Quản lý dạy học môn pháp luật theo chuẩn đầu ra ở các trường trung cấp CS TT TIENG ANH TUAN

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PREAMBLE
1. Reasonale
To ensure and improve the quality of training and education
requires the scientific management method of teaching process and
that is the task, the content of the education management. In the
schools, teaching is a basic, central and regular activity to equip
knowledge, professional skills according to the training objectives
and requirements. In the context of education renovation, one of the
measures to improve the quality of training is the teaching and
learning organization and teaching management based on outcome
standard. The outcome standard is a reflection of the practical
demands on the qualities, capabilities and attitudes of the trainees.
Therefore, the quality of the elements of the training process should
be ensured to reach the training outcome standard and all subjects in
general, the law subject in particular. In order to achieve the
objectives and training requirements, the school must develop
curriculum and contents of teaching subjects and each subject has
different teaching roles and tasks, including the law and it also needs
to be well managed to meet the pedagogical requirements and goals
of school management.
At present, there are four police schools: The college of
People's Police III (T49), The college of Armed Police (T45), The
college of People's Police V (T52) ), The college of People's Police
VI (T51). In the recent years, the education management in general
and teaching management of Law subject in particular have been
implemented well by the Police schools, contributing to improve the
quality of education and training.
With the specificity of working practice, the People’s Public
Security Force regularly use the legal knowledge (especially the
knowledge of criminal law, criminal procedure, civil law) in the

process of specialized work. subjects: proceedings, investigation,
prosecution, trial ... and in the process of implementation of other
professional work. Therefore, in the program of intermediate level
training in the police schools, law subjects have the position and role
to directly contribute to the knowledge and understanding of law,
helping police officers and soldiers to carry out their tasks in
accordance with law, to maintain discipline and social stability, to
well perform the tasks and tasks assigned to the People's Police by


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the Party and the State. Laws are taught with a duration of 150 - 180
periods, structured into 4 to 5 modules. Based on that practice, Police
schools have focused on the implementation of management
measures to improve the quality of teaching law is a key task; From
the development of teaching plans, management of teaching
programs; directing content renewal, teaching methods; management
of teacher teaching and learning activities; To ensure material
facilities, textbooks and teaching materials.
However, the practice of law subject teaching in Police schools
in the past has shown the contradictions between the total time of
training is limited and the demand for law knowledge is increasing;
between the teaching organization and the professional level of the
teaching teacher with the real effect of learning law; The innovation
of teaching methods has not been synchronized with the renovation
of the curriculum, teaching contents, teaching means and some
specific limitations from the course syllabus development; arranging
teaching schedules, course progress, arranging teaching teachers,
direct teaching pedagogical activities; teaching methods has not
much innovation; The form of examination and examination are

mainly applied in the form of self-examination; Exam contents,
examination and assessment of learning outcomees of subjects have
not gone into the skills and ability to solve situations occurring in real
combat work of the People's Security Force; The level of pedagogical
qualifications of some law lecturers is still limited. Some experienced
staffs in the education management system are few. The limitations
and shortcomings of the Law on management of Law are caused by
the shortage of resources and are putting up conflicts which need to
be resolved soon to bring about the effectiveness of teaching subjects,
especially the teaching-learning establishments meeting the first
criteria of the subject.
In terms of research, there has been a number of scientific
works such as theses, dissertations, monographs, research articles on
education management in general, but no in-depth research and
system on education management of Law subject in Police Schools.
For the reasons stated above, the thesis author has selected and
implemented the topic: "Management of teaching the law subject
according to the outcome standards in the Police schools of the
Ministry of Public Security."


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2. Purposes and research tasks
2.1. Research purposes
The thesis studies discusses the theoretical and practical issues
in education management in law subect according to the standards set
by the Police Schools, on the basis of proposing scientific and
methodological legal measures in a scientific way. Improving the quality
and effectiveness of teaching law and education at Police schools.
2.2. Research duties

Developing theoretical foundation on teaching management in
Law subject in accordance with the standards set by the Police
Schools.
Survey, analysis and assessment of the real situation, the
causes of teaching and education management in law in police
schools.
Propose the legal measures in the field of law according to the
standards of the police.
Test and test measures to verify the necessity and feasibility of
measures proposed in the thesis.
3. The subject, object, scope of research and scientific
hypothesis
3.1. Objects and subjects
- Researchers
Education management of standard teaching in police schools.
- Research subjects
Management of teaching law subjects according to the
standards of the police schools under the Ministry of Public Security.
3.2. Research scope
- Scope of content, on the basis of theoretical and practical
theoretical knowledge of education management in law subject according
to the standards of the outcome, the thesis focus research and propose the
methodology of legal education in accordance with the standard outcome
in the training process at the present-day police schools.
- Scope of the survey, the dissertation focuses on the current
status of teaching and the real situation of education management in
law subject in four police schools include: T45, T51, T52, T49;
with specific subjects: Teachers, staff managers and learners.
- The scope of time, the data used for research of thesis is
limited from 2013 to 2017.

