TOM TAT TIENG ANH quản lý chương trình đào tạo theo tiếp cận năng lực ở trường đại học kỹ thuật hậu cần

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INTRODUCTION
1. Reasons for choosing dissertation topic
Training programs plays an important part in the entire process
of training and is a decisive factor in the quality of training institutions
in general and universities in particular. In recent years, the Communist
Party of Vietnam and the State always attach importance to the quality
of training, considering education and training as the top national
policy. To raise the quality of education and training in the spirit of
fundamental and comprehensive renovation of education and training
to meet the requirements of industrialization and modernization in the
socialist-oriented market economy and international integration.
With regard to the People’s Police, recognizing the importance
of the training program in deciding the quality of education and
training, a master plan has been developed to improve the capacity
and training quality of training institutions in the People's Police
sector until 2020, in which emphasizing on the renewal of trades, the
mode of organizing training courses and contents of training
programs in the People’s Police schools. The project has identified
the building and development of training disciplines in the people's
police force, which must stem from the need to arrange and use
human resources to meet the task of protecting the national security
and maintaining the safety in each period.
However, the training curricula, curriculum management is
still limited, inadequacies, the education development strategy 20112020 showed some inadequacies, weaknesses as "the content of the
training curricula is still heavy in theory and teaching methods are
outdated, not suitable with different characteristics of different types
of educational institutions, regions and subjects of learners; not to
strongly transfer to training according to social demands; We have
not paid much attention to educating life skills, promoting creativity
and practical skills of students". The actual situation that is set for the

process of developing and implementing the training program must
be changed from the approach to the management process, which is
the practical and urgent issue in order to contribute to improving the
quality training programs to meet current practical needs.
From a theoretical point of view, managing a training curriculum


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approaching the learner capacity has a very important role to determine
the quality of training, especially in the current period. However, when
referring to training curriculum approaching the capacity, the
management of training curriculum approaching the capacity has been
explored in a variety of perspectives by a number of researchers, but still
exists. But it is lack of comprehensive, systematic research in the
management of training curriculum approaching the capacity at the
training institutes of People's Police sector.
From the above reasons, the author selects the problem of
“Management of training curriculum approaching the capacity at the people’s
police university of technology and logistics” as the topic of the dissertation.
2. Research purpose and tasks
* Research purpose
Based on the theoretical study and practical issues, the
dissertation proposes solutions for the management of training
curriculum approaching the capacity at the people’s police university
of technology and logistics to improve the quality of the training
curriculum to meet the practical needs in the current period.
* Research tasks
- The dissertation clarifies the theoretical training curriculum
approaching the capacity and the management of training curriculum
approaching the capacity.

- The dissertation makes surveys, analyzes and evaluates the
practical situation of the management of the training curriculum based
on the capacity approach and curriculum management in the capacity
approach at the people’s police university of technology and logistics.
- The dissertation proposes solutions to manage the training
curriculum based on capacity approach at the University of
Technology - Logistics of the People's Police.
The dissertation tests and makes experiment of measures to
manage the training curriculum based on capacity approach at the
University of Technology - Logistics of the People's Police.
3. The subject, object, scope of research and scientific
hypothesis
* Research subject
The training curriculum based on the capacity approach in
universities.
* Research Object
Solutions to manage the training curriculum based on capacity


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approach at the University of Technology - Logistics of the People's Police.
* Scope of research
The scope of content: Managing the process of the training
curriculum development based on the capacity approach and curriculum
management in the capacity approach at the people’s police university of
technology and logistics
The scope of time: Research on management status of the
training curriculum in the last 7 years (from 2011 to present).
The scope of the survey: The author examines subjects as
educational administrators (50 people); lecturers (104 people); learners

(246 people); a number of local police units (17 units).
* Scientific hypothesis
The training curriculum and management of the training curriculum
of the University of Technology - Logistics of the People's Police, besides
the advantages, there are some aspects and shortcomings, especially the
management organization and directing to form the ability to meet practical
needs, shaping the capacity for learners after completing the course. If we
proposes and step by step implements the curriculum management solutions
based on the capacity approach in accordance with the practicality of the
school will contribute to shaping the capacity of action for learners, step by
step to improve quality of training curriculum of the school, meeting
practical needs in the current period.
4. Methodology and research methods
* Methodology
The dissertaion is based on the scientific methodology of
dialectical materialism and historical materialism; Ho Chi Minh
Thought; science education in general, science management
education in particular. In the process of research, the dissertation
uses the process approach, approach of system-structure, practice,
history - logic; modeling: generalizing ... to clarify the theoretical and
practical issues of the research.
* Research methods
Methods of theoretical research
Using methods of analysis and synthesis, history and logic to
review and select the views, theories and scientific concepts related
to the subject matter of research.
Using the method of comparing research results of works such
as monographs, journals, theses and dissertations related to the
subject; Synthesize, generalizing to build conceptual systems.

