Summary of PhD thesis in Educational Administration: Developing information security lecturers at universities in the field of National Defense and Security in the Current context

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PREFACE

1. The necessity of the thesis In the context of the development and boom of information technology and  data,   information   and   data   are   becoming   important   resources   that   need   to   be  protected. In the process of exploring and seeking knowledge from data, information  security issues has been challenging. The information security situation in Vietnam  has been going through complicated developments. Foreign special agencies, hostile  and reactionary forces have intensified intelligence, espionage, terrorism, and destroy  of   the   information   technology   system;   disseminating   harmful   information   to  influence   internal   politics,   intervene,   and   steer   policies   and   laws   of   Vietnam.  Increasing   cyber­attacks   aimed   at   targeting   national   important   information  technology   systems.   Crime   in   the   field   of   information   technology   evolve  complicatedly,   increasing   the   number   of   attacks   and   sophisticated   tricks,   causing  serious damage in many aspects.

The Government has had many undertakings, policies and measures to develop  and ensure information security, especially the sovereignty of cyberspace. The legal  bases can be mentioned as the Law on Cyber  Information Security (2015) and the  Law on Cyber  Security (2018), which affirmed and institutionalized the policies of  the   Party   and   State   on   information   security,   protection   of   information   and  information systems, contributing to protecting national sovereignty on cyberspace.  In order to ensure information security in the context of the information society in  Vietnam today, the issue of training and retraining of information security human  resources at agencies, units, and management entities is being placed and more urgent  than ever. Special attention is paid to specialized forces in the fields of defense and  security and socio­economic.

In the field of information security, foreign information security experts will  not  share   all  their  experiences  in  preventing  cyber­attacks  because  this   is  always  confidential information. Therefore, in order to train high­quality human resources in  information security for the social economy and in the defense and security sector,  the role of the information security lecturers at the universities of Ministry of Defense  and Ministry of public security is extremely important.

With the above meaning, the problem of developing of information security  lecturers at the universities of Ministry of defense and Ministry of public security is  posed as an indispensable requirement for all levels of management; especially with  the management subjects of the Ministry of defense and Ministry of public security  are assigned with key training in information security. Therefore, the Ph.D. student  chooses the topic " Developing information security lecturers at universities in the   field of National Defense and Security  in the Current context” as the research topic  for the doctoral dissertation in Education Management.

2. Purposes of Research  Based   on   the   research   on   the   theoretical   issues   of   the   development   and  development   of  human  resources   in  the  field  of  higher   education,  as   well  as  the

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current situation of the development of information security lecturers at universities  in   the     field   of   National   Defense   and   Security.  Proposing   solutions   to   develop  information security lecturers  at universities in the   field of National Defense and  Security to contribute to the training of high­quality human resources in information  security for national Defence and security and socio economic in the current context.

3. Object and Subject of Research 3.1. Object of Research The development of information security lecturers at universities in the  field

of National Defense and Security.

3.2. Subject of Research Developing  of  information  security lecturers  at  universities  in  the    field  of  National   Defense   and   Security  according   to   the   theory   of   human   resource  development.

4. Scientific hypothesis  Faced with the need to renew the training of high­quality human resources in  information security for field of national defense and security and socio economics,  information security lecturers at universities in the   field of National Defense and  Security   has   many   shortcomings.   Proposing   and   applying   solutions   to   develop  information security lecturers accordance with the new situation built on: theory of  human resource development, framework of  professional  capacity for information  security lecturer. Proposed solutions to help develop high­quality human resources  for information security for field of national defense and security and socio­economic  in the current context.

5. Mision of Reseach Systematize   the   theoretical   basis   for   the   development   of  high   education  lecturers, point out the basic elements, analyze the specific properties that affect the  development of information security lecturers. Surveying and evaluating the status of  the   development   of   information   security  lecturers  and   the   factors   affecting   the  development   of   information   security  lecturers.   Proposing   solutions   to   develop  information   security  lecturers,   testing   a   solution   to   develop   information   security  lecturers to confirm the effectiveness of these solutions.

6. Research question What is the role of information security lecturers at universities in the  field of  National Defense  and Security in the context of the industrial revolution 4.0 and  educational   innovation?,   what   solutions   to   development   of     information   security  lecturers are sufficient in quantity, reasonable in structure and quality in accordance  with   the   requirements   of   training   high­quality   human   resources   in   information  security for national defense and security and social economy. in the context of non­ traditional   security   challenges   caused   by   technological   developments   and  globalization in the present context? 7. Scope of Research

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Limit   the   scope   of   research:  Research   was   conducted   at   03   universities   in  Ministry of defence and Ministry of public security assigned by the Prime Minister to  provide   key   training   in   information   security,   including:   Institute   of   Cryptography  Techniques   ­   Ministry   of   Defence;   Military   Technical   Academy   ­   Ministry   of  Defence; People  Security Academy ­ Ministry of Public Security.

Limit on the object of investigation: Investigate Managers, Lecturers, Students,  Graduate Students, Ph.D. student at universities in the  field of National Defense and  Security.

8. Methodology and methods of Research 8.1. Approach method To   accomplish   the   objectives   of   the   topic,   the   thesis   uses   the   following  approaches: approach to dialectical materialism; approach of the system; approach of  standardized; approach of capacity. 8.2. Research Methods 8.2.1.   Group   of   theoretical   research   methods:  Analyzing,   synthesizing,  retrospectively,   generalizing   ...   in   the   reseach   of   scientific   documents   to   build   a  database for the development of information security lecturers at universities in the  field of National Defense and Security.

8.2.2. Group of practical research methods:  Investigating by questionnaires,  interviews,   research   of   active   products,   attendance   ...   to   research   the   status   of  capacity and development status of information security lecturers at universities in  the  field of National Defense and Security.

8.2.3. Other method groups: data processing by mathematical statistics. 9. Arguments to defend doctoral thesis ­ Information security lecturers has a decisive role in ensuring that the quality  of   information   security   human   resources   meets   the   requirements   of   the   field   of  national defense and security and socio economic in Vietnam in the current context.

­   information   security   Lecturers   lack   of   limited   number   of   professional  capabilities,   have   not   met   the   requirements   of   developing   high­quality   human  resources in information security for nation defense and security and socio economic  in the current context.

­ Solutions for developing information security lecturers based on the theory of  human resource development, Framwork of Professional competency for information  security lecturers that the thesis builds are useful.

10. New contributions of the doctoral thesis The thesis has explained and clarified the theoretical basis of developing high  education lecturers and the practice of developing information security lecturers in  universities   of   Ministry   of   defense   and   Ministry   of   public   security.   Specifically:  generalizing and clarifying the concept of information security lecturer, information  security   lecturers,   information   security   industry,   developing   information   security  lecturers at universities of the National Defense and Security, as well as the analysis  of the characteristics of the information security lecturers in the current context, point

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out the path to the development of information security lecturers and the operational  factors. impact on the development of information security lecturers in the current  context; overview of develop information security lecturers. In particular, the thesis  proposes solutions to develop of information security lecturers at universities in the  field of National Defense and Security in the current context that are suitable with the  practical conditions of the universities.