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3.3. Scientific hypothesis
Teaching law at Police schools under the Ministry of Public
Security besides the advantages are limitations and inadequacies. The
quality of training in general and the quality of law teaching in
particular in the police schools of the Ministry of Public Security is
now much dependent on the quality and effectiveness of training
management. If the Police Schools performs the outcome standards
in teaching law subject according to the objectives and requirements
of the school; Planning teaching law subject in accordance with the
outcome standards; Direct to innovate the contents of the program,
methods of teaching and learning the law according to the outcome
standards; Organizing training courses to improve the professional
quality of teachers of law; Organizing teaching and learning activities
in accordance with the teaching characteristics of law subject;
Improving the quality of teaching and learning in this subject can
improve the quality of teaching, assessment and quality assurance.
4. Methodology and Research Methods
4.1. Methodology
The thesis was studied on the basis of methodology of
materialism and Marxist-Leninist historical material, Ho Chi Minh
thought, views of the Communist Party of Vietnam on education and
training; These include the views on educational management,
teaching and improving the quality of teaching.
The study of the subject, the author also uses the views of the
educational sciences such as:
System approach - Structural: Considering the relationship
between the actors; contents and management functions;

Probationary law enforcement measures at
Police schools are
considered in a system.
Logical approach - history: solving problems of teaching,
education management in Law must be considered, interpreted in
sequence and in relation to other elements of teaching. Organizing
the implementation of legal education in Police schools at different
stages require different ways of reviewing and implementing
management measures.
Practical approach: In the orientation, consider and solve the
content of the thesis based on the arguments, theoretical and practical
experience teaching and educational management in law in police
schools.


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Operational approach: Examining the teaching of law at the
Police schools as an activity with the constituent elements and
operation of those elements in teaching.
Approaches to the standard outcome: In educational
management , the law should consider the contents, the teaching
methods and the evaluation of teaching results must be based on the
requirements and criteria of the outcome.
Standard Approach Approach: In the ducational management
in Law, teaching staff, content program, teaching method,
knowledge, skills and attitudes of learners should be based on defined
criteria and criteria. .
4.2. Research Methods
The thesis uses the following specific research methods:
Methods of analyzing, synthesizing and generalizing theories

such as ideas and views on education and training, teaching through
works, resolutions, topics at all levels, textbooks, theses,
monographs, reference, scientific paper, ... related to thesis topic.
Questionnaire design: Questionnaire design and survey
organization to collect information on teaching status and current
education management status of law subject in police schools, to
evaluate the advantages and the limitations and causes of the
situation as a basis for proposing corrective measures (detailed in the
section on organization of research in Chapter 3).
In-depth interviews: Conducting in-depth exchanges with law
teachers, management staffs of T45 and T51 schools on the subject
curriculum, outcome standards, criteria for assessing the course
outcome. Clarify the problems of education management in law
subject.
Expert approach: Consult with a number of management staffs
and scientists who have experience in the contents of research topics.
Test method: Use parallel controlled trial to demonstrate the
feasibility of proposed measures.
Support methods: Using mathematical statistics, mathematical
formulas and some informatics softwares to process and express data
collected.
5. New contributions of the topic
- Generalization, the system of theoretical issues on education
management in Law subject according to the outcome standards such


