Quản lý đào tạo theo học chế tín chỉ của các cơ sở đào tạo giáo viên có đào tạo trình độ cao đẳng vùng đông nam bộ tt tiếng anh

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MINISTRY OF EDUCATION AND TRAINING

VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL
SCIENCES

LE ĐINH HUAN

CREDIT-BASED TRAINING MANAGEMENT AT COLLEGELEVELTEACHER’S TRAINING INSTITUTIONS IN THE
SOUTHEAST REGION

Major: Educational management
Code: 9.14.01.14

SUMMARY OF THE THESIS FOR EDUCATIONAL SCIENCE
DOCTOR

HA NOI, 2019


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THE THESIS IS COMPLETED AT THE
VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

Instructed by:
1. Dr. Le Dong Phuong
2. Associate Professor Ph.D. Do Thi Bich Loan

Reviewer 1: ...........................................................................

….......................................................................

Reviewer 2: ...........................................................................
……...................................................................

Reviewer 3: ..........................................................................
..........................................................................

The thesis will be presented and defended to the Judgement Council at the Vietnam National
Institute of Educational Sciences, 101 Tran Hung Dao Street, Hanoi

At

date /

/

2019

The thesis can be available at:
-

National Library of Vietnam

-

Library of Vietnam National Institute of Educational Sciences


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FOREWORD
1. Rationale
The credit system in education has the philosophy of Respecting and facilitating learners; The
learner is the center of all educational activities. This mode is organized and managed in the most
convenient way for studnets, the course of study is flexibly designed so that higher education could
easily meet the changing needs of the labour market.
At institutions that already applied the credit-based system in disciplines or majors (in the
previous dicipline specialized program the time load of subject courses are converted into credit based
with the same number of credits), the assigned equivalent of credit-hours in teacher’s training at
college-level has some disadvantages, especially for the institutions in the Southeast region where the
form annual blocks are still in palce.
Recognizing that this prtactice should be solved and clarified, the chosen topic for research "
Management of credit-based training at the teacher’s training institutions with college-level
programs in the Southeastern region" is necessary, contributing to the successful implementation of
the credit-based training mode, meeting the requirements of fundamental and comprehensive
innovation of education and training of Vietnam.
2. Research objectives
On the basis of theoretical and practical studies, proposing solutions regarding credit-based
training management to replace the annual block training mode in accordance with the context and
actual conditions of the teacher’s training institutions with college-level programs in the Southeast
region.
3. Research object and subject
3.1. Research object
Credit-based college-level training at teacher’s training institutions.
3.2. Research subject
Managing formal training programs under the credit system of the teacher’s training
institutions with college-level programs in the Southeast region.
4. Research hypothesis
Credit-based training at the teacher’s training institutions with college-level programs in the

Southeast region is an foreseeable trend. However, many shortcomings in its management remain,
failing to meet the basic requirements of the credit-based training.
If feasible solutions for management the credit-based training of the teacher’s training
institutions with college-level programs in the Southeast region are proposed in a scientific,
systematic way, meeting the basic requirements of credit-based training, they will positively impact
the organization of the training process towards improving the quality of current college-level
teacher’s training.
5. Research tasks and scope
5.1. Research tasks
Systematic review of the theoretical basis of credit-based training management at formal
college level using activity and component management approach in the credit based training process.
Surveying, analyzing and assessing the current status of credit-based training and training
management of the teacher’s training institutions with college-level programs in the Southeast region.
- Proposing solutions for credit-based training management suited to the context and practical
conditions of the teacher’s training institutions with college-level programs in the Southeast region.
- Testing and experimenting solutions for credit-based training management of the teacher’s
training institutions with college-level programs in the Southeast region.
5.2. Research scope


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Regarding the content: The thesis focuses on studying the theoretical and practical basis and
solutions for credit-based training management of the teacher’s training institutions with 3-year formal
college education in the Southeast region.
Study area: Teacher training colleges, universities with college-level teacher’s training in the
Southeast region (Ho Chi Minh City Central College of Education, Ba Ria - Vung Tau College of
Education, Sai Gon University, Dong Nai University, Thu Dau Mot University in Binh Duong
province, Binh Phuoc Teacher Training College).
6. Research method
6.1. Research methodology and basic approach:

6.1.1. System approach
6.1.2. History – logic approach
6.1.3.Learners' needs-based approach
6.2. Methods of theoretical research
6.2.1. Overview of research materials:
6.2.2. Education comparison
6.3. Practical research methods
6.3.1. Questionaire-based survey
6.3.2. Inverview
6.3.3. Professional method
6.3.4. Education experiment
6.3.5. Data statistics and processing
7. DEfending arguments
Argument 1: In the transition period to the credit-based training there are still shortcomings
restricting the training quality at the teacher’s training institutions with college-level programs in the
Southeast region;
Argument 2: Proper management of credit-based training at the teacher’s training institutions
with college-level programs in the Southeast region will contribute to the improvement of training
quality in the institutions. Developing training management solutions should be in line with the
characteristics of the credit system and the characteristics of the teacher’s training institutions with
college-level programs in the Southeast region.
8. Contributions of this dissertation
8.1. Theory:
The thesis has reviewed the theoretical basis for the management of credit-based training at
the college-level training institutions based upon systematizing related concepts to clarify main
concepts (Management of credit-based training of the college-level teacher’s training institutions),
thereby confirming the feasibility of credit-based training in college-level teacher’s training. At the
same time, the dissertation has also identified and analyzed the content and factors affecting the creditbased training management of the college-level teacher’s training institutions.
8.2. Practice:
The dissertation has analyzed and assessd the current status of credit-based training

management at the teacher’s training institutions with college-level programs in the Southeast region;
The dissertation proposes 6 solutions for credit-based training management at the teacher’s training
institutions with college-level programs in the Southeast region; The desisertation has tested the
necessary and feasibility of 6 solutions and tried out 2 of the 6 proposed solutions.


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Chapter 1
THEORETICAL BASIS FOR CREDIT-BASED TRAINING MANAGEMENT
AT THE COLLEGE-LEVEL TEACHER’S TRAINING INSTITUTIONS
1.1. Overview
1.1.1. Studies on credit-based training
Studies on credit-based training in the world
Author James M. Heffernan, in the article "The Credibility of the Credit Hour: The History,
Use and Shortcomings of the Credit System" provides an overview of the credit system in developing
countries, some learnt lessons on credit system of the US and the world.
Two other authors, Robert Allen and Geoff Layer, have done research: "Credit-Based Systems
as Vehicles for Change in Universities and Colleges". The authors assert that the development of
public higher education is a challenge for managers and the necessity to have a change in the higher
education system.
Credit-based training began to be applied strongly in Western European countries since the
1960s. Earlier, traditional training programs in European universities, especially in Western Europe
were almost entirely decided by the teachers. They tended to impose on students, sparing them with
little choices in deceiding on subjects. More than 40 European countries have their higher education
facilities, so the application of credit-based training varies accordingly. France also uses credits units
(unite de valeur - literally meaning units) to measure the student's academic performance by semester
for both the required and selected subjects. The UK even goes further by, on the one hand, applying
credit-based training and on the other hand making entire higher training program a module. Other
countries in Western Europe such as Germany and Portugal only organize their training programs and
the requirements for obtaining degrees in subjects with credit-based values. Italy, Spain and the former

eastern-block countries have also begun transforming traditional training to credit-based training.
Western European countries have taken a step further, advocating the diversification of higher
education towards a "European Knowledge Society", encouraging student mobility and diverse
knowledge exchanging among universities. And to facilitate this work, in 1988 the European Credit
Transfer System (ECTS) was kicked-off. In Asia, credit-systems are also applied started by Japan,
followed by Singapore, Taiwan, South Korea, India, Thailand, Malaysia, Indonesia, China, and the
Philippines. The application of credit-based training system reflects the learner-centered perspective
and the learners are recipients of knowledge, but at the same time, they are also proactive in designing
knowledge, aiming to meet the needs of the social labour market.
In China, Jinsong Zhang, Chanliu Wang and LuluDong have published the article "Analysis of
restrictive factors on university credit system in China".
Studies on credit-based training in Vietnam
Before 1975, some universities in Southern Vietnam have tried to apply credit system to
training orgnaization such as Can Tho University, Thu Duc University of Technology for about 1 year.
After 1975, upon Vietnam’s unification, Saigon University’s School of Sciences, School of
Letters organized trainings under credit system. As one of the pioneer researchers on credit system in
Vietnam, Lam Quang Thiep had written "Building credit-based training program using Internet" in
2006 with the theme "On the application of credit system in the world and Vietnam”.
Since 1988, in line with the guidelines of the Ministry of Education and Training, a number of
universities have adopted flexible system: Combining annual block and credit-based trainings
(measured by units of study). From1993 to 1998, authors from the Department of Higher Education,
the Institute of Higher and Professional Education led by Lam Quang Thiep, Le Thac Can and Le Viet
Khuyen conducted several studies on training management when converting to credit system.
Recently, this issue has been mentioned in the documents and decisions of the Party, State, Ministry of
Education and Training and has increasingly attracted the attention of many educational researchers,
leaders of schools, teachers, students and social organizations using educational products. Issues of
training management under the credit system and the transition to this system have been widely