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11. The theoretical and practical significance of the doctoral thesis 11.1.   Theoretical   meaning:  The   thesis   synthesizes   and   systematizes   the  theoretical basis to propose solutions to develope of information security lecturers at  universities   in   the     field   of   National   Defense   and   Security,   contributing   to  supplementing and enriching management theory, educational management, develop  high education lecturers.

11.2. Practical significance: Provide solutions to develop information security  lecturers to improve the quality of information security human resources for defense  and security sector and socio­economic. The solutions are applicable to universities  that are assigned  key  training in information security in other  fields  with similar  conditions. The research results of the dissertation can be used as reference materials  for   the   leadership,   management   and   development   of   high   education   lecturers   at  universities in the current context. Provide a practical basis to propose to the Party  Committees, heads of the Ministry of National Defense, and the Ministry of Public  Security in leading and promulgating policies to support of universities of Ministry of  defense and Ministry of public security to develop information security lecturers in  the present context.

12. Doctoral thesis structure In addition to the introduction, conclusions and recommendations, references

and appendices, the Doctoral thesis is presented in 3 chapters;

Chapter 1: Theoretical  basis for the development of information security

lecturers at the universities of National Defense and Security in the current context.

Chapter   2:   The   situation   of   the   information   security   lecturers   and   the   development of information security lecturers at the universities of National Defense   and Security  in the current context.

Chapter   3:   Solutions   to   develop   information   security   lecturers   at   the

universities of National Defense and Security  in the current context.

Chapter 1  THEORETICAL BASIC FOR THE DEVELOPMENT INFORMATION SECURITY LECTURERS AT THE UNIVERSITIES OF  NATIONAL DEFENSE AND SECURITY IN THE TODAY CONTEXT

1.1. Literature Review 1.1.1. Literature Review of lecturer and development of lecturers. 1.1.2. Literature Review  of development of lecturers  at  universities  in the

field of National Defense and Security.

1.2. Current context and issues for information security training In this section, the author has analyzed and clarified the concepts: information  security   lecturer,   information   security   industry,   information   security   lecturers,  development of information security lecturers, as well as analyzing the characteristics  of this lecturer in the today context.

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1.3. The content develops of information security lecturers of universities in  the   field   of   National   Defense   and   Security   according   to   the   theory   of   human  resource development.

1.4.1. HR planning for lecturers 1.4.2. Recruitment and using of lecturers. 1.4.3. Create a development environment for the lecturers. 1.4.4. Evaluation and using of lecturers. Using is to assign information security lecturers of universities in the field of

Defense and Security to work positions suitable to the capacity of the lecturer.

1.4.5. Training and retraining of lecturers 1.4.6. Remuneration, honor of lecturers 1.4.7. Create an environment for the development of the lecturers 1.5. Factors affecting the development of information security lecturers

in the current context.

1.5.1. Subjective factors The   subjective   factors   affecting   the   development   of   information   security  lecturers  are   identified   as   the   factors   that   belong   to   subjects   from   within   the  universities in the field of National Defense and Security with training in Information  security has a direct impact on the development of information security lecturers.

1.5.2. Objective factors Objective factors affecting the development of information security lecturers  are   identified   as   factors   derived   from   socio­economic   conditions,   mechanisms,  policies, and specific major the impact directly or indirectly on the development of  information security lecturers.

Summary of chapter 1 Chapter 2 THE SITUATION OF INFORMATION SECURITY LECTURERS AT  UNIVERSITIES OF THE NATIONAL DEFENSE AND SECURITY IN THE  CURRENT CONTEXT

2.1. Overview of universities in the field of National Defense and Security

security are assigned trainning information security. 2.1.1. Institute of Cryptography Techniques 2.1.2. Military Technical Academy 2.1.3. People  Security Academy 2.2. Introduce organization of status survey  2.3. The situation of information security lecturers at universities in the

field of National Defense and Security

2.3.1. The situation of  number information security lecturers

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Table   2.1   ­   Statistics   of   pedagogical   and   professional   qualifications   of

information security lecturers

qualification Pedagogical  qualifications

num university TS Doctor Master Engineer Certificate Not  certificate

01 02 03 MTA PSA ACT

SUM num % num % num % num % num % 3.00 80 0.00 12 3.64 15 2.5 107 80.00 19 19.00 26.67 26 57.78 27.27 32 58.18 77 38.5 53.5 1 1.00 7 15.56 8 14.55 16 97.00 100 96.36 97.5 97 45 53 195 3 0 2 5 8 100 45 55 200

The results in Table 2.1 show that the qualifications and qualifications of the  information security lecturers at the universities of ministry of defense and ministry  of security meet the conditions required by the Ministry of Education and Training.  That helps universities in the ministry of defense and ministry of public security to be  proactive in performing the task of education and training, meeting the requirements  of   training   human   resources   in   information   security   for   the   national   defense   and  security and social economy.

2.3.2. Thi situation of the structure of information security lecturers. 2.3.3. The situation political qualities of information security lecturers.

Table 2.2 ­ The assessment political quality of the information security

lecturers

political quality SUM rank level (%) weak least mid rather good

4,41 2 0,0 0,0 12,9 32,6 54,4

4,66 1 0,0 0,0 0,0 34,1 65,9

4,23 3 0,0 15,3 46,5 38,2 0,0

4,21 4 0,0 6,5 65,9 27,6 0,0

3,96 7 0,0 0,0 31,2 41,8 27,1

3,94 8 0,0 0,0 26,5 52,9 20,6

4,08 5 0,0 0,0 24,1 44,1 31,8

4,06 6 0,0 0,0 22,9 48,2 28,8 Political and ideological views about the  country and the nation Passionately   with   the   nation   ideal   and  country, have passion for teaching  Having  discipline,   collaboration  and  the  striving for the benefit of the nation Dedication and responsibility  Consciousness   of   learning   to   improve  professional qualifications and perfecting  the personality of lecturer Awareness of absorbing national culture,  promoting national potential There is a spirit of service, inclusion and  sharing with the community There   is   a   spirit   of   cooperation   with  colleagues

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GPA 4,19

The survey results in Table 2.2, the quality of information security lecturers of  Universities at the ministry of Defense and ministry of public Security is high, with  the   average   score   =   4.19.   However,   the   above   survey   also   shows   that   some  information security lecturers have limited language skills, negatively affecting their  access to foreig document resources, causing difficulties in teaching and learning.