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as: Building the central concepts of the thesis, clarifying the theory of
the course outcome, ensuring the quality of teaching. ... as a
theoretical premise for solving theoretical issues on education

management in Law subject in accordance with the standards set by
the police schools.
- Develop theoretical foundation of education management
according to the outcome standards such as the central concepts of
the dissertation, clarify the theory of the course outcome, ensure the
quality of teaching, outcome standards in law subject police schools.
Overview of the management content and the factors that influence
the education management of law subject in police schools.
- Through the survey and assessment of the status of supplying
materials and data on teaching and education management of law
subject in police schools.
- Proposing some management measures to improve the
quality and effectiveness of teaching law subject according to the
standards set by the police schools.
6. Theoretical and practical meanings of the thesis
6.1. Theoretically
The thesis uses theoretical issues of education management to
build the theoretical foundation of the education management of law
subject in accordance with the outcome standards, contributing to
improving the quality of teaching and standard in the people’ security
schools in general, quality teaching in police schools in particular.
6.2. Practically
The thesis provides the schools, manager staffs, managers and
learner management units, functional bodies with practical bases for
the application of education management measures of law subject in
order to improve the quality of teaching and learning, and education
management in law subject at police schools.
The thesis can be used as a reference in scientific research and
in teaching, learning, and management in police schools.
7. Structure of the thesis

Apart from the introduction, conclusions, index of scientific
works of the author of the thesis, conclusions and recommendations,
list of references and appendices; The thesis is structured with 5
chapters (18 periods).


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Chapter 1
OVERVIEW OF RESEARCH CONCERNING THEMES
1.1. Overview of research works of foreign and domestic
authors related to thesis topic
1.1.1. Research works on teaching, teaching management
History of the world has soon recognized many research works
about teaching activities in many different ways. Johann Heinrich
Pestalozzi, Johann Friedrich Herbart, ... In the research works on
educational management of Soviet teachers such as V. A. Xukhomlinxki,
M. I. Konakop, P.V. Zimin, M. I. Konrad and N. Saxer
Theoretical studies of Vietnamese teaching keeps pace with the
development trend of world teaching theories, especially to find out
how to apply new teaching theories to the practice of school teaching,
improve the quality Do Ngoc Dat, Dang Thanh Hung, Nguyen Ngoc
Quang, Tran Kiem, Nguyen Phuc Chau ...
1.1.2. Studies in teaching law and education management of
law subject in schools.
Ministerial-level scientific project of the Ministry of Justice
(1995) discussed the theoretical and practical issues related to law
teaching law in innovate process, finding effective diffusion of
models among some ethnic groups. Ministerial-level scientific
project of the Ministry of Justice, chaired by Bui Van Chung, (2005)
Some Theoretical and Practical Issues in Law Education in the Doi

Moi. Doctorate thesis "Law education in provincial politics schools in
the Southwest now" (2008) by Doan Thi Thanh Huong.
Particularly for the education management of Law subject in
training institutions in armed forces, there are a number of research
topics related to research issues such as Le Duc Tu (1998),
Discussion on the renovation of dissemination in teaching law in the
People's Army of Vietnam; Pham Xuan Mat (2012), Discussing the
renovation of the program, the content of teaching methods of State
and law in military academies and schools.
1.2. Briefly review the results of published scientific
research and disseminate the thesis issues
1.2.1. Brief overview of research results of published
scientific works
The above-mentioned research works on the following specific
directions and contents


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Firstly, the researches on improving the quality of teaching
subjects. The works in this direction will study the factors affecting
the quality of teaching and propose the measures on the side of the
teacher, the learner, the content program, teaching methods.
Secondly, studies on education management in a particular school
with a teaching approach are a process. The works in this way study the
teaching characteristics of the school, show the factors affecting the
teaching process and propose some measures to manage teaching process
to achieve the objectives of teaching. Or research on teaching in a
particular school with a teaching approach is an activity. Works in this way
study the teaching characteristics of the school, point out the requirements
and factors that affect the teaching activities and propose management

measures such as measures on plans, leadership guidelines, measures on
organization of implementation and measures on examination and
evaluation of teaching activities.
Thirdly, researches on teaching activities of teachers in a
particular subject in a school. The works in this way study the
characteristics of each specific subject area, as well as the school,
propose management measures for planning, management of
teaching activities, assessment and evaluation.
Fourth, studies of learner activity in a particular school. The
works in this direction will study in depth the proposed measures for
the management of the study plan, the content management program,
the learning methods and the management of learning outcomes
assessment of students.
Fifthly, research on teaching at a particular school is linked to
the managerial role of the principal. The projects in this direction will
study the education management closely linked to the leadership role of
the school principals in the direction of management or access to content.
Sixthly, the research on quality management teaching or
quality management learning in a particular school. These studies
focus on clarifying the quality management measures of a subject
that are associated with the characteristics and duties of each subject.
However, until now, there have not been any researches on
theories, practices or measures to solve the problem of teaching and
learning law in accordance with the standards of the police schools.
1.2.2. Problems solving focused on thesis.
Through the overview of the research has shown that so far in
the country there has not any researches that clarify the theoretical or


