NỘI DUNG NHỮNG ĐÓNG GÓP MỚI CỦA LUẬN ÁN 1. Đóng góp về mặt lý luận Luận án đã nghiên cứu một cách hệ thống và xây dựng khung lí luận về phát triển đội ngũ giảng viên: Xây dựng được một số khái niệm công cụ, xác lập những yêu cầu về phát triển đội ngũ giảng viên trong bối cảnh đổi mới căn bản và toàn diện giáo dục. Luận án đã vận dụng lý thuyết phát triển nguồn nhân lực vào việc xác lập lý luận phát triển đội ngũ giảng viên trường Cao đẳng Sư phạm, bao gồm: quy hoạch, tuyển dụng, sử dụng, đào tạo và bồi dưỡng, đánh giá, tạo môi trường làm việc và chính sách bảo đảm phát triển đội ngũ giảng viên, đồng thời tích hợp tiếp cận các chức năng quản lý. 2. Đóng góp về thực tiễn Luận án đánh giá được thực trạng đội ngũ giảng viên về số lượng, cơ cấu, trình độ, phẩm chất và năng lực nghề nghiệp; Phân tích thực trạng quản lý phát triển đội ngũ giảng viên với các khía cạnh: quy hoạch, tuyển dụng, sử dụng, đào tạo và bồi dưỡng, tạo môi trường; Phân tích được những thách thức, các yêu cầu đặt ra với đội ngũ giảng viên phù hợp với tính đặc thù của các trường Cao đẳng Sư phạm ở vùng Tây Nguyên. Luận án đề xuất 04 giải pháp phát triển đội ngũ giảng viên trong bối cảnh đổi mới giáo dục, đồng thời khẳng định và luận giải về tính cấp thiết và tính khả thi của các giải pháp đã đề xuất cùng với việc triển khai thực nghiệm hiệu quả thực tiễn của biện pháp 2 của giải pháp 2: Nâng cao năng lực ứng dụng công nghệ thông tin cho đội ngũ giảng viên các trường Cao đẳng Sư phạm khu vực Tây Nguyên nhằm cải tiến chất lượng dạy học. Kết quả nghiên cứu của luận án góp phần tạo cơ sở khoa học cho các trường Cao đẳng Sư phạm khu vực Tây Nguyên phục vụ công tác phát triển đội ngũ giảng viên trước yêu cầu đổi mới./.
Trang 1
THE DEVELOPMENT OF THE TEACHING STAFF
OF PEDAGOGICAL COLLEGES
IN THE CENTRAL HIGHLAND
Major: Education Management
Code: 62 14 01 14
THESIS SUMMARY OF SCIENCE OF EDUCATION
Hồ Chí Minh City – 2022
Trang 2Instructor: 1 Prof Dr Huynh Van Son
2 Dr Tran Thi Tuyet Mai
Reviewer 1: A.Prof Dr Do Dinh Thai
Reviewer 2: A Prof Dr Dinh Duc Hoi
Reviewer 3: Dr Nguyen Duc Danh
The thesis is defended before the University - Level Thesis Judging Committee at………
On the date ………
The thesis can be found at the libraries:
National Library of Ho Chi Minh City
Library of Ho Chi Minh City University of Education
General Science Library of Ho Chi Minh City
Trang 31 Reasons for choosing this topic
In the context of globalization and integration, every country attaches great importance
to the role of education in the development of human resources President Ho Chi Minh oncestated, "Without teachers, there is no education Without education, without cadres, there isnothing to say about the economy and culture" (Ho Chi Minh, 1996) Understanding thatstatement, the Resolution of the 11th Party Congress affirmed: "Education development is theleading national policy Fundamental and comprehensive renovation of Vietnam's education inthe direction of standardization, modernization, socialization, democratization and internationalintegration, in which, the renovation of education management mechanisms, the development
of lecturers and managers is the key stage" (Communist Party of Vietnam, 2011)
The teaching staff of the Pedagogical College has a great role in the development ofeducation - training, science - technology, and the core force, the decisive factor, contributing tothe quality of the college, the driving force for the rapid growth and sustainable development ofthe country In the current context of educational innovation, Pedagogical Colleges need to affirmtheir position to be able to survive and develop The teaching staff is an important factor affectingthe quality of education and training, helping Pedagogical College affirm its position to survive.Therefore, it is necessary to put the focus on improving capacity, creating a change in the quality
of lecturers of the Pedagogical College
The development of the teaching staff in Pedagogical Colleges is both a personal need and
a need to develop the endogenous capacity of the nation in the process of industrialization andmodernization of the country It is a strategy that must be put into first priority, is the centralwork, creates a change in quality in the teaching staff, and is an essential task, regular and long-term