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* Research methods
Survey method: Using the questionnaire to investigate, the
questionnaire consists of items including items for leaders, officers,
lecturers and students of the school; some units and localities.
Observation method: Focus on how the organization manages
the curriculum at the University to understand the situation and the
outcomes of the curriculum management. analysis, synthesis,
evaluation of the research problem.
Expert method: Interviews with a number of experts, managers
and experienced lecturers to find out theoretical and practical aspects
of research.
Product research methodology: Studying the training programs
and standards issued by the school; To study the process of
organizing the formulation and implementation of training programs.
Process approach: In order to operate effectively, it is
necessary to identify and manage all processes involved in the
management of the training program and to interact with one another.
Method of summarizing experience: Summing up experience
from managers, lecturers, experts.
Prediction method: forecast of social demand, public security
sector and training content.
Methodology of trials: Organizing the testing of the necessity
and feasibility of the proposed measures..
Method of data processing and evaluation by mathematical
statistics
Using mathematical methods to calculate and process data for
analysis and synthesis of research results and surveys to ensure
objectivity of research results.

5. New contributions of the dissertation
* Theory
- Systematizing the theoretical issues of managing the
curriculum based on the capacity approach. In which, clarifying the
conceptual tools of the training curriculum, the training curriculum
basing on the capacity approach, and the management of the training
curriculum based on the capacity approach.
- Clarifying the scientific basis, approaches in developing the
training curriculum, the development process of the training
curriculum based on capacity approaches, the decentralization of
curriculum management and the management content of training


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curriculum at the University of Technology - Logistics of the People's
Police. Interpretation of factors affecting the management of training
programs based on capacity approaches.
* Practice
The dissertation makes surveys, analyzes and evaluates the
practical situation of the management of the training curriculum
based on the capacity approach and curriculum management in the
capacity approach at the People’s police university of technology and
logistics as well as pointing out the achievements and disadvantages
is one of the practical bases for proposing measures
6. Theoretical, practical significances of the dissertation
* Theoretical significances
The dissertation contributes to supplement, develop, clarify
and systematize the theoretical issues, summarize experiences in the
country and abroad on the training curriculum by approaching
capacity and managing the training curriculum based on the capacity

approach. It also proposes feasible solutions, contributing to
improving the quality and effectiveness of training curriculum
management based on the capacity approach.
* Practical significances
The results of the dissertation contribute to providing practical
arguments for proposing training curriculum management measures
based on the capacity approach and a basis for studying issues related
to curriculum management based on the capacity approach to
improve the quality of training curriculum. The dissertation can be
used as documents for the management subjects of the Police
University in general and the University of Technical - Logistic
Training of the People's Police in particular.
7. Structure of the dissertaion
The dissertation includes introduction, 5 chapters, conclusions,
list of scientific works of the author related to the dissertation, list of
references and appendices .


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Chapter 1
OVERVIEW OF RESEARCH ISSUES RELATED TO
DISSERTATION
1.1. Scientific research works on the training curriculum
In the world there are typical works such as: "Basic Principles
of Curriculum and Instruction" by Ralph W. Tyler; Wentling T.L
"Planning for effective training: A guide to curriculum development";
"The Curriculum, Theory and Practice" by A.V. Kelly, etc .. In
Vietnam, Nguyen Huu Chau with the book "Fundamentals of
curriculum and teaching process"; "Designing and Evaluating
Educational Programs" by Nguyen Duc Chinh; "Educational

Program Development" by Tran Huu Hoan; "Education and Human
Resource Development in the 21st Century" by Tran Khanh Duc, etc.
1.2. Research related to the curriculum of the qualitative
approach
In the world, there are studies such as William E. Blank's
"Capacity-Approaching Curriculum Development Handbook"; John
W Burke's "Action-Based Education and Training"; Shirley Fletcher's
"Design of Performance-Based Training Curriculum". Argüelles,
Antonio & Gonczi, Andrew, "Competency Based Education and
Training: A World Perspective"; “Rethinking Engineering Education”
by Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R;
Authors Marion Anema & Jan McCoy, in "Competency Based
Nursing Education: A Guide to Achieving Outstanding Learner
Outcomes".
In Vietnam with research such as, Ministry of Education project
"Access to vocational training based on capacity for action and the
development of vocational standards" by Nguyen Duc Tri; National
Research Project on "Demand Study and Capacity Building in Education"
by Tran Khanh Duc; Do Manh Cuong with his book "Capacity for action
and integrated teaching in vocational training"; Doctoral dissertation
"Training capacity for teaching students in technical pedagogy in pedagogic
practice in the approach of capacity for action" by Vu Xuan Hung; Doctoral
dissertation "Capacity-building for students of political school" by Tran
Xuan Phu; "Developing undergraduate curriculum based on the capacitydriven approach and needs" by Hoang Thi Tuyet; The article "Teaching
Capacity Development" by Nguyen Thi My Loc, etc.


