1 INTRODUCTION Why choose topics Starting from the point of view of the student is the center of the training process, which requires training process so that each student can find the most appropriate way of their learning The North American educators were interested in finding new methods of education based approach "student-centered" with the desire to develop students' creative ability Understanding this trend, Principal Eliot who initiated elective system at Harvard University in 1872 He decided to replace the system of fixed lecture by traditional methods in a variety of options for students Results of the study based on the elective course were the new method of training based credit system model European credit transfer System (ECTS) was born later than Training based credit system (1999) Learning activity management in University with credit system with flexible program is composed of modules that each student can choose to study is one of the essential requirements Due to the many advantages and in accordance with the requirements of social development, the credit system continued to grow and spread throughout the world This deeply affects higher education in Vietnam after the renovation Until now, the international research to apply the credit system in university focused analysis of the historical development of the credit system, the characteristics of the system, appropriate for a developing country such as: "credit and qualifications "of Arthur Levin," the credit system learning American model "of Barbara Burn," academic credit system in higher education - the effectiveness and relevance in developing countries "Ompron of Regel In Vietnam, many scientists have studied the credit system, managed student learning activity in credit system universities as Nguyen Kim Dung to "Credit system training, experience from the world and reality in Vietnam," Lam Quang reported on "About the method of teaching, learning and assessment of student’s learning outcomes in the credit system university," Dang Xuan Hai "Training the credit system in Vietnam: issues and practices." These documents mainly focuse on analysis of the difficulties in managing student’s learning activities when the universities provide courses based on credit system, teaching methods and assessment of student learning outcomes based credit system, haven’t studies on managing student’s learning activity in the university based on credit system To manage the university applied credit system with it’s inherent characteristics, the student’s learning activity management needs to fit the new training methods Practices in Vietnam with the question, how to manage student’s learning activity in universities when transfering to credit system learning Thus, doing research to find solutions to manage student’s learning activity is becoming more necessary and urgent to improve process of management in the university based credit system in Vietnam Research objectives Study rationale and practice of student’s learning activity management in the university based credit system Since then, the solution proposed about student’s learning activity management to improve the management of the University based credit system in Vietnam Objects and subjects studied The object of study: Teaching activity management activities the University applied credit system Subjects of study: Student’s learning activity management based on the credit system My hypothesis The solution to manage the student’s learning activity at vietnam University applied credit system if being implemented in a scientific manner and synchronization functions of management from leading to innovate understanding, building mechanism and management systems, complete rules guiding to the student’s learning activity, manage student’s learning plan, ensure facilities conditions for student’s learning activity will contribute to improve the management of the University based on credit system in Vietnam Research Tasks - Researching rationale for management of student’s learning activity in general and in particular the credit system - Researching realities of student’s learning activity, discovering the advantages and weaknesses, objective and subjective reasons, limited and success in the management of student’s learning activity in Vietnam universities based credit system - Proposing solutions to manage student’s learning activity in Vietnam universities based credit system - Assay and some empirical solutions manage student’s learning activities at a number of universities based credit system to test the effects and effectiveness of the solution Scope of Research - To study the management of student’s learning activity in universities based credit system approach management functions - Geographical Survey Research: Some universities Vietnam using the credit system, Polytechnic University of Ho Chi Minh City, Can Tho University, University of Construction, Thang Long university, Vinh University - Audience Survey: training managers, trainers, student managers, students of some universities using credit system Study period: Year 2010 to 2013 Methodology and Research Methods 7.1 Thread applied a methodology of research approach (i) historical-logic approach, (ii) Analysis - synthesis approach, (iii) Access to the target, (iv) Access System 7.2 Group research methods 7.2.1 Methods of theoretical studies 7.2.2 Practical Research Methods Conduct analysis and assessment situation; questionaire survey ; interview, case study method, experts approach 7.2.3 Complementary method - Methods of mathematical statistics - SPSS software with formula Chi-square test (Chi-square test) The point to be protected - Transfer student’s learning activity from the yearly school manner to the credit system is implemented innovative fundamental step towards learning how to think creatively in order to accumulate knowledge selection and formed learning new habits for lifelong learning - Management training by the credit system is to create a lively learning activities for all students in the direction of opening, enhancing autonomy and accountability for quality outcomes and learning, research of each student to himself, family and society - Management Solutions proposed to ensure the rational and efficient process for all academic activities in the credit system of students through increased independence, choice of innovative knowledge and practical skills that best meets the aspirations requirements of social - economic development New contributions of the thesis - Topic: Managing the learning activities of students in Vietnam universities based the credit system have been the subject of research content highly needed, especially in the basic trend of innovative higher education Vietnam in the international integration process and in accordance with current professional training Theoretical - The thesis analyzes the necessity and appropriateness of the application of the process of training new credit system in Vietnam universities in the current context of the country, the characteristics and performance requirements student learning in the credit system, the position and role of the management of learning activities students perform in college training in the credit system - Thesis additional building and enriching the rationale for higher education, the system of legal documents relating to the formation and application of training credits system university Vietnam, proposed solutions to manage student’s learning activity in Vietnam universities based credit system Practical - The thesis presents a systematic, objective and comprehensive development of Vietnam higher education after the reform and associated with innovation processes require training yearly to the credit system - The results of the thesis is the basis for innovation in teaching management in general and improve the management of student’s learning activities of students in the process of training new credit system in schools university of Vietnam - Applying the innovation