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studied by scientists.
A valuable document "About the Learning Credit System" was published in 1994 by the
Department of Higher Education, Ministry of Education and Training. This work was compiled as a
selection of four foreign documents on the credit system with very basic knowledge and references
needed for Vietnamese universities in Vietnam in their process of transitioning from yearly institutions
to credit-based training and credit-based training management experiences of some developing
countries.
In these scientific forums many authors had remarkable writtings. The experience of
implementing training under credit system of some countries in the world was also summarized by
some speakers. Eli Mazur and Pham Thi Ly, the two researchers, emphasized on the pedagogical goals
of the credit-based training in the article "Pedagogical objectives of the US credit-based training
system and suggestions for improving Vietnamese higher education". giving an overview of history
and management functions of the US credit-based training; controversial issues and vision: creditbased training in modern universities; Chinese lessons in implementing credit-based training in the
US.
Two popular models: The US credit system and the European Credit Transfer System are also
analyzed by the authors with their functions and advantages as well as the implementation
characteristics and management methods, some authors have studied and generalized the
characteristics of the credit system and how to organize higher education in this way among European
Union countries, Thailand, Malaysia and China.
The scientific workshops on "Credit-based training, awareness and implementation experience at
Vietnamese universities and colleges" and "Innovating teaching and learning methods in training under
the credit system and Building a training management information system " organized by Vietnamese
university and college network committee in 2006 and 2007 with the participation of many scientists
from academic íntitutions in Hanoi and Nghe An, Nha Trang, Da Lat, Ho Chi Minh City, Binh Duong,
Cuu Long provinces had made positive impact on the teaching and learning activities of lecturers and
students, for a common purpose of improving the quality of credit-based training. These workshops
attracted the participation of large number of managers and lecturers with many speeches and reports of
high practical value. This is a scientific forum for the admionistrative and teaching teams to exchange
and learn experiences and raise awareness about a new training method.
In 2006, Hanoi National University organized a Seminar on training under credit system at the

University of Social Sciences and Humanities - Hanoi National University,: "Regulations on
organizing training under credit institution at the University of Social Sciences and Humanities".
Some Vietnamese educató have had research projects on credit system, icluding:
- Research on higher education in general and credit system in particular, advantages and
disadvantages, conditions for implementing and training under credit system in our country, the
application of credit system in Universities in Vietnam has been mentioned by Lam Quang Thiep in
many research projects.
- Researches on the process of implementing training under credit system, restructuring the
training program to transfer the yearly training to the credit-based training in the existing universities
and colleges in Vietnam have been presented in the report on credit system of the Department of
Education, Hanoi National University.
- Organization of teaching and learning according to the predetermined program and credit
system has been researched in details by the Le Thac Can. According to Prof. Le Thac Can, while the
annual block plan can be likened to an outlined route for all students (in a course) to follow throughout
a training course, the credit-based training plan is a learning map with a system of theoretical and
practical knowledge in the disciplines and majors on which students can choose the route, the way and
the speed to go to their destinations depending on their specific purposes, interests, strengths and
weaknesses.


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- Researches on credit system in the US and analysis of the impact of this training model on
Vietnam's higher education system has been presented by the author Nguyen Huu Viet Hung, a former
lecturer who had collaborated in researches at a well-known US university.
Higher education researcher Nguyen Phuc Chinh also has had a practical study "Training
under the credit system at Thai Nguyen University of Education".
- Nguyen Duc Chinh has developed the process of checking - evaluating learning results as
required by the credit system. The author also gave some notes as to implementing a training process
in general and credit system in particular such as the analysis of learners' needs and the evaluation of
the managers and lecturers.

- Le Viet Khuyen has had research works on the process of implementing the credit-based
training. The requirements for implementation and the suitability of each of those requirements for the
existing status of education in Vietnam are analyzed and evaluated by the author and feasible steps for
implementing the credit system in our universities and colleges are proposed accordingly.
Le Viet Khuyen has the article "The process of transforming the training process through
credit system in Vietnamese universities and colleges". The author has stated in the recommendation
that it is not advisable to think the credit system is only suitable for "rich" schools but that the "poor"
schools themselves need to implement the credit system early and do in a "poor" way for success.
In order to clarify the nature and method of the credit-based training, Tran Thanh Ai has
published an important study "Training under the credit system: Principles, realities and solutions".
The author has summarized the principles of new education and implementation measures; raised
some shortcomings of the credit-based training; given conclusions and 10 recommendations for
ensuring the successful implementation of the MOET's policy on credit-based training in Vietnamese
universities.
The study by Dao Thanh Hai "Credit-based training in local universities - Current situation and
solutions" has provided an overview on the credit-based training and its application in Vietnam;
outlined the disadvantages in the credit-based training in local universities; The author has proposed a
number of measures to improve the credit-based training activities, strengthen the role of teachers and
create flexible training management mechanisms, etc.
Studying the components of the training process, author Zihra, Michelle’s article "Switching to
the credit system: Changing the training program and the role of teachers is necessary" (translated
into Vietnamese by Pham Thi Ly) has offered some recommendations related to the training program
and development of teachers at Vietnamese universities.
Tran Luong, in the article "Designing education module under credit system at Can Tho
University", has studied the basis of the module design; General overview on subject design; specific
activities; Information content for activities, this is a reference for researchers to design modules of
other subjects under the credit system.
Credit-based training at Bac Lieu University studied by Truong Thu Trang has specific
comments on advantages as follows: Preparations, facilities, teachers, students respond and adapt
quickly to the training model using credit system; shortcomings: Grasping training regulations,

teaching and learning experiences, equipment, etc and proposed practical measures: formulating
appropriate regulations, guiding the implementation of regulations and academic advisory training
with high quality, summarizing activities of each year, inspection and evaluation work and conditions
for proper implementation of this training model.
Referring to teaching activities, Pham Minh Hung has a research project "Some solutions to
improve the adaptability to teaching activities of teachers and students in the credit-based training"
proposing building tools to help teachers and students with basic and core issues in training under the
credit system; developing training programs, ensuring flexibility and giving focus on students'
learning; innovating teaching and learning methods; diversifying teaching forms; proper
implemetation of students' learning results assessment.
About quality of pedagogical professional program transfer, Bui Thi Mui has the article


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"Contributing to improving the quality of pedagogical professional program transfer to the credit
system in training high school teachers", conducting in-depth research on the pedagogical professional
program in teacher’s training; some shortcomings of the program: The pedagogical professional
program is inconsistent, not ensuring the comprehensiveness, only focusing on the theory and teaching
methods not the psychology (TLH) and pedagogics (GDH); teaching materials, assessment results are
not close to reality; proposed comments for developing the pedagogical professional program in the
future: building and transforming the pedagogical professional program into the credit system in a
scientific and consistent way in accordance with the framework program of the Ministry;
strengthening measures to build qualified staff for successfully performing the pedagogical
professional program.
Besides, teaching methods based on credit-based training are also deeply researched by Tran
Thi Huong in the article "Innovating teaching methods in training under credit system", studying the
credit system; innovating higher education teaching methods towards promoting students' self-learning
capacity in training under the credit system: Designing objectives, organizing teaching content, using
and coordinating active teaching methods, using technical facilities (IT, E-Leanning, etc), innovating
examing - assessing students' learning results.