In recent years, the teaching staff of Pedagogical Colleges in the Central Highland stillhas many weaknesses and inadequacies compared to other regions in the country: not meetingquality standards, not enough quantity, and not synchronizing in terms of industry structure andqualifications in the current context of educational innovation The basic reason is that themanagement of the teaching staff has not been paid enough attention, to the right direction.Thus, the management and development of lecturers of Pedagogical Colleges in the CentralHighland are considered a breakthrough stage to improve the quality of training and meet therequirements of a fundamental and comprehensive renovation of Vietnamese education
From the above theoretical and practical foundations, the author noticed that:
- Firstly, the development of the teaching staff of Pedagogical Colleges in the new
context, is still an urgent and practical issue, which should be of interest to all levels, branches,Party, State and the whole society Currently, there are quite a lot of domestic and foreignauthors doing research on lecturers, and teaching staff However, the in-depth and specificresearch on the development of the teaching staff of Pedagogical Colleges in the CentralHighland has not yet been studied by any authors
- Secondly, it is necessary to have specific solutions affecting the teaching staff,
especially the development of the teaching staff of Pedagogical Colleges in the CentralHighland, contributing to improving the quality of teaching and training in PedagogicalColleges in the context of restructuring, rearranging the pedagogical schools
For the above-mentioned reasons, the research topic: " The development of the teaching staff of Pedagogical Colleges in the Central Highland" was established.
2 Research purposes
Based on the establishment of development theory for the teaching staff of PedagogicalCollege and the survey of the development current status of the teaching staff of PedagogicalColleges in the Central Highland, the thesis develops solutions to develop the teaching staff of
Trang 4Pedagogical Colleges in the Central Highland to improve the quality of lecturers in PedagogicalColleges in the Central Highland in the context of educational innovation.
3 Objects and subjects of study
3.1 Objects of study: Teaching staff of Pedagogical Colleges.
3.2 Subjects of study: The development of the teaching staff of Pedagogical Colleges in
the Central Highland
4 Scientific hypothesis
The development of the teaching staff of Pedagogical Colleges in the Central Highlandhas initially had positive results, but there are still many difficulties, inadequacies, and notmeeting the requirements both in terms of quantity and quality of lecturers of PedagogicalColleges in the Central Highland Therefore, proposing and synchronously implementingsolutions to develop the teaching staff of Pedagogical Colleges in the Central Highland toapproach human resource management combined with management functions, will contribute
to the development of the teaching staff to meet the requirements of educational innovation
6.1 Limits on research content
- Theoretical research on the development of teaching staff of Pedagogical Colleges in thecontext of educational innovation and the current status of the development of the teaching staff in
4 Pedagogical Colleges (Dak Lak College of Pedagogy, Da lat Pedagogical College, Gia LaiPedagogical College, Kon Tum Pedagogical College) of the principal of the PedagogicalColleges of the Central Highland
- Management subject: Principals of Pedagogical Colleges in the Central Highland
6.2 Scope of survey investigation
- Survey investigation for lecturers and managers of Pedagogical Colleges in the CentralHighland and some relevant experts and scientists
6.3 Time limit for research
- Assessing the current status of teaching staff and the development of the teaching staff
of Pedagogical Colleges in the Central Highland from 2015 to 2018
7 Methodology and research methods
7.1 Methodology method
7.1.1 Approach from Human Resource Management Approach: This is the main