process management school, teaching activities, particularly for the management of learning activities of students in the credit system in Vietnam universities 10.Structure of the thesis In addition to the introduction, conclusion, list of references, the thesis is structured into chapters 4 Chapter RATIONALE AND INTERNATIONAL EXPERIENCES OF MANAGEMENT OF STUDENT’S LEARNING ACTIVITY BY CREDIT SYSTEM IN UNIVERSITIES 1.1 Overview of research issues 1.1.1.Study abroad (i) The study of credit system ( CS) and CS training -O Regel conducted a study on "Credit system in higher education, efficiency and relevance for developing countries" Bahram Bekhradnia conducted study on "The overall on the accumulation and credit transfer, Bologna Declaration" J-Cary Trexler made a study of United States credit system, the history, definition and mechanism of action (ii) The research activities of students studying in the credit system - Bologna Declaration is one of the key objectives set out to establish a unit of credit generally to assess the volume of learning of the curriculum is taught in universities - Frances L Hoffman has provided readers around the world to better understand the credit system in the United States and context applied to Vietnam She gave a perspective on higher education in the United States with four characteristics: (i) decentralization, diversity, multiple missions and by local management, (ii) Adaptation to high for students, (iii ) student-centered, and (iv) research activities are centered (iii) The study of management student‘s learning activity in the credit system Charles T Towley summed university management model at the University of New Mexico (United States) based on the principle of executive management to take decisions related to training 1.1.2 Research in the country (i) The study of the credit system and the system of training credits - Nguyen Kim Dung reported in Science Credit Training Workshop on "Training based the credit system: Experience in the world and reality in Vietnam." - Proceedings of the Training Workshop on the credit system at Can Tho University in 2010 (ii) The research of student‘s learning activity in the credit system -Vu Van Tao with "Teach how to learn", Phan Trong Luan with "study - A golden key of education", Nguyen Ky with "method of education learner-centered" - Eli Mazur & Pham Thi Ly made a comparative study of systems the U.S credit system and suggests directions for higher education in Vietnam - Lam Quang Thiep "On the method of teaching, learning and assessment of learning outcomes of the credit system" has clarified the nature of the credit system is to personalize learning in higher education for the mass The underlying philosophy of the credit system is "learner-oriented education" and "mass higher education" (iii) The study of management learning activities of students in the credit system - The Vietnam universities and colleges Organisation have organized Scientific Conference 2008 on "Managing students in the credit system" - Dang Xuan Hai also had several articles on credit system, such as "Training the credit system in Vietnam: issues and practical implementation", "On the autonomy and responsibility of students and faculty members of the training methods of a credit system " 1.1.3 The content should continue research to apply in Vietnam universities A number of training materials in the U.S credit system and credit transfer system in Europe is mainly about the life history of the credit system to meet the original intention before changing requirements of the socio-economy at that time However, this study refers to the issue of management training, such as elective system of course, the implementation of specialized training programs, course outlines The content of teaching and learning management in the credit system has not been mentioned Management studen‘t learning activity is one of the key tasks of the university In fact the credit system has many features that other than yearly, university flexibility in teaching, and learning for all students as individuals progress, students selected subjects fit capacity and excellence Many universities are confused when dealing with problems that arise in the learning activities of students in particular System of normative documents and regulations guiding the operations management of student learning in training in the credit system is not perfect, apparatus and system management learning activities of students in the system credit unclear The case is still ongoing management of student learning through class students, while students primarily in grades credits The students choose the wrong course, not understanding or to register for the competition again, not enroll enough credits regulations frequent This led to the management of learning activities of students in the current credit system is inadequate, need for specific solutions to improve Some studies of U.S credit system also applies to Vietnam focuses on analyzing problems, advantages and requirements to be achieved when switching from annual training process to credit institutions There aren’t any research analysis and evaluation related to the management of student‘s learning activities in the credit system Recognizing the importance and topicality of the subject, the author has consulted education managers, professionals and teachers to guide and conduct research on " manage student‘s learning activity in the credit system in universities in Vietnam " 1.2 Basic concepts of univerisity management and credit system 1.2.1 University management According to Bui Minh Hien, Vu Ngoc Hai, Dang Quoc Bao: Social Management is taking focus management education (education is a top national policy), the manager must educate the people are buttons (home management to the platform) and managed to get the school management is the fundamental processes of teaching, teaching must come (from) and direction (on) learners [44, tr210] According to Tran Kiem, the university management is essentially determining the location of each of the social system, as defined, functions, powers, duties, and relations of their role in society without first is within the university as a social organization [63, tr259] Charles Towley said that students go to university to learn and grow 6 1.2.2 The credit system By Cary J Trexler, the credit system is a description of a systematic educational program by attaching credits to the component parts of the program According to O Regel, the credit is a unit that is used to measure the volume of learning in the university Credit is the subject of a number of class hours a week for a semester One credit is usually 50 minutes in the class for a week and lasts for one semester [121, tr3] C James Quann said that academic credit is a measure of all of the required time of a normal student to learn a specific curriculum Total time of components: (i) class time, (ii) time in the lab, studio, practice or other parts have been specified in the schedule, (iii) and the time for reading, research, problem solving, writing or preparation " 1.3 Student’s learning activy in the credit system 1.3.1 Learning activities of students According to Phan Trong Ngo, learning is a process of interaction between the individual with the environment, the results lead to sustainable changes in awareness, attitudes or behavior of that individual [77, tr15] Nguyen Thạc-Pham Thanh Nghi said, "Learning in college is a type of psychological operation is a unique organization of students for the purpose of preparing consciously become developers comprehensive creative and highly qualified professional "[82, pp 90] 1.3.2 Learning goals By Cary J, "Learning Goals in the credit system is the knowledge and specific skills that students will achieve in a specific course or program." Jim Cobbe, "The primary goal of applying the credit system is to give students and schools more flexibility in course content, making content updates training program into place more easily and more quickly by