Studies on credit-based training at college level:
Nguyen Cu in "Transforming training methods from academic modules to credit institutions at
Kon Tum Pedagogical College, problems and solutions" has studied the training organization;
professional work; management work: specifically mentioning building the software to manage
training, professional work, unions, academic advisory work (still called the head teacher), (the class is
still fixed to discipline except common subjects). The transition from annual training to credit-based
training for Kon Tum Pedagogical College only includes: Converting academic units to credit units;
restructuring the program; adjusting the content to suit the specified time; building academic
regulations; building education management software; allowing students to register subjects (general
subjects); renewing the way of evaluation using wording scores; graduation consideration instead of
graduation examination.
Tran Linh Quan, when referring to the "Transforming from yearly training to training under
credit system at pedagogical colleges", has studied the benefits of the credit-based training; Steps to
organize the transition from yearly training institutions to credit-based training in pedagogical
colleges; Some issues to consider during the transition process in pedagogical colleges: Restructuring
the training program and supplementing the optional modules / subjects; building training
management software; developing a detailed and roadmap transformation plan to implement the
credit-based training in accordance with the conditions of pedagogical colleges.
Referring to the process of applying the credit-based training program, author Truong Thi Thu Ha
in the article "Some issues concerning credit-based training and its application process in training
programs at universities and colleges" has studied some problems of the credit system and the
necessity of applying the credit system to training programs at universities and colleges; the situation
of applying the credit system to the training programs of the universities: on the students' side,
teaching content and methods, management of education, etc and proposed measures for students and
teachers and that much attention should be paid to using information technology to manage education
to save human resources.
1.1.2. Studies on credit-based training management
Studies on credit-based training management in the world
For the scope of our research, there are few materials on the credit-based training management
available. The theorists have been only interested in the basic philosophy, characteristics and benefits

of credit-based training against the yearly training. When analyzing the development process of creditbased training, some scientists have mentioned training management under the credit system.
Although it has just been developed for more than a century, there are different views about the origin
and process of credit-based training development in the United States.


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Arthur Levin has studied the credit-based training and diploma management in the "The credit
and degree". He affirmed that it is possible to refer to the American model of credit-based training:
"Except for exceptions, every training program with degree in the US is based on the credit system ...".
Raunger, Row, Piper and West have divided the history of credit system development into
three stages:
- Stage 1 (1873 - 1908): increasing dissatisfaction with the review and approval for university
admission and the academic relations between high education and higher education;
- Stage 2 (1908 - 1910): proposing and implementing a standard unit for the subjects under the
high school program as a basis for admitting students to universities and colleges. ;
- Stage 3 (1910 up to now): Applying Carnegie credit hours, the popularity and development
of Carnegie credit hours and its impact on high school and university programs in the US.
Gerhad (1955) divided the credit-based training development process in the US into two
phases:
- Stage 1 (from 1870s to 1880s): emergence of the high school credit system, the universities
began to measure teaching and learning performance by subject and class hours;
- Stage 2 (around the end of the nineteenth century to the present): High schools and
universities assigned credit units to subjects and determined graduation criteria accordingly.
American education researcher Jesica M. Shedd argued that the credit-based training system in
the United States comes in as a result of:
- The needs to handle the diversity and increase in the number of high school students enrolled
in universities while maintaining academic standards.
- The motivation to change emerged in the US higher education system itself, higly expecting
a reform in the higher education with programs that contain subjects with certain flexibility so that
learners can choose the appropriate majors and subjects they find necessary for their career

development.
- Pressure from organizations and individuals outside the university: government, donors,
employers of gradutates…. forced institutions to have units to assess the quality of teaching and
learning meeting the increasing demands of real life. In analyzing the such causes leading to the creditbased training, Jesica M. Shedd has initially analyzed the credit-based training management model
including management of objectives, content and training programs. Jesica M. Shedd confirmed that
this is the stage that determines the quality of training management under the credit system. However,
many issues are left open: the role of lecturers, the activeness of students, and yet-studied training
environment.
Studies on credit-based training management in Vietnam
General research on training management under credit system:
Issues related to credit-based training such as Characteristics and conditions for
implementation; Autonomy and self-responsibility of lecturers and students in credit-based education;
Applying the theory of change management to move to the credit-based training in universities and
colleges in the current period has been mentioned by Dang Xuan Hai in the "Credit-based training in
Vietnam: issues and implementation practice" and "Regarding the autonomy and self-responsibility of
students and lecturers in the credit-based training mode". He is very interested in practical issues in
Vietnam by questioning how to manage students and assess teacher’s performance if the credit-based
training is applicable. Solutions and criteria for specific assessment of the concept of autonomy and
self-responsibility in the universities are set forth accordingly.
Journal of Science and Technology, Da Nang University, No. 6 (41) 2010 published the article
"Issues of training management under credit system at universities" by Le Quang Son thoroughly
analyzing the theoretical and practical basis of the necessity to transform the yearly training model to
the credit system, commenting: "Credit-based training is an advanced training method in the world
with a wide range of advantages: flexibility, high activeness of learners, high efficiency, meeting the
diverse needs of learners. The application of a credit-based training system raises a series of training


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management issues related to all aspects of the training process. These include managing objectives,
managing content and programs, managing teaching activities of lecturers, managing students'

learning activities, managing physical and financial facilities for teaching and learning, managing
training environment, managing training activities and ensuring training quality ”.
Identifying the above issues is a premise for policy decisions on ensuring the quality and
effective operation of the new training model in pedagogical colleges in the Southeast region. The
content of credit-based training management in pedagogical colleges requires new approach different
from the traditional training models. We inherited this approach to developing methods to assess the
current status of training management under the credit system in the pedagogical colleges in the
Southeast region.
After analyzing the process and the way of training management under the credit system at the
University of Education - Da Nang University, Le Quang Son concluded: Credit-based training is an
advanced training method in the world built on the foundation of learner-oriented thought, treating
learners as the center of the teaching-learning process. This is a flexible method of training, allowing
learners to show very high autonomy in the process of approaching the subject, enhance autonomy,
self-study, self-research and be proactive in terms of study schedule. The training process meets the
diverse needs of learners, the assessment is rigorous, economical and efficient, convenient for learners
to change their majors, training levels or transition training”.
Application of the credit-based training causes changes across all aspects of or related to
training, especially training management. This requires fundamental changes from managers.
Identification of problems concerning training management under the credit system at the Pedagogical
universities sets precedent condition for the quality and effective operation of the new training
method. Along with other scientists, Le Quang Son’s scientific points above are important, helping us
determine the direction and implementation of the thesis.
The workshop On innovation of training methods under the credit system at the University of
Social Sciences and Humanities was held in March 2011 with the goal of identifying the current status
of teaching and learning at the school after 2 year of credit-based training application; promoting
innovation of training management under credit system at all faculties and functional departments
throughout the school. The workshop has had a positive impact on teaching and learning activities in
the way of improving the quality of training and training management under credit system. Scientists
have analyzed the training process and methodology under the credit system and set out significant
suggestions on training management for the education sector accordingly:

Some research projects on credit-based training include articles by Vu Quoc Phong, Pham Thi
Ly, and many other published articles on issues related to credit-based training methods.
Regarding the history of the credit system; Research on the status of student management.
Academic advisory work (CVHT), considered as a typical activity of training under the credit
system compared to the yearly training, is also analyzed by many authors. Pham Thi Thanh Hai has
the article "Some contents of the academic advisory work in credit-based training of the United States
and lessons for Vietnam" and Nguyen Thi Dieu Linh has the article "Managing academic advisory
activities in credit-based training" presenting main and practical solutions to improve quality of
academic advisory collaboration in the credit-based training.
Mai Son Nam has the article "Academic advising in credit-based training" deeply studing the
need to build a team of academic advisors (CVHT); the titles and tasks of academic advisors.
Studies on credit-based training management in universities:
- Pham Thi Thanh Hai has studied "Managing students' learning activities by the credit system
in Vietnamese universities". Training management under credit system is the vividness in all students'
learning activities in an open way, improving autonomy and self-responsibility for the results and
quality of each student's study and research to themselves, family and society as well. The author has
analyzed the learning activities and their characteristics of students; analyzed the management of
students’ activities according to credit system;