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practical as well as the study of the way, the way to solve problems in
education management of law subject in police schools; so
independent research on this issue is needed.
The thesis builds the concept of teaching law subject,
education management which is the central and key concept of the
thesis, as a tool for solving contents of thesis.
Identifying the management content is one of the central issues
of the topic, as the basis for the survey and assessment of the current
status of teaching and the status of education management of law in
police schools.
Identify factors influencing teaching and education
management of law subject in police schools, which help managers to
see both objective and subjective impact on the research problem
from which to propose course management measures are more
appropriate.
Building the reality basis for education management of law
subject in police schools through the examined current status and
causes of the situation to provide practical arguments for the
proposed effective management measures in this subject.
Propose effective measures on education management of law
subject in police schools to improve the quality of teaching and
training. Carry out a test of the measures and test a method proposed
in the thesis to demonstrate the appropriateness and correctness of the
proposed measures.
Conclusion of Chapter 1
From the overview of the research works of foreign and
domestic authors on teaching, education management, teaching law
subject in
schools with many different approaches such as
Philosophy, Party work, Public political studies, education studies,

law studies, etc., including studies on the management of education,
contributing to improve the quality of law dissemination and
education in schools.
For training institutions of the armed forces in general, the
people’s public security forces in particular, the training according to
the outcome standards have not been carried out in-depth research,
not applied in the school system of Ministry of Public Security,
because there are no studies on this issue. This shows the urgency as
well as the theoretical and practical meanings of the thesis that the
researcher chooses to study..


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Chapter 2
THEORETICAL BASIS FOR EDUCATION MANAGEMENT
IN LAW SUBJECT ACCORDING TO THE OUTCOME
STANDARDS IN THE POLICE SCCHOOLS
2.1. Teaching the law subject according to the outcome
standards set by the police schools
2.1.1. The concept of teaching and teaching the law subject
* The concept of teaching:
* The concept of teaching the law subject: Teaching law
subject is a purposeful, organized, consistent process between the
teacher's teaching activities and student’s learning activities in order
to raise awareness of law and practice habits and law-abiding
behaviors for learners.
* Elements of teaching law subject: Objectives; teaching
tasks; teacher’s teaching activities; student’s learning activities;
programs, contents and methods, forms of teaching the law subject in
police schools.

2.1.2. Characteristics of teaching law in police schools
* About the position, the role of the subject
* About the content of the subject
* About the teaching methodology
* About the text book , materials teaching subjects
* About the examination and evaluation of learning results
2.1.3. Prepare and teach law subjects according to the
standards of the police schools
2.1.3.1. Outcome standards
* Education standards
* Outcome standard: is the assertion of
professional knowledge, professional practice skills;
aweareness ability and solving problem ability at a
certain level according to the curriculum; qualities,
attitudes and abilities of career development. It also
reflects the commitment of the police schools to the
education quality.
* CIPO theory and outcome standards
* Meaning of the outcome standards
For society; For the school; For teachers; For cadets; For
manpower users.


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2.1.3.2. Teaching the law subject according to the outcome
standards set by the police schools
* Outcome standards of law subject
- Knowledge:
- Skills:
- Attitude:

- Legal acts:
* Teaching the law subject according to the outcome standards
of the police schools
Organizing teaching activity of the law subject according to
the outcome standards
Ensuring the quality of teaching law subject according to the
outcome standards
2.2. Management of teaching the law subject according to
the outcome standards in the Police schools in Ministry of Public
Security
2.2.1. The concept of teaching management and teaching
management of law subject according to the outcome standards in
the police schools
* Management, teaching management
* Teaching management of law subject according to the
outcome standards in the police schools
Teaching management of law subject according to the
outcome standards in the police schools is the guilding, directing
influence orientedly by the management agents on teachers of the
law subject, teaching elements and learners to achieve the objectives
and requirements of teaching.
The content of the concept is analyzed with the following
contents: Objectives of teaching management of law subject; subjects
of teaching management; objects of teaching management, content of
teaching management; modes and methods of teaching management
according to the outcome standards.
2.2.2. Contents of teaching management of law subject
according to the outcome standards in the police schools
2.2.2.1. Managing the implementation of objectives,
development of lesson plan for teaching law subject according to the