research approach of the project In this approach, the author bases and applies LeonardNadler's Theory of Human Resource Management (the USA - 1969) with 02 content groups:(1) Potential creation management by capacity including: Training management, serial training,and retraining; (2) Management of potential exploitation according to capacity including:Management of potential assessment, performance capacity; Recruitment and use according tocapacity; Manage the environment and create motivation, contribute to the development of ateaching staff sufficient in number, synchronize in structure and ensure in quality, meet therequirements of educational innovation In addition, combining access to management functions
in the process of application to solve the contents of the development of the teaching staff isessential
Trang 57.1.2 Approach from a system-structure point of view: The development of the teaching
staff is a complete system consisting of: purpose, content, subject, object, form, method,measurement and conditions that have a dialectical relationship with each other
7.1.3 Approach from a historical-logical point of view: Reviewing and analyzing the
teaching staff and the development of the teaching staff of Pedagogical Colleges in the CentralHighland according to a process of logical dialectical reasoning so far, in both foreignand domestic areas
7.1.4 Approach from a practical point of view: Through surveying the current status, it
will detect the strengths and weaknesses in the development of the teaching staff of PedagogicalColleges in the Central Highland and its causes From there, propose appropriate solutions toovercome the shortcomings for the development of the teaching staff of Pedagogical Colleges inthe Central Highland
7.2 Research methods
7.2.1 Theoretical research method group
7.2.1.1 Theoretical analysis and synthesis method
This method is used to analyze and synthesize theoretical resources related to thedevelopment of the teaching staff to comment, summarize and quote directly for the topic
7.2.1.2 Classification and systematization of theory method
This method is used to classify and arrange documents and reasoning on the development ofthe teaching staff over time and space, serving to present the research overview
7.2.2 Practical research method group
7.2.2.1 Method of the investigation by questionnaire
Purpose: This method is used to survey, assess the current status of teaching staff, and
the development of the teaching staff of Pedagogical Colleges in the Central Highland; at thesame time to test the urgency and feasibility of proposed solutions
Survey contents: (i) Surveying the development of the teaching staff of Pedagogical
Colleges in the Central Highland; (ii) Testing the necessity and feasibility of proposed
solutions
Survey subjects: Lecturers and managers of Pedagogical Colleges in the Central
Highland
7.2.2.2 Interview method
Purpose: This method is used to collect evidence to supplement the survey data from the
survey method by questionnaire to clarify the development of the teaching staff of PedagogicalColleges in the Central Highland
Interview content: The current status of developing the teaching staff of Pedagogical
Colleges in the Central Highland
Interview subjects: Lecturers, managers of Pedagogical Colleges in the Central
Highland, managers of departments of education and training
7.2.2.3 Method of product research works
Purpose: This method is used to collect statistical data on the curent status of the
teaching staff and the development of the teaching staff of Pedagogical Colleges in the CentralHighland
Research contents: Records and documents on personnel management of the colleges;
plans, preliminary reports, summary
7.2.2.4 Expert method
Purpose: This method is intended to get expert opinions on the set of criteria for
evaluating experimental measures
Content: Comments on the set of criteria for evaluating experimental measures.
Subject: Scientists, and managers with a lot of experience.
Trang 67.2.2.5 Experimental methods
Purpose: This method to prove the effectiveness of the experimental measurement.
Experimental content: Experimenting with the measure "Improving the capacity to apply information technology to the teaching staff of Pedagogical Colleges in the Central Highland to improve the quality of teaching" under Solution 2: Strengthening training and retraining to improve
the capacity of the teaching staff of Pedagogical Colleges in the Central Highland
Experimental subjects: Lecturers of Dak Lak College of Pedagogy.