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- Tran Van Chuong has researched on "Credit-based training management in Vietnamese
local universities" systematizing and clarifying, supplementing and developing theoretical issues about
training and management of credit-based training in local universities in Vietnam. Intensive research
on training and management of credit-based training in local universities helps detect shortcomings
and causes. As a results, the author has proposed six solutions to manage training, solving
shortcomisng and meeting the basic requirements of training under the credit system in local
universities, improving the quality of training human resources for the local industrialization and
modernization. The thesis has deeply studied each of these solution especially management solutions:
Building and developing training programs; Managing teaching process; Building teaching personnel,

etc.
- Tran Duc Hieu has studied "Managing assessment of academic results under the credit
system in Vietnamese universities" systematizing and expanding and deepening the theory on
managing assessment of academic results in credit-based training, helping develop the basic theory on
managing assessment of academic results in credit-based training in universities and determining the
role and position of assessing academic results in the credit-based training; The thesis has evaluated
the current situation of managing assessment of students’s academic results in universities; worked out
the issues that need to be changed for managing assessment of academic results to meet the
requirements of the credit-based training in higher education; and proposed five management
measures to help satify the requirements of managing assessment of academic results in credit-based
training in accordance with the reality of Vietnamese higher education amid international integration.
- Furthermore, Cao Thi Chau Thuy has studied "Managing credit-based training process at
the Ho Chi Minh National University". The thesis summarises and systematizes the theoretical basis of
the process of credit-based training and management of credit-based training process towards the
responsibility and duties of each subject depending on their assigned positions; The thesis also
"reflects" accurately and objectively the status of implementing responsibilities and tasks of subjects
directly and indirectly related to the management of credit-based training process; The reference
framework proposed in the thesis is a tool to manage and evaluate the performance of the entities
directly or indirectly related to managing the credit-based training process; The thesis offers solutions
to solve the shortcomings in managing the training process at universities under Ho Chi Minh National
University.
Besides, Nguyen Mai Huong in the "Managing the process of teaching and learning under the
credit system in Vietnamese universities in the current period" has shown that uniform and thorough
application of solutions to manage the process of teaching and learning in accordance with the credit
system in universities helps remove barriers and increase motivation to move to credit system,
bringing in success for credit-based training in Vietnamese universities in current stage.
The doctoral thesis of author Bui Thi Thu Huong on "Managing quality of bachelor's training
program at Ha Noi National University under the overall quality management approach" has studied
systematizing theoretical issues concerning managing quality of training program and proposed some
specific measures accordingly.

Studies on credit-based training management in colleges:
- Vu Thi Hoa has studied the thesis on "Managing credit-based training in colleges in
Vietnam" summarizing and systematizing the theory on managing credit-based training, developing a
theoretical framework for managing credit-based training. The thesis assesses the status of training
management under credit system in colleges in Vietnam and developing a system of solutions to
manage training in accordance with characteristics of the credit system that can be applied in practice
to help colleges in Vietnam with effective managing credit-based training towards successful
transformation of yearly training to credit-based training.
Ho Canh Hanh has studied "Managing teacher’s training to meet the needs of secondary
education in the Southeast region" fully systematizing the theoretical and practical basis concerning
training management and proposing the appropriate management of secondary school teacher’s


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training together with training management solutions to meet requirements of secondary education in
the Southeast region.
- Dang Loc Tho has also researched on "Managing assessment of students’ academic results
at the Central Teachers' College according to the requirements of renovating Vietnamese higher
education" clarifying some concepts, contents and terminologies on managing assessing academic
results of students at pedagogical colleges; systematizing, explaining in theory-oriented way the
viewpoints, contents, methods and process of assessing the academic results of students and managing
assessment of students’ academic results according to their functions; shortcomings in managing
assessing the academic results of students at the Central Teachers’ Colleges in terms off viewpoints,
content, methods of evaluation and management of assessment, indicating the requirements of
innovation and the factors affecting the management of students’ performance assessment and
proposing a number of feasible and effective solutions for management of students' performance
assessment at the Central Teachers’ Colleges contributing to improve the quality of training and meet
the requirements of higher education innovation ”.
- Nguyen Van Thu in the "A number of measures to improve the training quality under the
credit system at Thua Thien - Hue College of Education", has developed measures: building and

consolidating training management mechanisms; construction of facilities; building teaching
personnel, academic advisors; application of information technology software, etc. However, Thua
Thien-Hue College of Education still encounters obstacles and shortcomings that need to be removed
such as complicated administrative procedures and training management mechanisms not catching up
with the development process of the school and social conditions, etc. Therefore, the author has
proposed measures: establishing the relationship between universities and colleges in the region to
build the programs; renewing the management of key staff and professional teams.
- Le Thi Huong Que, Nghe An Pedagogical College in the article "Credit-based training,
unsolved issue for local colleges and universities" has studied credit, its advantages and related
unsolved problems for local colleges and universities upon application; difficulties facing local
colleges and universities when applying credit-based training. These include, on school’s side, lack of
facilities, rooms, limited training targets, non-fixed classes; on the side of teachers: no active teaching
method to create situations for students, not promoting the activeness of students, the amount of
knowledge is large but not focused, many teachers are not yet aware of credit-based training and afraid
to change accordingly, not exploring new teaching methods; on the side of students: no self-study
method, lack of activeness, distraction due to high attendance, difficulty in search of references; The
author has offered solutions concerning facilities, teaching staff, and students accordingly.
1.1.3. General assessment
Studies in credit-based training management above show that in the process of credit-based
training in the world and Vietnam up to now, there have been many works of scientists studying
theory, practice and learned lessons, etc published in specialized journals, books of scientific seminars,
website pages, master theses, doctoral dissertations and research documents on credit system.
However, the above studies only present the general status of credit-based training of the higher
education system of each university, college, pedagogical college proposing solutions for some areas
of credit-based training management, there has been no comprehensive and comprehensive research of
the kind at college level in the Southeast region so far. Therefore, in-depth study of training
management under the credit system helps have a basis to develop appropriate and synchronous
training management solutions to meet the basic requirements of credit-based training management of
college-level teacher’s institutions in the Southeast region.
1.2. Credit-based training

1.2.1. The concept of training, credit system and credit-based training
1.2.1.1. Concept of training
1.2.1.2. Credit system
Credit system is the listing of: (1) The number of credits required for each subject, specific


13
number of hours in theory, practice for each subject in a week throughout one semester; (2) Credits
accumulated to earn a degree; (3) The number of subjects and the combination of subjects to accumulate
the number of credits required for a degree.
1.2.1.3. Credit-based training
Credit-based training is a mode of training that allows students to earn a diploma or degree
after having accumulated enough subjects (measured by credits) in accordance with requirements of
training for those diplomas and degrees.
1.2.2. Features and applicable credit systems
1.2.2.1. Features of credit-based training
Credit system is characterized as the knowledge that is structured into modules. Learning is
accumulation of learners' knowledge in modules (unit of measure: credit); Unlike the annual block
training where the classes are organized with a common program that consistently applies to all
learners, classes in credit-based training are organized by individual module; At the beginning of each
semester, students are enrolled in subject classes appropriate to their abilities and circumstances and in
accordance with the general provisions for gaining knowledge in a particular major. There is a wide
range of choices, students can enroll in interdisciplinary courses if they like. Students are not only
limited to their specialized subjects but also need to study other subject ares for example those in
natural and technical sciences are still required to study some social sciences and humanities
knowledge and vice versa. For assessing the academic results, general exams will not be organized,
instead the credit system uses formative assessment on which bachelor’s degrees are conferred. For
postgraduate programs (master and doctoral training) in addition to the regular assessment results,
general exams and essays are required.
1.2.2.2. Credit systems currently in use

There are two widely used credit systems namely the United States Credit System (USCS)
which was implemented from the first years of the 20th century and the European Credit Transfer
System (ECTS) built in the mid-1980s and recognized by the European Council as a unified system
for assessing students' knowledge among EU members since 1997. ECTS is the most widely
developed system that is even used in non-European countries.
1.2.3. Annual block training vs credit-based training
- Annual block training:
All class and examination schedules are prepared by the Academic Afairs Department.
Number of students in groups is fixed since admission and there is little change. Students who abide
by the class and examination schedules, regulations, school, actively study and practice will achieve
good results. Organizing annual block training is of advantage since training plans, lecture schedules,
exam schedules can be done at the beginning of the academic year and rarely change. All students
follow the same schedule; The curriculum is the same for all students and no private choice of subject
is available.
- Credit-based training
Students register their own schedules themselves. Students without registration do not obtain
any schedule. In order to do that, students must study carefully the yearbook, student handbook,
training program, modules that need prior training, modules that need parallel training, general
training, professional education knowledge, etc to be able to get the appropriate registration for each
semester accordingly. Students themselves must know the substantial regulations and rules. Students
can register selective modules. Each student can build his own learning schedule within the allowed
timeframe for the corresponding level; Each student can choose subjects among optional subjects that
are appropriate for their interests and abilities.
Advantages of credit system: High training efficiency; High flexibility and adaptability, High
efficiency in terms of management and training costs:
- Disadvantages of credit system: Complexity of training management; Difficult to create
cohesion among students.


