managers &
teachers , who are manage the students,
3.2.2. Solution 2. Construction apparatus and system management of the
student learning by the credit system. (i) Complete the homeroom teacher, (ii)
Complete academic advisor system, (iii) class students, (iv) the classes / credits, (v)
Innovation Youth Union activities in the Universities.
3.2.3. Solution 3: Complete rules guide the student learning in the credit system
(i) Construction of new content related to the organization, management and
discipline of the student learning for missing content, (ii) Adjust the students to the
regulation of the terms and conditions described content.
3.2.4. Solution 4: Management plan on of student learning activities
(i) Manage the planning of student learning, (ii) Manage the implementation of
student learning plan.
3.2.5. Solution 5: Make sure facility conditions for the student learning activities
(i) Ensure IT infrastructure smoothly, (ii) Ensure the area of student learning using
minimum standards, (iii) Management ensures facility conditions, equipment and

teaching towards IT applications in teaching, ensuring adequate laboratory
equipment, classroom practice for students, (iv) management to ensure conditions
for extracurricular activities through ensuring use of the library facilities , access to
adequate resources, diversity;
3.3. The relationship between solutions
The solutions in close relationship with each other, complement each other
support, intertwined to form a whole. This solution is the basis premise for other
solutions to support the management of the student learning a positive and effective
way. The solution is the powerful tool to aid the management of school for student
learning in credit training.
3.4. Experimental solutions proposed
3.4.1. Assay of necessity and feasibility of the solution
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Chart 3.4. Comparing the opinions of two groups of managers and teachers to the
extent feasible.
3.4.2. Specific empirical content of a number of proposed solutions
Solution 2 Contents 1: Complete the academic advisor system in credit training.
Solution 4 Contents 2. Manage the planning of student learning.
Content 3. Manage the implementation of student learning plan.
3.4.2.4. The experimental results
We use questionnaires 3A, with three levels of assessment are as follows:
Level 1: No effect / no effect; Level 2: effects / effectiveness; Level 3: Very
effective / very effective. The results obtained and processed with SPSS software
with formula Chi-square test (Chi-square test): Chi-square test used to test the
independence of two random variables classification. If the probability is less than
0.05 (5% significance level), it can be concluded 2 variable relationship. In contrast,
there is no basis to conclude between 2 variable relationship.
The formula is as follows:
Degrees of freedom (df - degree of freedom) is calculated as the total number of
rows minus 1 multiplied by the total number of columns minus 1.

3.4.2.5. Experimental evaluation results
21
Chart 3.8. Comparing the efficiency effects of Contents 1 (Solution 2): Improving
academic advising system in credit training before and after the experiment
Chart 3.9. Comparing the efficiency effects of Contents 2 (solution 4): management
of student learning activities through the management planning of student learning
in the credit training before and after the experiment
Chart 3:10. Comparing the effects and effectiveness of Contents 3 (solution 4).
Management student learning activities through the implementation of management
plans of the student learning before and after the experimental
After the experimental results obtained, we have a meeting with leaders of
Vinh University presentation on the survey process, the reason to study and propose
22
solutions to the management of the student learning in the credit training,
experimental results conducted at the facility. After analyzing the effects and
effectiveness, the school has come to a decision to increase the number to about 84
academic advisors, (current number of 28 persons), meeting the requirements of the
credit system training process, and accordance with actual requirements.
Thus, over the two-step experiments conducted in phases and content management
solutions in the topic suggested that, with the information on the experimental
results presented above have demonstrated the feasibility and effectiveness solution
of a number of students learning management in Vietnam Universities.
CONCLUSIONS AND RECOMMENDATIONS
A. CONCLUSION
1. Conclusions on the theoretical basis for active management of student
learning in the credit system in Vietnam universities.
- Project has done research on the theoretical basis of management of student
learnng in the credit system in Vietnam universities, building a system of key
concepts as research tools, concepts are clarified definitions and connotations of
school management, the student learning, and management of the student learning

in the credit system.
- Project has analyzed the contents and characteristics of the student learning,
student learning in the credit system has an important role in promoting proactive
creativity of learners. The credit system allows students to be active in their own
learning plans, progress is learning svoi suit individual circumstances. The content
of learning methods consistent with the credit system towards the students are the
center of the process of teaching days.
- Thesis has analyzed the function of the management of the student learning of the
4 functional approach education management are: planning and guiding students
learning planning, organizational structure of management of the student learning,
leadership and direct assessment of student learning.
- The international research at universities in the world about the credit system, the
student learning, management of the students learning are the rationale and lessons
for Vietnam universities to manage the student learning in the credit systems.
Rationale and international experiences of students learning management at
the universities in the credit system in the survey as a basis to propose practical
solutions and operational management of student learning in the credit system in
universities Vietnam to meet the goal of comprehensive education, towards meeting
the manpower requirements of high quality, consistent with the labor market in the
country and the region.
2. Conclusions on the actual research in management of the student learning in
Vietnam universities.
Training by the credit system is quite new forms in Vietnam. The new
training regulations enacted since 2007. As of the 2010-2011 school year, only
about 50 universities implement training on the new process. The managers-
23
teachers and students was quite crestfallen when the work of teaching and learning
in the credit system.
Status of the student learning of some universities students in Vietnam using
the credit system training is still limited in many aspects: students' learning

