1 INTRODUCTION Reason for choosing thesis topic The implementation of the training program is the most important and fundamental activity of a university In order to improve the quality of training, first of all, the management must be renewed Recognizing that role and meaning, the education management authorities have paid attention to investment in both intellectual, effort and money to develop training programs to ensure the scientific and logical, suitable to the needs of the society, the development trend of the training industry and school guarantee ability; management activities for implementing training programs are also regularly updated, adjusted and supplemented However, there are also shortcomings and limitations in training institutions in military universities Currently, there have been many scientific works of authors in the country and abroad studying training program management However, there are no specific studies on the management of the implementation of the current training program according to the career competence approach of the commanding - advisory officer at the division level and university level For the above reasons, the author has chosen the topic of “Management of the implementation of the commanding - advisory officer training program in military universities according to competency approach” as the research topic with the desire to supplement the theoretical issues and propose management measures to improve the quality of education and training at military universities Purposes and tasks of the research 2.1 Purposes of the research Based on the practical and theoretical basis on management of the implementation of the commanding - advisory officer training program in military universities, the thesis proposes measures to effectively manage the implementation of the commanding - advisory officer training program in military universities according to competency approach so as to improve the quality of education and training at schools 2.2 Tasks of the research The dissertation builds the theoretical base on management of the implementation of the commanding - advisory officer training program in military universities according to competency approach The dissertation investigates analyses and evaluates the actual situation of implementing training program and the actual situation of management of the implementation of the commanding - advisory officer training program at military schools at the present 2 The dissertation proposes some measures to manage the implementation of the commanding - advisory officer training program in military universities according to competency approach The dissertation tests and experiments the necessity and feasibility of the research’s proposed measures Subject, object, scope and scientific hypothesis 3.1 Subject of the research Management of training program at military universities 3.2 Object of the research Management of the implementation of the commanding advisory officer training program in military universities according to competency approach 3.3 Scope of the research - In terms of content, the dissertation researches on the implementation of training program and management of the implementation of the commanding - advisory officer training program in military universities according to the commanding advisory officers’ career competency approach at division level - In terms of subject, areas of investigation, subjects are education managers and lecturers, cadets directly realizing training activities; areas of investigation: The Army Officers-Training College N1, The Army Officers-Training College of Commando; Air and Air Defence Force Academy, Navy Academy - In terms of time, data used are from 2015 to 2018 3.4 Scientific hypothesis Management of the implementation of the commanding advisory officer training program in military universities today, beside achievements, there exist certain limitations; especially management of realizing training activities to form and develop career competence for learners after their course If the subjects of realizing training activities identify the career competence frame of the commanding - advisory officers; building the specific training plans for training activities in the competence approach; establishing the training cooperation within different units; nurturing the capability for education managers and lecturers; directing the new ways of testing, evaluating the result of realizing training activities and ensuring the sources for realizing training activities in the competence approach, then learners’ career competence will be formed and promoted so as to improve the quality of training meeting the requirements of the reality Methodology and research method The thesis is based on the thorough understanding of the historical and materialist dialectics of Marxism-Leninism At the same time, it bases on research method of education management and different ways of accessing, typically: the system-structure, history logics; approach to functions and approach to the standard outcome The thesis uses different methods: Theoretical methods, practical methods and supportive methods New contributions of the research The dissertation clarifies the theory on management of the implementation of training program according to competency approach; The dissertation finds out and evaluates the actual situation of realizing training activities and management of realizing training activities The dissertation analyses the subjective and objective causes of factors affecting the management of the implementation of the commanding - advisory officer training program in military universities today; The dissertation proposes measures to manage the implementation of the commanding - advisory officer training program in military universities according to competency approach Theoretical and practical significance of the research - In terms of theory: The dissertation adds the theoretical basis on management of the implementation of training program in military universities according to competency approach for education managers, lecturers to research and apply into the reality so as to improve the quality of the schools’ education, training - In terms of practice: The dissertation enables education managers, lecturers at military universities to thoroughly understand the contents of management of realizing training activities in the direction of competence approach; The proposed measures will be valuable materials for education managers, lecturers at military universities to apply into the realization of training activities; The dissertation can be used as references in scientific research at academies, schools in the army as well as civilian ones Structure of the thesis The thesis includes: Introduction, chapters, conclusions, list of scientific works of the author related to the dissertation, list of references and Appendices Chapter OVERVIEW OF RESEARCH SITUATION RELATED TO THESIS TOPIC 1.1 The works related to the training programmes Typical authors