14

Through the study and analysis of advantages and disadvantages of credit-based training
management, we found that organzing credit-based training should be:
- The trend towards a learning society which takes lifelong learning as a foundation.
- Suitable for older people who want to continue their study and bring practical benefits to
short-term students.
- Suitable for developing mechanisms that allow students to study to achieve a degree
according to their own plan.
- Suitable for new educational environment.
- Advantages of credit system:
+ High training efficiency:
+ High flexibility and adaptability:
+Highly effective in terms of management and training costs:
- Disadvantages of credit system:
+ Complexity of training management;
+ Difficult to create cohesion among students
1.3. Credit-based training management
1.3.1. Concept of managemetn
1.3.2. Training management
1.3.3. Credit-based training management
In terms of functions of the institutions, training includes: 1) input: training need assessment,
program deveelopment, setting conditions for ensuring the implementation of training and enrollment
programs; 2) Training activities: teaching, practice, education, scientific research, etc 3) Output:
checking and evaluating the academic results, academic review and graduation recognition, issuing
diplomas and certificates and accrediting and ensuring the quality of training. These training activities
theoretically are conducted for each student.
1.4. Decentralization of credit-based training management at college-level teacher’s training
institutions
1.4.1 Rectorate:
1.4.2. Department of academic affairs:
1.4.3. Testing and Quality Assurance Department:

1.4.4. Departments and professional team:
1.4.5. Managers, lecturers and staff:
1.5. Content and procedure of credit-based training management at college-level teacher’s
training institutions
1.5.1. Management of training objectives
1.5.2. Management of training program development
1.5.3. Managing teaching activities of lecturers
1.5.4. Managing academic advisory activities and activities for training
1.5.5. Managing students' learning and pedagogical internship
1.5.6.Managing test and academic results assessment and feedback
1.5.7. Managing facilities, finance, training environment
1.5.8. Developing relationships among students, between lecturers and students and between
schools and employers
1.5.9. Context management
1.6. Factors affecting credit-based training management at college-level teacher’s training
institutions
1.6.1. Subjective factors
1.6.2. Objective factors


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1.6.3. Necessary conditions for implementing credit-based training management at college-level
teacher’s training institutions
- Discipline; Guidelines; Student Handbook; Academic advisory team; Training management
team; Conditions of facilities and learning materials, Renovating operation methods of Ho Chi Minh
Communist Youth Union in schools.
Chapter 1’s conclusions
On the basis of theoretical research on training management in general and credit-based
training management at pedagogical universities and colleges, the thesis focuses on developing the
theory on managing the credit-based training process for all this content following the training

management process approach.
Higher education trains highly qualified human resources with thinking and creativity
abilities. In training activities, it is necessary to innovate the contents, programs and methods of
teaching and learning, to build the list of training occupations, the system of assurance and
accreditation of higher education quality toward the integration with higher education community of
other countries in the region and the world as a whole.
Teacher training is the professional work of pedagogical institutions to train the teaching
profession for teachers. The content of pedagogical training often has a general theory on educational
science, age psychology, pedagogical psychology, teaching and art of pedagogy, specialized education
theory and subjects and personality of teachers and common and specific pedagogical skills and
techniques.
Credit system is the list of: (1) The number of credits required for each subject, specific
number of hours in theory, practice for each subject in a week throughout one semester; (2) Credits
accumulated to earn a degree; (3) The number of subjects and the combination of subjects to accumulate
the number of credits required for a degree.
Credit-based training management is the process in which the managers perform management
functions to manage the training process based on training regulations.
Credit-based training management at college-level teacher’s institutions includes target
management, program management, managing teaching and learning activities; Factors ensuring
quality of credit-based training: Management of teaching staff, academic advisors, administrative
officials and managers; management of physical facilities and finance; management of training
environment, management of impact factors.
Credit-based training management at college-level teacher’s institutions includes subjective
factors (Capacity of managers, management experience of managers, autonomy and self-responsibility
of students, characteristics of students of pedagogical schools) and objective factors: International
environment (Education and training, science and technology, human resources, mutual program
memorization, training products); domestic environment (innovation and integration, interconnection
between schools, plans, schedule and goals of learning).
CHAPTER 2
PRACTICAL BASIS FOR CREDIT-BASED TRAINING MANAGEMENT AT THE

TEACHER’S TRAINING INSTITUTIONS WITH COLLEGE-LEVEL PROGRAMS IN THE
SOUTHEAST REGION.
2.1. Lessons on credit-based training management in some countries
2.1.1. Credit-training training management lessons in the US
2.1.2. Credit-training training management lessons in Europe
2.1.3. Credit-training training management lessons in Malaysis
2.1.4. Credit-training training management lessons in China
2.1.5. Differences in credit design techniques among countries
Through studying the lessons on credit-based training management in other countries above, it
is clear that credit-based training was initiated in the US but with its development and application, the


16
history of this system also changes. With acceptance of the American iades of credit system, European
and Asian countries have had their own application in accordance with the education philosophy and
management style of each country.
Designing credits for a higher education program needs to follow the principles to properly
express the nature and objectives of the credit system. However, when studying quantitative aspects,
credit design techniques in countries may not be the same due to academic independence.
With quantitative conventions, "American Credit" differs from "European Credit", "Credit
Unit" is different from the "Curriculum Unit" being applicable in Vietnam.
Even in the US "Semester credit" is also different from "quarterly credit".
The US credit system stipulates the minimum ratio of the self-study hours class hour as 2-to-1
i.e. to prepare for an hour of class, students must have two hours of self-study. This ratio requires
fairly uniform implementation conditions. In European credit system, this ratio is 1/1, ie students need
one hour of self-study to prepare for one hour of class and the number of class hours is quite large
compared to the American credit system.
A European 4-year bachelor's degree program consists of 240 credits (about 60 credits per year).
So, one US credit is equivalent to about two European credits.
Thus, the number of credits that students need to accumulate to complete a training program is

unnecessarily consistent at all schools. The above comparison shows that in European universities,
students' class time is higher while American students mostly spend their time on self-study.
It can be seen that the credit design of Europe or Japan is almost similar to design of
curriculum unit of Vietnam. In case of credit-based training in our country, managers need to consider
this aspect to have appropriate transition plan.
In transforming into new training methods, it is necessary and helpful to understand and learn
the lessons on credit-based training in some other countries in the world. Vietnam, the US and other
countries differ in many ways and this difference means that the lessons of the countries are for
reference only and should be adapted to the actual situation of Vietnam.
Adaptation of the US’s lessons on credit-based training varies in different regional countries.
The possible reasons include:
Economic conditions and scientific and technological development; Culture and tradition of
higher education; The degree of integration and the ability to implement the educational philosophy of
credit system in each specific development stage of a higher education.
Management of credit-based training is one of the important works of universities and
colleges. For successful application, schools’s management in general and management of creditbased training in particular should be researched to propose management solutions appropriate to the
characteristics of this system. This is the big difference between credit-based and yearly trainings.
The above lessons help us have more orientations for proposing solutions that meet the actual
requirements to solve shortcomings and challenges in managing credit-based training in pedagogical
colleges in general, and pedagogical colleges in the Southeast region in particular.
2.1.6. Contents to be further researched for application at the teacher’s training institutions with
college-level programs in the Southeast region.
- Theoretical basis of credit-based training management
- Status of credit-based training management, strengths, difficulties, subjective and objective
causes of success and shortcomings of the teacher’s training institutions with college-level programs
in the Southeast region.
- Proposed solutions for credit-basedtraining management to improve the quality of training
management.
Testing solutions for credit-based training management at some college-level teacher’s
training institutions in the Southeast region to confirm their suitability and feasibility.