outcome standards


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2.2.2.2. Managing the implementation of the curriculum,
teaching contents of law subject
2.2.2.3. Fostering professional qualifications and pedagogical
capacity for teachers of law subject
2.2.2.4. Managing the teaching activities of teachers and the
learning activities of cadets
2.2.2.5. Managing the conditions for teaching law subject
2.2.2.6. Managing the implementation of rules, teaching
regulations, examination and evaluate the results and ensuring the
quality of teaching law subject
2.3.
Influence Factors of the teaching management
according to the outcome standards in the police schools of the
Ministry of Public Security
2.3.1. Objective factors
2.3.1.1. Impacts from the policy of education and training
innovation and education management reform
2.3.1.2. Impacts from building the state of law and enhancing
the law knowledge for People's public security officers
2.3.1.3. Impacts from the law enforcement of society and
armed forces at present
2.3.2. Subjective factors
2.3.2.1. Impacts from the requirement for enhancing the
quality of education and training in the police schools today
2.3.2.2. Impacts from the police school's teaching organization
2.3.2.3. Impacts from regulations, management mechanism

2.2.2.4. Impacts from managerial level of managers
Conclusion of Chapter 2
Ph. D Student is based on approaching to teaching theory to
generalize and clarify some fundamental theoretical issues such as
the fundamental concepts in which the concept of teaching
management of law subject is developed in the police schools as the
central concept. This concept, in fact, discusses about the guiding
effects, oriented guildes of management actors on the activities of
teachers and students and others in teaching law subject and aims to
achieve the objectives and requirements that are identified and the
teaching this subject must be based on the outcome standards. The
thesis has built up the outcome standards of teaching the law subject


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with four major criteria: knowledge, skills, attitudes, legal acts…
Teaching management of law subject asks for the quality assurance
of the teaching elements and control of the teaching quality.
The process of education management of law subject of the
outcome standards is always affected by various objective and
subjective factors, affecting the education management of law subject
in the standard outcome in the police schools today. The direct impact
of the need to enhance legal knowledge for police officers is an
objective factor and from the need to enhance the quality of
education and training in the police schools now and from the
teaching organization of Schools are subjective factors.
Chapter 3
PRACTICAL BASIS OF LAW TEACHING MANAGEMENT
IN POLICE SCHOOLS OF THE MINISTRY OF PUBLIC
SECURITY

3.1. Overview of education and training in police schools
of the Ministry of Public Security
3.1.1. System of Police schools
3.1.2. Training organizations
3.2. Overview of research on reality of Law teaching and
teaching management in Police schools
3.2.1. Purposes and contents of the survey
3.2.2. Subjects, areas, time of the survey
3.2.3. Survey methodologies and data processing
3.3. Reality of teaching law subject in Police schools
3.3.1. Reality of implementation of Law teaching’s
objectives and curricula
3.3.2. Reality of Law teaching staffs and practical teaching
3.3.3. Reality of Law teaching facilities and materials
3.3.4. Reality of students’ attitude and responsibilities for
studying law subject
3.4. Reality of Law teaching management in Police
schools
3.4.1. Reality of management of implementing the teaching
objectives and plans of law subject
The results of the survey on reality of building Law teaching
plans in Police schools have revealed that: managing cardres and


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teachers evaluate with average score = 2.87 at good level; Students
evaluate with lower average score of 2.77 at decent level. The
contents with the highest average scores was 3.10 at the moderate
and the lowest was 2.46 at the averaged level. These have shown that
the managing cardres, teachers and students did not appreciate the

reality of building Law teaching plans in Police schools.
3.4.2. Reality of implementation management of curricula
and contents of law subject
The results of the survey on direct the implementation of
Law teaching curricula and contents in Police schools have been
shown in the table below:
Table 3.4: Reality of implementation management of Law
teaching curricula, contents and methodologies
Contents

Content
leading,
teaching
program
Leading
the
innovation
of teaching
methods
and modes
Setting
up time
talbes
Managin
g
teaching
process
Organizi
ng final
examinat

ions

Rating level of managing officers,
teachers (N=350)
Belo
X
Excell Go Avera
w
Lev
ent
od
ge
Avera
el
ge
204

81

36

29

88

119

78

65

192

86

40

32

175

92

45

38

139

102

58

51

X

= 3.02 (Good)

3.3

1
1
2.6
6
5
3.2
5
2
3.1
5
3
2.9
4
4

Rating level of students
(N=300)
Excell
ent

Go
od

Avera
ge

Belo
w
Avera
ge

97

106

61

36

9

132

91

68

109

102

57

32

81

110

67

42

62

117

73

48

X

= 2.62 (Good)

