PREFACE
1. Necessity of the thesis
* Quality control was developed as per three levels: Quality monitoring (QM), Quality assurance (QA) and Overall quality
control (OVERALL QC). QA is the “intermediate” or “transitional” level between KSCL and OVERALL QC. Many nations
have applied a theory of quality control in the production to the educational management and succeeded. The application of
quality control theories and models to the officer training management remains a lot of freshness. To enhance the quality of
officer training management, it will be required to apply quality control theories of quality control to the officer training
management, step by step make good weakness and shortcomings on the officer training management and contribute to improving
the quality of officers.
* To improve the training quality of Ho Chi Minh Young Pioneer Union commanding officer (hereinafter referred to
the Union Commanding Officer), it shall be required to study, re-organize the Union Commanding Officer training process.
There are various approaches and the thesis author chooses the approach of the Union Commanding Officer training
management towards QA
Coming from the above arguments and practices, the thesis “Management of Ho Chi Minh Young Pioneer Union
commanding officer towards the QA” is chosen for study.
2. Objective of study: Studying the arguments and practice on the management of officer training is to propose
measures on the Union Commanding Officer training management towards QA to improve the quality of the Union
Commanding Officer training in the present period.
3. Subject matter and subject of the study
3.1. Subject matter of the study: Manage the Union Commanding Officer training.
3.2. Subject of the study: Measures on the Union Commanding Officer training management towards QA.
4. Scientific assumption: The quality of the Union Commanding Officer training will be assured if establishing and
effectively implementing a system of measures on the Union Commanding Officer training management towards QA, step by
step improve the quality a staff of the Union Commanding Officers and contribute to improving the quality of the Union work and
children’s movement in the present period.
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5. Study task
5.1. Study arguments on the Union Commanding Officer training management towards QA.
5.2. Assess the real situation of training and officer training management in recent years (2008 – 2012) (survey made at
Le Duan School).
5.3. Propose measures the Union Commanding Officer training management turn to towards QA and experiment some measures

practical skills of commanding the Union activity for the Union Commanding Officers will contribute to achieving the quality of
training and to creating a better “source” of managerial staff for the political system.
9. New contributions of the Thesis
9.1. Argument: Contribute to enriching argumentative issues on the training management towards QA in training one type
of specific staff; Indicate components of the Union Commanding Officer training management and measures on the Union
Commanding Officer training management towards QA.
9.2. Reality: Provide a real situation on the training and management of the Union Commanding Officer training in
recent years (2008 – 2012); Analyze influence factors to the real situation; Propose the measures on the Union Commanding
Officer training management towards QA which are feasible in reality. It is likely that the study results will be a reference for
studying, managing and applying to the officer training reality for mass organizations.
10. Thesis composition
In addition to the Preface, Conclusion and Recommendation, List of Reference Documents, the thesis is composed of 3
chapters:
Chapter 1. Argument on the Union Commanding Officer training management towards QA
Chapter 2. Real situation on the training and the management of the Union Commanding Officer training in recent
years (2008 – 2012) (survey at Le Duan School)
Chapter 3. Propose measures the Union Commanding Officer training management turn to towards QA and
experiment some measures (at Le Duan School).
CHAPTER 1
ARGUMENT ON TRAINING MANAGEMENT OF UNION COMMANDING OFFICER TOWARDS QA
1.1. Overall study of training management towards QA
1.1.1. At abroad
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1.1.1.1. Study of general quality control: The quality control came from Japan and was initiated by Ed.Deming and J.M.
Juran. After that, the quality control method of Ed.Deming and J.M. Juran was expanded and developed, which strongly
influences the QC movement in many countries. Core contents of theoretical model of the quality control as proposed by
Deming and Juran are 14 contentions and 10 contentions, respectively. In the late decade of the XX century, UK put forward a
code of standards of “Quality Systems” BS 5750. Nowadays, the model BS 5750/ISO 9000 has been applying to establish a
quality control system at the Education & Training establishments in accordance with ISO 9000 standard.
1.1.1.2. Study of training management towards QA