2.3.4. The   status   of   the   professional   qualifications   of   the   information

security lecturers

Table 2.3 ­ The status of the professional qualifications of the information

security lecturers

qualities rank scor e

Specialized   and   precise, 54,1 0,0 0,0 6,5 3,67 6 level (%) weak least mid rather good 39, 4

The   ability

1 3,99 0,0 0,0 55,3 21,8 22, 9

3 3,89 0,0 0,0 34,7 27,1 38, 2

3,93 2 0,0 5,3 50,0 24,1 20, 6

3,87 4 0,0 2,9 35,9 27,1 34, 1

3,86 5 0,0 0,0 36,5 24,7 38, 8

1. scientific specialized knowledge to   update  2. professional   knowledge   and  information   security   situation  domestically and internationally 3. Practical understanding and the  ability to relate and apply practice  to teaching activities specialized      Applying 4. knowledge to solving problems in  professional practice 5.   Use   of   professional   skills   in  teaching activities 6.   The   world's   ability   to   access  new   knowledge   of   information  security   applied   in   the   teaching  process

GPA 3,86

The   survey   results   on   the   status   of   the   professional   qualifications   of   the  information   security  lecturers  shown   in   Table   2.3   show   that:   The   professional  qualifications of the information security lecturer are generally assessed at fair with  an GPA = 3.86. If compared with the average score of quality, the average score of  the   professional   ability   is   evaluated   lower   (3.86   versus   4.19).   This   shows   that  management and lecturer when surveyed rated the professional qualifications of the  information security lecturers below their qualities.

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2.3.5. The status of pedagogical capacity of information security lecurers. Table 2.4 ­ Evaluation of pedagogical capacity of information security lecturers

Content

level (%) weak least mid rather good 10,6 0,0 37,1 52,4 0,0

Prepare content for the teaching Using   methods   and   teaching   facilities   for  teaching activities 0,0 0,0 47,1 35,3 17,6

0,0 0,0 28,8 51,2 20,0

0,0 0,0 38,2 34,1 27,6

0,0 0,0 39,4 36,5 24,1 Using communication language in teaching Examination and evaluation of students' learning  results Organize   and   control   classes,   build   a   friendly  and positive learning environment

GPA

The results in Table 2.4 show that, the pedagogical capacity of information  security lecturers is good, in which the ability to "Use communication language in  teaching" is rated the highest with the GPA = 3.89.

2.3.6. The status of the training program development and implementation

training program of the information security lecturers.

Table 2.5 ­ Status assessment of training program development and  implementation capabilities of information security lecturers

level (%)

content AS rank least mid rather good wea k

the

3 3,79 0,0 0,0 39,4 42,4 18,2

1 3,89 0,0 0,0 34,1 42,4 23,5

3 3,79 0,0 0,0 36,5 48,2 15,3

3,80 2 0,0 0,0 39,4 41,2 19,4

Understand   training   process,  implementation   and   methods,   training  program development techniques Develop,   adjust   and   update   training  program   content   to   meet   the   training  requirements Design   and   use   proficiency   in   training  program evaluation tools Implement and guide the implementation  of the training program in accordance with  the university’s regulations

GPA 3.81

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2.3.7. The   status   of   the   career   development   capacity   of   the   information

security lecurers.

Table 2.6 ­ The status of career development capacity of information security  lecturers

AS rank Content level (%) weak least mid rather good

0,0 0,0 34,7 39,4 25,9 3,91 2

and 3,85 3 0,0 0,0 35,0 45,0 20,0

3,92 1 0,0 0,0 33,2 41,5 25,3

3,74 6 0,0 0,0 48,2 30,0 21,8

3,77 5 0,0 0,0 39,4 44,1 16,5

3,78 4 0,0 0,0 44,1 33,5 22,4 Ability   to   self­evaluate   professional  development Make   a   plan   for   your   own   career  improve   your  development professional qualifications Ability   to   self­study,   self­training,  update new knowledge to develop their  own Use   foreign   language   for   career  development activities Use   information   technology   to   serve  career development activities Ability   to   advise,   help   and   support  colleagues in career development

GPA 3.83

In general, the career development capacity of information security lecturers is  good: (GPA = 3.83). The two best competencies that are best performed by lecturers  in   information   security   at   universities   in   the   ministry   of   defense   and   ministry   of  public security are "  Ability to self­study, self­training, update new knowledge to  develop their own” ranked 1st with GPA = 3.92.

2.4. Status of information security lecturers development. 2.4.1. Status of information security lecturers development planning 2.4.2. Recruitment situation of information security lecturers Table 2.7 ­ Evaluation of recruitment of information security lecturers

level (%) Content AS rank weak least mid rather goog

preparation 0,0 0,6 80,6 7,1 3,94 1

0,0 4,1 52,4 7,6 3,64 2 Recruitment process Recruitment notice, receive and  select candidate profile

Recruitment process 0,0 3,5 29,4 6,5 3,39 4

0,0 10,6 38,8 7,1 3,42 3 The recruitment results are fair  and accurate 11, 8 35, 9 60, 6 43, 5

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GPA 3,59

The statistics in Table 2.7 show that the recruitment of information security  lecturers at the universities of ministry of defense and ministry of public security is  done at a fair level with GPA = 3.59. Two contents are best performed: "Recruitment  preparation   process"   ranked   1st,   with   GPA   =   3.94.   Content   ranked   last   is:   "The  results of recruitment are fair and accurate", GPA = 3.39.

2.4.3. Situation of using information security lecturers.

Table 2.8 ­ Evaluation of the activity level using the information security  lecturer

Content level (%) weak least mid rather good

0,0 4,7 48,8 42,9 3,5

0,0 4,1 36,5 57,6 1,8

0,0 17,1 40,0 39,4 3,5

0,6 7,1 52,9 35,3 4,1 The use of lecturers is performed scientifically  and reasonably The performance assessment is made clear and  transparent The method uses the appropriate evaluation The criteria for  disposition  and  evaluation  of  lecturers reasonably

From the results in Table 2.8: The actual use and evaluation of information  security lecturers of the universities in the ministry of defense and ministry of public  security is done. In which the content "The performance evaluation is made clear and  transparent" is the highest rated with GPA = 3.57. The content "The method of using  appropriate assessment" is the lowest with GPA = 3.29.

2.4.4. The  situation   of   training   and   retraining   for   information   security

lecturers.

Table 2.9 ­ Evaluation of training and retraining for information security

lecturers

Content AS rank level (%) weak least mid rather good

3,19 4 0,0 14,7 54,7 27,1 3,5

and training 3,20 3 0,0 13,5 55,3 28,8 2,4

3,03 8 0,0 15,3 67,6 15,9 1,2

Training   and   retraining   to   meet  job requirements Reasonable retraining methods The amount of training meets the  needs   of   improving   lecturers'  qualifications and skills Use after training reasonably Have   an   interest   in   the   training 3,09 3,09 5 5 0,0 0,0 12,4 67,1 14,7 64,1 19,4 18,8 1,2 2,4

12

courses offered by the university

GPA 3,12

The results Table 2.9 shows that the universities of  ministry of  defense and  ministry   of   public  security   are   not   really   flexible   in   managing   and   operating   the  adjustment of training plans, content, and programs, which directly affects the quality  of training. Because factors in this content need constant adjustment according to the  requirements of innovation, the changing needs of the defense and security and socio­ economic sectors.