allowing individuals can change the course " 1.3.3 The learning plan The learning plan is to build a specific timetable, to achieve reasonable learning outcomes in a certain period of time Each student, depending on the circumstances and his needs, there is a separate learning plan, can be changed as needed, but it is important to follow up the plan laid out 1.3.4 Learning Methods The method is an important component of the operation The purpose and content of the activities identified methods of operation plays a decisive role to the quality of operations Lam Quang Thiep comments, in accordance with the system of training credits, "The three most important criteria for selection should be based on a system of teaching and learning methods for each specific case: (i) the criteria to be included most comprehensive way to learn is to teach; (ii) the quality is strong need to promote the autonomy of the learner, (iii) Tools are needed to fully exploit the new information and communication technologies " 1.3.5 Facilities and form of learning For students, learning facilities that help them acquire knowledge, practice skills and cognitive Science and technology are growing more, learning facilities are modernizing to contribute to improving the academic performance of students According to Nguyen Phuc Chau, organizational forms is the learning process suitable for the purpose, content and programs to achieve quality and efficiency of teaching Form of learning is determined depending on the relationship of basic elements such as: (i) the nature of teaching group or individual, (ii) The independent of students in the dominate the knowledge, skills, (iii) guidance method, organization and control of learning activities, and (iv) location learning time 1.3.6 Characteristics of the learning activities of students in the credit system (i) Course of Study: For training credits, students actively choose subjects, the number of subjects in accordance with the conditions of the individual The volume is divided into knowledge modules, equal credit Students who complete the prescribed number of credits recognized accumulated knowledge (ii) Methods, means and forms of learning: learning when transferred to the credit system, classroom time listening less, mainly trainers introduced the main contents of the course, students are required for group learning, discussion topics students to be proactive in finding knowledge related to the subject through a variety of sources, reference books in the library, via the internet, to learn the practice in the field trip (iii) Study time: When switched to the credit system training, the classroom time is shorter, the way to calculate the students workload is more clearly, one period in class will required two more to prepare Students need to accumulate enough credits, ranging from 120 -140 credits to graduate (iv) Study plan: Due to the elective subjects and study time, students need to develop individual learning plans in line with overall training plan of the school and meet the requirements of the self capacity and condition Individual learning plan includes learning objectives, a list of courses, learning time and self-assessment plan for learning to adjust learning activities to achieve its objectives 1.4 Managing student’s learning activity in the credit system 1.4.1 Managing student’s learning activity Management student’s learning activity is one of the content of education management in university Learning activity management is actually kind of state management to implement synchronous elements: objectives, content, learning methods At the same time, active management of student learning, including time management and academic quality, management attitudes of students Management activities of student learning is not confined within the teaching and education of students in the classroom, in the school which includes a variety of different activities such as extracurricular activities, participation clubs, extracurricular, practice, practice, visits, exchanges, self-learning, self-study 1.4.2 Plan and guide students to plan in the credit system Plan to manage student’s learning activity to help students perform learning activities in universities achieve academic goals set Management planning learning activities of students in the credit system is the work of at least two or management The general plan for the implementation of management training in the entire unit, including operations management in the implementation of teaching objectives, curriculum content, methods, organizational forms, the facilities and teaching equipment, teaching evaluation results The university needs to guide students to familiarize students with planning their individual learning When students develop the study plan, the management thought of itself systematically to predict situations that may occur Students will learn how to coordinate all resources to individuals and organizations to create synergy to achieve their academic goals At universities around the world have adopted form-based learning credits system, system of academic advisors are assigned the responsibility of guiding student learning plans 1.4.3 Organizing the apparatus to manage the student’t learning Managing students are the work of many departments in universities: managing student learning, academic management, managing awareness, attitudes and financial management System of student’ learning management, including the principal, the unit in charge of students and faculty, training centers, homeroom teacher and student class The other point in the system of training credits from the yearly training course that is part of academic advising system Academic advising system is usually held in association with the university training programs Advisory system to help students learn how to build your study plan consistent with objectives of university education and personal learning goals to help students become self-directed learners through teaching them how to build learning plans passion towards the academic, professional and personal aspirations Managing student’s learning activity in the credit system to comply with the policies of the Party, the government, namely the Law on Education and Higher Education, the bylaws of the State, regulations, higher education policy and regulations of each university 1.4.4 Leading and directing the student learning activities in the credit system Leadership has been described as "a process of social influence which a person can seek the help and support of others in order to achieve success for a common goal." In management education, leadership is focused on working out all of the subjects in the computer management education management and employees at all levels of university heads Entity management-directed learning activities of students held class in order to manage through grade students (class activity) and partial classes (class credit) Steering self-learning activities of students outside of the classroom through active management of the organization flexibility and diversity The subject-directed management development programs and materials for learning activities of students in accordance with the method according to the credits system - The management can direct the forces to coordinate educational and social organizations in the operational management of student learning - Creating the conditions for infrastructure & facilities of student learning - Directing the assessment of learning outcomes for students considering the response of the target subjects, reflecting the academic achievement of students 1.4.5 Assessment of learning activities of students in the credit system (i) Examining the implementation of student’s learning plan is necessary to help students achieve academic goals as planned Academic advisors help students to build learning plan and mornitor their implementation plans (ii) Checking development curriculum used the credit system to comply with the principle of adjusting the contents