on the structure of training program: Kelley A.V (1977) with the book “The curriculum: theory and practice”, Arther Levine (1978) with “Handbook on Undergraduate Curriculum” These authors state that the structure of training program consists of the following basis components: aim, content, method of training and ways of evaluating the results of training Typical authors on building and developing training program: William E B (1982) with “Handbook for developing competency-based training programs, Englewood Cliffs, New Jersey: Prentice-Hall”; Robert M.Diamond; Susan Tooshey; Nguyen Thi My Loc (2004) with “Some issues on tertiary education”; Tran Khanh Duc (2014) with “Education and development of human resources in the 21th century”; Pham Huu Loc; Nguyen Thi Lan Phuong; Phung Xuan Nha and Vu Anh Dung, etc Basically, these authors claim that the procedure of building and developing training program as follows: analysing the situation, identifying the aim; designing the program, realizing and evaluating the program Typical authors on assessing training program: Sue Bloxham, Pete Boyd (2007) with the book “Developing Assessment in Higher Education: A Practical Guide”; Tran Khanh Duc with his research on criteria assessing training program; Nguyen Duc Chinh and Vu Lan Huong with their research on patterns of assessing training activities The typical works on training program according to competency approach: The document Education renovation in Indonesia shows that competency-based training program emphasizes on students’ competency; learning results (final results) and variety; knowledge gained not only from teachers, but from different sources Leesa Wheelahan believes that practice competence training focuses on students’ career fulfilling, not on getting specialized knowledge In the work “Developing training program in order to improve the training quality, meeting the social needs”, Glenn M.Mary Jo Blahna presents the pattern structure of workers’ personality based on competency 1.2 The works on management of training program in the direction of competence approach In 2015, Phan Thi Hong Vinh touched upon the content of managing the realization of teaching program in her book “Developing and managing teaching program” It consists of: building the plan for teaching program and realizing teaching program Dang Duc Thang and his fellows state their views on the content of managing training activities of military universities in the course book “Management of military tertiary education” It includes: management of designing training activities and management of realizing training program Specifically: Management of designing training program is the management of every part in the procedure of designing training program: managing situation analysis, identifying training aim; management of content design; management of implementing the training program; management of assessing the training program Assessing the training program is conducted according to summarising evaluation or regular evaluation, including internal and external evaluation Management of the implementation of training program is carried out by managing the construction and implementing the legal documents: building, implementing the courses’ training plan; building, implementing the training timetable and ratifying the system of education management In the book “Basic issues on program and teaching process”, Nguyen Huu Chau presents the importance of learners-cantered in developing training program and mutual relationship between training program and learning process, emphasizing the importance of teaching process in implementing training program The success of training program depends on teaching process; which affects the process of managing training program at schools In the work “Management of basic training program ensuring independence and quality of tertiary education”, Phan Huy Hung clarifies the insufficiency and shortcomings of management of training program today and proposes some solutions to improve the effectiveness in managing training program In the work “Developing the training program of tertiary education in the direction of the output standard”, Nguyen Thanh Son (2015) analyses the implementation of management functions in developing training program They are: planning to develop training program; organizing to develop training program; directing the activity to develop training program and testing, assessing the activity of developing training program In the thesis (2014) “Management of tertiary training program of business administration at Hanoi National University in the direction of ensuring the quality of the university network in South-East Asia”, Sai Cong Hong proposes solutions to manage the realization of training activities In her doctoral thesis entitles: “Management of the program of hiquality bachelors training at Hanoi national university in the direction of comprehensive quality approach”, Bui Thi Thu Huong clarifies the main theoretical points of management of training activities; aim management; management of training contents; management of training methods; management of assessing the training result 6 In conclusion, the above scientific works are textbooks, teaching and learning materials, scientific articles, conference articles, doctoral thesis, but none of them thoroughly and fully research on management of the implementation of the commanding - advisory officer training program in military universities according to competency approach 1.3 Overview of the research results of published scientific works and the issues that the thesis needs to continue to solve 1.3.1 Overview of the results of scientific works related to the topic Firstly, most scientific research projects clarify the structure of the training program, the process of developing training programs, evaluating training programs, the process of developing the current general school education program according to the competency approach, training program management for a training industry Secondly, the published scientific works only explain the basic competencies that need to be formed and developed for high school students; no scientific work has been studied in depth and standardized into standards, criteria for professional capacity of commanding - advisory officer at the level of the division, university level and they have not yet shown the way, the method, the manner to reach that capacity system Thirdly, although many scientific works have deepened the theoretical issues and proposed training program management measures However, there are no specialized studies on the management of the implementation of the commanding - advisory officer training program in military universities according to competency approach 1.3.2 The issues that the thesis needs to continue to solve Firstly, the continuation of clarifying theoretical issues about implementing the training program for training program implementation Secondly, clarification of the status of implementing training