2.4.5.  The   situation   of   implementation   of   police,   creating   working

environment for information security lecturers.

Table 2.10 ­ Evaluation of the implementation of policy and creating a

Content AS rank

ả ươ ờ

working environment for information security lecturers level (%) weak Least mid rather good 1,2 77,6 0.0 0,6 51,2 0.0 0,6 57,1 0.0 13,5 33,5 17,1 3,08 3,20 2,93 7,6 14,7 25,3 4 1 8

3,01 7 0.0 18,2 64,1 16,5 1,2

3,06    5 0.0 18,8 22,4 1,2 57, 6 The salary system is clearly  ợ ể Th i đi m tr  l ng h p lý  Maintain current salary Reasonable   and   complete   welfare  policy The reward mechanism creates the  motivation to promote the working  spirit of the faculty

Reasonable promotion 0.0 3,03 6 15,3 15,9 1,2

0.0 3,09 2 12,4 19,4 1,2

3,09 2 0.0 14,7 18,8 2,4 Promotion   mechanism   has   the  effect of motivating Continue to want to stick with the  university for a long time 67, 6 67, 1 64, 1

GAP 3,06

The results in Table 2.10 show that the level of implementation of policies and  creating a working environment for information security lecturers at universities in  the  field of National Defense and Security is average with GPA = 3.06.

2.4.6. The situation of examine and evaluate the development of information

security lecturers.

Table 2.11 – The status of implementation of information security

lecturers development planning

level (%) Content AS rank rather good

3,15 4 0,0 7,6 22,4 0,0 Make   a   plan   for   the   test   of  lecturer’s development weak least mid 70, 0

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0,0 Check the recruitment of lecturers 3,33 0,0 14,7 1 7,6

0,0 Check the lecturer’s assignment 2,98 0,0 20,0 6 17,6

3,18 3 0,0 11,2 30,0 0,0 37, 6 62, 4 58, 2

the training   and 3,21 2 0,0 8,8 61,8 29,4 0,0

3,10 5 0,0 11,2 62,4 24,7 0,0

Check   the   layout   and   use   of   a  lecturer Checking   retraining of lecturers Checking   the   implementation   of  motivational   policies   for   the  development of the lecturers

GAP 3,16

The results  of  implementing the information security lecturers development  plan at universities in the ministry of defense and ministry of public security are  performed   at   an   average   rate   with   GPA   =   3.16,   in   which   the   level   of   good  performance is not (0%).

2.5. The   sitution   factors   affecting   the   development   of   information

security lecturers.

2.5.1. The influence of subjective factors

Table 2.12 ­ Evaluation of the impact of the subjective factors on the

Very

development of information security lecturers Partly  affected Quite  influential Little  effect influential AS S Subjective  factors Not  affected SL % SL % SL % SL % SL %

0 0,0 0 0,0 16 4,71 125 29,07 199 58.53 4,54 1

0 0,0 0 0,0 41 12,06 98 22,79 201 59,12 4,47 3

0 0,0 8 2,35 53 15,59 116 26,89 163 47,49 4,28 4

Attraction  and  remuneration  policy for the  lecturers Autonomy of  the university  in lectures  development The attention  of  management  subjects  regarding the  development  of lecturers

14

0 0,0 2 0,59 24 7,06 109 25,35 205 60,29 4,52 2

3 0,9 26 7,65 64 18,82 101 23,49 146 42,94 4,06 5

Self­study  and self­ training to  improve the  quality and  capacity of  the lecturers The position  and  employment  of the  lecturers GAP 1 0,18 7 2,12 40 11,65 110 25,53 183 53,76 4,37

The   results   in   Table   2.12   show   that,   subjective   factors   greatly   affect   the  development of information security lecturers in universities of  ministry of defense and  ministry of security when 4/5 factors are very influential; 1/5 factors are quite influential,  GPA = 4.37 (GPA = 1 and max = 5).

2.5.2. The influence of objective factors

Table 2.13 ­ Evaluation of the impact of the objective factors on the

development of the lecturers

AS S Little  effect Partly  affected Objective factors Not  affecte d Quite  influentia l Very  influenti al or de r SL % SL % SL % SL % SL %

sector

0 0,0 20 5,88 39 11,47 116 26,98 165 48,53 4,25 1 2

and  to

0 0,0 0 0,00 15 4,41 138 32,09 187 55,00 4,51 2 1

3 0 0,0 17 5,00 39 11,47 131 30,47 153 45,00 4,24 3

State   and   management  mechanisms policies   related   lecturers The   impact   of   the   4.0  revolution on lecturer’s  development  requirements Investing   in   facilities   ­  equipment   for   teaching  for   universities   of  ministry of defense and  ministry   of   public  security trend 4 The of  5 1,5 27 7,94 28 8,24 134 31,16 146 42,94 4,14 5

15

5 6 1,8 18 5,29 26 7,65 132 30,70 158 46,47 4,23 4

internationalization   and  in  globalization international integration key  Ranking universities for  information   security  training

GAP 2 0,65 16 4,82 29 8,65 130 30,28 162 47,59 4,27

The results in Table 2.13 show that, the objective factors greatly affect the  development   of   information   security  lecturers  at   universities   in  the   ministry   of  defense and  ministry of public  security. There are 4 very influencing factors and 1  quite influencing factor, GPA = 4.33.

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2.6. General assessment of the status of information security lecturers at

universities in the  field of National Defense and Security.

2.6.1. Advantages ­ Managers of universities in the ministry of defense and ministry of public  security   with   training   in   information   security   were   surveyed   very   interested   in  building and developing of information security lecturers.

­ The directors of universities in the field of National Defense and Security  with   training   in   information   security   were   surveyed   interested   in   developing  information   security   lecturers   from   planning   and   implementing   plans,   developing  ethical   qualities,   capacities   for   lecturers,   implementing   training   programs,  professional development capabilities, the work of selecting and using and creating a  working environment for the security lecturers. All information and initial results  have been obtained.

­   Information   security  lecturers   at  universities   in   the  National   Defense   and  Security are reasonably structured, with high qualifications to meet the requirements  of fundamental and comprehensive innovation in higher education.

­   The   surveyed   at   universities   in   the   National   Defense   and   Security   with  training in information security evaluate that the selection of information security  lecturers is done relatively well, in the recruitment process These lecturers have built  appropriate recruitment criteria  to recruit  excellent students,  especially  those  who  have   graduated   from   postgraduate   information   security   in   the   foreigner     with  advanced education.