of the load off, resolved the relationship between time, knowledge and respect systematics, stability and consistency The inspection program must be directed to the content learning goals (iii) Checking the operation of management of student learning in the credit system, including the operation of academic advisors to assist students with learning plan, selection program, credit options, enrollment exam In addition, the combination of the functional units of the university are also subject to inspection to ensure the management of student learning is done in accordance with regulations and achieve management goals (iv) Checking the facilities for student’s learning activities to perform a synchronized manner, thoroughly in all categories from study hall, classrooms, seminar rooms and laboratories to libraries, databases, educational materials, devices support teaching 1.5 The factors affecting the management of studentslearning 1.5.1 Objective factors (i) The international environment The credit system created many opportunities for students to adult learning The international universities signed memo to recognite of each other different programs to perform continuous training, student exchanges between universities in the world, enabling students become familiar with multicultural environment, dynamic and highly adaptable (ii) Domestic Environment The management of student’ learning activity is more complicated when switching to the credit systems training methods Although faculty is responsible for the overall management of the activities of teaching, training, however, difficult medical management by the students dispersed in many class credits with schedule different Working the main teacher made the task of organizing the management layer depth to the individual student Teachers manage the presence of students in the class through attendance, and attitudes tracking study through participation opinions So, the students should be managerial innovation by: - The organization and management of the unions, the social activities of difficulty arranging time - The attachment between the members of the class decreased by members less common opportunities - The review organization Bonus will be incorrect discipline, take the form due to non members have the opportunity to study and work together 1.5.2 Subjective factors 10 (i) The management ability of subject Applying the credit system as a fundamental change in the method of training colleges The management needs to be changed from the planning stages to organize and direct the implementation of the plan and assessment Apply Credit System required managers to cultivate professional knowledge, improve management capacity (ii)Management experience of subject The management subject hasn’t got enough management experience in applying Credit System At Vietnam University, a new credit system is implemented since 2007 Management staff in universities mainly learned from universities has taken credit system in the world through specific research about credit system was introduced at the workshop training A few managers were sent to study abroad for training model on credit system and share research with colleagues (iii) Autonomy and accountability of students Credit system training required student to enhance autonomy in learning Students actively planning, implementing learning plans to achieve the highest results Learning is stressful work, if students are learning methods in a scientific way to increase labor productivity and learning Students must practice and fostering academic sense, strictly adhere to the rules and regulations set forth by the school, fostering their self-study habits and living seriously 1.6 Experiences from abroad on the management of student learning in credit system 1.6.1 Experience in America The students affairs in the U.S universities is to create conditions and opportunities to help students self-control and be responsible for themselves, for learning, formation of self-consciousness in learning The management of student learning activities mainly administrative management system, so that everything is done properly process procedures This work has significant practical advice that is monitored by student learning activities parallel with the planning process of learning and self-management of student learning activities 1.6.2 Experience in Thailand Thailand is one of the Asian countries to accelerate the training credits However, the application of credit training in Thailand has not only helped the students learning easier Credit system training in higher education meaningful to Thailand by allowing the students to convert easily However, this study did not show the lessons learned in managing student learning in universities 1.6.3 Experience in China With a view to take the required courses to teach in university, then the credit system in China is simply changing some of the subjects on the basis of the curriculum under the old plan In China, many universities during the elective requirements for mandatory rate / buffet from 9/1 to 6/4, there are also a number of other university training as part of the plan: first two years of the plan, two years after using the credit system The credit system is only meaningful when viewing it as a means to manage teaching hours 1.6.4 Experience in India 11 India is a developing country, due to the rapid technological progress to this country to face diverse requirements of high-quality human resources The Indian Institute of Technology, and a number of universities have adopted credit system technical training process for both undergraduate and graduate In India, unlike the credit system model of the United States or Europe Most technical universities in India teach continuing education courses, have a few choices for students, and teaching in the school timetable Student fails a course during a semester must wait until next year to study and retest 1.6.5 The experience needed to study selective use The management of student learning activities is one of the important tasks of universities To successfully apply the credit system, the school management in general, management of student learning activities particular should be studied to make management solutions consistent with the characteristics of this system, including the pros benefits and obstacles when applied in Vietnam higher education The research on credit system training abroad mainly focuses on the training process, the primacy of Vietnam and the system suitable for social development The European and North American operations management teaching by teachers measure student satisfaction with teachers, with students through the quality of satisfaction of the employers Similarly, the student learning managed by the number of credits through the accumulation of knowledge and learned the power of individuals To achieve this, students can request higher self-awareness, selfconsciousness is not necessary for learning myself Being better to manage the student learning activities in universities, the credit system owns the important management’s factors to help students pursue their academic career as advisors system, individual learning plans This is a very big difference between training and training credits yearly So research and find solutions to implement the management of student learning activities in accordance with the University's required 12 CHAPTER PRACTICIAL BACKGROUND ON MANAGEMENT ON STUDENT LEARNING ACTIVITIES BY CREDIT SYSTEM IN VIETNAM UNIVERSITIES 2.1 Policies of the Party and State, Ministry of Education and training on implementing student learning activity using credit system in universities Some policies of the Party and State: (i) Decision 73/2005/QD-TTg on the implementation of the Action Plan implementing the Resolution of the Government 37/2004/QH11 XI sixth session of the National Assembly on education (ii) Resolution of the Government of innovation 14/2005/NQ-CP comprehensive basic and higher education in Vietnam from 2006 to 