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1.3. Studies related to the management of curricula in

the capacity approach
Shirley Fletcher writes "Technology for Action-Based
Assessment"; Ron Cammaert's "Capacity-Based Assessment"; The
article "Renovating the management of training under the credit
system in universities" by Pham Minh Hung; "Examining and
evaluating students in the capacity approach" by Ho Sy Anh;
doctoral thesis "Management of construction and evaluation of
undergraduate degree program in credit system" by Tran Huu Hoan;
with the book "The Fundamentals of Educational Management
Science" by Tran Kiem; "Development and Management of
Educational Programs" by Nguyen Vu Bich Hien, Nguyen Thi Thu
Hang, Pham Ngoc Long; "Management and leading school" by Bui
Minh Hien, Nguyen Vu Bich Hien, etc.
1.4. To outline the research results of published works and
the dissertation issues should be solved
1.4.1. Brief overview of research results of published works
related to the dissertation
Through the overview of the research shows that the training
curriculum has many researchers in Vietnam and in other the country
who are interested in research and exploitation in many fields with
different approaches. Studies on curriculum and curriculum
development have contributed to clarifying the content, elements of a
training curriculum, types of curriculums, addressing the basics the
capacity approach and capacity-based education and training, and the
capacity-building concept research works on different aspects of the
curriculum management process in terms of capacity. The research
focuses on general management, the role of management and the
functions of management, and some other aspects of the management
of the training curriculum approach capacity.
1.4.2. The issues need to focus on solving in the dissertation

Firstly, from the research work that related to the topic, the
dissertation further clarifies the theoretical issues of capacity, curriculum,
curriculum approaching capacity and curriculum management
approaching capacity. Developing the concepts and then analyzes the
nature and logic of the curriculum management in a capacity approach.


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Secondly, the dissertation focuses on the practicalities of
research issues, which clarify the reality of the curriculum based on
capacity and the curriculum management based on capacity approach
in the People's Police University of Engineering - Logistics.
Thirdly, the dissertation should continue to study and propose a
system of training curriculum management solutions based on the
capacity approach at the University of Technology - Logistics of the
People's Police in accordance with the current practice.
Chapter 2
THEORETICAL BASIS OF THE MANAGEMENT OF
TRAINING CURRICULUM APPROACHING CAPACITY
2.1. Theoretical issues about the training curriculum
2.1.1. Concept of training curriculum
The training curriculum is a comprehensive, systematic design of
the training activities of a course for a specified period of time with the
following key elements: training objectives; content and duration of
modules; methods and plans for implementing training content; and how
to check - evaluate training results. All of these factors must be relevant
to the subject and level of training.
2.1.2. The scientific basis of the training curriculum
* The basis of philosophy
* Sociological basis

* Psychological basis
* Theoretical basis of teaching
* Practical basis
2.1.3. Approaches in developing curriculum
* Content-based approach
* Objective approach.
* Development approach
* Capacity approach
2.2. Theoretical issues of the training curriculum based on
the capacity approach
2.2.1. Capacity and capacity structure
* Concept of competence
Capacity is the effective mobilization of knowledge, skills and
attitudes (including personal psychological attributes such as
excitement, beliefs, wills, etc.) to successfully carry out a task in a
context and according to certain standards.
* Structure of action capacity


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The overall structure of the action capacity is based on a
combination of four component competencies, including:
Professional competence: The ability to perform professional
tasks as well as the ability to evaluate professional results
independently, methodically and accurately in terms of expertise.
This includes the ability to think logically, analyze, synthesize,
abstractize, and to recognize system and process relationships.
Induvidual competency: The ability to identify and evaluate
development opportunities as well as the limits of individuals, develop
personal talents, develop and implement personal development plans,

ethical values and motives that govern behavior and behaviors.
Social competency: The ability to achieve goals in social situations
as well as the various tasks in close coordination with other members.
Methodical competency: The ability for planned actions, goal
orientation in solving tasks and problems. Methodological capacity
includes general methodological and professional methods.
2.2.2. The concept of training program in capacity approach
Capacity-approaching curriculum is a training program that
targets, contents, methods and methods of assessment to formulate
outcomes based on the system of learners' action capabilities at the
end of the course.
2.2.3. Characteristics of the capacity curriculum in the
capacity approach at the People's Police Universities
The training objectives of the People's Police university are to
train the People's Police officers with professional skills in training
majors; have a strong political stance, have good moral qualities,
have high fighting spirit; ability to work independently and
creatively; have professional habits, dynamic and resourceful in
practical organization; to use the acquired knowledge to flexibly
solve business situations, effectively and practically; to advise the
leaders in practical situations in order to protect national security and
ensure social order and safety.
This shows that university training in the public security police
has set the requirement for capacity for action, which is that the
university's undergraduate program is not only equipped with theoretical
knowledge alone. It is necessary to train soldiers who are capable of
responding to work in the real world (professional capacity), having the
ability to work independently, creatively to work in practical situations
(personal capacity) and to advise the various levels of leadership in

