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Section 7. Education management
Dr. Nguyen Thi Tinh, University of Education Thai Nguyen University, Vietnam Mr. Pham Dao Tien, School management education in Ho Chi Minh City.
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MANAGEMENT OF STUDENT'S LEARNING ACTIVITIES BASED ON INTERNAL SCHOOL'S ABILITY
Abstract: "School Based Management" (SBM) is a modern management model that is implemented in the direction of autonomy about financial, personnel, training program and maximum mobilization about officers, lecturers, and students to participate in managing process, decisionmaking on the school's development. Management of students' learning follows to the school based management perspective, that is implemented step by step in universities in Ho Chi Minh city, Vietnam, and has obtained credible results.
Keywords: SBM, management, management of students' learning, autonomy, self-responsibility, Ho Chi Minh City, University.
1. The problem of managing learning activi- about finance. According to the credit system in cur-
ties in SBM perspective rent, students are highly active, they learn by ability
School-based management demonstrates a view and learn by demand.
of autonomy in decentralization for teachers, par- The content of management of student learning
ents, and students in teaching and learning, as rep- activities follows to the SBM perspective, that re-
resented by the research of Daniel Brown (1990); quires the school to undertake the following:
Dorothy Myers and Robert Stonehill (1993): Levey - To promulgate and organize the implementa-
and Acker-Hocevar (1998), etc. tion of teaching and learning policies following to
School-based management is to take the inter- SBM perspective, creating the best opportunities for
nal power of school for development. The basic learners to participate in learning process effectively;
characteristics of SBM are: 1) The school mobilizes - Support learners in learning planning, imple-
maximum participation of staff, faculty, and learners menting learning by ability and demand, to help
in process of decision-making management; 2) All learners overcome difficiculties in learning;
activities of school are started from the learners, due - Teaching forms, measures and teaching tech-
to learners and toward to learners; 3) The school is niques must be designed in a way that enhances
autonomy about training program; 4) The school is learners' experiences and activities, activates learn-
autonomy about personel; 5) The school is autonmy ers activities in the learning environment;
- To have managing measures to mobilize learners to actively participate in the process of information feedback about lecturers'activities and conditions to ensure the teaching and learning activities of the school.
2. Situation of student learning management in some universities in HCM city - Vietnam.
Quantitative research of the study group was conducted on 824 subjects. Qualitative research was conducted on 98 subjects. These subjects are
Table 1. - Situation of support to
administrators at all levels, lecturers and students of five universities, including: Banking University; University of Information Technology; University of Social Sciences and Humanities Ho Chi Minh City; University of Economics Ho Chi Minh city; Van Lang University.
The data were processed by SPSS22.0 software with a level of a = 0.001 in the T-test.
2.1. The situation of buidling of student learning plan
develop student learning plan
No Developing student learning plan Total Administrators, lecturers Students Sig
X s X s X s
1. To inform results of academic process to each student 1.50 0.569 1.28 0.493 1.61 0.571 0.000
2. To organization and consult to assist students in learning planning 1.71 0.633 1.60 0.596 1.77 0.645 0.000
3. To advice for students in cases there is a danger about warning or forcing stop studying and withdraw reg-isted courses. 1.65 0.637 1.49 0.616 1.74 0.632 0.000
4. To consult and guide students to register additional courses in order to get enough credits for students achive a good average level. 1.70 0.654 1.56 0.601 1.78 0.668 0.000
5. To advise students about learning planning for next course. 1.70 0.680 1.53 0.626 1.79 0.690 0.000
6. To advise students about leaning planning for each subject. 1.79 0.680 1.67 0.627 1.86 0.699 0.000
The practical results showed that, among the six measures, the measure - "to advise students about learning planning for each subject" had the highest performance (mean score = 1.79), reached a relatively regular level. At the relatively regular level, there are tree measures such as to organization and consult
to assist students in learning planning (mean score = = 1.71); to consult and guide students to register additional courses in order to get enough credits for students achive a good average level (mean score = = 1.70); to advise students about learning planning for next course (mean score = 1.70). There are two
per six measures that is evaluated at a low level/not implementating level, that are: To inform results of academic process to each student (mean score= = 1.50); To advice for students in cases there is a danger about warning or forcing stop studying and withdraw registed courses (mean score = 1.65).