­ The use of information security lecturers according to survey results is also  done, according to PhD students from universities in the ministry of defense and and  ministry   of   public   security.   The   information   security   lecturers   has   been   used  relatively reasonably based on their qualifications, working experience, and level of  dedication to create the most favorable conditions, ensuring fairness at a reasonable  level.

­ The managers and Information security lecturers have a correct understanding  of the role of information security lecturers development activities at universities in  the National Defense and Security. The managers and information security lecturers  correctly   and   appropriately   evaluate   the   impact   of   the   factors   affecting   the  development of information security lecturers at universities in the National Defense  and Security

2.6.2. Disadvantages ­ There are still many shortcomings in the development of information security  at universities in the National Defense and Security, the competency framework for  professional information security lecturers has not yet been built in the today context. ­ The information security lecturers has limited foreign language proficiency,  especially direct communication with foreigners. This is a barrier in the process of  international integration, the exchange of lecturers with universities in information  security in other countries with advanced higher education.

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­ The work of planning for the development of information security lecturers at  universities in the National Defense and Security is still at a low level and needs to be  improved in the coming time.

­ The implementation of the training and retraining of information security  lecturers at universities in the National Defense and Security according to the results  of practical research and practical observations of PhD students is not really effective,  the annual professional training is not really focused and formal.

­ The quality of information security lecturers at universities in the National  Defense and Security surveyed is not really equal in terms of qualifications. The issue  of self­study and improve the level of an information security lecturers has certain  limitations.

­   The   rotation   and   assignment   of   jobs   for   information   security   lecturers   at  universities   in   the   National   Defense   and   Security   are   facing   difficulties,   many  excellent graduates students do not want to stay in the university to be lecturers. The  brain   drain   phenomenon   is   still   occurring   quite   often   because   the   lecturers   of  information   security   have   transferred   their   work   to   universities   with   better  remuneration rates; Some lecturers sent to training abroad do not want to return.

­   The   implementation   of   policies   and   create   a   driving   force   for   the  development of information security lecturers at universities in the National Defense  and Security has many limitations due to many reasons, including barriers to The  most policy is related to the salary and bonus regime for those working in the field of  defense and security. The universities have not really been self­reliant on the building  of   policies   to   motivate   the   information   security   lecutrers,   so   the   universities   still  mainly   rank   of   the   officer   to   pay   salaries.   But   not   really   based   on   job   position,  teaching   quality,   especially   scientific   research,   so   it   is   difficult   to   have   a  remuneration policy for "talented lecturers", which have many works published in  journals of international in the list of ISI, Scopus ...

2.6.3. Reason  ­ Due to the limited qualifications and capacity of some managers and lecturers

in information security, some are not really dedicated to the career.

­ Due to pressure of the society and especially the new requirements of the  industrial revolution 4.0, it is not easy for universities in the ministry of defense and  ministry of public security with training in information security to immediately adapt  to change.

­ Due to mechanisms and policies of universities in the ministry of defense and  ministry of public security and the subjective ministries, the pedagogical environment  has not been given attention and has not created a development motivation for the  lecturers of information security.

­   Due   to   the   nature   of   the   profession,   the   source   of   information   security  lecturers at universities in the National Defense and Security are good students who  are retained, so they hardly have professional training in pedagogy, so they Some  information security lecturers have poor teaching skills.

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Summary of chapter 2

19

Chapter 3   SOLUTIONS FOR DEVELOPING INFORMATION SECURITY  LECTURERS AT THE NATIONAL DEFENSE AND SECURITY IN THE  TODAYCONTEXT

3.1. The principles propose solutions to developing information security

lecturers in the today context 3.1.1. Ensure Legal  3.1.2. Ensure systematic 3.1.3. Ensure practicality 3.1.4. Ensure effectiveness 3.2. Organizing the development of the information security lecturers  at

universities in the National Defense and Security

Including   07   solutions,   Raising   awareness   of   leaders   and   lecturers   of  information security. Building and perfecting the professional capacity framework for  the information security lecturers. Planning information security lecturers according  to   the   professional   competency   framework.   Recruit   and   use   information   security  lecturers according to the professional competency framework. Evaluate and classify  the  lecturers  of   information   security  according   to   the   professional   competency  framework. Training and retraining of information security lecturers according to the  professional competency framework. Remuneration policy and creating a working  environment   create   a   driving   force   for   the   development   of   information   security  lecturers. PhD student would like to present in the following two solutions:

3.2.1. Building and perfecting the professional capacity framework for the

information security lecturers.

3.2.1.1 The purpose of the solution 3.2.1.2. The content of the solution The   professional   capacity   framework   of   information   security   lecturers   at  universities in the ministry of defense and and ministry of public security is built with  6   standards:   1)   Standards   of   lecturers   in   the   field   of   defense   and   security;   2)  Professional capacity; 3) Teaching capacity; 4) Scientific research capacity; 5) Social  activity   capacity;   6)   International   integration   capacity;   in   which   each   standard  includes the criteria with a total of 22 criteria. As follows:

Table 3.1 ­ Professional competency framework for information security

lecturers

Standard 1

Criterion 1:  (General  criteria)

Standard of lecturers in information security in the field of defense  and security Having   firm   political,   absolute   loyalty   to   the   Fatherland   and   the  people,   to   the   Communist   Party   of   Vietnam   and   the   State   of   the  Socialist Republic of Vietnam; has a high revolutionary vigilance, is  ready to fight, make sacrifices, and successfully complete all assigned  tasks;

20

Having revolutionary qualities; save integrity, indifferent mindset; to  exemplify   the   observance   of   the  Party's   lines   and   undertakings,   the  State's   policies   and   laws;   promote   democracy,   strictly   observe   the  discipline   of   the   army   and   police;   respect   and   solidarity   with   the  people, with teammates; to be trusted by the people; Possessing political, military science and security qualifications and  the   ability   to   creatively   apply   Marxism­Leninism,   Ho   Chi   Minh's  thought, the Party's and State's lines, views and undertakings to the  mission. building national defense and security, building the people's  army, the people's police in the current context; have knowledge of  culture, economy, society, law and other fields; have practical capacity  to meet the requirements of assigned tasks; graduate from a training  program as prescribed for each position; Have a clear profiles, age and health suitable for the position and rank  of office undertakes.

The specific criteria for each position of lecturers are specified by the  competent authority. Criterion 2:  (Specific  criteria)

Standard 2 Professional in information security field

Criterion 3

Criterion 4

Criterion 5

Firmly focus of education and training in the field of information   security To firmly grasp the Party, State, military and police's orientations in  training   information   security   human   resources   to   ensure   national  security and socio­economic development in the current context. Master knowledge of information security field Have   in­depth   knowledge   of   information   security   subjects   (basic  knowledge,   specialized   knowledge   of   information   security),   update  knowledge and focus orientation of education and training in the field  of information security, specialized knowledge of information security  at all training levels; Ability to update interdisciplinary knowledge information security  Having in­depth interdisciplinary knowledge of information security in  the   fields   of   mathematics,   information   technology,   electronics   and  telecommunications,   law,   defense,   security   and   industrial   revolution  4.0.

