Defense and security education là gì? Các công bố khoa học về Defense and security education

Kết quả nghiên cứu thực trạng đội ngũ cán bộ quản lý sinh viên của Trung tâm Giáo dục Quốc phòng và an ninh Trường Đại học Tây Nguyên cho thấy, công tác tổ chức và sử dụng cán bộ quản lý sinh viên hiện nay chưa phù hợp với các quy định trong văn bản quy phạm pháp luật và chưa đảm bảo tính khoa học trong tổ chức thực hiện. Thực tế trên dẫn đến công tác quản lý sinh viên trong các khoá học Giáo dục Quốc phòng và an ninh chưa được chặt chẽ, tiềm ẩn nhiều yếu tố thuận lợi hình thành các vi phạm kỷ luật của sinh viên. Để khắc phục thực trạng trên, các giải pháp cần được tiến hành là: đảm bảo cơ sở pháp lý cho công tác tổ chức quản lý sinh viên; đảm bảo số lượng, chất lượng đội ngũ cán bộ quản lý sinh viên và cải tiến mô hình quản lý sinh viên hiện nay với hạt nhân là đội ngũ cán bộ quản lý trực tiếp sinh viên trong các khoá học Giáo dục Quốc phòng và an ninh.

Giáo dục quốc phòng an ninh là môn học đặc thù trong các nhà trường bậc đại học và giáo dục chuyên nghiệp; môn học có ý nghĩa hết sức quan trọng, nhằm nâng cao nhận thức, ý thức, trách nhiệm cho thế hệ trẻ đối với nhiệm vụ bảo vệ Tổ quốc. Môn học giáo dục quốc phòng an ninh cơ bản đã cung cấp cho học sinh những hiểu biết về nền quốc phòng toàn dân, truyền thống vẻ vang của quân đội và Nhân dân Việt Nam; nắm bắt những kỹ năng quân sự cần thiết về điều lệnh, hiểu biết bản chất, cấu tạo, những tính năng kỹ, chiến thuật và sử dụng một số loại vũ khí bộ binh thông thường. Bài viết này tìm hiểu thực trạng tổ chức hoạt động trải nghiệm ở môn giáo dục quốc phòng ở bậc đai học nhằm góp phần đổi mới phương pháp dạy học bộ môn.

Quality of national defense and security education depends on the combination of many factors, in which the contingent of lecturers and teachers performing this task having sufficient number and quality serves as the determinant. Fostering and developing the contingent of national defense and security education lecturers and teachers is an objective necessity amid the impacts of education reform, the development of the Fourth Industrial Revolution, and the status quo of this contingent. It is required to synchronously implement breakthrough solutions to improve effectiveness of fostering and developing the contingent of national defense and security education lecturers and teachers in the coming time.

Under the multi-dimensional impact of the 4th industrial revolution and the strong trend of digital transformation worldwide, the field of education and training in Vietnam has been transformed significantly in recent years. First of all, the renovation of curricula and textbooks, orienting to change the teaching perspective, shifting from the teaching approach the content to the approach to quality and competence with the goal of training human resources with all the qualities and competences to become a global citizen. The teacher teaching the subject of National Defense and Security Education is also affected by the above context. The article focuses on analyzing some theoretical bases in training teachers of National Defense and Security Education in particular and National Defense and Security Education in general. At the same time, by the method of case study, clarifying the reality of training teachers of national defense and security education in the direction of quality and competence development at Ho Chi Minh City University of Education. Thereby, the author proposes a number of measures to contribute to improving the effectiveness of training teachers of National Defense and Security Education in the direction of developing quality and competence, building a premise to continue developing this research direction in educational institutions throughout the country.

The Party's new thinking on defending the Socialist Vietnam Fatherland in the new situation is reflected in the goals, contents, forces, strength and methods of national defense. Therefore, in response to the task of defending the Fatherland “from early on, from afar”, it is necessary to thoroughly grasp the Party's new viewpoints and thinking on national defense in the new situation in defense and security education for students. The article focused on researching and clarifying some basic issues of the Party's new thinking on national defense, and at the same time, proposed solutions to improve the quality of national defense and security education for students.