2020 (iii) amended Education Law 2009 (Law on Education of 38/2005/QH 11) (iv) The Prime Minister issued Directive 296/CT-TTgve reform higher education 2010-2012 Some provisions of the Ministry of Education and Training: - Decision 25/2006/QD- MOET regulations promulgated tertiary education system of government - Decision Training 42/2007/QD-BGD regulations promulgated students of universities, colleges and technical secondary system of government - Decision 43/2007/QD-BGDDT August 15, 2007 promulgating the regulation of higher education and college system of government in the credit system 2.2 An outline of Vietnam higher education system 2.2.1 Vietnam higher education’s system The overall goal of higher education to develop Vietnam: In 2020, higher education must be a substantial step in quality and scale, to meet human needs for economic development - improving social and intellectual ethnicity, access to the advanced level in the region and around the world, raising a number of universities to international level, contribute to improving the competitiveness of human resources and the economy of the country 2.2.2 The requirements for higher education reform in Vietnam in the decade of the century Vietnam Higher Education Innovation to meet the major requirements of providing highly qualified human resources for the country's industrialization and modernization, international integration, to meet the academic requirements of the people We strive to 2020, higher education in Vietnam reached advanced level in the region and internationally 2.2.3 These achievements and challenges in the innovation process In 2011, there are 188 public and private, to meet the graduates of more than 1,400 million The challenges: (i) For systems that require increasing the number of trained quality higher education to satisfy labor market high technology, in the context of scientific and technological development and change quickly, (ii) for the University's training objectives of the school and meet the needs of society 2.3 The process of formation and development credit training in Vietnam 2.3.1 The formation process-oriented credit training in Vietnam 13 Before 1975, the Universities of North were the planning training focus The yearly training, students took courses specified fixed for each semester State allocation plan targets training, students are allocated to schools in the locality The University of Southern influenced American education Thu Duc University Institute, Institute of Can Tho University has applied credit system In 1988, the Ministry of Education issued a decision on 08.12.1988 with number 1670/DH temporary regulations on the implementation, testing and evaluation of undergraduate study long-term focus, as basis for implementing new training procedures In 1995, the Ministry of Education has decided on 14.10.1995 3968/GD-DT of promulgating regulations organize the training, testing, implementation and accreditation system for graduate training university-colleges formal Vietnam is working to reform higher education, one of the necessary steps is to transform and apply new methods of training in credit system 2.3.2 The general situation of the credit system application in Vietnam Universities Period 1997-1998, Polytechnic University of Ho Chi Minh City is the pilot training by credit system Then, the Dalat University, University Building, Since the 2006-2007 academic year, the University actively select training oriented in one of two ways: (i) Selection Regulation 25 institutions attended the yearly match flexibility with credits Over time, the switch applies the credits, this is the beginning step of applying credit system, or (ii) Selection Regulation 43 to start training right into the credit system According to the guidelines of the Ministry of Education and Training, 2010, all colleges and universities-all training done by the credit system However, until the end of 2011, only about 50/407 field training exercise in the new process 2.3.3 General assessment of the lessons learned from Vietnam Universities conducted training in credit system 2.3.3.1.Organization, management on student learning activities currently comply with Regulation 42 and Regulation 60 2.3.3.2 Training by credit system needs academic advising system Academic advisors advice, help students choose to enroll subjects in accordance with the capacity and interest of students to meet students' learning objectives and training requirements of the school setting 2.3.3.3 Traning form in the credit system allows learners to achieve qualifications through to the body of knowledge accumulated by a unit of measurement known as the credits determined 2.3.3.4 Knowledge is entitled to the modular structure shown in the module, specified blocks of accumulated knowledge to each degree, the students ranked the school year based on the number of credits accumulated The learning process is the accumulation of knowledge of the students in each school in which the credit unit 2.3.3.5.Flexible training curriculum, with high interoperability In addition to the compulsory modules, training programs, there are elective courses for students with conditions accumulate knowledge for the oriented professionals; 14 2.3.3.6 Mandatory application of the teaching equation promote positive, proactive students Teachers guide students learning methods, obtain self-taught Students conduct their learning activities from the plan has been developed, and the teacher's syllabus 2.3.3.7.Training organization using the credit system shows personal expression of the learner Students actively learning plans suit individual conditions Good students can learn faster, mean cumulative number defined earlier only to be graduating before the stipulated time 2.3.3.8 Learning outcomes of the school's student entitled to evaluate the process, including the attendance, mid-term and end of module test scores 2.3.4 Implementing the credits system training in of universities surveyed To learn the current status of the management on the student learning activities, we carried out 650 of questionnaires students, teachers and managing staff in Universities: Building, Thang Long, Polytechnic HCMC, Can Tho and Vinh, collected was 630 votes For most respondents, including managers at school level, department level, professional groups, teachers in different age groups, senior management and certain teaching their opinions should reflect the real situation perceptions about the management of SV HDHT, the effects and effectiveness of the management on the student learning activities 2.4 Student learning actuality in the credit system 2.4.1 The actuality of the learning motivation of students - There are 95.5% and 99.1% managers and teachers said that student's learning comes from the desire to achieve and excel in learning to have a good opportunity finding job - There are 91.5% students said that: The learning comes from his love of learning, desire to dominate intellectual inquiry, similar to the 87.4% identified managers and teachers 2.4.2 Student planning actuality to learn Chart 2.1 Percentage of students learning planning 2.4.3 The reality of the learning methods of students Table 2.11.Thuc state of learning methods of students Table 2:11 shows learning groups and student presenting meet high percentages at 50% level is very good, next to methods research homework and essays - 48%, study and homework at 42.50 % The active learning method is achieved at a very low rate, less than 50% 2.4.4 The actuality on the content, form & student learning facility in the credit system Learning content primarily from the syllabus of teachers Thereby, the students understand the lesson objectives, specific content, the requirements for students to 15 achieve as well as a list of references for the school There are often 52% student reference program content in the syllabus In addition, a small number of students not in the habit reference syllabus for learning Table 2.12 The reality of the learning styles of students shows that