programs and management of the implementation of the commanding - advisory officer training program in military universities Thirdly, the proposal of a system of management measures to implement the commanding - advisory officer training program in the military universities in terms of approaching capacity in line with current practical needs Conclusion of chapter Through an overview of scientific works related to published thesis topics such as books, textbooks, scientific topics, doctoral thesis…, the author has drawn some conclusions: scientific works related to training program management topics have been mentioned by domestic and foreign authors in many different aspects and approach in many ways to ensure scientific, comprehensive and intensive in both theoretical and practical aspects In general, these scientific works have indicated the position and role of training programs and training program management activities for improving the quality of education and training in school It has introduced the concepts of tools such as: management, university training programs, training program management, action capabilities, and management of training programs according to different approaches At the same time, it also analysed and clarified the basic contents of training program management and pointed out the factors affecting the management of current training programs On the basis of inheriting the achievements of scientific works related to the topic, the thesis continues to clarify the concepts: university training program, professional competence framework, management training program according to competency approach; at the same time, it determines the content of implementing the training program, managing the implementation of the training program according to the competency approach Finally, it evaluates honestly and objectively the status of management implementation of the commanding - advisory officer training program at military universities, thereby proposing management measures to implement the commanding - advisory officer training program in military universities according to competency approach Chapter THEORETICAL BASIS FOR MANAGING THE IMPLEMENTATION OF THE COMMANDING - ADVISORY OFFICER TRAINING PROGRAM IN MILITARY UNIVERSITIES ACCORDING TO COMPETENCY APPROACH 2.1 University training program 2.1.1 Concept In terms of terminology, the documents on Education and Training often appear similar to the training program like: “educational program”, “training program”, “and teaching program” In English, this term is considered equivalent to “curriculum” or “program” According to the Vietnamese Dictionary (re-edition 2018), the training program is “items, problems, tasks set and arranged in a sequence to perform in a given time” In terms of the perspective of scientists, author Kieran Egan said that curriculum derived from the Latin word meaning "racetrack", "race", author Franklin Bobbit conceived the educational program as “a series of things that young people and teens have to and experience by implementing the skills to solve problems they will face in life In this regard, the author Wentling T as well as the authors Nguyen Duc Chinh and Vu Lan Huong said that the educational program is the overall plan, the system of all educational activities at the school 8 From the above statements, the author has conceived that university training program is a blueprint that shows the overall components of the training process, conditions, ways, and processes to organize training activities to achieve the training objectives set out 2.1.2 Types of university training programs Derived from the approach in developing training programs, corresponding to it is a training program that approaches the content and training programs according to the target approach, the training program according to the development approach (competency approach) Each approach is associated with a certain phase of the development of educational science 2.1.3 Commanding - advisory officer training program at division under university level The commanding - advisory officer training program at division under the military university is structured with knowledge part: knowledge of general education and knowledge of professional education - Knowledge of general education: from 23% to 25% of the knowledge volume of the entire course - Knowledge of professional education: from 75% to 77% of the knowledge volume of the entire course 2.2 Competence and access to capacity and scientific basis to determine the professional competence framework of the Commanding - advisory officer at division under university level 2.2.1 Competence, access to capacity and professional competence framework In term of terminology, there are words of “competence” in English, they are: Competency - capacity or ability, sometimes it can also be understood to mean a competent; Ability - Ability to allow individuals to perform activities both physically and mentally; Capacity - the ability to create something, anything, learn something in difficult conditions; Competence - ability to perform work In the Education Dictionary, competency is the ability to be formed and developed, allowing people to achieve success in a physical, intellectual or occupational activity In the Vietnamese dictionary, approach means step by step, with certain methods to understand a certain object of research The views of scientists about competence: According to the concept of the Organization for Economic Co-operation and Development (OECD): “ Competence is an individual ability to meet complex requirements and successfully perform tasks in a specific context” [105], F.E.Weiner author said that: “Competence is the skills learned or available of the individual to solve defined situations, as well as the readiness of social motivation and the ability to use ways to solve problems responsibly and effectively in flexible situations” The authors Nguyen Thu Ha, author Hoang Thi Tuyet and author Nguyen Cong Khanh all said that "Competence is a combination of knowledge, skills, attitudes that combine together into a system with close relations with each other” From the above concepts, the author has conceived that: Competence is a combination of knowledge, skills, qualities and attitudes of people, ensuring people to effectively complete the work and activities that individuals are conducting The views of scientists on competence access: R.E Norton (1987) presented a view of competency approach in training organization That is: the capabilities to be equipped are clearly defined, appraised and announced to learners before organizing training; the training program is designed based on capacity development, assessing learners' competencies based on work performance results and sufficient evidence to confirm the level of achievement From this point of view, the author conceived that Access to competencies in education management is to determine the competencies required, organize competency-based training and capacity development