X

Lev
el
2.8
8
2
2.2
7
5
2.9
6
1
2.7
7

3
2.6
4
4


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The results of the survey on reality of directing the
implementation of Law teaching in Police schools have shown that:
managing cardres and teachers evaluate with a score of 3.02 at a good
level; students evaluate with a moderate score of 2.62. The contents
is not highly appreciated, just over 2.27 point at average level.
3.4.3. Reality of fostering to improve professional
qualifications and pedagogical competence for teachers of Law
The results of the survey on reality of fostering to improve
professional qualifications and pedagogical competence for teachers
of Law in Police schools have shown that: managing staff and
teachers evaluate with score of 2.98 (Good); students evaluate with
score of 2.58 (Good).
3.4.4. Reality of Law teaching and learning management
The results of the survey on reality of Law teaching and
learning management in Police schools have shown that: managing
staff and teachers evaluate with score of 2.90 (Good); students
evaluate with a score of 2.70 (Good).
3.4.5. Reality of ensuring Law teaching conditions
The results of the survey on reality of Law teaching quality
assurance in Police schools have shown that: managing staff and
teachers evaluate with score of 3.16 (Good); students evaluate
with score of 2.70 (Good). The contents were all evaluated over
the point 3.37.

3.4.6. Reality of implementation of Law teaching rules,
regulations; examination and evaluation and quality assurance
Managing staff and teachers evaluate the point of 3.01 (Good);
students evaluate with the score of 2.59 (Good). The level of
assessment is not uniform, the gap between the average scores is
quite large: the difference between the max and the min is 0.75 for
the managing staff and teachers and 0.66 for the students. The
contents was evaluated at the score of 2.29 (average).
3.4.7. General assessments and the causes of the reality of
Law teaching and learning management in police schools
3.4.7.1. General assessments of the reality of Law teaching
and learning management
- Strengths
- Limitations, inadequacies
Firstly, Law teaching curricula and plans changes every year.


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Secondly, Law teaching organization is still overlapping, not
tight and scientific, does not ensure the schedule.
Thirdly, the coordination between the divisions in teaching
management in general and Law teaching management in particular
is not properly considered.
Fourthly, there are inadequacies in education management.
3.4.7.2. Causes of the strengths and limitations
- Causes of strengths
- Causes of limitations
Firstly, there are still some limitations on the qualifications
and competence of several managing cardres.
Secondly, there are still some limitations on the qualifications,

competence and teaching methodolody of several teachers.
Thirdly, learning attitudes and cognitive competence of a
group of students are not high.
3.5. Reality of influencing factors on Law teaching
management of law teaching in Police schools
The results of the survey on the effect of the factors on Law
teaching management in Police schools have shown that: managing
staff, teachers and students evaluate the score of 3.42. The contents
were all evaluated with the point over 3.27.
Conclusion of Chapter 3
Based on the use of research methods, practical surveys,
analysis and evaluation of materials and data of Law teaching
management in Police schools under the Ministry of Public
Security, it is shown that: the schools were serious to perform
relatively well the task of teaching the subject; however, the
weakest aspect of teaching Law is teaching methodology which
is slow to be innovated. The week point in Law teaching
management in Police schools is that the curriculum is not stable,
the direction of fostering the teaching professional abllity for
teachers and innovating the teaching and learning methodology
remain restrictions need to be overcome.
The current situation is posing problems for Law teaching
and teaching management in Police schools in the context of
education renovation today. There is a conflict between the
amount of legal knowledge and the limitted time needed to teach.


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This is a contradiction that has existed for a long time and there is
no concrete solution to this problem. Especially, the Ministry of

Public Security deploys to restructure the subjects at the levels of
training. According to this, time for teaching Law subjects
continues decreasing.
Chapter 4
MEARURES OF TEACHING MANAGEMENT OF THE LAW
SUBJECT ACCORDING TO OUTCOME STANDARDS IN
POLICE SCHOOLS OF THE MINISTRY OF PUBLIC
SECURITY
4.1. Setting up outcome standards of teaching law subject
in accordance with the schools’ training objectives and
requirements
4.2. Planning the teaching activities in accordance with the
outcome standards
4.3. Leading the innovation of the contents, methods of
teaching law subjects according to the outcomestandards
4.4. Organizing the training courses to improve the
teachers’ quality in teaching law subject
4.5. Organizing the teaching and learning of law subject to
meet the ouput standards
4.6. Leading the improvement of the examination and
evaluation of learning results and ensuring the quality of
teaching law subjects according to the outcome standards.
Measures are presented with the main contents: Objectives of
measures, methods and conditions for implementing measures and
conditions for the implementation of measures.
Conclusion of Chapter 4
Based on the theoretical study, the situation analysis of
teaching management of law subject according to the outcome
standards in the Police schools of the Ministry of Public Security,
Ph.D student has built legal grounds, clarified the basis,

requirements of the management measures and then suggested a
number of measures to improve the effectiveness of teaching
management of law subject in accordance with the outcome
standards in the Police Schools.