7.2.3 Mathematical statistical method group: Use statistical calculations to calculate
percentages, averages plus and rank
8 New contributions to the thesis
8.1 Theoretically: The thesis applies Human Resource Development Theory to
establish the theory of the development of lecturers of the Pedagogical College, including:
planning, recruitment, use, training and retraining, evaluation, creation of a workingenvironment and policies to ensure the development of lecturers; at the same time integratedaccess to management functions About the essence of the integration of the 02 approaches isthat each activity in the component groups of management according to Human ResourceDevelopment Theory is associated with management functions
8.2 Practically: The thesis assesses the status of the teaching staff in terms of quantity,
structure, qualifications, qualities and professional capacity; Analyzes the current situation ofmanagement of lecturers with the following contents: planning, recruitment, use, training, andretraining, creating the environment; Analyzes the challenges and requirements posed to theteaching staff in accordance with the characteristics of Pedagogical Colleges in the CentralHighland in the context of educational innovation
The thesis proposes solutions to develop the teaching staff in the context of educationalinnovation, affirms and explains the urgency and feasibility of the proposed solutions along
with the implementation of the practical effectiveness of the measure "Improving the capacity to
apply information technology to the teaching staff of Pedagogical colleges in the Central Highland to improve the quality of teaching."
The research results of the thesis contribute to creating a scientific basis for PedagogicalColleges in the Central Highland to serve the development of comprehensive capacity for theteaching staff of the Pedagogical College in terms of professional capacity, teaching capacity,scientific research capacity, capacity to manage and serve the society
9 Structure of the thesis
OPENING
Chapter 1: Theory on the development of teaching staff of the Pedagogical CollegeChapter 2: The current status of developing the teaching staff in the PedagogicalColleges in the Central Highland
Chapter 3: Solutions to develop the teaching staff of Pedagogical Colleges in the CentralHighland
CONCLUSIONS AND RECOMMENDATIONS
LIST OF PUBLISHED WORKS OF THE AUTHOR
REFERENCES
ADDENDUM
Trang 7Chapter 1
THEORY ON THE DEVELOPMENT
OF TEACHING STAFF OF THE PEDAGOGICAL COLLEGE
1.1 Overview of problem research
1.1.1 Foreign Research
1.1.1.1 Research on human resources and human resource development
The issue of human resources and human resource development has been studied inmany countries around the world Some of the works include the Hierarchy of Needs (Abraham
H Maslow, 1943); Human Capital: A Theoretical and Empirical Analysis (Gary S Becker,1964); Human Resources as The Wealth of Nations (Frederick H Harbison, 1973); TheManagement of Human Resources (David J Cherrington, 1995); Employee Training andDevelopment (Raymond A Noe, 2010); Developing Human Resource (Leonard Nadler, 1980);Human Resources Administration in Education: A Management Approach (Ronald W.Rebore, 2001)
1.1.1.2 Research on lecturers, teaching staff, development of teaching staff
The issue of teaching staff and faculty development has been of interest to researchers inmany countries around the world The Academic Profession in Developing and Middle-IncomeCountries (Phillip G Altbach, 2003); Key Challenges to the Academic Profession (MauriceKogan and Ulrich Teichler, 2007); The Movement and the Trend of Vietnam's EducationSystem in an International Context: From the Perspective of Comparative Study (Ulas BasarGezgin, 2009); Faculty Development in the New Millennium: Key Challenges and FutureDirections (Ivonne Steinert, 2000); Teachers Wanted: Attracting and Retaining Good Teachers(Daniel A Heller, 2004); Evaluating Teachers for Professional Growth: Creating a Culture ofMotivation and Learning (Robert J Marzano and Michael D Toth, 2013); Training Faculty ToUse Technology In The Classroom (Robert C Zelin II's, Baird and Jane E, 2013); Maintainingthe Professionalization of Teaching in Higher Education: From Entry into the Profession toLifelong Professional Development (John Connell, 2015)
1.1.2 Domestic Research
1.1.2.1 Research on human resources and human resource development
The research works on human resources and human resource development in our countryhave been published quite richly and diversely, including monographs, journals, dissertations, thesis,scientific and technological research topics, documents, and policies of the Party and State