students achieve at very good level of form to attend class 57%, whereas internships and sightseeing - very good curricular level achieved lower (accounting for 41.5% and 41%) Students are new forms of participation and group discussions with the lab school This situation shows that students need to be familiar forms of more active learning Table 2.13 The actuality of the facilities and learining means of students showed facilities not meet the academic requirements of the students in the credit system The learning conditions means only relatively good, textbooks and curriculum to reach 58% of seats in the library at 56%, means learning to reach 54% Some learning conditions to meet such low levels of the auditorium for the small group was 37.5%, in the library computer with internet access at 35% 2.5 The actuality of management of student learning activities in the credit system 2.5.1 Planning actuality and guiding the student to plan learning Table 2:14 The actuality of planning to manage the student learning activity shows that most of the content of the management plan of student learning activity was made Besides, some of the contents have not been applied much like teaching plan for teachers was 49.33%, the plan was 59.56% for academic advisors , plan classrooms for grades was 68.89% and plans for students studying learning means use reached 36.89% Academic advisor system activity planning guide student learning is still insufficient cap Chart 2.2 showed that most students exposure assessment and consult academic advisor very often at 34.5%, and in how often accounting for 74%, and the rest that not often account for 26% Exposure and receive guidance academic advisor irregular levels are relatively high Student Nguyen Thi Quy, class 49K, Department of Chemistry, Vinh University: "I flunked test quality control and food safety last year (2011) In September of this year (2012), Vinh university provided this course, but again I didn’t know This is the last time the class was held to re-learn this subject (The following year, this course will not be taught again) Do not have a guide, so I did not know to register So I did not learn this time I have to wait until the new year with the next layer I will be out of school half a year later than you It's unfortunate " 2.5.2 The apparatus of SV Management HDHT Table 2.17 Comparing opinions between the managers - teachers and student on the rules and regulations for the management of student learning activity Student opinion Manager –Teacher opinion Reasonable Number Percentage (%) Number Percentage (%) Reasonable 78 39 76 17.67 Fairly reasonable 105 52.5 322 74.88 No reasonable 17 8.5 32 7.44 Total (%) 200 100 430 100 16 2.5.3 Leading and directing actuality on the student learning activities In the class, students are managed through diligent evaluation, attitudes and forms of learning test results Teachers teach each class room training are part provides a list of classes or can be obtained from the class list of the software system The management of student learning activities outside class hours have not achieved an optimal level Having said that 28.60% students achieved level best to form your study group to discuss the content of the curriculum, 29.77% students outside class time that they take the time to search for documents related lectures Check the level of student diligence is necessary activities to assess students' learning process Formative assessment and learning outcomes are the forms necessary to track, manage student learning activities Chart 2.4.actuality of the response program development and documentation These conditions ensure facilities & learning means of students did not meet requirements in terms of size and quality of use In Hanoi, the average area / SV only 13m2 / SV, in Ho Chi Minh City is 10m2 / SV Of the nearly 6,000 laboratories of universities, colleges, only 22.5% have laboratory equipment well, 19% of laboratories with modern equipment Of the 172 traditional library of nearly 200 universities, colleges, only near 39% of the libraries surveyed have applied the existing standard library of Vietnam or the world The library has a number of electronic computers is low, the average 175 students / computer These activities are often applied in the IT training schedule that is ranked (90%), school registration - construction (89.53%), student records management (87.91%) The direction assessment of student learning outcomes that are not consistent with the practical training required by the credit system, the forms of assessment are not applicable plentiful and diverse Steering force coordinating educational and social organizations in the management of students have problems The opinion of Mr Phan Dinh Tuan (Vice Rector University of Technology - Vietnam National University Ho Chi Minh City): "currently, the Polytechnic University of ongoing training in credit system, things started to put into place the right processes However, the Youth and Student Association is still difficult Because students enrolled - competition in the different time, class students no longer stable as before, so the cost of union activities, 17 associations met many obstacles, difficult to find a suitable time to gather enough members to meetings Activity of the delegation is not to promote efficiency " 2.5.4 Mornitoring and assessment the student learning activities Table 2:24 Manager -Teacher opinion about mornitoring student planning to learn STT Level Number (person) Percentage (%) Very good 123 28.60 Fairely good 282 65.58 Not good 25 5.81 Total 430 100.00 Table 2.25 Manager -Teacher opinion about the operation of academic advisors STT Level Number (person) Percentage (%) Very good 127 29.53 Fairely good 280 65.12 Not good 23 5.35 Total 430 100.00 Table 2.26 Manager-Teacher opinion about the coordination of funtional department STT Level Number (person) Percentage (%) Very good 76 17.67 Fairely good 322 74.88 Not good 32 7.44 Total 430 100.00 2.5.5 Assessment of the management status of the student learning in the credit system 2.5.5.1 strengths (i) The volume of student learning is measured in credits, the learning time is the time in class and outside of class time (ii) The credit system initiative allows students to sign up, choose the appropriate courses to individual conditions (iii) Students learn by being proactive approach to the syllabus of the teachers (iv) The credit system allows the teachers assessment of student learning outcomes during the learning process 2.5.5.2 Weakness (i) At this stage, in the years 2011-2012, Vietnam higher education exists two training systems Around 50 universities are training using credit system (ii) The monitoring and review of the results of training students is an unsolved problem due to students learning in two classes (courses and modules) (iii) The credit system training makes student having more freetime outside class hours (iv) Activities of Youth and Students Association meet many obstacles 2.5.5.3 Causes 18 One is aware of the managers about the new management process is not complete, teachers are not equipped with the knowledge of the credit system training, students are not familiar with active learning methods Second, apparatus and system management of student learning activities appropriate manner according to the yearly training Third, the regulations for the management and training of the students is done by issuing yearly Fourth, to ensure students accumulate enough, the correct amount of credits required of majors, each student must have a personal learning plan Fifth, facilities for training students in the credti system is not guaranteed Student learning actuality in University using the credit system, including supporting data on the status of student learning goals, the planning status of student learning, the status of students' approach to learning, the status of the form and means of student learning, the status of the learning environment of students The student was not really familiar with the credit system