university education. However, a study about the training management towards QA in the form of managerial staff training school
is still fresh. Up to now, there has been no work making a comprehensive and extensive study about the training management of
managerial staff towards QA in Vietnam. Successful study of the Union Commanding Officer training management towards QA
will contribute to the improvement of managerial staff training quality and can be a suggestion of managerial staff training
management model towards QA in Vietnam.
1.2. General argument on training process, training, management of training process, training management
1.2.1. Training process and components of training process
1.2.1.1. Training process concept: is the process of teaching activity organization of a teacher and learning and
practicing activities of a learner in an aim to form and develop the personality of the learner in accordance with the training
target.
1.2.1.2. Components of training process
According to the author Dang Quoc Bao, the training process consists of 10 components; According to the author
Nguyen Duc Tri, the training process consists of 11 components. We have opinion that “the Process” consists of 3 steps
“Beginning”, “Development” and “Conclusion”. The training process begins from Training Target and ends with Training
Product; and consists of 10 components: Training Target, Training Program Content, Training Method, Training Form, Training
Condition, Teacher, Learner, Training Organization Machinery, Inspection and Evaluation of Training Process and Training
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Product. It is possibly understood that: the Training process is the organization process of the teaching activity of the
teacher and the learning and practicing activities of the learner learner in an aim to form and develop the personality of the
learner in accordance with the training target.
1.2.2. Training and components of training
1.2.2.1. Training concept: is the process equipped with new knowledge and skills for the learner so as to implement
some given works (jobs) in accordance with the identified Training Target.
1.2.2.2. Components of training
In our opinion, training is the concept whose comprehension is broader than the training process. The training begins
from the step Enrollment (based on social requirement, beyond the training process) and ends with the Training Product.
Components: Training Regulation, Training Environment do not belong to the training process but they are the components
of training. Therefore, the training consists of 12 components: Social Requirement; Training Target; Training Program and
Content; Training Method; Training Form; Training Condition; Teacher; Learner; Training Organization Machinery;
Training Inspection and Evaluation; Training Regulations, Training Environment and Training Product.

QLBM: Management of Training Organization Machinery.
QLKTĐG: Management of Training Inspection and Evaluation
QLSPĐT: Management of Training Product
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BM
NDCTr
KTĐG
MT
QC, MTr
HĐD
HĐH
MANAGEMENT
PP
YCXH
SPĐT
HT ĐK
QLHT: Management of Training Form
Figure 1.1: Relationship between the components of training management
b) Components of training process management
The training process management consists of 10 components: management of Training Target; management and
establishment of Training Program and Content; management of teaching activity; management of learning activity;
management of Training Method; management of Training Form; management of Training Condition; management of
Training Organization Machinery; management of Training Inspection and Evaluation; management of Training Product.
These activities occur in Training Regulation and Training Environment. The management of the training process is the
linkage of components which makes them move to create a perfect development of the training process (refer to Figure 1.3).
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Th
MANAGEMENT
HT
MT