1.1.2.2 Research on lecturers, teaching staff, development of teaching staff
In addition to the documents and policies of the Party and The State on the teaching staffand the development of lecturers, it can be mentioned typical works such as: Vietnamese highereducation intellectuals in the period of promoting industrialization and modernization (NguyenVan Son, 2002); Evaluating university lecturers in the direction of standardization in the currentperiod (Tran Xuan Bach, 2010); Developing the teaching staff of universities in the Mekong Delta
to meet the requirements of higher education innovation (Nguyen Van Tu, 2011); Visitinglecturers - an important factor in ensuring the quality of lecturers of private universities in theCentral region (Do Trong Tuan, 2015); Experience of some countries in the development ofuniversity lecturers and application to the development of lecturers of universities in theSouthwest (Nguyen Bach Thang, 2015); Recruitment and promotion of career titles for universitylecturers in Vietnam (Nguyen Thi Hue and Le Thi Hong Anh, 2016); The process of fosteringcapacity building for pedagogical university lecturers to meet the requirements of fundamentaland comprehensive renovation of education and training (Thai Van Thanh, 2016); Universitylecturer policy in the face of the challenges of the Fourth Industrial Revolution (Pham Do Nhat
Trang 8Tien, 2017); Policy on development of lecturers of public universities in Vietnam (Vu Duc Nhat,2017)
However, until now, there has been very little research on the development of the
teaching staff in Pedagogical Colleges Therefore, the study of the thesis topic: "The
development of the teaching staff of Pedagogical Colleges in the Central Highland" is a matter
of theoretical and practical significance in the current context
1.2 Concept
1.2.1 Lecturer
Teachers who teach at early childhood education institutions, general educationinstitutions, and other educational institutions, teaching primary and intermediate levels are
called teachers; Teachers who teach college degrees or higher are called lecturers (National
Assembly of the Socialist Republic of Vietnam, 2019)
1.2.2 Teaching staff
The teaching staff is a collection of lecturers and scientists organized into a force withthe same task of realizing the educational and training goals set out in universities and colleges.They work on a plan, stick together to realize the common goal of the education and training
sector, and fulfill the goals of the school.
1.2.3 Development of teaching staff of Pedagogical College
1.2.3.1 Development
Development is a process in which one thing transforms into another stage (especially to ahigher, more advanced state (Oxford Advanced Learner's Dictionary, 7th Edition)
1.2.3.2 Development of teaching staff of Pedagogical College
The development of the main teaching staff is the development of pedagogical humanresources in the college in the following aspects: education, training, use, and creation of an environment
to develop resources; is the solution of managers to build a sufficient number of lecturers, strong in
quality, synchronous in the structure; is the central task in the development strategy of colleges anduniversities
1.3 Theory on the development of teaching staff of the Pedagogical College
1.3.1 Overview of the college
The colleges and educational institutions of the national education system, carry outintermediate level training, college-level, and other vocational training programs with thefollowing provisions on tasks, powers, autonomy, and social responsibility as follows:
1.3.1.1 Tasks and powers of the College: The tasks and powers of the college are specified
in Article 5, the Charter of the College (promulgated together with circular No 01/2015 dated January 15,
2015 of the Minister of Education and Training)
1.3.1.2 Autonomy of the College: The autonomy of the college is stipulated in Article 5,
College Charter.
1.3.1.3 Social responsibility of the College: The social responsibility of the college is
stipulated in Article 5 of the College Charter.
1.3.2 Teaching staff of the Pedagogical College
1.3.2.1 Tasks: The tasks of lecturers of Pedagogical Colleges are specified in Article 45
of the College Charter
1.3.2.2 Standards of qualities: Article 3, Chapter II, Regulations on lecturer ethics (issued
together with decision No 16/2008 dated April 1, 2008, of the Minister of Education and Training)
regulating the political qualities and professional ethics qualities of lecturers