applied in universities, because they were trained yearly by the system when in high school From where they make learning tasks planned availability of schools, at present, according to the University applied the credit system, they must identify themselves learning goals and plans of individual learning The management actuality of student learning in the University applied the credit sytem in Vietnam, including the practical data on the status of planning and guiding the planning for student learning, organizational structure of the management of the operating system, current leadership and direction of the student learning in the credit system, the situation assessment of student learning in the credit system Research on the status of the student learning management in the University applied the credit system in Vietnam shows the student learning management in the present context is not easy to even though we are trying to comprehensive reform of the higher education, from program content and teaching methods 19 Chapter MANAGEMENT SOLUTIONS OF STUDENT LEARNING ACTIVITIES BY CREDIT SYSTEM Chapter proposed five basic solutions to manage the student learning activities by credit system at Vietnam universities 3.1.Principle of the proposed solutions 3.1.1 Ensure scientific The proposed solutions must ensure high scientific management activities Each type of work has the characteristics and rules of its own, the management must adhere to the base of each profession-specific work in a scientific way 3.1.2 Ensure legality The solution for the student learning activities management by the credit system in universities must be consistent with the policy of the Party and State higher education innovation 3.1.3 Ensure practical The solution must be practical in the implementation process in order to improve the effectiveness of the student learning activities management in the credit training, contributing to improving the quality of university education in general, the quality of learning and the ability to adapt to the particular student's career 3.1.4 Ensure the feasibility The solution to manage the student learning activities in Vietnam Universities to ensure the feasibility, avoid the solutions though the theoretical in nature or difficult to use in the implementation of the management teaching activities of the University 3.2 The management solution on the student learning activities by the credit system in the Universities 3.2.1 Solution Innovation basic awareness on the student learning from yearly to the credit system Awareness of the management subject managers & teachers , who are manage the students, 3.2.2 Solution Construction apparatus and system management of the student learning by the credit system (i) Complete the homeroom teacher, (ii) Complete academic advisor system, (iii) class students, (iv) the classes / credits, (v) Innovation Youth Union activities in the Universities 3.2.3 Solution 3: Complete rules guide the student learning in the credit system (i) Construction of new content related to the organization, management and discipline of the student learning for missing content, (ii) Adjust the students to the regulation of the terms and conditions described content 3.2.4 Solution 4: Management plan on of student learning activities (i) Manage the planning of student learning, (ii) Manage the implementation of student learning plan 3.2.5 Solution 5: Make sure facility conditions for the student learning activities (i) Ensure IT infrastructure smoothly, (ii) Ensure the area of student learning using minimum standards, (iii) Management ensures facility conditions, equipment and teaching towards IT applications in teaching, ensuring adequate laboratory equipment, classroom practice for students, (iv) management to ensure conditions for extracurricular activities through ensuring use of the library facilities , access to adequate resources, diversity; 3.3 The relationship between solutions The solutions in close relationship with each other, complement each other support, intertwined to form a whole This solution is the basis premise for other solutions to support the management of the student learning a positive and effective way The solution is the powerful tool to aid the management of school for student learning in credit training 3.4 Experimental solutions proposed 3.4.1 Assay of necessity and feasibility of the solution 20 Chart 3.4 Comparing the opinions of two groups of managers and teachers to the extent feasible 3.4.2 Specific empirical content of a number of proposed solutions Solution Contents 1: Complete the academic advisor system in credit training Solution Contents Manage the planning of student learning Content Manage the implementation of student learning plan 3.4.2.4 The experimental results We use questionnaires 3A, with three levels of assessment are as follows: Level 1: No effect / no effect; Level 2: effects / effectiveness; Level 3: Very effective / very effective The results obtained and processed with SPSS software with formula Chi-square test (Chi-square test): Chi-square test used to test the independence of two random variables classification If the probability is less than 0.05 (5% significance level), it can be concluded variable relationship In contrast, there is no basis to conclude between variable relationship The formula is as follows: Degrees of freedom (df - degree of freedom) is calculated as the total number of rows minus multiplied by the total number of columns minus 3.4.2.5 Experimental evaluation results 21 Chart 3.8 Comparing the efficiency effects of Contents (Solution 2): Improving academic advising system in credit training before and after the experiment Chart 3.9 Comparing the efficiency effects of Contents (solution 4): management of student learning activities through the management planning of student learning in the credit training before and after the experiment Chart 3:10 Comparing the effects and effectiveness of Contents (solution 4) Management student learning activities through the implementation of management plans of the student learning before and after the experimental After the experimental results obtained, we have a meeting with leaders of Vinh University presentation on the survey process, the reason to study and propose 22 solutions to the management of the student learning in the credit training, experimental results conducted at the facility After analyzing the effects and effectiveness, the school has come to a decision to increase the number to about 84 academic advisors, (current number of 28 persons), meeting the requirements of the credit system training process, and accordance with actual requirements Thus, over the two-step experiments conducted in phases and content management solutions in the topic suggested that, with the information on the experimental results presented above have demonstrated the feasibility and effectiveness solution of a number of students learning management in Vietnam Universities CONCLUSIONS AND RECOMMENDATIONS A CONCLUSION Conclusions on the theoretical basis for active management of student learning in the credit system in Vietnam universities - Project has done research on the theoretical basis of management of student learnng in the credit system in Vietnam universities, building a system of key concepts as research tools, concepts are clarified definitions and connotations of school management, the student learning, and management of the student learning in the credit system - Project has analyzed the contents and characteristics of the student learning, student learning in the credit system has an important role in promoting proactive creativity of learners The credit system allows students to be active in their own learning plans, progress is learning svoi suit individual circumstances The content of learning methods consistent with the credit system towards the students are the center of the process of teaching days - Thesis has analyzed the function of the management of the student learning of the