for learners The views of scientists on the professional competence framework: According to Mc.Clelland (1973), the competence framework is a job description through behaviour determined by occupational functions in each specific job From the above concepts, the author has determined the professional competence framework of the commanding - advisory officer is a description of moral qualities, knowledge, and attitudes and necessary skills to help the commanding - advisory officer to effectively implement professional activities according to the assigned responsibilities and tasks 2.2.2 Scientific basis for determining the professional competence framework of the commanding - advisory officer at division under university level - Based on the policy of reforming education and training of the Party, State and Army: - Based on Vietnam's national qualification framework: - Based on professional activities of the Chief of advisory officer: 2.3 Implementation of the commanding advisory officer training program in military universities according to competency approach 2.3.1 The concept of implementing the training program 10 In term of terminology: According to the Vietnamese Dictionary, "implementation" means the following: Implementation is "by doing things to become true", to "follow certain order and rules" [64, p.973] From the above terms, the author conceived that implementation of training program according to competency approach; it is to implement activities according to the training program developed to make the training program a reality to create training products according to the output standard the future professional competence system that the school has determined 2.3.2 Content of implementing the training program 2.3.2.1 The construction of documents specifying the training program - Develop logical diagrams of subjects in the whole course: name of knowledge block, subject name, subject symbol, time and form of training of each subject; relationship of knowledge blocks, subjects, headings The logical diagram of the courses in the course is the core to build the training program - Develop training plan for the course: Determining training objectives and requirements: Based on the issued training programs, directives and resolutions of higher levels on education and training tasks of the course, the school conducts analysis of social needs of the learner and the actual status of the results of the current training program to determine in detail, the training objectives of the course that the learners should aim for, thereby selecting the training content, methods and forms of training organization accordingly; Divide time for knowledge blocks and for subjects according to logical diagrams of subjects in the course Non-training time: reserve holidays, holidays, Test for each semester, school year and course - Develop a semester training plan: name of the unit (class, company, battalion, system ), specialized training; time (pairs of lesson, hours, days, months, semesters ); title, subject name (coded or specified); training forms (theory, practice, seminars, exams ); location (lecture halls, practice yards ) In addition, semester training plan also shows other factors such as material guarantee, teacher's name 2.3.2.2 The construction of secured resources - Build a human resource guarantee plan: in order to achieve the training objectives set out, educational managers, lecturers and service staff are the most important and direct forces for students to be able to achieve defined professional competency standards Therefore, education management staff, lecturers and service staff, in addition to having professional knowledge, must also have skills and 11 capacity to act in the field they undertake to guide and help students achieve those skills and abilities - Develop plans to ensure facilities: material facilities for education and training tasks are teaching equipment, curriculum, libraries, application of information technology in teaching, simulation software, practice ground, practice training school… These factors play an important role in the training process, especially in practical training, experiments, and internships… In addition to the theoretical training contents in the lecture hall, the lessons, the contents of practice and experiment are met a requirement of the capacity that students need to achieve after completing the course Therefore, the Director/Principal should direct the authorities to develop plans to ensure that resources meet the requirements of the capacity-based training program implementation The identification of these resources helps educational managers, active lecturers in planning the use as well as determining the methods and forms of teaching organization 2.3.2.3 Enforcement of teaching activities Open the course; relevant functional agencies organize the implementation of the plan to serve teaching activities; Faculty of teachers conducts teaching activities according to the training schedule, the student management units implement the learning activities according to the plan and strictly abide by the regulations 2.3.2.4 The examination and evaluation of teaching activities Education and Training Examination and Quality Assurance Agency will lead and coordinate with the Training Department to check teaching and learning activities of lecturers and trainees according to regulations discover report and propose to correct errors in the teaching process Faculty of teachers shall directly monitor, check, urge, adjust errors in the teaching process and grasp the situation, register and report according to the report system of each day, week, month, quarter, semester and school year according to the instructions of agencies 2.4 Management of the implementation of the commanding advisory officer training program in military universities according to competency approach 2.4.1 The concept 2.4.1.1 Management concept In term of terminology: According to the Vietnamese Dictionary, "management is looking after and preserving under certain requirements" [64, p.540] 12 From the perspective of scientists: Henry Fayol said: "Management means planning, organizing, commanding, coordinating and inspecting" Nguyen Thi My Loc, Dang Quoc Bao, Nguyen Trong Hau and Nguyen Quoc Chi emphasized: “Management activity is a purposeful, intentional impact of the management entity (manager) to the managed entity (managed person) in an organization to make the organization operate and achieve its purpose” Tran Kiem conceived that: “Management is the impact of the management entity in mobilizing, promoting, combining, using, coordinating internal and external resources (human, material, financial) (mainly internal forces) in an optimal way to achieve the purpose of the organization with the highest efficiency” From the above studies, the author conceived: Management is a purposeful, purpose-driven process of management through planning; personnel organization; leadership, direction and examination and evaluation affect