1.3.2.3 Standards on training and retraining level: Article 4, Chapter II, Circular No.
35/2020 stipulates standards on training and retraining levels of lecturers as follows:
- Having a university diploma or higher suitable for job positions or teaching majors;
Trang 9- Having a certificate of pedagogical training (for lecturers who do not graduate from apedagogical university or technical pedagogical university)
- Having a certificate of training according to the standards of professional titles for pedagogicalcollege pedagogy
1.3.2.4 Standards on professional and professional competence: Article 4, Chapter II,
Circular No 35/2020 stipulates standards on the professional and professional competence of lecturers
- Effective and safe use of teaching facilities and teaching equipment;
- Compile the syllabus, gather relevant references of the subject, preside over or participate
in the compilation of the syllabus, and participate in the guidance of exercises, practice, andexperiments;
- Capable of scientific research; application of scientific and technological advances in teaching,production, and life;
- Capable of applying information technology and using foreign languages in theperformance of the tasks of the title of lecturer of the Pedagogical College
1.4 Theory on the development of teaching staff of the Pedagogical College
1.4.1 The importance of faculty development in the context of fundamental and comprehensive education innovation
Developing a team of lecturers who are dynamic, curious, innovative, creative, havesolid professional qualifications, have active teaching methods, and are well-adapted to tasks in
a new context is a urgent need Developing teaching staff plays a key role, having greatpractical significance in improving the training quality of teacher training colleges in thecurrent context of educational innovation A fundamental and comprehensive renovation of theeducation system of the country is essential, starting with the development of the teaching staff,including the teaching staff of the Pedagogical College
1.4.2 Requirements for the development of the teaching staff of the Pedagogical College in the context of a fundamental and comprehensive renovation of education
1.4.2.1 Quantity assurance: The human resource development plan for the education
sector in the period 2011 - 2020 also specifies the number of colleges as follows: "By 2020, the
demand for managers, lecturers and staff in colleges is about 78,500 people, of whichmanagement staff has 25,000 people, the faculty has 45,000 people, the staff has 31,000 people
On average, management staff increases by 120 people per year, lecturers by 1,700, and staff by1,500." (Ministry of Education and Training, 2011)
1.4.2.2 Quality assurance: The human resource development plan for the education sector
in the period of 2011-2020 also specifies the quality of colleges as follows: " The demand of
college lecturers with master's degrees about 27,000 people (60%), lecturers with doctoral degrees
of about 3,500 people (8%)"." (Ministry of Education and Training, 2011)
a Quality requirements
a1 Political qualities: Political bravery manifests itself in: the level of political
reasoning, the ability to perceive politics and the right political attitude Political nourishmentfor the teaching staff of the Pedagogical College is very necessary, ensuring the socialistorientation, harmoniously combining nationality and internationality, between tradition andmodernity, and meeting the requirements of education and training development in the currentperiod
Trang 10a2 Professional ethics qualities: This is considered the foundational element of the
teaching staff of the Pedagogical College It is due to the characteristics of pedagogicalactivities to create new generations of workers, not only scientific knowledge, masteringprofessional skills, have to have good character and moral character
b Competency requirements
Qualification: The professional qualifications of the teaching staff include: (i) general
knowledge; (ii) specialized knowledge; (iii) training program knowledge
Pedagogical skills: This is the basic component that makes up the quality of the lecturer.
Pedagogical skills include knowledge of methodology; teaching and learning techniques in general;teaching and learning techniques in each specific specialty In addition to the general method, eachspecialty has its unique characteristics, requiring lecturers to have different approaches to specificlearners
Capacity of scientific research and scientific research guidance: To acquire this
capacity, the important factor is the teacher's efforts, striving to improve his creative capacitythrough training and scientific research The creative capacity and intellectual potential of thelecturer are reflected in the quality and efficiency of scientific works; the ability to handlesituations in training activities; the frequency of effective scientific explanations, in the need toimprove the level and capacity to discover the new the lecturer
Capacity to develop and implement the training program: The teaching staff of the Pedagogical
College must firmly understand the process and methods of developing the training program; the ability
to participate in or organize surveys to get opinions from different channels: employers, alumni, andexperts to analyze training needs and determine training requirements; the ability to build, adjust andupdate competency profiles, career records and training program contents based on competency records,career records; design and masterful use of program assessment tools training and leading theimplementation and implementation of the training program
Capacity of career development: Including assessment and planning of career development;
self-study for career development; use of foreign languages, information technology in training activities,and scientific research for career development; advising, helping, and supporting colleagues in careerdevelopment; self-assessment of career development
Capacity to cooperate with stakeholders to develop the community: Currently in the
following aspects: experience working with stakeholders, employers or collaborating withstakeholders, employers; an understanding of the culture, organization, and activities ofstakeholders in the field of expertise; ability to establish relationships between the schoolstakeholders and employers; planning and organizing the implementation of cooperation activitiesbetween the school and stakeholders and employers; effectively participating in cooperationactivities between the school and stakeholders, employers
Foreign languages: The universities and colleges should have a mandatory foreign
language training policy for lecturers in accordance with the regulations on foreign languageproficiency standards under the European Reference Framework and the 6-tier foreignlanguage capacity framework for Vietnam to serve the training and scientific research;strengthening foreign language ability in communication; examining foreign documents;forging international articles; attending international conferences and seminars; directly servingthe learning to improve the level of lecturers; improving the quality of lecturers and the quality
of foreign language training for students; Promoting international integration.