All sig values in the T-test are < 0.05, which indicates that there is a great difference between the views of students and managers, lecturers on the situation of building of student learning planning. In all measures, the average score of students is higher than the average score of managers and lecturers.
According to the analysing results in above, we found that: although the learning program
changed to the credit system, consultant and guiding of the study counselor were not good. There are many managers, lecturers who are not interested in self-study, self-research guiding for students, are not understood the progress of students' learning, do not have measures to support for students to study by ability and demand. This limits the student's self-reliance and ability to study, and does not promote student learning ability. This situation in above did not suit with SBM perspective. This situation is common to 5 universities which participated in reseach.
2.2. The promulgating situation of policies to organize learning activities for students
Table 2.- The promulgating situation of policies to organize learning activities for students
No To organize learning activities for students Total Managers, lecturers Students Sig
X s X s X s
1 2 3 4 5 6 7 8 9
1. To promulgate training policies 2.49 0.581 2.27 0.499 2.61 0.588 0.000
2. To promulgate student regulations 2.54 0.612 2.32 0.489 2.66 0.637 0.000
3. Promulgating the Regulation on the implementation of internal regulations of lecture halls and classroom rules. 2.48 0.553 2.30 0.538 2.57 0.538 0.000
4. Approve the syllabus of subject-oriented subjects, transfer to students at the beginning of the course 2.58 0.590 2.42 0.581 2.67 0.577 0.000
5. Regulations on teaching activities of lecturers 2.50 0.573 2.31 0.515 2.59 0.578 0.000
6. Regulations on scientific research activities of students 2.62 0.611 2.44 0.583 2.72 0.605 0.000
7. Regulations on professional practice 2.64 0.629 2.46 0.620 2.73 0.614 0.000
8. Regulations on the practice of graduation 2.61 0.605 2.44 0.583 2.70 0.598 0.000
9. Regulations on the graduation thesis of the students 2.60 0.644 2.34 0.551 2.74 0.647 0.000
1 2 3 4 5 6 7 8 9
10. Quy dinh ve viec viet tieu luan cua sinh vien 2.63 0.640 2.39 0.576 2.76 0.637 0.000
11. Regulations on evaluation of student learning outcomes 2.53 0.583 2.24 0.468 2.67 0.582 0.000
12. Regulations on collecting feedback from students on teaching activities 2.55 0.604 2.35 0.542 2.65 0.609 0.000
13. Regulations on quality assurance of teaching and learning 2.58 0.588 2.38 0.541 2.68 0.585 0.000
14. Develop coordination mechanism between lecturers and faculties in the management of students' learning activities 2.61 0.620 2.44 0.595 2.69 0.617 0.000
15. Develop coordination mechanism among students with department / department in managing learning activities of students 2.67 0.618 2.55 0.584 2.73 0.628 0.000
The (Table 2) showed that universities in HCM city have issued the full regulations (average score in all of contents is > 2.34). Sig value between two groups in 15 contents is < 0.05. Thus, there are differences between these two groups.
In summary: There are some universities in HCM city, which have paid attention to the organization of learning activities of students following to the perspective of autonomy; management based on teachers, staff, and learners via promulgating and organizing implementation of policies for learners and student learning activities. There are differences among managers, lecturers, and student group about organizing learning activities of students. Schools have been assigned to manage learning activities. However, the evelopment of coordination mechanism among units has not been effectively implemented by universities; the mobilization of other resources to manage the learning activities of students is not focused.