Using factor analysis, the research shows that there are five factors affecting students’ learning outcomes in the course of Defense and Security Education with the view to promoting students’ creativity and problem-solving ability. The factors include i) Students’ learning awareness; ii) Their learning methods; iii) The teaching and learning methodology; iv) The course content; and v) Learning materials. The findings derived from the linear regression analysis reveal that the instructional methodology employed (with a coefficient of 0.4820) and students' academic diligence (with a coefficient of 0.284) exert the most substantial influence on students' scholastic outcomes. Subsequently, the subsequent factors, ranked in descending order of impact, encompass: the instructional content (with a coefficient of 0.27), pedagogical resources (with a coefficient of 0.203), and students' learning approaches (with a coefficient of 0.114). Employing Exploratory Factor Analysis (EFA) facilitates the determination of: The levels of impacts of these factors on the students’ learning outcomes in the course oriented towards creativity and problem-solving ability promotion are varied. To be more specific, the teaching and learning methodology has the strongest influence and is the decisive factor in the students’ learning outcomes. The one with the least impact is the students’ learning methods. Based on these findings, it is necessary that Vietnam National University, Hanoi offer the Defense and Security Education course with renovated teaching and learning methodology towards students’ creativity and problem-solving ability promotion, provoke their proactiveness, positivity and creativity in learning, and focus on increasing their learning awareness to improve the students’ learning outcomes in this course. The results of the experimentation demonstrate that the organization of teaching and learning activities within the subject "National Defense and Security Affairs", oriented towards enhancing problem-solving capabilities and fostering creativity, yields numerous positive variations in students' academic achievements (following the five-step approach). Consequently, further studies are warranted to continue investigating this matter.

Quality education management is a scientific practice encompassing administration and training across all educational levels. It is widely adopted in national academies and schools today, holding a crucial role in enhancing education quality. National Defense and Security Education Centers, part of higher education institutions, specialize in training and nurturing defense and security knowledge. These centers face unique challenges due to their large annual cohorts engaged in round-the-clock activities, studies, and training. As a result, education quality management is organized and implemented using suitable methods, receiving focused attention and guidance from center leadership. Sociological investigations indicate that 100% of these centers acknowledge the significant role of education quality management, with a strong impact on outcomes and training quality. Similarly, 100% of management staff and instructors believe in the positive effects of education quality management on enhancing training quality. Despite recognizing the importance of education quality management, practical implementation within National Defense and Security Education Centers reveals several limitations. Inadequate management tools, a predominant focus on learners' academic outcomes, and challenges related to input-output control and certification affect training quality. Hence, continuous research and innovative management approaches are essential for these centers to truly achieve desired education quality, contributing to the successful completion of their mission.

National defense and security education for students at universities plays an especially important role in the cause of building the all-people national defense, associated with the people's security posture and firmly defending the country. However, the actual management of this task in universities is still limited, so the quality and effectiveness have not met the expectations of the management levels. One of the reasons for that quality is due to the low efficiency of task performance by managers at all levels, the lack of appropriate and scientific solutions. Therefore, the article focuses on clarifying the concept and management characteristics of National defense and security education for students, thereby offering appropriate solutions, contributing to helping subjects overcome inadequacies, improving management efficiency in performing the task of National defense and security education for students at universities today, which is absolutely necessary.

National defense and security education for the young generation in general and for students of universities and colleges in particular has a very important position and role, is the basic content in building the national defense of the whole people's security. According to current regulations, defense and security education is a core and compulsory subject in training programs of universities and colleges, but it is organized and implemented mainly at national defense education centers. and security. This study has presented the current situation of managing student learning activities in national defense and security education centers and proposed solutions to improve the effectiveness of student learning activities management in schools. national defense and security education center in the context of educational innovation. Given the nature and characteristics of students' learning activities and the requirements of educational innovation in general, national defense and security education in particular, it is necessary to attach importance to the management of students' learning activities at National Defense and Security Education Centers, contributing to improving teaching quality of this subject, meeting the requirements of the cause of national construction and defense in the new situation.