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practical situations in order to safeguard national security, ensure social
order and safety (social competence) .
2.2.4. The process of developing the curriculum based on the
capacity approach of the People's Police University
Developing a traning curriculum based on a competency
approach is a closed cycle, taking the following steps: demand
analysis, output design, curriculum
design, curriculum
implementation, curriculum evaluation. After each cycle, through the
program evaluation results will overcome the shortcomings of the
program before, from which the quality of the program is
increasingly raised. During the implementation of the steps, there is
participation and supervision of stakeholders such as managers,
staffing units, lecturers and leaners etc.
2.3. Theoretical issues of curriculum management based on
capactity approach
2.3.1. The concept of curriculum management in a capacity
approach
Curriculum management in a capacity approach is a goaloriented, purposal activity of the management to the steps in the
process of developing the curriculum, the needs analysis process,
development of output standards, curriculum design, curriculum
implementation and curriculum evaluation in order to achieve outputs
under a system of actionable capacities.
2.3.2. Decentralizing the management of curricula in the
capacity approach of the People's Police Universities
* Ministry of Education and Training
* Police Ministry
* Administrators

* Faculty, Department
2.3.3. The content of the curriculum management in the
capacity approach of the People's Police Universities
2.3.3.1. Demand-defining process management, benchmarking
output in capacity approach
2.3.3.2. Management of training curriculum design in capacity
approach
2.3.3.3. Managing the implementation of the program in
capacity approach
2.3.3.4. Managing the process of evaluating and refining the
curriculum in capacity approach
2.4. Factors affecting the management of curriculum in


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capacity approach
2.4.1. Impacts from the mechanism and policies of the Communist
Party of Vietnam, the State and the Ministry of Education and Training to
the training curriculum
2.4.2. The impacts of international integration, the
development of science, technology and the industrial
revolution 4.0
2.4.3. The impact of the police sector in the new
situation is reflected through the objectives and
requirements of training
2.4.4. The impact of the goals, development
strategies of the university
Conclusion of Chapter 2
Chapter 2 of the dissertation reflects the main findings of the
theoretical background of curriculum and curriculum management

through systematic analysis of the basic concepts of curriculum in the
capacity approach; Analyze the concept of curriculum and management
curriculum based on the basic functions of management.
Chapter 2 of the dissertation also shows the components of the
process of developing, implementing and evaluating the performance of the
training curriculum in the capacity approach in socio-economic and cultural
contexts. At the same time, we have identified and analyzed the factors that
influence the management of curriculum in the capacity approach in the
higher education institutions of the people’s police sector.
Chapter 3
PRACTICAL BASIS OF THE MANAGEMENT OF
CURRICULUM IN THE CAPACITY APPROACH
IN THE PEOPLE’S POLICE UNIVERSITY OF
TECHNOLOGY-LOGISTICS
3.1. Overview of the People's Police University of
Technology - Logistics
3.1.1. Training
3.1.2. Organizational structure
3.1.3. Functions, tasks and development orientation of the
University
* Function
* Mission
* Objectives, development orientation
3.2. Research organization of practical situation
3.2.1. Purpose of the study


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Comprehensive assessment of the curriculum and curriculum
management in the capacity approach at the People's Police University of

Technology - Logistics is a practical basis for proposing solutions of
curriculum management in the capacity approach.
3.2.2. Target, area, content and time of survey
* Object of survey
The Board of Management, education managers, lecturers,
students; some units and localities.
* Surveying area
People's Police University of Technology - Logistic
Police units and localities: 17 units under the provincial police
and specialized departments.
* Survey content
Assess the current status of the curriculum by approaching
capacity and managing the curriculum based on the capacity building
approach at the People's Police University of Technology - Logistics.
* Time of survey
The data used for research are limited from 2011 back. Time to
take surveys in May 2017.
3.2.3. Research methodology
* Questionnaire survey
* Interview
* Observation method
* Data processing methods
3.3. The practical situation of the training
curriculum in the capacity approach at the People's
Police University of Technology - Logistics.
3.3.1. The guidelines and directions for development and
implementation of the curriculum of the Ministry of Public Security
and the University of Technology - Logistic in the past years.
Based on the evaluation of teachers and educational administrators of
University of Technology - Logistic has made guidelines and direction in

the development of the training program. This has been reflected in the
timely updating and improvement of training programs of the training levels
as prescribed, including new and improved curriculum.
3.3.2. Practical situation of training needs, development of
output standards
3.3.2.1. Practical situation of training needs
The questionnaires and interviews show that training needs
identified in the past few years have not been properly invested and