2.3. The stituation of directing the implementation of student learning activities plan
* Directing learning activities
All values of mean scores in Table 3 are relatively regular (average score > 1.66), but these are lower than the values in Table 2 (average values > 2.34). That demonstrates that: If promulgation of regulations in implementing organization is well implemented in schools, the situation of directing the implementation has not achieved the same level of implementation. The promulgation of regulation only needs to be done once, and the direction and organization of implementation must take place regularly and continuously. However, results of the survey show that the measures of directing learning activities of students following to the SBM perspective do not work well, do not in accordance with the management of the school.
Table 3.- The situation of directing learning activities of students
No Directing learning activities of students Manager, lecturers, students Manager, lecturers Students Sig
X s X s X s
1 2 3 4 5 6 7 8 9
1. To direct the implementation of learning 1.67 0.616 1.56 0.583 1.73 0.625 0.000
2. To direct guiding the preparation ofhomework for students 1.76 0.662 1.61 0.645 1.84 0.658 0.000
3. Instructing individual classroom activities for students 1.73 0.636 1.66 0.624 1.77 0.639 0.023
4. Direct the good organization of interaction with other students in the classroom environment 1.76 0.674 1.69 0.659 1.80 0.679 0.030
Direct the student organiza-
5. tion in interacting with faculty 1.72 0.648 1.57 0.599 1.79 0.661 0.000
Direct the student organiza-
6. tion to interact with content and learning materials from a variety of sources 1.70 0.624 1.56 0.625 1.78 0.611 0.000
Direct the development of
7. friendly learning environment for students 1.71 0.650 1.56 0.607 1.79 0.657 0.000
Direct the diversification of
8. methods, forms of learning to attract students to participate 1.73 0.683 1.56 0.710 1.81 0.653 0.000
To direct the coordination of
teaching methods and tech-
9. niques so as to bring into full play the students' positive learning 1.71 0.668 1.59 0.691 1.77 0.648 0.000
10. Direct instruction through practice, experiment 1.84 0.713 1.71 0.726 1.90 0.697 0.000
Directing students to study
11. through E-Learning environment. 1.92 0.729 1.78 0.740 1.99 0.713 0.000
Instructing to enhance the
12. practical experience for students 1.88 0.689 1.71 0.660 1.98 0.686 0.000
1 2 3 4 5 6 7 8 9
13. Direct the organization of scientific research activities of students. 1.80 0.670 1.65 0.660 1.88 0.663 0.000
14. To implement regular feedback to students to adjust the learning process 1.77 0.648 1.61 0.606 1.86 0.654 0.000
Measures to support student learning from the SBM perspective
Table 4. - Situation of support measures for learning activities of students
No Measures to support learning management from the perspective of school-based management approach X s
1. Respect the needs of students 1.43 0.542
2. To protect students' right to study 1.50 0.570
3. Frequently consult students about the training activities of the school and the quality of learning of students 1.54 0.612
4. Promote the role of self-learning, self-development of students in the learning and activities of the school. 1.41 0.587
5. Objectively and accurately assess the student's academic performance 1.55 0.602
6. To create conditions and facilities for students to study 1.59 0.616
7. Developing student learning environment 1.57 0.612
8. Organizing learning support activities for students 1.59 0.631
9. Appreciate the quality of student learning 1.51 0.610
10. Other measures 1.68 0.649
The statistical results in (Table 4) show that measures to support student learning activities have not yet been considered by the schools. Average scores show that most criteria are < 1.66. Again, the above mentioned managing measures are not carried out regularly. This is contrary to the SBM model. As in the SBM, all school activities must come from the learner and aim to change learners and support learners.