17
2.2. Government’s policy on transition to credit-based training in Vietnamese higher education
2.3. Status of credit-based training in Vietnamese higher education
Advantages: higher management efficiency and lower training costs for the schools; For
students: proactive, study up to abilities (more opportunity for older peope, meeting the trend);
Flexible (high learning efficiency), maximum capacity of self-study and teamwork skills; Easy change
of discipline; favoured programs; Opportunity of transfer or transition training; For lecturers: More
time for scientific research, active teaching methods; Ability to summarize knowledge.
Disadvantages: Difficult to design the program (especially subject - credit transfer);
inconvenient for setting schedule (teachers have been familiar with an administrative schedule);
Unaware how to to ensure the seamless nature of parallel programs in pedagogy; no focus on the
discipline of pedagogy; hard to organize intership that requires a fixed plan; Lecturers and service
staff: Teachers are not familiar with the teaching methods (new method approach); Difficulty to
arrange lecturers in accordance with the capacity and requirements of teaching work; Lack of
lecturers, tutors for small classes; Students: hard to register (also due to students’ inactiveness),
inconvenient to organize groups / student unions (difficulty in managing students); Low number of
students; Required Conditions: Lack of facilities (classrooms, learning materials), Lack of academic
advisors, unqualified training management infrastructure; unfamiliar and unaccurate wording scores.
2.4. Overview of the socio-economic situation in the Southeast region and college-level teacher’s
training institutions
2.4.1. General overview of the socio-economic situation in the Southeast region
2.4.2. College-level teacher’s training institutions in the Southeast region
College-level teacher’s training institutions in the Southeast region like Ba Ria - Vung Tau
College of Education, Dong Nai University, Tay Ninh College of Education, Binh Phuoc Teacher
Training College, Sai Gon University, Thu Dau Mot University are public non-business units directly
under the provincial and city management and Ho Chi Minh Central College of Education under the
Ministry of Education and Training.
2.5. Research on credit-based training at college-level teacher’s training institutions in the

Southeast region
2.5.1. Research objectives
The research aims at finding practical bases to propose appropriate and practical training
management solutions for efffective implementation of the credit-based training at the teacher’s
training institutions with college-level programs in the Southeast region in order to maximize the
advantages of this training method. Proper understanding and evaluation of the situation is an
indispensable task. These are effective practical arguments helping, along with theoretical arguments,
prove the thesis's viewpoints.
2.5.2. Content and tools for situation study
The content focuses on the following main issues:
- Current awareness level of managers, teachers and students on credit-based training
management.
- Current status of training components under the credit system: Managing objectives,
managing programs, managing teaching and learning activities; Components of conditions to ensure
quality of credit-based training: Managing teacher, academic advisors, administrative officials and
managers; managing infrastructure and finance; managing training environment, managing impact
factors.
- Current barriers for implementing credit-based training.
Research tool:
From August, 2014 to August, 2016, the author designed the questionnaires, surveyed the
status of credit-based training management at the pedagogical colleges and pedagogical departments
with college-level teacher’s training of universities (upgraded from pedagogical colleges) in the
Southeast region.


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2.5.3. Method of situation survey
* Scope and subject of survey
Surveying the situation through giving questionnaires to respondents like managers, lecturers,
students and interviewing, direct exchanging, consulting experts; collecting information from

students, reports, seminars of pedagogical colleges and universities that have regular college-lelve
teacher’s training institutions in the Southeast region where credit system is applicable.
A. Questionaire:
02 types of questionairs have been prepared:
* Questionair for managers and teachers (Appendix 2)
The questionair is divided into 4 parts:
a. Personal information of respondents
b. The importance of mission, content, teaching and learning methods of the college-level
teacher’s training t institutions (questions 1 to 9)
c. Assessing the level of manangement on credit-based training including:
- Management training goals (questions 10 to 15)
- Management of training content and programs (questions 16 to 25)
- Management of the lecturer's teaching activities (questions 26 to 35)
- Management of students' learning activities (questions 36 to 48)
- Management of infrastructure and finance for teaching (questions 49 to 63)
- Management of training environment (questions 64 to 71).
d. Assessing the level of implementation of training activities of academic advisors has 2 groups of
tasks and powers as follows:
- Advise and support students in learning and scientific research, career orientation (questions
72 to 86)
- Duties and powers in the fields of student management, Organizing annual congresses,
approving the list of class key staff (questions 87 to 99)
* Questionaire for students (appendix 3)
a. Personal information of respondents
b. Survey on credit-based training management of Colleges of Education in the Southeast
region.
- Students themselves rate the importance of autonomy and self-responsibility of college
students (questions 1 to 11)
- Students rate the level of advantages and disadvantages of the credit system: Advantages
(questions 12 to 20) and Disadvantages (questions 21 to 37)

c. Assess the level of implementation of the academic advisor on the prescribed aspects
- Functions of academic advisors (questions 38 to 39)
- Duties of academic advisors in consulting and assisting students’learning, scientific
research, career orientation (questions 40 to 49); Duties of academic advisors in student
management (questions 50 to 57) and other duties of academic advisors (questions 58 to 65).
* The questions in the two questionnaires are compiled according to the Likert method (there
are five levels) and the content of the evaluation levels is stipulated as follows:
B. Survey results:
- To survey the current status of credit-based training management at the teacher’s training
institutions with college-level programs in the Southeast region, the surveyor has collected opinions
of 182 managers and lecturers (male: 70, accounting for 38.5% and female: 100, 54.9%, no answer: 12,
6.6%) and 1,560 students (54 men, accounting for 3.47% and 1,474 women, 94 48%, no answer: 32,
2.1%) of 05 institutions (2 colleges of education and 03 universities with college-level regular
pedagogical credit-based training) in the Southeast region namely Thu Dau Mot University in Binh
Duong province; Sai Gon University; Dong Nai University; Ba Ria - Vung Tau College of Education
and Ho Chi Minh Central College of Education. These surveyed universities were once colleges, so


19
having similarities.
- The survey method is to ask respondents for opinions through questionnaires including
managers at schools, faculties, professional teams, teachers at different ages with certain management
and teaching experience. Designed content of questionaires is about the status and effectiveness of
credit-based training management in schools.
2.6. Status of credit-based training at the teacher’s training institutions with college-level
programs in the Southeast region
In this section, the following survey results are presented:
- Students' autonomy and self-responsibility
- Advantages and disadvantages of students when studying under the credit system
- Functions and duties of academic advisors

- Duties of academic advisors in student management
- Other duties of academic advisors: Mastering the objectives, training programs, training
forms, processes related to the of student training and management.
2.6.1. Status of students’ autonomy and self-responsibility
According to survey, autonomy and self-responsibility of students in the credit-based training
is very important. Students should promote the right and serious learning attitude (4.76). The total
score is rated very important (4.59). The school should pay attention to the autonomy of students in
the credit system, this is the basis to improve the quality of training under the credit system. Average
score: 4.59 level 1.
2.6.2. Advantages and disadvantages of students under credit system
From the above analysis, we find the biggest obstacles are stress pressure, fear of exam
failure, new credit system (3.89). Advantage is that it requires each student to have a high sense of
responsibility (4.05). According to the above survey, it is found that there are students who are not
used to working independently, rely on academic advisors and class key staff to get the school’s
information. Average score: 3,64, level 7 .
2.6.3. Status of academic advisor under credit system
* Functions of academic advisors:
Rating 1 to 2: Consulting, assisting students in learning, scientific research, career orientation
(rating 1) and Managing students in the process of learning and training at school (rating 2).
* Duties of academic advisors:
- Rating 1 to 5: Answering students 'questions related to students' learning within their
jurisdiction (rated 1); Being honest and fair when conducting student counseling, support and guidance
activities (rated 2); Organizing discussions, implementing regulations on credit system, the school's
regulations related to students' rights and obligations (rated 3); Instructing students on the process and
procedures to register the module , canceling the module, and developing personal study plan for each
semester (rated 4); Discussing and assisting students in selecting internship places, selecting topics of
thesis, essays scientific research projects in accordance with students' abilities, aspirations and career
orientations (rated 5);
- Rating 6 to 10: Advising students on learning methods, self-study methods and scientific
research skills, skills of collecting and processing information and learning materials (rated 6);

Discussing and guiding students on the full-time training program, specialized training programs and
how to choose the modules, comply with the prerequisites of each module (rated 7); Reminding
students upon their poor academic results (rated 8); Signing to accept or decline the students’
registration form (rated 9) and not instructing and answering questions related to the the subject
knowledge or intervening in the professional work of the lecturers (rated 10). Average score: 3.71,
level 4.
2.6.4. Status of academic advisors’ duties in student management
The results show the students' opinions on duties of academic advisors in student
management. Average score: 3.63, level 8.