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paid due attention. Most of the training needs survey in the police units
and localities are single, fragmentary, but also in combination with
other plans, there is no comprehensive plan to implement the survey.
close. For the content of the needs and competency survey, the learner
only assesses the competency of the trainees through the results of
entrance exams and wishes to enroll in the student's disciplines,
surveying the needs and abilities of learners.
3.3.2.2. Evaluation of the actual condition of the output
standard of the training sectors
From the evaluation results of the lecturers, educational
administrators combined with studying the plan to set the standard of
output, the output standard of the branches promulgated by the school
showed that the school has implemented construction. The output
standards are based on the regulations and guidelines of the Ministry of
Education and Training, Ministry of Public Security. Output standards
of the sectors are presented in a clear, coherent, measurable and
achievable manner. However, the output of the school is only
determined through blocks of knowledge, skills, and discrete attitudes
that have not been identified through competencies.

3.3.3. Practical situation of training program design
3.3.3.1. Practical situation of training programs
The training objectives of the school's training disciplines are set
up according to regulations, basically meeting the set objectives and
training requirements, covering the knowledge blocks equipped in the
training program. However, the idea that the training objectives still do
not meet the training needs and capacity of learners, the training
objectives have not been determined through the capacity.
3.3.3.2. The practical situation of structure and content of the
current training programs
The results of the survey and interviews show that the
proportion of general education and professional education, between
theory and others, is relatively appropriate
3.3.4. Practical situation of training quality and
responsiveness of the training curriculum
The assessment and interviews show that the current
curriculum is not a qualification-based training curriculum but rather
a targeted and content-oriented curriculum. Although the training
quality has met the target, it has not met the training needs of local
police units. The method of inspection and assessment has not been
evaluated according to capacity. The results are also close to the


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actual and quantitative data obtained.
3.3.5. Practical situation of evaluation and improvement of
training curriculum
In the evaluation stage, the evaluation stage, the acceptance
test is done regularly and effectively the best; Process evaluation has
been gradually evaluated, but not often and not systematically; The

evaluation stage is evaluated through the evaluation of the output
standard; The evaluation of the effectiveness of the training program
after graduation has not been implemented while it is an important
information channel to evaluate whether the training program has met
the training demand.
3.4. Practical situation of training management in the
capacity approach at University of Technology - Logistic of the
People's Police
3.4.1. Perceptions of staff, trainers, trainees on the training
program in terms of capacity
Basically, lecturers and learners understand part of the training
curriculum by approaching capacity, not aware of the advantages,
disadvantages and the need to change the training program in the
capacity approach.
3.4.2. The status of management of the training needs
determination process, the development of output standards
The university has guidelines and orientation in the
development of training programs, has developed detailed plans to
develop training programs, the output of the school is evaluated
clearly, coherently, measured and achieved. In addition, the training
needs survey conducted by the police of units and localities has been
implemented, however, it has not been effective yet, the survey of
training needs and the capacity of learners is almost not interested in.
3.4.3. Practical situation of curriculum design management
in capacity approach
3.4.4. Management status of implementing the training
program based on capacity approach
This shows that the conditions to ensure the implementation of
the program in accordance with the capacity of the school has been
relatively well equipped, facilities of the school and laboratories,

basic experiments meet The conditions for organizing the teaching in
the capacity approach. Lecturers have met the number and gradual
improvement in quality. However, with this content, it is necessary to


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focus on increasing the number of lecturers with doctoral degrees,
specialized subjects, teaching methods, improving professional
capacity, practical knowledge so that the faculty members
increasingly meet the teaching of the program in terms of capacity.
3.4.5. Management of the process of evaluating, improving
and perfecting the curriculum in capacity approach
The measures of the university aim to evaluate, improve and
perfect the curriculum based on the capacity approach, which has
been implemented relatively well but has not been guided
synchronously.
3.4.6. Assess the current status of factors affecting the
management of the curriculum in the capacity approach of the
University of Technology - Logistic of the People's Police
Assess the impact of the above four elements with the basic
signs that "the impact of the public security sector in the new
situation expressed through the objectives, training requirements"
ranked No. 1. Here is the most important factor affecting the
management of training programs in the current period, when the
Ministry of Police is rearranging the organizational apparatus in
order to streamline, effective and effective. In addition, "the trend
of international integration, the development of science and
technology and industrial revolution 4.0" also affect the
management of training programs.
Conclusion of Chapter 3

The results of the current curriculum and training curriculum
management in the current capacity-based curriculum in Chapter 3
show that the school has a policy and orientation to develop a
relatively good curriculum in each stage. The process of developing
and implementing the training curriculum is also focused on the
implementation and implementation of effective and quality. In
addition to the aspects that have been done, some aspects of the
process of developing and implementing the capacity building
curriculum still have some disadvantages in the survey of social
needs and needs of learners; teaching methods of lecturers;
evaluation methods; curriculum evaluation.
Chapter 4
SOLUTIONS OF THE MANAGEMENT OF
CURRICULUM IN THE CAPACITY APPROACH
IN THE PEOPLE’S POLICE UNIVERSITY OF