2.4. The situation of directing the assessment of learning outcomes
The situation of directing the evaluation of students' learning activities according to the viewpoint of SBM is studied on seven criteria, the results are reflected in the following table:
Table 5. - The situation of directing the assessment of learning activities of students
No Directing the evaluation of learning activities of students Total Manager, lecturers Students Sig
X s X s X s
1 2 3 4 5 6 7 8 9
1. Directing the evaluation regularly 1.60 0.637 1.39 0.556 1.71 0.648 0.000
1 2 3 4 5 6 7 8 9
2. Directing the evaluation periodically 1.55 0.594 1.32 0.532 1.66 0.591 0.000
3. Directing the evaluation of diligence 1.58 0.576 1.40 0.558 1.67 0.563 0.000
4. Directing the evaluation of subject completion 1.54 0.602 1.33 0.540 1.65 0.603 0.000
5. Directing the evaluation of studying process in each period 1.59 0.627 1.41 0.580 1.68 0.633 0.000
6. Directing the evaluation of graduates 1.59 0.617 1.39 0.570 1.70 0.615 0.000
7. Directing the opinion of employers and alumni about the training process and the ability of graduates to adjust the management process. 1.71 0.674 1.58 0.628 1.77 0.687 0.000
According to the data in Table 5, the evaluating stituation of learning activities in schools is not good. Up to 6/7 measures have evarage score < 1.66 - low level/not implementation. The only measure "directing the opinion of employers and alumni about the training process and the ability of graduates to adjust the management process" has average score 1.71 that reaches the regular level (> 1.66).
Sig values in 7 measures when comparing groups of managers and faculty with the student group were
Table 6. - Managing stituation
< 0.05. Again, the data showed that there is a difference in the perceptions of 2 groups in evaluating learning management measures from the SBM perspective.
2.5. A general assessment of the managing situation of student learning activities
Synthesizing four contents of managing the learing activities of student at universities in HCM city with the viewpoint of approaching SBM, the author has results following:
of student learning activities
No Managing contents Total Managers, lecturers Student Sig
X s X s X s
1. Managing the academic planning of student activities 1.67 0.421 1.52 0.285 1.62 0.382 0.157
2. Organize the implementation of the plan 2.57 0.384 2.27 0.731 2.68 0.456 0.004
3. To direct the learning activities of students 1.76 0.468 1.63 0.810 1.83 0.358 0.008
4. To manage student performance evaluation 1.59 0.721 1.4 0.675 1.69 0.508 0.007
In the four management functions, the content average score 1.59 corresponding to the"low level/ of "to manage student performance evaluation" has not implementation". This is the lowest rated con-
tent. The content was evaluated at the highest level, namely: "Organize the implementation of the plan" (average score is 2.57; s = 0.384).
For the team of managers and lecturers, the lowest rated content was "Managing the academic planning of student activities" base on the SBM perspective (average score = 1.4, s = 0.675). However, for student group, the lowest rated content was "Managing the academic planning of student activities" (average score = 1.62, s = 0.382).
Comparing average score between the group of managers, lecturers and student group in the 4 contents of the manaing learing activities base on the viewpoint of SBM perspective, the author used T-test and 1 Sig value -0.04 < 0,05. Thus, there are differences in evaluation of 2 groups in this content. This issue will be analyzed clearly in each specific content of the organizing implementing the student learning planning management base on the SBM perspective.
3. Measures to improve the management of learning activities of students at the Universities follow to SBM perspective.
3.1. To formulate and organize the implementation of the Regulation on management of students' learning activities in the direction of ensuring democracy, promoting the role and responsibility of students in studying.
Formulating and organizing the implementation of the regulation on management of student learning activities in the direction of ensuring democracy, promoting the role and responsibility of students in studying in oder to:
- Promoting democracy of students in schools in specific, and in the education sector in general, this is a decisive factor in fundamentally reforming education. Because there is no autonomy when the regulator is still "holding hands", impose top-down on expertise, personnel and finances. That is the way, means of autonomy in universities;
- Increased student activeness in student learning;
- Increasing transparency and efficiency in learning activities and managing learning activities of university students;
- Creating a creative science environment, administrating universities for universities.