management objects to achieve the defined management objectives 2.4.1.2.Management concept of training program implementation The management of training program implementation is the process of realizing the entire purpose and objectives of the training program through teaching activities, on a specific audience, is the work of the participation of educational managers, lecturers and students As the result, the management of the implementation of the commanding - advisory officer training program in military universities according to competency approach is the process of purposeful and purposeful impact of educational managers at all levels in the school to implement training programs through planning; organization; leadership and direction; the examination and evaluation of the results of the implementation of the capacity-based training program are aimed at forming learners in the necessary professional capabilities of the commanding - advisory officer 2.4.2 Contents of management of the implementation of the commanding - advisory officer training program in military universities according to competency approach 2.4.2.1 The development of the master plan for implementing the training program Build a plan to help managers to work out the tasks to be done in a systematic way; at the same time proactively respond to situations arising in the process of organizing the implementation of the training program 2.4.2.2 The organization of implementing the training program 13 Firstly, the organization of the training program implementation apparatus: Military universities are training institutions which are directly under the direction of the upper management agency (School Department/General Staff Department); directly organize the implementation of the Law on higher education, the charter of the school of the Vietnam People's Army and the guidelines and policies of the Party and the State on Education and Training…; have an organizational structure suitable to the characteristics, functions and tasks of a university The management of training programs at military universities is decentralized according to the responsibilities and tasks of organizations and individuals in the school's organizational system In particular, it is necessary to specify the tasks of each organization and individual from the Director/Principal to the educational managers, lecturers directly participating in the management of the training program Secondly, organization of implementing training plans: (1) Logical diagram of subjects in the whole course: Managing logic diagrams of the subjects in the whole course for education managers, lecturers and students to understand which subjects are studied first and organize that subject at which semester in the course, but it is also necessary to know which subjects to learn in the previous subjects; as well as helping agencies, teachers' departments and units to take initiative in preparing resources to serve teaching tasks (2) Course training plan, management course training plan for managers to understand the contents of the course, training industry, objectives, training requirements, training time calculation, nontraining time of all courses, logic diagrams of courses in the whole course, time and form of internship, rehearsal, graduation exam, time and content of extra-curricular training (if any) (3) The plan of semester training, the management of semester training plan so that managers can know information about classes, majors, subject names (can be coded or named), training time, training form (theory or practice, discussion, experiment ), training locations (lecture halls or practice sites, battlefields), lecturers' names and material guarantees In particular, attention should be paid to the content of the work, the host, the coordinator, the timeline for starting and ending; as well as specific tasks of each agency, faculty and unit for that job 2.4.2.3 The direction of implementing the training program In order to successfully implement the training program, the managing subjects at all levels must guide and assign specific tasks to departments and individuals in their management apparatus through management decisions These decisions can be in writing, can also be verbal or can be directly or indirectly through intermediate management 14 2.4.2.4 The examination and evaluation of the results of the training program implementation Inspection and evaluation is the final function in management activities and also the starting point as a premise for decision making, planning, organizing implementation; inspection and evaluation in the following cycle The process of organizing the inspection and evaluation must be conducted in accordance with the Higher Education Law, regulations and guiding documents of superior management agencies In order for the examination and evaluation of the results of the training program implementation to be highly effective, it must be conducted in many forms: check, evaluate regularly, periodically, and unexpectedly and must be consistent with the atmosphere of the organization without obstructing the work of the parts of the system It means that the inspection and evaluation activities are conducted regularly during the implementation of the training program with the purpose of collecting and processing information to promptly adjust and supplement management effects 2.5 Factors affecting the management of the implementation of the commanding - advisory officer training program in military universities according to competency approach 2.5.1 Objective factors - The task of building the army and protecting the country in new conditions - Require education and training innovation in universities - System of legal documents on training program management 2.5.2 Subjective factors - Coordination activities between schools and units in training organizations - Awareness and qualification of educational managers, lecturers and students Conclusion of chapter Chapter of the thesis reflects the main research results on the theoretical basis of management to implement the commanding advisory officer training program at universities in the military according to competency approach through analysis to clarify the implications of the basic concepts of the topic: university training program, professional competence framework, university training program according to competency approach At the same time, it also clearly identifies the content of implementing the training 15 program and managing the implementation of the training program according to competency Chapter of the thesis also points out the factors affecting (both objective and subjective) to the management activities to implement the commanding - advisory officer training program in military universities according to competency approach These are the basic arguments, which are the basis for the author to consider the status of managing the implementation of the commanding - advisory officer training program in military universities in chapter