Information technology: In teaching, teachers need to apply information technology to
many teaching activities such as designing lessons, simulating and illustrating language topics;using information technology to test and evaluate learners' learning outcomes Therefore,information technology should be considered a particularly important aspect of the teaching
Trang 11culture of the teaching staff of the Pedagogical Colleges; support transformational andinnovative development models that allow access to learner learning wherever it takes place.
1.4.2.3 Structural assurance
- qualifications structure: training level, professional title, management position.
- age structure: age, working seniority, management seniority.
- gender structure: male, female.
The human resource development plan for the education sector in the period of 2011 - 2020 also
specifies for the college level: In terms of quantity structure by region: "By 2020, the demand for
lecturers of Colleges in the Central Highland is about 1000 people, an average annual increase of about
50 people (Ministry of Education and Training, 2011)
1.4.3 Content of the development of the teaching staff of Pedagogical College
Diagram 1.1 Content of the development of the teaching staff of Pedagogical College
1.5 Factors affecting the development of the teaching staff of Pedagogical College 1.5.1 Factors outside the college
1.5.1.1 The orientation and policies of the Party and the State: The policies of the
Party and the State are the guideline, the red thread throughout the education system in general, andPedagogical Colleges in particular It is also an effective lever to help them perfect themselves,worthy of being the intellectual team of the education sector in the period of acceleratingindustrialization and modernization of the country
1.5.1.2 The development of science and technology and the impact of the Fourth Industrial Revolution (FIR): FIR will contribute to widening the gap between education and new
technologies; the revolution in the field of biotechnology and artificial intelligence will increase health,awareness, and ability of learners; Automated machines that replace workers across the economy willincrease the gap between money paid to high-capacity and low-capacity people These will force theeducation sector to redefine the learner's personality model, educational purpose, output standards, andupdates, adjusting the training program flexibly Accordingly, the force that plays a role in deciding allthe above changes in the teaching staff
1.5.1.3 The socio-economic development of the country and the Central Highland: The
Central Highland - the region identified as a strategically important area is especially important interms of socio-economic, political, and military of the whole country These things on theshoulders of the local education sector are how to create a high-quality workforce for the country,accelerating the pace of industrialization and modernization And therefore, the teaching staff is thekey, the key step to solving this problem
Recruiting the teaching staff
Using the teaching staff
Using the teaching staff
Training, fostering the teaching staff
Training, fostering the teaching staff
Evaluating the teaching staff
Evaluating the teaching staff
Creating a working environment and policies to ensure the development of teaching staff
Creating a working environment and policies to ensure the development of teaching staff
Content of the development of the teaching staff of Pedagogical College
Trang 121.5.2 Elements inside the college
1.5.2.1 Moral qualities, professional qualifications and pedagogical competencies
of principals and managers: Principals, dynamic managers who have solid professional
qualifications, have leadership capacity, have ethical qualities, have exemplary manners, dare
to think, dare to do; face difficult stages and new things, boldly innovate will create a strongspread to the teaching staff and always create favorable conditions for each lecturer to developand assert themselves
1.5.2.2 Moral qualities, professional qualifications, pedagogical competence, and a sense of the progress of the teaching staff: A team with a sense of progress, dynamism,
eagerness to learn, hard to approach the new plus professional capacity and solid pedagogicalskills, with the exemplary behavior of a teacher is the basic internal factor, Most importantly, itcontributes to improving the quality of education