3.2. To develop training programs to meet the needs of students and the requirements of society
The training program is a demonstration of the objectives of training activities in general and the objectives of learning activities in particular. At the same time, the training program is an important determinant of the content of the student's learning activities, the methods, means and activities of examining and evaluating students' learning outcomes.
Thus, organizing to develop an open-curriculum that meets the needs and interests of students, and meets the needs of society, which is an objective to be achieved in the management of training activities base on SBM perspective in general and management of student learning activities base on SBM perspective in particular. To organize development of training program effectively, that will contribute significantly to improve the quality ofoutput (student capacity) to meet the needs of students and society.
3.3. To improve the capacity of the teacher to develop curriculum and teaching organization to meet the learning needs of students.
To improve the capacity of the trainers to develop the school program and curriculum to meet learners' needs for self-reliant instructors in program development. To support for lecturers to teach the knowledge content, learners's skills that learners need, it is not contents that lecturers have.
To train the lecturers on the capacity of teaching and learning organizations, which are based on learners' needs, suit to the learners' capacity and awareness, and mobilize to the maximum level the students' active participation in the process of learning, implementation of the class reversed model, students seek knowledge, skills, career development by themselve. To train faculty members to cooperate with students in a friendly, open and shared way.
Teaching meets the needs of students and ensures the interests of students to expresse in the purpose of teaching activities is for students, the content of teaching is to meet the requirements of students, teaching methods and the form of teaching organization is in accordance with the conditions of the students, the assessment of the ability of the students after the learning process.
3.4. Developing a learning environment that is self-reliant, improving experience, practice, and reality of students
i) Directing the training units to diversify the forms of student learning in the direction of increasing practice, practical experience
Principals should direct the training units to diversify the forms of students' learning: Classroom learning, self-learning, self-research, seminar participation, learning projects, practice, reality at the enterprise, etc. in order to increase students autonomy in the learning process, to help student have opportunities to develop professional skills. The diversification ofstudent learning styles must be specified in the subject syllabus in order for the student to gain full autonomy in studying.
Learning from the SBM approach aims to increase participation, ensure the interests of the participants, especially the students. With the forms of learning organization are taking place in universities, the school needs to make fundamental changes in the form of organizing learning activities from the theory transfer in the classroom to the practical experience. It is designed for students to develop their ability to apply knowledge, develop their professional skills, problem solving skills and soft skills. Through the activities and the form of experiential learning, students not only understand the knowledge of professional skills, but also form the capacity to create knowledge, skills, improve the quality ofpersonality development in the collaborative environment.
ii) To ensure the conditions of facilities to serve students' learning activities in order to create a favorable environment for students to develop their creativity.
Management of learning activities requires certain conditions of serving facilities. This is a prerequisite condition for implementing other management measures. The objective of this measure is to secure the baseline conditions, which contribute to meeting the basic requirements of management of student learning in view of the SBM approach perspective.
The condition of facilities, equipment for student learning activities and management of students' learning activities in view ofaccess to SBM include: lecture hall system; library; self-study room; technical equipment such as projector, computer, sound, light ...; textbooks, reference materials; The system of practice rooms and experiments encourage and motivate students to study base on SBM approach perspective.
iii) To apply IT for the organization, manage learning activities to develop collaborative learning environment and self-study for students.
Applying information technology in the learning organization for students to create a learning environment of cooperation and share information among lecturers and trainees and learners. Through the using of information technology helps students self-study, learning together with teachers and groups, classes. Strengthening the application of information technology in organizing the management of learning activities of students in order to save time and labor of the educational management staff at all levels, lecturers and students, via the using of information technology helps students to learn by themselves, learn together with teachers and groups, classes. At the same time, the application of information technology will minimize errors and overload in meeting the needs of students, especially during peak periods.
The information technology plays an important role in learning and managing learning activities in general, especially learning and learning management activities in view of the SBM approach. Thanks to the application of information technology where the learning conditions are guaranteed; Learning activities are lively, effective, meeting the requirements of learning activities in view of SBM approach.
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