Criterion 6 Collaborate and connect with information security company in the

field of defense and security Exploiting   the   contents   and   methods   of   cooperation   to   work   with  colleagues, experts, leaders and commanders of information security  units in the field of national defense and security in Vietnam and the  world; be able to link with information security company to develop

21

Criterion 7

skills in handling information security situations in the field of defense  and security and socio­economic. Apply international integration knowledge into information security   activities  Know how to apply knowledge of international integration into the  objectives, content, methods, educational facilities and assessment of  students' training results suitable to each type of student and specific  training environment in the field of defense and security.

Standard 3 Teaching capacity

Criterion 8

Criterion 9

Understand learners and support to develop learners' competencies Having   knowledge   of   education,   especially   higher   education;  Psychological   knowledge,   especially   knowledge   of   pedagogical  psychology and student age psychology in the universities of ministry  of defense and ministry of public security. Having   in­depth   knowledge   and   well­organized   practical   training  activities,   experiencing   and   developing   a   system   of   student  understanding skills in teaching to military lecturers. Ability to build a positive military pedagogical culture environment in  each university of ministry of defense and ministry of public security  in association  with the role of self­training and training to improve  students' understanding members of each military lecturer. Military career counseling and orientation help students discover and  develop   their   own   potentials.   Assist   students   in   developing  relationships with agencies and businesses in the fields of defense and  security and socio economics related to the training major.   Developing   objectives,   teaching   plans,   contents,   and   program   of   subjects assigned to the information major. Understand the characteristics of the teaching process in the current  information security curriculum. Determine   the   objectives   of   the   course   to   ensure   that   the   training  objectives of the information security  major  are closely followed to  meet the needs of the field of defense and security and socio­economic. Design   theory   and   practice   lesson   suitable   to   specific   subjects,  learners'   characteristics   and   training   environment   in   the   field   of  defense and security; Focus on the practical of information security in  designing practical lessons. Contribute to, edit, and develop training programs in accordance with  the practical requirements of teaching and practice in the information  security for the field of defense and security and socio­economic. Building   textbooks,   references,   self­study   guides   for   students   of  information   security   at   universities   of  the   ministry   of  defense   and  ministry of public security. Regularly update and enrich the system of

22

Criterion 10

Criterion 11

lessons,   textbooks,   references,   self­study   guides   for   students   of  information   security   in  universities   of   the   ministry   of  defense   and  ministry of public security. Using teaching methods and facilities Having   an   understanding   of   university   teaching   methods   and  university teaching in defense and security environment. Proficient and effective use of teaching methods, especially teaching  practical   skills   and   professional   internships   to   information   security  students   in   the   universities   of   ministry   of   defense   and   ministry   of  public   security,   in   accordance   with   teaching   objectives   and   content  according to military career orientation, characteristics, capacity and  defense and security environment. Proficient   use   of   teaching   facilities   suitable   to   teaching   objectives,  contents,   and   methods.   Regularly   update   and   use   modern   teaching  facilities to improve teaching efficiency. Ability to flexibly use active teaching facilities (case teaching, group  discussion, discovery, simulation, ...) suitable and close to the actual  operating conditions of the police information security in the field of  defense and security and socio­economic. Examination and evaluation of students' learning results. Mastering the training regulations, understanding the types, methods,  testing   techniques,   and   evaluating   the   learning   results   of   students  according to competency­based approach. Do a process evaluation; monitor the learning process of students in  different   forms   of   teaching   organizations;   design   and   use   forms   of  testing ­ evaluation according to competency­based approach, special  attention to assessing skills and professional attitudes.  Instruct   students   to   conduct   self­assessment   in   the   learning   process  (including   students   who   evaluate   themselves   and   students   evaluate  each   other);   Monitor   students'   self­assessment   to   ensure   accuracy,  fairness, and objectivity. Coordinate with information security agencies in the field of defense  and security where students are assigned to practice, evaluate students'  learning   results,   including:   coordinating   content   design   internship;  keep   regular   contacts   to   ensure   student   learning   is   monitored;  coordination   in   assessing   the   results   of   internships   /   practices   of  students. Using   student   assessment   results,   student   feedback   and   the  professional world to adjust and improve teaching; Participate   in   quality   accreditation   of   information   security   training  programs

Criterion 12 Build a learning environment

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Standard 4

Criterion 13

the   regulations   on intellectual

Ability to design, organize and manage teaching activities in different  teaching  environments:  in  the  classroom   (lecture  halls,   laboratories)  and outside the classroom (fieldwork, practice sites, ...). Building   a   militarized   learning   environment,   however,   still   ensures  friendliness, openness, encourages students' activeness, creativity and  cooperation. Scientific research capacity Scientific research and publish research results. Detect   research   problems   from   teaching   practices   and   expertise   in  information security, especially from information security practices in  the field of defense and security and social economics. To assume or coordinate in preparing scientific profile to participate in  the selection of scientific research topics and research projects at all  levels in the field of information security. Writing scientific articles on information security to be published in  domestic and foreign scientific journals; write topics, scientific reports,  presentations at scientific conferences and seminars. Organizing   and   participating   in   scientific   research   activities;  participate in scientific reports at conferences, scientific seminars in  the field of information security and interdisciplinary. Participating   in   international   cooperation   activities   in   scientific   and  technological research in the field of information security. Write reports on research results from science and technology topics  and projects in the field of information security. Participate   in   compiling   textbooks;   materials   for   teaching   and  learning;   a   practical   guide   for   a   subject   related   to   the   information  security major.   property   and  Mastering   commercialization   of   research   results   in   the   field   of   information  security. Guiding   students   to   penetrate   information   security   practices   in   the  field of defense and security and socioeconomics to discover research  problems and to study the problems of information security practices in  the field of defense and security and socioeconomic

Criterion 14 Transfer of research results

Disseminate and apply research results to the teaching of individuals  and professional groups. Transfer   and   commercialize   results   of   scientific   and   technological  research in information security Carrying  out   or  coordinating  implementation  to  transfer  technology  and apply scientific and security advances in service of field defense  and security and socio­economic.