1.5.2.3 Orientation and development strategy of Pedagogical Colleges in the Central Highland:
The strong and far-reaching impact of globalization trends, international economic integration,the scientific and technological revolution and the impact of the knowledge economy have beencreating opportunities for the comprehensive development of the country, this includeseducation and training Therefore, the issue of improving the quality of training to meet the needs ofsocio-economic development is a vital issue for each university, college The orientation anddevelopment strategy of Pedagogical Colleges accordingly must also change to suit the new contextand situation: training highly qualified on-site workers to serve local and regional socio-economicdevelopment strategies
1.5.2.4 Regimes and policies of the college: Regimes and policies to ensure fairness,
openness, transparency and legality to encourage the teaching staff to successfully completeassigned tasks, create motivation to contribute and innovate education in the direction of qualityand efficiency In addition to the general regulations of the State, each college also needs todevelop its policy regimes, suitable to the practical situation of the college
1.5.2.5 Facilities of the college: Facilities are important factors to ensure the requirements to
improve the quality of training, scientific research, and effective restoration of teaching and learningactivities Facilities are a system of different material and technical means used to serve the
comprehensive education and training for learners Facilities include: equipment for teaching and
learning; the needs of eating, staying, living and health care for faculty and students; the environment.
Chapter 2 THE CURRENT STATUS OF DEVELOPING THE TEACHING STAFF
IN THE PEDAGOGICAL COLLEGES IN THE CENTRAL HIGHLAND
2.1 The current status on the training scale of Pedagogical Colleges in the Central Highland
Pedagogical Colleges in the Central Highland offer intermediate and college-leveltraining, linking higher education with 34 disciplines, including pre -school teacher training andtraining in non-pedagogical disciplines Other types of training and retraining include trainingeducation managers; training cadres and teachers regularly; fostering and granting pedagogicalprofessional certificates; certificates of training according to teacher's professional titlestandards from pre-school to junior high school In recent years, the size of training hasgradually decreased This stems from the saturation of the demand for human resources in theeducation and training sectors and the regulation of management levels for the enrollment ofPedagogical Colleges
Trang 13Table 2.1 Student size statistics of 04 Pedagogical Colleges in 05 years (2013 - 2018)
School year
2013 2014
2014 2015
2015 2016
2016
-2017 2017 -2018
1 Da Lat College of Pedagogy 2764 2567 2175 2498 2290
2 Dak Lak College of
Source: Department of Organization - Officials - Administration of Pedagogical Colleges in the Central Highland
Table 2.2 Graduation results of students of 04 Pedagogical Colleges over 05 years (2013 - 2018)
Total number of students
Graduation ratings (%)
Outstandin
g Good Fairly Average
1 Da Lat College of Pedagogy 12.294 10.1 15.2 44.6 30.1
2 Dak Lak College of Pedagogy 11.420 12.7 18.6 41.5 27.2
3 Gia Lai College of
Pedagogy 11.096 7.6 20.2 44.3 27.9
4 Kon Tum College ofPedagogy 10.871 8.1 25.1 33.2 33.6
Source: Department of Organization - Officials - Administration of Pedagogical Colleges in the Central Highland
2.2 Overview of situational survey
2.2.1 Survey purposes
The survey aims to clarify the current status of the teaching staff and current status ofdeveloping the teaching staff in the Pedagogical Colleges in the Central Highland
2.2.2 Survey contents
The survey contents focus on the main issues: surveying the current status of the teaching
staff and the development of teaching staff in the Pedagogical Colleges in the Central Highland;
the curent status of factors affecting the development of teaching staff in the PedagogicalColleges in the Central Highland
2.2.3 Survey method
This topic uses methods: Methods of questionnaire investigations; interviewing; Theproduct research
2.3 The current status of teaching staff in the Pedagogical Colleges
in the Central Highland
2.3.1 The current situation of quantity and structure