requirements of the society. Reference to the training QA is the reference to standards, criteria and indices of evaluation in the
training process to the satisfaction of the training quality.
1.3.2.3. Training management towards QA
a) Concept of training management towards QA: is the management of one system of measures and planned activities
which are implemented inside and outside the training establishment and proved to be a sufficient necessity to meet the
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training target and satisfy quality requirements of customers. Reference to the training management towards QA is the reference
to the management of implementation of standards, criteria and indices of evaluation in the process of striving for achieving
the training quality.
b) Components of training management system towards QA: include 3 main components: Management inside the training
establishment (input, process and input); Self-evaluation and External evaluation.
1.3.2.4. Models of training management towards QA
a) Quality control levels: There are 3 levels of quality control from low to high: QC, QA, OVERALL QC. These 3 levels
consist of the mutual inheritance and development. While Quality monitoring has been done at the top level management
(focusing on detection), quality assurance has been transferred to the task and responsibility of the management entity
(focusing on prevention, this is the intermediate level of management between Quality assurance and Overall quality control
(focusing on improving overall quality). QA highly appreciates autonomy, self-responsibility and a culture of quality
management.
b) Training quality control levels: Corresponding to the quality control levels, there are 3 training quality control levels:
Training QC, Training QA and Overall training QC.
c) Models of training quality assurance: The thesis only introduces some popular QA models in the education: ISO 9000
model, EFQM model, SEAMEO model and CIPO model (Context - Input - Process – Outcome): the quality of one training
policy as per the CIPO model is the management quality of 3 components: Input, Process and Outcome in the Context of the
school.
1.4. Union Commanding Officer training management towards QA
1.4.1. Union Commanding Officer: is the pioneer of Ho Chi Minh Young Pioneer Union Union who is elected by the
Union congress and trained in order that it is possible to manage the Union activities.
1.4.2. The Union Commanding Officer training
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1.4.2.1. Union Commanding Officer training concept: is the process that makes plan, changes his/her attitude, knowledge

6 measures.
The Union Commanding Office training management in accordance with the traditional views has its substantial
advantages that should be inherited and promoted, however, it also restricts to renovate the educational management for the
Union Commanding officers in new management approaches to the quality assurance.
1.4.4.2. The Union Commanding Officer training management towards quality ensure
a) Concept: The Union Commanding Officer training management towards quality ensure is Components of training
process management activity which closely contact with the Union Commanding Officer training management from
enrollment to working of components group in purpose training, definite content of training program, organizes training
activity occurs in training environment to has achievements in the Union Commanding Officer training management be
content with social commanding.
b)Model and level of Union Commanding Officer training management towards QA:
We select the model of the Union Commanding Officer training management towards QA based on the CIPO model
(Management according to process) and QA management level (known as QA CIPO model in the management of the Union
Commanding Officer training).
* Union Commanding Officer training management model towards QS – Selection of CIPO model: Input element group :
resources (learner, teacher); training program. Process element group: Make and organize the implementation of training
scheme; teaching activity, learning activity; Inspect & evaluate; Material facilities and training equipment; Coordinate the
forces. Outcome element group includes: Training Product (through the External Evaluation), Establish an advanced
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development program; Organize the advanced development. Social background: Social reality, school, family and social
forces.
QA CIPO model in managing the Union Commanding Officer training: Input management: Manage the enrollment; Establish
organization culvert; Manage and establish the program, content, method and form of training as per module; Improve teaching
staff in conducting the organization culvert. Management of training process: Manage the establishment and organize the
implementation of the training scheme; Manage teaching, learning and practicing as per the module; Manage the inspection and
evaluation of training process towards activating the learner; Manage use of equipment and material facilities catering for the
Union Commanding Officer training; Manage the coordination of forces in implementing the training process. Outcome
management: Manage the external evaluation; Manage and prepare the program, plan to continue the advanced development;
Manage the organization of the advanced development. Suitability with social background: Input management, process
management and outcome management placed in the correlation with the Social Background include: Social reality, School,