18
The measures of teaching management of law subject in
accordance with the outcome standards set by Police schools include
06 measures. The key measure is the first measure to set up the
outcome standards and the thesis has set up the outcome standards for
teaching the law subject as follow: law knowledge, skills, attitudes
and behavior. The organization with high quality of teaching and
learning activities and active instruction to innovate contents and
methods of teaching law subject; to attach importance to fostering the
professional qualifications and pedagogical skills for teachers, every
measure has its own position, role, content and independent way of
conducting. However, they only promote high teaching management
efficiency when applied in combination to ensure the quality of
teaching law subjects in accordance with the outcome standards in
the Police schools.
Chapter 5
EXPERIMENTING AND TESTING THE MEASURES OF
EDUCATION MANAGEMENT OF LAW SUJECT
ACCORDING TO THE OUTCOME STANDARDS IN THE
MINISTRY OF PUBLIC SECURITY’S SCHOOLS
5.1. Experimenting the necessity and feasibility of measures
5.1.1. General issues
The purposes of testing; Objects and facilities of testing;
Content of testing; Testing hypothesis; Testing forces; Testing time;

Testing methods; Identification of variables in testing; Principles of
testing; Testing process.
5.1.2. Testing results
* Testing results of the necessary level of measures
* Testing results of the feasibility of measures
* Correlation between necessity and feasibility of measures
Table 5.3. Compare the correlation between the necessity
and the feasibility of the proposed measures
Necessity
Feasibility
TT
D2
Average Leve Average Leve D
points
l
points
l
BP1
2,6
1
2,4
1
0
0
BP2
2,4
3
2,3
3
1

1


19
BP3

2,5

2

2,2

2

BP4

2,2

5

2,1

5

BP5

2,3

4

2,0

4

-1

BP6

2,1

6

1,8

6

0

-1

1
1

1
1
0
2

Total
2,35

2,13
∑D = 4
The correlation can be expressed through the following graph:
Figure 5.3. Compare the correlation between the necessity
and the feasibility of measures

5.2. Testing measures
5.2.1. Overview of testing
Testing hypothesis; Content of testing; Testing force; Testing
time; Testing methods; Identification of variables in testing;
Principles of testing; Testing process. Due to the legal conditions and
the study period, the author of the thesis selects the issue of:
Directing the renewal of teaching methods of the law subject in the
third measure for testing.
5.2.2. Processing and analyzing the results after the test
impact
5.2.2.1. Processing and analyzing the results after the first test
impact
Table 5.4: Summarizing the results of the reform of
teachers' teaching methods of the law subject which meet
the outcome standards after the first test impact.
TT
Criteria
LTN
LĐC


20
The impact of teaching
method innovation in

the direction of meeting
the outcome standards
2 Innovation of teaching
methods
with
transforming
positively
in
the
direction of meeting
the outcome standards
Total

X

Level

X

Level

3.1
0

Good

2.48 Average

1

3.18 Good

2.4
2

Average

3.14 Good 2.45 Average

5.2.2.2. Processing and analyzing the results after the second
test impact.
Table 5.5. Summarizing the results of the reform of
teachers' teaching methods of the law subject subject which meet
the outcome standards after the second testing impact.
TT
1

2

Criteria

LTN
Leve
X
l

The impact of teaching
method innovation in the
3.16
direction of meeting the

outcome standards
Innovation of teaching
methods with transforming
positively in the direction 3.20
of meeting the outcome
standards
Total

3.18

LĐC

X

Level

Good 2.49

Averag
e

Good 2.47

Averag
e

Goo
d

Avera

ge

2.48

\
5.2.2.3. Summarizing the results after 2 times of testing
impact.