functional approach education management are: planning and guiding students learning planning, organizational structure of management of the student learning, leadership and direct assessment of student learning - The international research at universities in the world about the credit system, the student learning, management of the students learning are the rationale and lessons for Vietnam universities to manage the student learning in the credit systems Rationale and international experiences of students learning management at the universities in the credit system in the survey as a basis to propose practical solutions and operational management of student learning in the credit system in universities Vietnam to meet the goal of comprehensive education, towards meeting the manpower requirements of high quality, consistent with the labor market in the country and the region Conclusions on the actual research in management of the student learning in Vietnam universities Training by the credit system is quite new forms in Vietnam The new training regulations enacted since 2007 As of the 2010-2011 school year, only about 50 universities implement training on the new process The managers- 23 teachers and students was quite crestfallen when the work of teaching and learning in the credit system Status of the student learning of some universities students in Vietnam using the credit system training is still limited in many aspects: students' learning motivation is not strong, lack of student self-learning capacity, not familiar with the active learning approach, is not active in the formulation and implementation of individual learning plans, refer to the syllabus of teachers, academic advising system at the University of incomplete or inefficient operation Most students not actively in the learning process leads to quality and efficiency is not high The management of the student learning is also difficult due to the rules and regulations is not complete, the management of student learning in class to class is limited due to unstable credit class in school time, not have the right solution to manage students outside class hours, while hours of self-study of many students, the assessment form yet rich and appropriate So the management of the student learning in the credit training must be completed in accordance with procedures to manage the new training methods Conclusions on management solutions of student learning in Vietnam universities by the credit system To improve the quality of education to meet job requirements and adapt to social development, the student learning has many issues of concern to raise awareness for students about the role and significance of the credit system, the into the student engine, learning needs, build and implement learning plans To manage the student learning in universities should focus on the implementation of management solutions primarily follows: - Innovation basic awareness on training from yearly to the credit system - Construction of apparatus and system management of the student learning by the credit system - Complete regulations for student learning activities of the credit system - Management plan learning activities of students - Ensure facility conditions for students' learning activities The conclusion of the testing results and experimental Results for testing necessary and feasible solutions management of the student learning by the credit system in universities showed that: The proposed solution confirms the necessity and feasibility, suitable for higher education in the actual conditions in the current period If these measures are implemented in a coordinated network system will bring good results for the management of the student learning by the credit system The experimental results of the proposed contents of two of the five proposed solution shows that the majority opinion of the managers- teachers respondent said that three content management applied to practical experience, feasibility and effect and high efficiency in the management of the student learning by the credit system in Vietnam universities Thus, the majority managers-teachers agree with the consensus and proposed solutions, so the solution is built with the participation of the positive comments 24 managers-teachers, expert The content of the proposed solution is scientific and practical, and should be put into practice soon B PROPOSALS For state agencies on education (i) The Government continued to apply preferential policies for higher education through projects, big projects to develop the strategic objectives of education and socio-economic growth sustainable Need to concentrate on innovation trends in international higher education and integration, innovation priorities for the training process, content update teaching methods, supports advanced training programs, quality high participation of professors of international reputation, building and promoting scientific research projects between Vietnam and international focus and advanced training qualified teachers and administrators education in this context; (ii) issue specific guidelines autonomy, self-responsibility for the management of the University of stage training process innovation, content, approach to recruitment, training fostering the managers-teachers improve response to requests innovation; (iii) issued guidance on the management and implementation of the FC training, encouraging the recognition of other training programs facilitate cross-training between universities; (iv) Adjustment to continue issuing decisions and regulations on the management of students with the training process by the credit sysem; For universities (i) Continue confirmed and determined to reform higher education, enabling managers-teachers raise awareness about the credit training process through participation in conferences, seminars, training on the credit system, learn from domestic and international, especially the developed countries have successfully trained by credit system, Asian countries are the social characteristics and development history parallels with Vietnam; (ii) Develop and foster manager’s team been formally trained, experienced management and awareness to implement innovation in university education; Continue to build and foster a core team of capable teachers the qualification and good professional qualities to support and assist less experienced teachers, small age and seniority in performing teaching duties as applied by the credit system; (iii) In order to follow the discipline, making sure the management of credit training in every school, every month, end of the semester, take the time to the managers, teachers, advisors exchange and share experiences on the management management, teaching and management students in order to improve the quality and efficiency of education Training by the credit system is an advanced training methods applied many places around the world, active learning helps students progress individuals, helping universities more flexibility in the implementation of the training program, the University perform inter recognized through various programs and recognition of the body of knowledge of the students are in credit The management of the student learning in credit training is the regular work, continuously and not only for a school Topics should be studied further, implementing practices to suit each stage of each university  ... credit system 2.2 An outline of Vietnam higher education system 2.2.1 Vietnam higher education’s system The overall goal of higher education to develop Vietnam: In 2020, higher education must... management in Vietnam Universities CONCLUSIONS AND RECOMMENDATIONS A CONCLUSION Conclusions on the theoretical basis for active management of student learning in the credit system in Vietnam universities... current professional training Theoretical - The thesis analyzes the necessity and appropriateness of the application of the process of training new credit system in Vietnam universities in the current