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TECHNOLOGY-LOGISTICS
4.1 Educational institutions raise awareness of
the management of curricula in capacity approach
for staff and lecturers
4.1.1. To thoroughly grasp the policy of the Communist Party of
Vietnam, the State and the Ministry of Public Security for managers
and lecturers of the school
Organizing thoroughly grasping policies of the Party, the State
and the Ministry of Public Security in order to raise the awareness of the
management team of the curriculum is a prerequisite to achieve effective
management objectives, curriculum management by capacity approach.
4.1.2. Organize in-depth training to raise awareness of the

curriculum by approaching capacity and management of curriculum
based on capacity approach for managers and lecturers
Raising the awareness of the staff and teachers of the training
program in terms of capacity approach, thus creating a consensus in
shaping the approach as well as in the process of managing the
curriculum development. In order to do so, experts in the field of
intensive training should be invited to the staff of the school.
4.2. Identify the training needs, build the output standard by
approaching capacity
4.2.1. To direct the identification of training needs to meet the
demands and capabilities of learners and police units and localities
Directing to identify training needs is an important step, as a
bridge between the school and the learner and the staffing unit, doing
well will help bridge the gap between the training needs and the product.
This helps students after graduation to meet the needs of the practice.
4.2.2. The organization develops output standards according to
its capacity of action
Capacity building is defined by the capacity of action, where
capacity for action is formed on the basis of a combination of
professional competence; capacity method; social competence;
individual capacity.
4.3. Directing the design of the training curriculum in the
capacity approach
4.3.1. The organization defines training objectives in capacity
approach
The objective of training in capacity approach is seen as a
profound integration of knowledge-skills-attitudes that make it possible


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to perform a specialized job and be embodied in operational practice.
4.3.2. To organize the structure and content of the training
curriculum in capacity approach
Organizing the structure and content of the training curriculum to
meet the training objectives in terms of capacity approach. The structure
and content of the training are selected and organized in an appropriate
logical structure to help learners achieve the performance competencies
set out in the training objectives.
4.4. Monitoring the implementation of the curriculum in
terms of capacity approach
4.4.1. Direct the development of plans to implement the
curriculum in terms of capacity approach
To direct the development of plans for the implementation of
the curriculum in terms of capacity approach to organize
implementation in order to meet the necessary conditions in the
implementation process of the training curriculum in terms of
capacity approach.
4.4.2. Directing teaching method innovation in the direction
of active teaching
Direct the methodology and form of training organization in
the direction of active teaching to achieve the set capacity of action.
It is necessary to change the method of training and traditional
teaching methods, fixed time, heavy equipment knowledge, passive
learners, lecturers at the center, moving to active training methods,
taking centered- learners, flexible in terms of time depends on the
capacity of the learner.
4.4.3. To renew the form of inspection and evaluation in
capacity approach
To direct the reform of the organization of inspection and evaluation
according to the capacity development aimed at assessing the learners'

achievement of the training objectives according to the set capability
approach. The process of reviewing and evaluating is not simply evaluating
what learners have learned about knowledge but focusing on assessing what
learners have achieved, that means "what to do?".
4.5. Assurance of human resources, material resources,
conditions for implementing the curriculum in the capacity
approach
4.5.1. Assurance of the lecturer staff to organize the
curriculum in capacity approach


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Teaching staff plays an important role in the implementation of
the curriculum in capacity approach. Managing the development of
teaching staff must be sufficient in quantity, reasonable in structure,
satisfying quality and having practical knowledge is an important
task in school administration.
4.5.2. Assurance of facilities to implement the curriculum in
capacity approach
To direct the assurance of facilities to meet the organization's
requirements. It is necessary to have laboratories and experiments
associated with practical models for learners to study; Having enough
teaching materials and materials for learners to learn by themselves,
to search for and build their own knowledge and skills under the
guidance of teachers; Teachers organize the implementation of
methods and forms of active teaching to form the capacity for
learners.
4.6. Directing the evaluation, improvement and refinement
of training curriculum in capacity approach
4.6.1. Organize training curriculum assessments in capacity

approach
Evaluation of the training curriculum to identify whether the
training program has been designed, developed and implemented
meets the criteria of the training curriculum in terms of competence,
as a result of the training process. Create products as desired
(capacity) or not? Evaluation helps identify the strengths or
weaknesses of the training curriculum before implementation, or to
determine its effectiveness when implemented over a certain period
of time. Based on the results of the assessment, the organization
improves and refines the curriculum in capacity approach.
4.6.2. To improve the training curriculum in capacity
The development of a training curriculum is a closed cycle,
taking the basic steps such as identifying training needs, designing
the curriculum, implementing the curriculum, evaluating, improving
and improving the curriculum. After each development cycle, the
training curriculum is analyzed and evaluated objectively and
scientifically, from which proposals to improve and perfect the
program to meet the practical work.
4.7. Relationship between solutions
Conclusion of Chapter 4
Based on the results of theoretical and practical research in