Chapter PRACTICAL BASIS FOR MANAGING THE IMPLEMENTATION OF THE COMMANDING - ADVISORY OFFICER TRAINING PROGRAM IN MILITARY UNIVERSITIES 3.1 Universities in the army organize commanding to train commanding - advisory officer training program 3.1.1 Functions, duties, staffing of schools in the army to implement commanding - advisory officer training program at division of university level The organizational structure of the schools is implemented according to the functional structure: Directorate (director) Functional agencies: Politics, Training, Logistics, Engineering, Office, Military Science, Examination and Quality Assurance of Education and Training Each agency is staffed into board (teams) Faculties of teachers: each department is staffed into disciplines (teams) Student management units; Practical training centres and service and guarantee units 3.1.2 Characteristics of commanding - advisory officer training program at division of university level - Characteristics of input selection activities - Characteristics of training activities + Characteristics of lecturers and education managers + Characteristics of training content + Operation characteristics to ensure facilities - Characteristics of assessment and appraisal of training quality 3.2 The organization of surveying the situation 3.2.1 Purpose of investigation and survey of the situation 3.2.2 Contents of surveying the situation - Survey the status of implementing the commanding - 16 advisory officer training program - Survey the status of management implementation of commanding - advisory officer training program - Survey the status of factors affecting the management of training program implementation 3.2.3 Object and location of the status survey Objects of the survey: The author conducted surveys for 200 educational managers, 320 lecturers in addition to interviewing leaders and commanders in a number of units and experts, who have extensive experience in training program management, fourth year training students in a number of schools Survey of the survey: The Army officer College No1, Officer of the Vietnamese Special Forces, Vietnam Academy of Air Force – Air Defense Force, Vietnam Academy of Navy 3.2.4 Methods of investigation and survey - Methods of investigation by votes - Interview method - Product research method 3.2.5 Data processing method After collecting data from the questionnaires according to different levels of each criterion, using mathematical statistics method and Microsoft Office Excel software to calculate the average number: The questionnaire was sent to the survey subjects from April of 2018 to May of 2018 and revoked the comments and survey forms in June of 2018 3.2.6 Criteria and rating scale 3.2.6.1 Evaluation criteria and how to give points Use the scale for points as follows: Good: 4, Fair: 3, Average: 2, Weak: The level of factors affecting the management of the implementation of the training program, using the scale as follows: Very influential: 4, Influence: 3, Less impact: 2, No effect: 3.2.6.2 Rating scale The survey criteria by questionnaires are scored according to a scale of 3.3 Status of implementing the commanding - advisory officer training program in military universities 3.3.1 Current situation of developing documents to specify training programs Through the survey results, the development of documents to concretize the regular training program is paid attention to research and guidance documents of higher authorities It is applied to the specific conditions of the school to develop training plans in accordance with the process, tight and scientific and convenient progress to facilitate the 17 implementation and easily modify, supplement and update new knowledge However, there are still teachers and passive units waiting for them, relying on the above to build security plans for education and training tasks 3.3.2 Current situation of resources that ensure the implementation of the training program - Actual guarantee of human resources Human resources guaranteed for the implementation of training programs are educational managers, lecturers, students, professional military personnel, service workers However, the core force directly implementing the training program is the specialized educational managers from the Board of Directors/Board of Administrators, officers in the Departments and functional departments in the Faculty and Department of the school They are not only people directly equipped with knowledge and skills for learners but also centres for coordination and synergies to implement training programs and plans so that the training program can become a reality of training products - Actual guarantee of facilities In recent years, military universities have actively exploited funding and investment sources with a focus on each task, so far basically ensuring facilities for the tasks of education and training 3.3.3 Current status of implementing training programs (teaching) - Current status of implementing teaching content - Current status of implementing teaching methods - The reality of implementing the form of teaching organization 3.3.4 Current situation of checking and evaluating teaching activities according to the training program For information on the status of conducting testing and evaluating teaching activities according to the training program, the author has exchanged and investigated the actual inspection and evaluation activities in some military universities and learned that The inspection and assessment of teaching activities at military universities are carried out synchronously and uniformly at all levels from the school board of directors/administrators, specialized agencies to faculties, departments and practitioners' management units 3.4 Current status of management implementation of the commanding - advisory officer training program in military universities - Current situation of developing the overall plan to implement the commanding - advisory officer training program: From the survey results of general assessment of the survey subjects on the level of implementation activities to build the overall plan to implement the training program at a quite good level, with the 18 general GPA of 3.0; That result is also objective (GPA of educational managers is 3.16; lecturers are 2.90) - Current status of implementing the training program of commanding - advisory officer training program: From the survey results, the process of implementing the commanding - advisory officer training program in universities in the military today, the subject of education management mainly impacts on the management object through management tools is the semester training plan and the main guiding plans, The logical diagram of the courses in the whole course and the course of training courses are less interested in organized by management levels These are limitations in the process of implementing training plans, is the reason for reducing the effectiveness of organizing the training program implementation in most military