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2.6.5. Status of other tasks of academic advisors
From the above study results, we can make a general judgment that current implementation of
academic advising work in schools still exists in many different ways regarding identification role and
responsibility of the academic advisors, criteria for selection of academic advisors, legal documents,
guidance on academic advising work, support policy academic advisors. Average score: 4.46, level 2.
2.7. Status of credit-based training management at the teacher’s training institutions with
college-level programs in the Southeast region
2.7.1. Status and importance of mission, content, teaching and learning methods at the college-level
teacher’s training institutions
From the above analysis, we see the importance of school’s mission, the average score of 4.48
is considered very important; The content of the teaching and learning program with an average score
of 4.24 rated very important; The role of the teacher to organize teaching activities, the teacher
directecting and guiding students to master the knowledge for good achievement scored the average of
4.37 rated very important; In credit system, students are not only objects but also subjects of cognitive
activities, scoring 4.30 on average rated very important in pedagogical colleges. Therefore, the school
needs to pay more attention to the mission, content, teaching and learning methods to improve the
quality of training management in schools. Understanding the objectives, training programs, forms of
training, processes related to the student training and management: Average score: 4.72, level 1.

2.7.2. Status of training target management under credit system
The schools have built the goals of flexible training program for students to easily change their
disciplines, score of 4.02 is rated high. So the level of implementing specific requirements about the
knowledge system, skill, and career associated with the future career of students is very high.
Management of training objectives: Average score: 4.16, level 1.
2.7.3. Status of credit-based training management at the college-level teacher’s training institutions
Through analysis, we see that the schools have developed a program of knowledge, attitudes,
skills, standards, the average score of 4.30 is rated very high; The program has clear objectives, and
appropriate input, output and structure, scoring 4.24 rated very high; Development of programs for
disciplines and majors of colleges under the Decision No. 43 of the Ministry of Education and
Training scored 4.20 rated high; Management of training programs: Average score: 4.14, level 2.
2.7.4. Status of managing lecturers’ teaching activities
The results show that the level of implementation of managing lecturers’ teaching activities by
managers of credit-based training scored 3.74 on average, level 6.
However, positive teaching methods are used frequently, mainly traditional presentation
methods. Lecturers choose to use active teaching methods to promote students 'dynamism and
creativity, greatly limiting students' activeness, students still have to take time to listen and take notes
while that the amount of acquired knowledge is not much, so it is necessary to continue improvement
by effective teamwork and self-study.
2.7.5. Status of students’activities management
The results show that the level of implementation of managing students’ learning activities by
managers of credit-based training is rated high with average score of 4.06, level 3.
2.7.6. Status managing teaching facilities and finance
The results show that the level of implementation of managing teaching facilities and finance
for teaching by managers of credit-based training is rated high with average score of 4.00, level 5.
2.7.7. Status of training environment management
The results show that the level of implementation of managing credit-based training
environment is rated high scoring 4.02 on average, level 4.
2.7.8. Status of advising, assisting students in learning, scientific research and career orientation
The results show that the level of implementation of managing academic advisors’ consulting

and assisting students in learning, scientific research and career orientation by managers of the creditbased training is rated high scoring 4.00 on average, level 1.


21
2.7.9. Status of managing students’organizing annual congress, approving list of class key staff
The results show that the level of implementation of academic advisors’ management of
students’organizing annual congress, approving list of class key staff by managers of the credit-based
training is rated high scoring 3.96 on average, level 2.
2.8. Comparison of managers and teachers’ study results
2.8.1. General assessment of factors under the credit system of college-level teacher’s training
institutions in the Southeast region
The status of training components and conditions is presented in Table 2.20. Accordingly, all of
the elements have a rating of 3.74 or higher, effective, important and high; Very effective, very
important and very high.
2.8.2. Comparison results assessing factors of implementing credit-based training management by
managers
The results show that there is no statistically significant difference in the evaluation of managing
staff and teachers according to the learning variables for management factors.
2.8.3. Status of managing the implementation of activities for training by Academic advisors
The results show that there is no difference in the statistical significance of the opinions of
managing staff and teachers on the factors for training by academic advisors.
2.8.4. Comparison of students' opinions on credit-based training management at the college-level
teacher’s training institutions
Test results show difference in opinions among students of various school year (P> 0.005): 3.60 for
the first year students, no difference between the second and the third year students. Since the the first
year students have just started their school year, they don’t understand all the difficulties in training
under the credit system.
2.8.5. Factors affecting credit-based training management at the teacher’s training institutions with
college-level programs in the Southeast region
2.8.5.1. Subjective factors

According to opinions of the leaders of the teacher’s training institutions with college-level
programs in the Southeast region, all four factors: "The management capacity of managers;
Management experience of managers; Autonomy and self-responsibility of students; Characteristics of
pedagogical students" remarkably affect the credit-based training management at the teacher’s training
institutions with college-level programs in the Southeast region. Subjective factor: Average score:
3.89
2.8.5.2. Objective factors
Results show that the factors "International environment and domestic environment", all affect the
credit-based training management at the teacher’s training institutions with college-level programs in
the Southeast region. Special attention is paid to foreign factors. Objective factors: Average score:
4.03
2.9. General status of credit-based training management at the teacher’s training institutions
with college-level programs in the Southeast region
2.9.1. Achievement of credit- based training implementation
Some schools have gradually determined the roadmap for implementing the credit-based
training at the formal college-level targeting all training systems throughout the schools, initially
creating favorable conditions for Students to be proactive in selecting a number of subjects and
modules and actively implementing their learning plans during the training process. Most students
welcome this training method making students active, flexible, autonomous in their study plan and
actively exchang their studies with academic advisors and lecturers. Students have gradually adapted
to modern technology with changes in the teaching process and officers and lecturers regularly update


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students' qualifications, advantages and disadvantages during the learning process.
Output standards based on the capacity framework of graduates and the training program built
on the output standards and program framework of the Ministry have reflected the training objectives
meeting the demands of stakeholders. Documents on output standards and programs are publicly
available for easy access.
The schools’ credit-based training plan is developed on the basis of the student's learning,

training plan and credit accreditation and transfer regulations ensuring output quality.
Managing lecturers’ teaching activities shows that the student-center teaching strategy and
quality assurance help students understand and use knowledge in practice in a scientific way.
Managing students’ learning activities shows that students fully implement the rules of
learning, training and teachers' requirements on innovating learning methods as well as selfexamination and self-assessment accordingly.
Managing students' test and assessment shows:
Developing criteria for assessing students' learning results on the basis of output standards and
students' learning results ensures transparency, fairness and easy access to stakeholders.
2.9.2. Shortcomings credit-based training implementation
- The credit system applied in the schools currently is mainly aimed at management only,
counting the process of accumulating subjects of students to achieve diplomas;
- The methods of inter-training among programs, schools in the region, in the country and
internationally, have not yet been available or developed due to the lack of standardization of training
programs;
- Many young lecturers have not spent much time on research activities, innovating teaching
methods and studying the credit-based training model;
- Students are not familiar with the credit-based training method due to subjective and
objective reasons and that the schools’ training support service has not met the requirements;
- The consultant team (academic advisors) remain unprofessional, having not fully promoted
the mentoring role for learners. Providing these advisors with professional training is necessary;
- Activities of Youth Union and Student Association also face many obstacles due to
separation of members for different classes under the credit system. Therefore, union and team work
needs to be reorganized in accordance with the nature of credit-based training;
- Students do not have self-study method right in class.
- The content of the programs has not been improved significantly, they are mostly transfered
from yearly training to credit-based training.
Given the aforementioned shortcomings, we believe that the pedagogical training program in
general and the college-level teacher’s training in particular have not shown its occupational
characteristics. While the goal of educating teachers is to equip them with professional knowledge,
pedagogical competence and love for the occupation, the current pedagogical schools are mainly

inclined to provide professional knowledge only.
2.9.3. Reasons for shortcomings of credit-based training implementation
- Awareness and thorough understanding of the credit characteristics of all subjects related to
this process is not good. School managers, lecturers and students are not fully aware of and not skilled
to manage and properly implement the characteristics of the credits in the specific conditions of the
schools. This is an important reason causing delay in implementation of the credit-based training in
schools;
- Implementing credit system requires support factors such as means and conditions for
organizing teaching forms: teaching staff, legal documents, classrooms, learning materials as required
in the course outline;
- Management and fostering self-study skills for students have not been made a focus.
- The current training programs of pedagogical colleges are developed according to
framework of the Ministry of Education and Training published in 2004 failing to meet the