19
Chapters 2, 3 and 4 of the dissertation has proposed 06 solutions to
manage the training curriculum based on capacity approach at the
people’s police University of technology-logistics
Management solutions in management of the training
curriculum based on capacity approach at the people’s police
university of technology-logistics do not exist independently of each

other, they have a mutually beneficial relationship with one another.
each of them, reflecting the rules of the management of the training
curriculum. Thus, the process of application should be placed in a
dialectical relationship between solutions that create consensus,
science, and consistency, to ensure the development and
implementation of a curriculum based on capacity approach at the
University of Technology - Logistics of the People's Police follows the
effective and effective approach.
Chapter 5
TESTING FOR RESULTS OF RESEARCH
5.1. To test the necessity and feasibility of measures
5.1.1. General issues of the test
* Test purpose
The test aims to assess the necessity and feasibility of the
solutions proposed by the thesis author in accordance with the
management practice of the training program in the capacity approach
at the University of Technology - Logistics Police.
* Test Content
Survey of opinion polls on the necessity and feasibility of solutions
proposed in the dissertation, the comments on the scale rating.
* Test method
Use questionnaires and exchanges to assess the necessity and
feasibility. Data processing is done by the sociological statistical
method. The feasibility and necessity of each content is concretized
and evaluated by scores corresponding to high to low levels.
* Test subjects
Lecturers, educational administrators, students of the University
of Technology - Logistics of the People's Police. The total number of
participants is 300, of which 130 lecturers and educational
administrators, 170 learners.

5.1.2. Test results


20
* On the necessity of solutions
Comment: When evaluating the necessity, all six measures
were highly appreciated by staff, trainers and trainees, with the rate
of 74.3% to 80.7%. The solution to "direct the demand determination,
build the output standard according to the capacity approach" is most
needed with a very necessary rate of 80.7%, needed 19% and solution
"Guiding the assessment and improvement, refining the curriculum in
terms of capacity" is the lowest evaluation of the solutions.
* About the feasibility of the solutions
Comment: When evaluating the feasibility of the six proposed
solutions, the staff, trainers and trainees also found it feasible, the
feasibility percentage was 70.7% to 78.3%. The solution to "direct
the identification of training needs, build the first one with the
capacity approach" is considered the most feasible, with 78.3%
evaluating the feasibility level, 19, 7% feasible and the "design of
curriculum-based training" approach is underestimated with an
average of 2.67.
* Assess the correlation between necessity and feasibility
In order to compare the correlation between the required level
and the feasibility of the proposed solutions, the author uses the
formula for calculating the rank correlation coefficient. Spearman
computed the result R = 0.77. It can be seen, between the necessity
and the feasibility of the solutions are very favorable and very close,
meaning that the solution is both necessary and feasible.
5.2. Test a solution and evaluate
5.2.1. General issues about testing

* Test purpose:
Conducted a trial to assess the effectiveness of the "guidance to
identify training needs, develop benchmarking approaches based on
capacity".
* Test Method
Use impact research methodology
* How to organize the experiment
The dissertation proposes a management process that identifies
needs and develops output benchmarks in capacity approach. Based
on the proposed process of the dissertation and the current schoolbased process; In comparison with the evaluation criteria, the
questionnaires and interviews were conducted by experts and
administrators (50 comrades). Synthesize, analyze comments and


21
compare, compare between 02 processes, from which to comment.
* Criteria for evaluation
5.2.2. Conduct testing
* Propose the process of managing the demand-setting
process, building the output standard by approaching capacity
* Applying the process of managing the demand-side process
and setting the output standard for the accounting sector, the
People's Public Security standard in the capacity approach.
5.2.3. Analysis of test results
* An analysis of the results for Criteria 1 "Indicates the need
for capacity-based training" before and after the test.
* Comments: Assessment of Criteria 1 on "directing the
identification of training needs in terms of capacity" through
interviews and opinion polls shows that the proposed process of the
thesis has been basically followed. The content, in which, the

content "organization of training needs survey in the professional
units of the police units and local" and the content "formulation of
training needs determination in terms of capacity "is appreciated.
While, with the current process, the content "organization of
training needs analysis of units and local police" and the content
"formulate the form and contents of the information collected to for
the survey, "as well as the" establishment of the training needs
Assessment "has not been highly appreciated.
* Analyze results for Criteria 2 "Direct the development of output
benchmarks according to capacity" before and after the test
Comment: According to interviews and survey results, the proposed
process of dissertation has basically met the criteria set out, the content "the
establishment of the standard construction output, content" "The
implementation of the plan to build the output standards of departments,
departments" is well appreciated. However, the contents of the "output
benchmarks are specific and specific to the specific skills that the trainees
need to achieve after the training" and the content "output standard
developed through 4 types of competencies" highly appreciated.
5.3. Evaluation, post-test and testing remarks
Testing on the necessity and feasibility of solutions to assess
the necessity and feasibility of the solutions proposed by the thesis
author in accordance with the management practice of the training
curriculum at the University Technical - Logistics of the People's
Police by approaching capacity. On that basis, to conduct a pilot