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Criterion 15

Standard 5

Criterion 16

Criterion 17

Publication of the results of scientific research on theory and practice  by   books   and   reference   materials   for   training   and   research   on  information security. Guide students to research science Organization to guide students in scientific research; effective research  method;   develop   the   forte   of   students   to   organize   training   and  retraining. Social activity capacity Have   experience   working   in   agencies   and   enterprises   or   have  collaborative   relationships   with   information   security   agencies   and  enterprises inside and outside the field of defense and security. Plan, seek, and build relationships in the field of expertise, especially  with   information   security   agencies   and   units   inside   and   outside   the  field of defense and security. Regularly   maintain   relationships   and   communication   between  individuals, faculties, schools, and information security agencies and  units within and outside field of defense and security. Contact   to   send   information   security   students   to   the   field;   Collect  feedback   from   partners   to   improve   the   quality   of   training   and  effectiveness of cooperation between of universities in the ministry of  defense   and   ministry   of   public   security   and   information   security  agencies and units inside and outside field of defense and security. Proactively connect, participate in activities of cooperation between  faculty, school and the professional world; especially in the field of  scientific and technological research; practice, internship of students; Scientific   advisor   on   information   security   issues   for   information  security units inside and outside field of defense and security. Build and develop relationships within and outside the school, with  institutions to lead or participate in research tasks related to the field of  information security. Capacity for community service Actively   participate   in   activities   of   mass   organizations   at   different  levels in the school / society; Participate in imparting scientific and technological knowledge in the  field of information security to the community in many different forms  (directly, through the media); Participate in advising and advising information security units inside  and   outside   field   of   defense   and   security   related   to   information  security. International integration capacity

Standard 6 Criterion 18 Manners, communication skills

Comply   with   the   discipline   and   manners   of   military   instructors,

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Criterion 19

Criterion 20

Criterion 21

Criterion 22

especially   those   that   have   become   universal   values   of   international  practice. Ability to work in an international environment, adapting to high labor  intensity, with a professional and modern working style, in accordance  with international practices. Having the ability to master both informatics and ways of using digital  means for international integration. Ability to grasp, evaluate, forecast the situation Must be able to proactively capture and assess information correctly,  and be in tune with the actual situation. Must have long­term vision, strategic thinking and scientific predictive  capacity,   be   sensitive   in   identifying   challenges   and   seizing  opportunities. Participate in learning and improve "soft" skills in the integration   period. Mastering   professional   cultural   communication   skills   (educators,  information security specialists, social activists ...) Self­study capacity, lifelong learning. Obtain evaluation comments on the competencies of colleagues and  students;   humbly   learn   to   improve   pedagogical   capacity;   develop  creative self­study capacity, lifelong self­study. About   the   capacity   to   introduce   Vietnam's   information   security   science   to   the   world   and   absorb   the   world's   information   security   science into practical conditions field of defense and security and   socio­economic in Vietnam. To grasp and well absorb information security science knowledge of  Vietnam   and   the   world   so   that   they   can   be   applied   to   the   actual  conditions of the field of defense and security and socio­economic in  Vietnam in the today context.

3.2.2.3 Conditions for implementing the solution ­ There is a high consensus on views, awareness of the importance, meaning  and   the   need   for   a   professional   competency   framework   of  information   security  lecturers in the development of lecturers at all levels.

­   There   is   a   consensus   and   positive   response   from   information   security  lecturers  as   they   are   themselves   actors   in   the   recognition,   implementation   and  development   of   the   professional   values   that   are   summarized   in   the   competency  framework.

­   Have   a   flexible   and   creative   method   of   applying   the   criteria   of   the  professional   competency   framework   in   the   stages   of   planning,   recruiting,   using,  training, retraining, promoting,  evaluating  trainers  ... in  accordance  with practical  circumstances and requirements of university in the ministry of defense and security.

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3.2.2. Training and retraining of information security lecturers according to

the professional competency framework. 3.2.2.1 The purpose of the solution 3.2.2.2 Content and how to do it ­  Determining   needs   for   training   and   retraining   of   information   security

lecturers.

­ Develop a plan to train and retrainning of information security lecturers. ­ Implement training plans, retrainning and developing of information security

lecturers.

­ Building lecturers in the field of information security 3.2.2.3 Conditions for implementing the solution ­  The   work   of   planning   for   training   and   retraining   of   information   security  lecturers must be scientific, public, transparent, and consensus of all members of the  university;   The   content,   training   and   retraining   programs   must   ensure   modernity,  meet teaching practice requirements and suit the needs of each individual lecturer in  information security major.

­  Having   funds   to   meet   the   training   and   retraining   needs   to   improve   the

capacity of performing tasks for information security lecturers.

­ Having a good relationship in international cooperation in training, scientific  research   and   technology   transfer   in   information   security   with   research   institutes,  universities, and information security units in the domestically and internationally.

3.3. Test the urgency and feasibility of the solutions 3.3.1. Test results on the urgency Table 3.2 ­ Assessment of the necessity of proposed solutions to develop  information security lecturers

Necessity

TT Solutions MS rank Necessary Very  necessary Unneces sary

SL % SL % SL %

1 163 85,50 27 14,20 0 0,00 2,86 2

2 155 81,57 35 18,43 0 0,00 2,82 5

3 150 78.94 40 21.06 0 0,00 2.78 7

Raise   awareness   lecturers   and  leaders   of   information   security  major Professional competency    framework for information security  lecturers Planning   for   the   development   of  information   security   lecturers  according   to   the   professional  competency framework

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4 to 161 84,73 29 15,27 0 0,00 2,85 3

Recruit and use information security  lecturers   according   the  professional competency framework

5 158 83,15 32 16,85 0 0,00 2,83 4

Examining   and   evaluating   of  information security lecturers in the  professional competency framework

security 6 164 86,31 36 18,96 0 0,00 2,92 1

7 152 80,00 38 20,00 0 0,00 2,80 6

retraining   of  training   and   information   lectures  according   to   the   professional  competency framework Remuneration policy and creating a  working   environment   create   a  driving   for   the   development   of  information security lecturers

The results shown in table 3.2 above show that, in general, all 7 proposed  solutions are assigned by experts, administrators and lecturers at universities in the  ministry   of  defense   and  ministry   of   public  security  is   deemed   necessary   and  necessary.

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3.3.2. Feasibility test results

Table 3.3 ­ Experiment on the feasibility of lecturers development solutions

possibility

Feasibility TT Solutions MS rank Is not Feasibility

Very Feasibility SL % SL % SL %

1 143 75,27 47 24,73 0 0,00 2,75 3

2 competency  information 133 70,00 45 23,68 12 13,32 2,64 6

3 138 72,64 42 22,10 10 11,11 2,67 5

4 156 82,10 26 13,69 8 8,89 2,78 2

Raise   awareness   lecturers   and  leaders   of   information   security  major   Professional framework   for security lecturers Planning for   the development  of  information   security   lecturers  according   to   the   professional  competency framework Recruit   and   use   information  security lecturers according to the  competency    professional framework

142 74,75 36 18,94 12 13,33 2,68 4 5

Examining   and   evaluating   of  information   security   lecturers   in  the   professional   competency  framework

6 151 79,46 39 20,54 0 0,00 2,79 1

7 130 68.42 46 24.21 14 7.37 2,62 7

training and retraining of  information security lectures  according to the professional  competency framework Remuneration policy and creating  a   working   environment   create   a  driving   for   the   development   of  information security lecturers

The result r = 0,9 from which it can be concluded that the necessity and the  feasibility   of   the   7   proposed   solutions   are   positively   and   very   closely   correlated,  which allows to draw conclusions if any measure is needed. At the same time, it is  also   feasible   and   practical   to   help   develop   information   security  lecturers  at  universities in the ministry of defense and ministry of public security.