of management of Union Commanding Officer training at the Le Duan School in recent years (2008 – 2012).
2.1.2. Selection of object sample, area and time for survey: Survey object sample: 290 persons: Group 1: Managerial
staff (60 persons); Group 2: Teacher – Chief of the Union (200 persons); Group 3: Managerial staff, teacher of Le Duan
School (30 persons). Survey area: 29 units. Survey period: Survey duration: training courses were carried out in 5 years
(from 2008 to 2012). Survey time: from the beginning of 2012 to 29/2/2012.
2.1.3. Survey content: Quantitative statistics of real situation of training and use situation of union commanding
officers; Survey of real management situation of Union Commanding Officer training in the territory of Hanoi. The survey
content focuses on 7 issues (see Appendices 1 & 2).
2.2. Overview about Le Duan School – where Young Pioneer Commanders (YPCs) for Hanoi City are trained
2.3. Training profile of training YPCs in Le Duan School in recent years (2008 – 2012)
Table 2.6: Evaluation about promoting roles of Post-trained YPC in Le Duan School
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Nr Evaluator Quantity
Evaluating the promotion of commanding skills of post-trained YPC in
Le Duan school
Good Average Poor
N % N % N %
1 Management cadres 60 40 67 20 33 0
2 Teachers – Schools 200 138 69 50 25 12 6
3 Cadres, teachers of Le Duan School 30 18 60 12 40 0 0
Total 290 196 67 82 28 12 5
Figure 2.1: Evaluation about promoting roles of Post-trained YPC in Le Duan School (commanding skills)
Table 2.6 and Figure 2.1 indicate that: 95% of opinions revealed that the YPCs promote their leading, commanding roles in
the Union after they have been trained (well promoting: 67%, mean promoting: 28%), and only 5% of opinions considered that they
do not yet promote well.
Advantages: The school is qualified with conditions of a training facility (equivalent to a professional high school); the
training model applied is quality control model; training at both primary and junior high school levels; Training duration
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(short-course) is appropriate; training methods and types are suitable with skill training; the training program, materials are
suitable (appraised and approved); the training quality is controlled; the quality outcomes are partially qualified; the physical

of Young Pioneer Commanders
Necessity Implementation Relation
Averaged Deviated Averaged Deviated r p
a Management of training and coaching 2.71 0.48 2.37 0.46 0.46 0.00
b Management of learning and drilling 2.68 0.52 2.35 0.47 0.42 0.00
Averaged points given to Group 3 2.70 2.36
4 Group 4: Management of organization for
inspection, assessment
2.64 0.53 2.32 0.49 0.37 0.00
5 Group 5: Management of utility of physical
infrastructures, equipment and budget for
training
2.56 0.55 2.26 0.53 0.35 0.01
6 Group 6: Management of coordination between
training sources
2.53 0.56 2.21 0.54 0.23 0.04
Points on average 2.64 2.33
All 6 groups of management methods gain high points on the necessity level and mean to good points on the
implementation level.
2.5. Overall assessment on training management of YPCs
2.5.1. Strengths: Most of management methods of the training management are controlled, highlighted in some methods:
Management of establishment and organization for implementation of training plans; management of training, coaching,
learning and drilling.
2.5.2. Weakness: The quality assurance is not given due attention to in enrollment and management in establishing and
organizing for management of training plans; the management of training and learning is not fully learner-activated base; the
management of inspection and evaluation is still inadequate and not fully qualified; the physical infrastructure and training
equipment do not meet demand of skill training; the training socialization is not properly carried out; and the coordination with
training management resources are is not systematic.
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Le Duan school ensured quality survey the Union Commanding Officer training management in almost measures but has

4.
Cooperation from experts, scientists in formulating programs, textbooks and materials,
and renovating teaching methods
1.56 0.44 3,5
5.
Exchanging, jointly training, fostering, studying and learning training models with other
provinces and cities in the national, regional and international levels
1.56 0.40 3,5
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Nr
Factors affecting to actual management of YPCs training at Le Duan School
Level of impact
Averaged Deviated Averaged
6.
Receiving timely feedbacks from relevant districts, precincts, Young Pioneer’s
Associations on training YPCs
1.50 0.50 6
II Adverse impacts
1. Contents of training and education of the School is recognized unbalanced between
theories and skill practices
1.48 0.40 6
2.
Methods of teaching, education and learning are not appropriate
1.45 0.38 7
3.
Types of teaching, education and coaching learners are not diversified
1.56 0.48 3,5
4.
Lack of consistency in cooperating with various education resources
1.50 0.42 5