22
solution to "direct the demand determination, build the output
standard by approaching capacity" in practice.
Through the solution "directing the demand determination,

building the output standard by approaching capacity" we evaluated
with the way to organize and direct the demand definition and set the
output standard as proposed in the dissertation. The training
curriculum is the closest to the training needs of the police units and
localities to meet the needs and abilities of the learners.
Conclusion of Chapter 5
Testing the results of research is a necessary requirement in
scientific research in general and in the thesis on education in
particular. Assure that managers, trainers, trainees evaluate the
necessity and feasibility of the solutions proposed by the dissertation
in managing the curriculum based on the competency approach in the
University of Technical - Logistics of the People's Police, to help
managers have an objective and comprehensive view of the proposed
solutions from which decisions are made in specific stages to
improve the quality of management of the excavation. Generate and
manage training programs in a capacity-based manner in particular.
In order to increase the feasibility and applicability of the
results, the researcher applied the research knowledge in order to
propose to test one solution in reality, the results of the experiment
showed that the effect was very positive, contributing to improving
the effectiveness of training management in the capacity approach at
the University of Technology - Logistics of the People's Police.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
Management of the curriculum based on capacity approach plays
a very important role in determining the quality of training in the current
period. As the society revolves, scientific knowledge is growing rapidly,
so in order to catch up with that development, the content-based training
curriculum is no longer appropriate, so the transition to capacity
approach is an indispensable trend, with this approach will basically

meet the training needs and capacity of the learner.
The dissertation has reviewed the research problems related to
thesis topic and systematized the theoretical issues of curriculum
management in capacity approach as the basis for orientation for
construction. and develop a capacity-building curriculum through an
integrated analysis of the basic concepts of curriculum, curriculum


23
management in the capacity approach; Analyze the concept of
training curriculum and manage the construction and implementation
of training curriculum based on the basic functions of management.
Based on the theoretical framework, the organization surveyed the
current status of training programs and management of training
programs according to the current capacity approach at the stages:
organization of training needs survey; organization of program
development; Implement the program to evaluate the program so that
it will have an objective and comprehensive view on the training
program and the management process of the training program.
Based on the findings of the theoretical and practical research,
the dissertation analyzes the characteristics of the training program in
terms of capacity, curriculum development approach, The capacity to
manage training programs in terms of access to capacity and the
factors that affect the training program in capacity approach at the
People's Police Universities. Then propose solutions to manage the
training program in the capacity approach at the University of
Technology - Logistics of the People's Police. Solutions do not exist
in isolation, they have relationships, interacting together as the
premise, conditions of each other, reflect the rules of the management
process of training curriculum. Thus, the process of application

should be placed in a dialectical relationship between solutions that
create consensus, science, consistency, assurance for the development
and implementation of a curriculum based on competency approach.
The University of Technology - Logistics of the People's Police
follows effective approach.
Testing the results of research is a necessary requirement in
scientific research in general and in the dissertation on education
in particular. Testing to assess the necessity, feasibility and
practical applicability of the solutions proposed by the PhD
student to help managers have an objective, comprehensive view
of the The proposed solutions have resulted in decisions on
specific steps to improve the quality of training management in
general and management of training curriculum in particular in
capacity approach.
2. Recommendations
2.1. Ministry of Public Security
The Ministry of Public Security should have a policy and
orientation to transform the training curriculum from content in


24
capacity approach. Along with that, the study was changed,
supplemented some documents on the management of training
curriculums in capacity approach.
2.2. Universities of People’s Police
From theoretical research, the thesis has analyzed the
explanation of solutions to manage the training curriculums in the
capacity approach at the University of Technology - Logistic Training
of the People's Police, create university in the police force to
research, apply the solutions based on capacity approach into the

management of training curriculums in their units to constantly
improve the quality of training.
2.3. The People’s police University of Techinique- Logistics
The University of Technology - Logistics of the People's
Police should concretize documents, resolutions and directives
related to raising the quality of training in general and raising the
quality of training curriculums in capacity approaching. In particular,
there are specific roadmaps and plans for the training curriculums of
the school. There should be a plan, preparation of manpower,
material resources, financial resources and other conditions for the
transformation of the training program into a feasible and effective
capacity-based approach. The implementation of the steps in the
process of developing and developing the training curriculums may
refer to the researcher's proposed solutions in the thesis so that the
process of developing and implementing the training curriculums be
more favorable.