universities It is necessary to have solutions to overcome and adjust in the coming time - Current situation of directing the implementation of the commanding - advisory officer training program: In the survey contents, the direction of the decision to implement the training program is assessed at the highest level, the content is assessed at a lower level is that encouragement of educational managers and lecturers to implement the training program are assessed as "average" This result is consistent with the current situation, the schools, despite having mechanisms and policies as well as creating a favourable pedagogical environment for educational managers and lecturers to be assured of working and sticking to the profession However, the encouragement of this team is assured that the work has not been properly concerned by the management levels, especially in the family rear, in terms of the military rank compared to the working position (assistants of training and examination agencies at military universities currently have the highest rank of lieutenant colonel); this level is not commensurate with the responsibility assigned Thus, it will not be able to keep qualified people, have much experience in the management of training programs while requiring the training program to have high stability Therefore, in the coming time, it is necessary to build appropriate mechanisms, policies and regimes in all fields, helping educational managers and lecturers have the best conditions to devote and develop - Current status of inspection and evaluation of the implementation of the commanding - advisory officer training program: Through analysis of the survey results, the level of implementing inspection and evaluation of training program implementation is still limited The cause of this problem, as suggested by the staff of the Training Department/The Army officer College No1 is “Commanding - 19 advisory officer training program is built on the basis of the Higher Education Framework Program and the Military Science Division issued by the Ministry of Defense in 2011 The school is tasked with concretizing the objectives of training, arranging, restructure training programs and selecting subjects in the specialized knowledge section to suit the training industry and the specific conditions of the school and the school have not yet developed the training program output standards and the criteria for assessing the level of training program implementation” 3.5 Actual status of factors to manage the implementation of the commanding - advisory officer training program in military universities - Require education and training innovation in military universities - Qualifications of educational managers, lecturers and students - Coordination activities between schools and units in training organizations - The task of building and defending the Fatherland in new conditions - System of legal documents on training program management 3.6 General assessment of the status of management implementation of the commanding - advisory officer training program at military universities - Advantages - Limitation Conclusion of chapter Through the survey results, it can be affirmed that management activities implementing the commanding - advisory officer training program in military universities have been conducted closely and uniformly, thereby contributing to improving comprehensive education and training quality in schools However, certain limitations still exist in each of the survey contents in chapter This has reduced the quality and efficiency of management activities to implement the commanding advisory officer training program of schools The above-mentioned issues are an important basis for the author to propose management measures to implement the commanding - advisory officer training program in military universities according to competency approach in Chapter Chapter MEASURES AND TESTS, TESTING MANAGEMENT MEASURES TO IMPLEMENT THE COMMANDING ADVISORY OFFICER TRAINING PROGRAM IN MILITARY UNIVERSITIES ACCORDING TO COMPETENCY APPROACH 20 4.1 Management measures to implement commanding advisory officer training program in military universities according to competency approach 4.1.1 The building of the professional competence framework of the commanding - advisory officer at division under university level This is the most important measure in managing the implementation of the commanding - advisory officer training program on competency approach Because firstly, it is necessary to determine the professional competence framework of the commanding - advisory officer in the management of the implementation of the training program and on that basis to build and organize the implementation of training plans according to the defined professional competence framework to meet the demands of practice 4.1.2 the development of training plans according to the professional competence framework of the commanding - advisory officer Develop competency-based training plans is an important and essential job to help managers manage levels of work planning that must be associated with a specific time and attached to the capacity needed by the commanding - advisory officer in the future; Develop capacity-based training plans is a legal basis for subjects to manage examination levels and assess the level of achieving the training objectives 4.1.3 The establishment of a mechanism for training coordination between functional units in managing the implementation of training programs according to competency This is a key measure to ensure the management of the implementation of the training program is conducted synchronously, in the right order, based on rules to ensure uniformity of goals and smooth rhythm in coordination, best serve the organization of implementing training programs according to competency; but it also ensures implementation of management rules and standards 4.1.4 The organization of training to improve the qualifications of educational managers and lecturers directly participating in the management of training programs This measure aims to improve the professional level of management of training programs for educational managers and lecturers at military universities to help them have enough knowledge and professional capacity to meet the task requirements 21 4.1.5 The direction of innovation in inspection and evaluation of management of implementation of training programs according to competency approach Renovating methods of inspection and evaluation of management of training program implementation in association with specific standards and criteria is a scientific basis to help managers evaluate, classify accurately and objectively the activities in each stage as well as in the process of implementing the training program, step by step replacing the way of checking and evaluating according to the current feelings and forms 4.1.6 The assurance of material foundations, teaching equipment and the enhancement of information technology application in managing the implementation