3.2.1. Group of Input management measures: Measure 1a:Renovating the quality assurance - oriented enrollment;
Measure1b: Building up a quality, friendly, cooperative teacher’s team; Measure1c: Renovating the contents, training
program; Measure 1d: Fostering the organization culture for teachers.
3.2.2. Group of training process management measures: Measure 2a:Improving the formulation and organization for
implementing the quality assurance - oriented training plans; Measure 2b: Organizing to coach, learn, drill per training modules;
Measure2c: Undertaking inspection and evaluation the quality assurance - oriented training process; Measure 2d: Furnishing and
utilizing physical infrastructure, training and learning equipment toward the quality assurance; Measure 2e: Strengthening to
cooperate with various resources in implementing the quality assurance - oriented YPC training management.
3.2.3. Group of Output management measures: Measure 3a: Improving post-training evaluation; Measure 3b:
Formulating the contents and program for post-train foresting; Measure 3c: Organizing to foster post-train courses.
3.2.4. Relationship between groups of management measures: Each group has its own characteristics and effects. It is
necessary to apply these measures flexibly, creatively and appropriately in order to improve the training efficiency.
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3.3. Survey on awareness of management cadres, teachers - YPC General, and of management cadres, teachers
of Le Duan School about the necessity and feasibility of the groups of management measures for the quality assurance -
oriented YPC training
Table 3.1: Survey on awareness about the necessity and feasibility of the groups of management measures for the
quality assurance - oriented YPC training
1 point ≤
X
≤ 3 points
nr Group of measures
Necessity Feasibility Relation
Averaged Deviated Averaged Deviated r p
I. Group of Input management measures
1.
Measure 1a: Renovating the quality
assurance - oriented enrollment
2.67 0.48 2.38 0.52 0.47 0.00
2.

physical infrastructure, training and
learning equipment toward the quality
assurance
2.68 0.52 2.36 0.55 0.51 0.00
9. Measure 2e: Strengthening to cooperate
with various resources in implementing the
quality assurance - oriented YPC training
management
2.74 0.48 2.33 0.56 0.45 0.00
Averaged points
2.72 2.37
III. Group of Output management measures
10. Measure 3a: Improving YPC post-
training evaluation
2.67 0.53 2.42 0.56 0.38 0.01
11. Measure 3b: Formulating the contents
and program for post-train foresting
2.75 0.48 2.46 0.53 0.53 0.00
12. Measure 3c: Organizing to foster post-
train courses
2.72 0.51 2.34 0.56 0.47 0.00
Averaged points 2.71 2.41
The objective groups are highly aware of the necessity and feasibility of the groups of management of YPC training
measures in orientation to the quality assurance. The test results on Pearson ratio with 0.38≤ r ≤0.56indicate that there is a
proportional relation between the necessary and the feasibility that helps the Author have a base to proceed with experiments
on some proposed measures.
3.4. Experiment on management of the quality assurance - oriented YPC training
3.4.1. Organization for experiment
3.4.1.1. Objective of experiment: aims at verifying the feasibility of the two management measures: “Renovating the
training contents, program per module” and “Organizing to coach, learn, drill per training module” that contribute to build

X
≤ 3 points
nr. Criteria
Feasible level/ 30 opinions
Feasible Mean Less feasible Averaged Rank
1 Objectives of learning and teaching of each module
are defined clearly with knowledge, skill, attitude
22 8 0 2.73 1
2 Contents of the sub-module are presented by the
topics
21 8 1 2.66 2
3 Topics are presented by system of specific
activities, tasks
20 7 3 2.56 4
4 Improving to proactive the learners 21 7 2 2.63 3
5 Teaching methods are flexible, creative 19 8 3 2.53 5
6 Flexible use of teaching facilities and IT techniques 18 7 3 2.36 10
7 Assessing timely every activity, providing a base
for evaluating overall result of the sub-module
18 9 3 2.50 6
8 Assisting learners to improve capacity to evaluate
his/her learning performance
18 7 5 2.43 7
9 Feedback helps learners and teachers to adjust the
contents, method, type of learning organization on
time
17 8 5 2.40 8
10 Providing a base for defining follow-up sub-
modules
17 8 5 2.40 8