3.5. Test a solution proposed by the PhD thesis 3.5.1. Test purpose 3.5.2. Select a test solution

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Solution   6:  “training   and   retraining   of   information   security   lectures

according to the professional competency framework”

3.5.3. Test hypothesis 3.5.4. Test results

Table 3.4 ­ Survey results to evaluate the capacity of lecturers before the  training Good Rather medium Imqualified

Degree evaluation Evaluation criteria

SL % SL % SL % SL 18 45.0 15 25.0 0.0 27 0 % 30.0

0 0.0 27 45.0 0.0 33 55.0 0

12 20.0 15 25.0 5.0 30 50.0 3

9 15.0 24 40.0 12 20.0 15 25.0

12 20.0 25 41,6 5 8,34 15 25.0

Prepare for the lesson Using   methods   and   means   for  teaching activities Using   communication   language   in  teaching Examination   and   evaluation   of  students' learning results Organizing   and   controlling   the  classroom, building a friendly and  positive learning environment

MS 15,01 39,31 6,04 39,64

Conclude:  Through   the   results   obtained   after   testing   the   organization   of  training – retraining building for the information security lecturers at the universities  of ministry of defense and ministry of public security according to the professional  capacity framework.  PhD students have seen a clear change in a positive direction.  On   the   average   results   of   all   criteria:   comparable   good   performance   (before   test  15.0% and after test: 44.31%). That is a good three­fold performance; performance  level   decreased   slightly   (before   test:   39.32   and   after   test:   37.33%);   The   average  performance   rate   increased   slightly   (before   trial:   6.05   and   after   test:   8.68%).   In  contrast to good performance, unsatisfactory performance fell proportionally (before  test: 39.63% and after test: 9.68%).

Table 3.5 ­ Results of survey on teaching capacity of lecturers after

participating in training and retraining courses Good Rather medium Imqualified

Degree evaluation Evaluation criteria

SL % SL % SL % SL 0 45 15 25.0 75.0 0.0 0 % 0.0

6 10.0 27 45.0 15 25.0 12 20.0

21 35.0 30 50.0 0 0.0 9 15.0

22 36,6 25 41,6 5 8,34 5 8,34 Prepare for the lesson Using   methods   and   means   for  teaching activities Using   communication   language   in  teaching Examination   and   evaluation   of  students' learning results

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39 65.0 15 25.0 6 10.0 0 0.0

Organizing   and   controlling   the  classroom,   building   a   friendly   and  positive learning environment

MS 37,33 8,68 9,68

44,31 Comment:  After completing the training, PhD student collects opinions from  the   lecturers   participating   in   the   training   about   the   retraining   program   capacity  building   for   the   information   security   of   lecturers   according   to   the   professional  competency framework. Survey results show:

­ 100% of lecturers participating in the test rated the training as very necessary

and met the wishes of the lecturers when participating in the course.

­   100%   of   lecturers   agree   with   the   renovation   of   the   training   such   as   the  arrangement of the program, the content of the training course that the PhD student  has built.

­ 80% of lecturers are very interested and 20% of lecturers are interested in

participating in the training.

­ The assessment of the degree of meeting the objectives of the course showed  that:   100%   of   lecturer   assessed   that   the   objectives   of   the   training   course   were  achieved according to the proposed plan.

In summary, from the results obtained through the testing of the solution, it has  shown the feasibility and effectiveness of the solution " training and retraining of   information   security   lectures   according   to   the   professional   competency   framework".

Summary of chapter 3

CONCLUSION AND RECOMMENDATION

1. Conclude The quality of developing information security lecturers is still quite limited in  some   management   aspects:   training   and   retraining;   rotation   and   appointment,  Inspection   and   evaluation;   policies   and   regimes   to   create   motivation   for   the  development of information security lecturers.

The   subjective   and   objective   factors   greatly   affect   the   development   of   the  information security lecturers. Influence level of subjective factors is stronger than  objective   factors.   The   impact   of   factors   is   different,   with   the   most   influential  subjective factor being "Policy on attraction and remuneration of universities in the  ministry of defense and ministry public security for information security lecturers"  and objectively "The impact of the 4.0 revolution on the requirement of developing  the lecturers of information security major".

The thesis has contributed to deepen the theoretical basis of the lecturers of  information   security   and   the   development   of   information   security   lecturers   at  universities in the ministry of defense and ministry public security. Regarding the  development of the lecturers, the dissertation has generalized the theoretical issues of  information   security   lecturer,   information   security   major,   information   security

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lecturers, especially to develop information security lecturers according to the theory  of   human   resource   development   in   order   to   improve   the   quality   of   training  information   security   human   resources,   enhance   the   role   of   information   security  lecturers in the context of industrial revolution 4.0.

The test results highly appreciate the necessity and feasibility of solutions to

develop information security lecturers proposed in the thesis.

The thesis has tested the solution of "" training and retraining of information  security lectures according to the professional competency framework ". The test  results   have   confirmed   the   effectiveness   of   the   solution   in   the   development   of  information security lecturers at universities in ministry of defense and ministry of  public security.

With the results, the author has done the research tasks, answered the research

questions, proves the scientific theory posed;

2. Recommendations 2.1 For the Ministry of Defense and the Ministry of Public Security ­   Proposing   the   Government   to   develop   a   new   project   on   "Training   and  developing information security human resources" to replace the Decision No. 99 /  QĐ­TTg,   of   the   Prime   Minister   approving   the   Project   "Training   and   developing  information security human resources until 2020”, has expired.

­   Research,   formulate   and   issue   the   project   "International   cooperation   in  training information security human resources", paying attention to and investing in  the training of information security lecturers at universities in the ministry of defense  and ministry of public Security.

­ Increasing self­responsibility for the universities in the ministry of defense  and ministry of public security assigned training in information security: allowing  university to determine the annual number of staff lecturer; and deploying pay salary  according to job positions.

2.2. For universities in the National Defense and Security, they are assigned

training in information security

2.3.  For   lecturers   in   information   security   at   universities   in   the   National

Defense and Security

Information   security   lecturers   at   universities   in   the   National   Defense   and  Security   must   constantly   strive   to   improve   their   ethical   qualities,   professional  capabilities as well as be aware of the roles, positions and responsibilities of lecturers  in training activities, scientific research and relations with information security units  to improve their professional capacity.