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requirements of training teachers for the new high education.
In fact, this has not been fully prepared in comparison with the requirements of the credit
system as well as and the increasing number of students. Facilities and computer networks for
registration of subjects, libraries, classrooms, etc are not guaranteed in terms of both quantity and
quality. Although the schools have been trying to improve facilities, they still have not met the
demand. Therefore, the schools need to strengthen and ensure facilities for teaching and learning
activities of lecturers and students in the credit-based training. Survey results show that in order to
switch to credit-based training, schools must overcome multiple difficulties and challenges in all
issues related to the credit-based training process. There are problems that we can find ways to fix
right away but there are also macro issues (teaching staff, advisors, facilities, etc) that require an
appropriate roadmap for implementation
Status of training management at the teacher’s training institutions with college-level
programs in the Southeast region shows that credit system is an advanced training system, developing
very fast, requiring lecturers’ constant self-study and knowledge update so that they can do teach well

and students who are diligent can learn well. This system requires many practice rooms and teachers
need a large number of documents and time to complete their knowledge and skills. The designed
training program should be focused.
Chapter 2’s conclusions
Chapter 2 of the thesis has studied the practical basis of implementing credit-based training
management at the teacher’s training institutions with college-level programs in the Southeast region
on the basis of the theoretical framework as presented in chapter 1.
The thesis has studied the objectives, mission, content, teaching and learning programs;
Teaching and learning methods; Form of teaching and learning; Forms of test-assessment in the credit
system as well as facilities conditions; Teacher, students and academic advisory personnel; The thesis
has also surveyed the barriers to the implementation of credit system at the teacher’s training
institutions with college-level programs in the region as a basis for presentation, analysis and
evaluation and answers to the difficulties in implementing the credit system. Besides studying the
practical basis of credit-based training management in the Southeast region, the thesis has mentioned
the lessons on credit-based training management of some countries in the world. This study shows that
even in the same country, schools cannot implement the same mechanically because the transition
roadmap depends very much on the conditions and circumstances of each school and region.
Converting to the credit-based training model and implementation of the teaching process to
meet the requirements of this institution is an inevitable trend of higher education in Vietnam in the
current period. So far, training under credit system in universities and colleges in Vietnam remain
inconsitent with characteristics to thoroughly implement the ideology and content of the credit system.
Awareness, implementation conditions and ways of management are main causes.
In order to successfully implement the process of transitioning to the credit system and
organize the teaching and learning activities under the credit system to promote the advantages of the
system, policy makers, educational managers and trainers should take notice of the causes for remedy
and work out synchronous management measures with a specific roadmap for each college-level
teacher’s training institution.
In this chapter, the thesis has surveyed, analyzed and evaluated the status of credit-based
training and management in five in college-level teacher’s training institutions in the Southeast region.
The survey results have shown the advantages and shortcomings as mentioned above.

On the basis of these survey, analysis and assessment results, it is necessary pay attention to
the management measures in each corresponding solution to solve and meet the basic requirements of
credit-based training in accordance with the characteristics, conditions of the teacher’s training
institutions with college-level programs in the Southeast region, specifically:
- Understanding the objectives, training programs, training forms, processes related to the
student training and management. Ensuring training objectives.


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- Managing training programs: identifying the needs of human resources training; determining
the specific objectives of the training programs; directing, designing and updating regularly;
- Managing teaching process: building and completing the training process.
- Managing teaching staff: Recruitment, evaluation, planning and arrangement.
- Managing facilities and finance: ensuring adequate, synchronous and modern facilities;
Financial autonomy, mobilizing revenue sources, balancing revenue and expenditure to ensure the
development of personnel and professional work. Mobilizing social resources to strengthen the school
facilities.
- Managing training environment: building complete documents; developing teaching culture;
keeping training of schools and domestic and international labor markets in a close connection.
Chapter 3
SOLUTIONS FOR CREDIT-BASED TRAINING MANAGEMENT
AT THE TEACHER’S TRAINING INSTITUTIONS WITH COLLEGE-LEVEL PROGRAMS
IN THE SOUTHEAST REGION.
3.1. Development Orientation:
Resolution of the Eleventh National Party Congress determines: "Basically and
comprehensively innovating Vietnamese education towards standardization, modernization,
socialization, democratization and international integration, in which, renovating the education
management mechanism and developing teachers and managing staff play a key role ". This
orientation has provided the pedagogy sector and pedagogical schools with both opportunities and
challenges. [30]

3.2. Principle of proposing solutions
3.2.1. Ensuring the general principle
3.2.1.1. Legality assurance
3.2.1.2. Assurance of systematic features
3.2.1.3. Efficiency and feasibility assurance
3.2.1.4. Practicality assurance
3.2.2. Developing management solutions appropriate to the characteristics of the credit system
3.3. Solutions for credit-based training management at the teacher’s training institutions with
college-level programs in the Southeast region.
3.3.1. Raising awareness about credit-based training among managing officials, lecturers and
students
3.3.2. Ensuring quality of conditions for implementing the credit-based training at the teacher’s
training institutions with college-level programs in the Southeast region
3.3.3. Improving the self-study capacity of students in accordance with the capacity-based
training under the credit system
3.3.4. Increasing autonomy and social responsibility for faculties, departments, scientific
councils, professional teams and teachers in schools in accordance with the credit-based training
3.3.5. Managing program innovation, teaching and learning methods; Methods of testing and
evaluating learning results in accordance with the credit-based training
3.3.6. Improving management capacity in line with the credit-based training
3.3.7. The relation between credit-based training management solutions at the teacher’s training
institutions with college-level programs in the Southeast region.
3.4. Surveying the necessity and feasibility of the solutions for credit-based training at the
teacher’s training institutions with college-level programs in the Southeast region.
3.4.1. Necessity
By analyzing the necessity of the solutions, we find that all solutions are needed, but the
solution "Raising awareness about the credit-based training among offcials, lecturers and students" is
most necessary (2.07); Thus, we can affirm that the solution (1) is the most important and necessary.

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3.4.2. Feasibility
We realize that are all solutions are necessary. The solution of improving management
capacity in accordance with the credit-based training (0.62) is very feasible.
3.5. Implementation of solutions for credit-based training management at the teacher’s training
institutions with college-level programs in the Southeast region.
3.5.1. Experimenting the solution of "Improving the self-study capacity of students in accordance with
the capacity-based training under the credit system"
3.5.1.1. Experiment objectives
- First round: Assessing the results without impacting knowledge and self-study methods.
- Second round: Comparing results before and after impacts
3.5.1.2. Scope and object of experiment
- Scope
Eight skills are incorporated in the Questionnaire for analysis: Time management,
concentration and memorization, taking note, testing - examination, learning strategy, attitude /
motivation, positive reading and writing.
The main impacts on students are the listening skills and high-level cognitive skills.
- Object
First-year students of Ho Chi Minh Central College of Education.
3.5.1.3. Process impact experiment
- Choosing an experimental sample
+ Selecting the sample before the impact experiment. Choosing two groups of first year
students from class A and class B (31-32 students each). Both groups have not been impacted.
+ Select the sample after the impact experiment. Choosing 2 groups of first year students
from class A and class B (31-32 students each). One group is not impacted and another group is
impacted.
- Conducting experiment
+ Collecting data before impact experiment of the two control groups, one for comparison
and another for experiment.
+ Impacting experiment: Inviting education management experts to impact (2 contents)

+ Collecting data after impact experiment of the experimented group.
+ Comparing results between the compared group and the experimented one.
Tool for data collection is the Appendix 6 " Questionnaire for school students’ Learning Skills
".
3.5.1.4. Experiment results
- Results before experiment (first round):
+ Compared group: 32 students
+ Experimented group: 31 students
Results in Table 3.3 show that there is no statistically significant difference between the two
groups about the level of achieving learning skills. In other words, before the experiment, the
evaluation of the two groups on the level of achieving learning skills is the same.
Results after experiment (second round)
+ Compared group: 32 students
+ Experimented group: 31 students
- There is a statistically significant difference between the two groups about the level of
obtaining the learning skills: Time management, concentration and memorization, taking note and
attitude/motivation. The campared group has higher evaluation than that of the experimented group.
Thus, lecture listening skills and high-level cognitive skills have an impact on experimented
students.
- There is no statistically significant difference between the two groups on the level of
achieving learning skills: Test- Examination, Learning Strategy, Positive Reading and Writing.