motivation is not strong, lack of student self-learning capacity, not familiar with the
active learning approach, is not active in the formulation and implementation of
individual learning plans, refer to the syllabus of teachers, academic advising
system at the University of incomplete or inefficient operation . Most students do
not actively in the learning process leads to quality and efficiency is not high.
The management of the student learning is also difficult due to the rules and
regulations is not complete, the management of student learning in class to class is
limited due to unstable credit class in school time, not have the right solution to
manage students outside class hours, while hours of self-study of many students, the
assessment form yet rich and appropriate So the management of the student
learning in the credit training must be completed in accordance with procedures to
manage the new training methods.
3. Conclusions on management solutions of student learning in Vietnam
universities by the credit system.
To improve the quality of education to meet job requirements and adapt to
social development, the student learning has many issues of concern to raise
awareness for students about the role and significance of the credit system, the into
the student engine, learning needs, build and implement learning plans To
manage the student learning in universities should focus on the implementation of
management solutions primarily follows:
- Innovation basic awareness on training from yearly to the credit system
- Construction of apparatus and system management of the student learning by the credit system.
- Complete regulations for student learning activities of the credit system.
- Management plan learning activities of students
- Ensure facility conditions for students' learning activities
4. The conclusion of the testing results and experimental
Results for testing necessary and feasible solutions management of the
student learning by the credit system in 5 universities showed that: The proposed
solution confirms the necessity and feasibility, suitable for higher education in the
actual conditions in the current period. If these measures are implemented in a

coordinated network system will bring good results for the management of the
student learning by the credit system.
The experimental results of the proposed contents of two of the five proposed
solution shows that the majority opinion of the managers- teachers respondent said
that three content management applied to practical experience, feasibility and effect
and high efficiency in the management of the student learning by the credit system
in Vietnam universities.
Thus, the majority managers-teachers agree with the consensus and proposed
solutions, so the solution is built with the participation of the positive comments
24
managers-teachers, expert. The content of the proposed solution is scientific and
practical, and should be put into practice soon.
B. PROPOSALS
1. For state agencies on education
(i) The Government continued to apply preferential policies for higher education
through projects, big projects to develop the strategic objectives of education and
socio-economic growth sustainable. Need to concentrate on innovation trends in
international higher education and integration, innovation priorities for the training
process, content update teaching methods, supports advanced training programs,
quality high participation of professors of international reputation, building and
promoting scientific research projects between Vietnam and international focus and
advanced training qualified teachers and administrators education in this context;
(ii) issue specific guidelines autonomy, self-responsibility for the management of the
University of stage training process innovation, content, approach to recruitment, training fostering
the managers-teachers improve response to requests innovation;
(iii) issued guidance on the management and implementation of the FC training, encouraging the
recognition of other training programs facilitate cross-training between universities;
(iv) Adjustment to continue issuing decisions and regulations on the management of
students with the training process by the credit sysem;
2. For universities

(i) Continue confirmed and determined to reform higher education, enabling
managers-teachers raise awareness about the credit training process through
participation in conferences, seminars, training on the credit system, learn from
domestic and international, especially the developed countries have successfully
trained by credit system, Asian countries are the social characteristics and
development history parallels with Vietnam;
(ii) Develop and foster manager’s team been formally trained, experienced
management and awareness to implement innovation in university education;
Continue to build and foster a core team of capable teachers the qualification and
good professional qualities to support and assist less experienced teachers, small age
and seniority in performing teaching duties as applied by the credit system;
(iii) In order to follow the discipline, making sure the management of credit training
in every school, every month, end of the semester, take the time to the managers,
teachers, advisors exchange and share experiences on the management management, teaching and
management students in order to improve the quality and efficiency of education
Training by the credit system is an advanced training methods applied many places around
the world, active learning helps students progress individuals, helping universities more flexibility in
the implementation of the training program, the University perform inter recognized through various
programs and recognition of the body of knowledge of the students are in credit. The management of
the student learning in credit training is the regular work, continuously and not only for a school.
Topics should be studied further, implementing practices to suit each stage of each university.