of training programs according to competency approach This measure helps the Director/Principal become more active in the process of implementing the training program; helps educational managers, lecturers and students have favourable conditions and environment to implement the training program according to competency approach to ensure the plan and achieve the set purpose * The relationship between proposed management measures Each proposed management measure has relative independence and specificity with its own meaning; at the same time, these management measures interact with each other to form a unified body to promote each other's development Therefore, in the management activity to implement the commanding - advisory officer training program in military universities according to competency approach cannot implement each discrete measure It is necessary to implement in a synchronous way to promote the effect of measures, each of which has a basis for implementation, this measure is the condition of the other 4.2 Survey of the necessity and feasibility of management measures 4.2.1 Purpose of survey It aims to consult the opinions of experts, educational managers and lecturers to test the necessity, feasibility, science and effectiveness of the proposed measures on managing the implementation of the commanding - advisory officer training program in military universities according to the competency approach 4.2.2 Content and survey methods - Survey content: How are the necessary of proposed measures for managing the implementation of commanding - advisory officer training program at military universities today? 22 Secondly: How is the feasibility of proposed measures for managing the implementation of commanding - advisory officer training program at military universities today? - Survey method: Discuss with questionnaires about the necessity and feasibility of each proposed management measure For the questionnaire about the necessity/feasibility of measures, give levels of response: "Very necessary/very feasible" corresponding to points; "Necessary/feasible" corresponding to points; "Less necessary/less feasible" corresponding to points; "Unnecessary/not feasible" corresponding to point 4.2.3 Survey results on the necessity and feasibility of proposed management measures - The necessity of the proposed measures - The feasibility of the proposed measures - Compare correlated results of surveying the necessity and feasibility of measures 4.3 Test 4.3.1 Test purpose In order to confirm the feasibility and effectiveness of management measures to implement commanding - advisory officer training program in military universities according to competency approach, through measures of Adjusting, supplementing and completing training plans according to competency approach; and at the same time verifying the scientific hypothesis of the thesis 4.3.2 Test content The author conducts the test of “Development of training plans according to competency approach” 4.3.3 Test results Based on the results obtained through the test content, it is possible to confirm the management measures to implement the commanding - advisory officer training program in military universities in approaching the capacity proposed by the author is necessary and highly feasible; it meets the objectives and tasks of the thesis research Conclusion of chapter The thesis has proposed six management measures to implement the commanding - advisory officer training program in military universities according to competency approach: determine the core competence framework of commanding - advisory officer, team level, university level; develop training plans according to competency; organize training to improve professional capacity for educational managers and lecturers who directly participate in managing the implementation of training programs according to competency; direct 23 the renewal of activities of examining and evaluating the process of implementing the training program according to capability; establish training coordination mechanism between functional units in management of training program implementation according to competency approach; ensure facilities, equipment and enhance the application of information technology in managing the implementation of training programs according to competency approach Through testing and testing results, the proposed management measures have a high degree of necessity and feasibility; there is a positive correlation between necessity and feasibility Thus, the scientific hypothesis has been proved Since then, management subjects at military universities can apply these management measures to management activities to implement a commanding - advisory officer training program according to competency approach CONCLUSIONS AND RECOMMENDATIONS Conclusions 1.1 The thesis has reviewed the scientific works of the authors at home and abroad on the training program and the management of training programs, thereby generalizing the results of these scientific works and identify new issues that require further research and clarification Since then, the author has developed the theoretical framework of the thesis through internal analysis of central concepts; analysis to clarify the difference between the components of the training program according to the approaches; determine the content of implementing the training program and manage the implementation of the training program according to competency and point out the factors affecting management practices in training programs in military universities according to competency approach 1.2 The thesis has investigated and assessed objectively and honestly the status of implementing training programs and managing the implementation of training programs; examined the factors affecting the management of the commanding - advisory officer training program at military universities today 1.3 Based on the results of the research on the theory and practice of managing the implementation of the training program, the author has proposed six management measures to implement the commanding advisory officer training program in military universities according to 24 competency approach Through testing, the proposed management measures have a high degree of necessity and high feasibility Recommendations - For the Ministry of Education and Training - For the Ministry of Defense - For military universities ... universities according to competency approach Theoretical and practical significance of the research - In terms of theory: The dissertation adds the theoretical basis on management of the implementation... training form (theory or practice, discussion, experiment ), training locations (lecture halls or practice sites, battlefields), lecturers' names and material guarantees In particular, attention should... tertiary education”; Tran Khanh Duc (2014) with “Education and development of human resources in the 21th century”; Pham Huu Loc; Nguyen Thi Lan Phuong; Phung Xuan Nha and Vu Anh Dung, etc Basically,