21
Table 5.6: Summarizing the results of the assessment of
teachers’ teaching methods of the law subject which meet the
outcome standards after 2 times of testing impact.
LTN
LĐC
TT
Experimental Results
Level
X Level
X
st
1
1 result
3.14 Good 2.45
Average
2

2nd result

3.18 Good 2.48

Average
Total
3.16 Good 2.47
Average
The results of the two times of testing impact can be expressed
through the graphs:
Figure 5.6: Summarizing the results of the assessment of
teachers’ teaching methods of the law subject which meet the
outcome standards after 2 times of testing impact.

5.2.2.4. Analyzing the results
The results of the testing impact allow to conclude that : The
impact measures have created positive changes in teaching methods
of the law subject which meet the outcome standards. The variables
relating to the renewal of teaching methods of the law subject are
controlled at a certain degree. At the same working environment and
at the same time, the fundamental difference factor between LTN and
the LDC is the impact measures. Thus, this result shows the
effectiveness of the impact measures and comfirms the testing
hypothesis.
Conclusion of Chapter 5


22
To assess the feasibility of measures in management practice,
the author has examined the necessity and feasibility of the proposed
management measures through experimenting six measures and
testing one measure. The results of experimenting and testing of
measures show that all six proposed measures in the thesis are
necessary and feasible; indicating that the measures have met the

demanding reality; Contributing to resolving conflicts in teaching
process of the law subjects in the police schools nowaday. However,
the degree of necessity and feasibility of each measure are diffirence
depending on the location, role, content and implementation of each
measure.
The testing results of directing the renewal of teaching
methods of the law subject in the third measure: Directing the
renewal of contents, syllabus, teaching and learning methods of the
law subject arcording the outcome standards, initially showing that
the proposed measures in the thesis are feasible in implementation
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
From the overview of domestic and foreign researches in
teaching and teaching, teaching management, law teaching and
management of law teaching in the police schools, it can be seen that
there have been many studies in different aspects of the problem. For
training facilities of the armed forces, there have not been any
specific and detailed researches on teaching management of the law
subject in the College of Armed Police. This shows the necessity as
well as the theoretical and practical implications of the thesis topic
chosen by the researcher.
The thesis has developed theoretical frameworks on teaching
management of law subject in accordance with the outcome standards
in the police schools. Ph.D student has outlined and clarified a
number of basic theoretical issues about the elements of teaching law,
the standard of outcome and the teaching and teaching management
of law in accordance with the outcome standards; It is well aware of
the objective and subjective factors that affect the in accordance
teaching management of law according to the outcome standards of
the current police schools. The thesis has set the outcome standards

23
for teaching the Law subject with four main criteria: knowledge,
skills, attitudes and legal behaviors.
The thesis has surveyed, evaluated the current situation of
teaching, teaching management of law subject in the Police Schools.
Basically, it proposes measures to overcome shortcomings,
limitations, and to improve teaching effectiveness of the law teaching
in the coming time. Based on researches, practical surveys, analyzes
and evaluations of documents and data in the current situation of
teaching and management of teaching law in police schools with
advantages, especially limitations and inadequacies of teaching the
Law in Police Schools, the reality of teaching contents, teaching
methods, teaching capacity of law teachers, current status of learners'
activities; the quality of teaching law ... are the still limited issues.
Based on the theoretical study, analysis of the real situation of
the law teaching management in Police schools, Ph.D student has
developed management measures to improve the effectiveness of
teaching the law subject in accordance with the outcome standards in
the police schools: Planning and Standards requires measures to set
up the standards for teaching the subject of law and quality assurance
of teaching law subject; leading the renovation of contents, programs
and methods of teaching and learning law subjects; Organizing the
implementation of teaching and learning law subjects are the core
measures; Fostering professional competence and pedagogical
capacity for law teachers is a measure of the decisive factor of the
teacher.
In order to prove the necessity and feasibility of the proposed
measures, the author of the thesis has conducted the experiment and

tested the methods and results of the experiment and tested the initial
measures to show that the majority of opinions expressed that those
are both necessary and feasible.
However, because of the limited research capacity of Ph.D
student, while the research problem is relatively broad, the current
theoretical basis on teaching management according to the outcome
standards is still in the process of research and completion, and
research materials on this issue are not much. Ph.D student expected
to receive the attention and opinions of scientists, teachers to
complete the thesis.


24
2. Recommendations
2.1. For the Ministry of Public Security
It is necessary for organizing the united and standard textbooks
on law subject in order to unify teaching and learning in the police
schools.
2.2. For police schools under the Ministry of Public Security
It is necessary for holding scientific conferences, seminars on
teaching and pedagogical management; teaching management of
Law, contributing to improving the teaching quality of this subject in
the context of education reform and current education management.