Developing educational leadership lecturers on competency-based approach

In Vietnam, the problem of developing the management the teaching staff of education in institutions of higher education with educational management industry remains far left lane; there

MINISTRY OF EDUCATION AND TRAINING

THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES

PHAM XUAN HUNG

DEVELOPING

EDUCATIONAL LEADESHIP LECTURERS

Major: Education Management

Code: 62 14 01 14

SUMMARY OF PH.D EDUCATION SCIENCE THESIS

Hanoi, 2016

The dissertation is completed at:

THE VIETNAM INSTITUTE OF EDUCATION SCIENCES

Instructor:

Ass.Prof.Dr Nguyen Cong Giap

Dr Trinh Thi Hong Ha

The dissertation can be found at:

1 The Vietnam National Library

2 The Library of The Vietnam Institute of Educational Sciences

LIST OF SCIENTIFIC WORKS AUTHORS RELATED TO THE THESIS

1 Pham Xuan Hung (2007), “Construction and development of the teaching staff of the

National Institute of Educational Management to 2020”, Chairman of the Project of

Ministry, code B2007-29-19

2 Pham Xuan Hung (2009), Proposed a number of solutions developed faculties of

National Institute of Educational Management to 2020, Journal of Educational

Administration, No 4 (9-2009), p.31-34

3 Pham Xuan Hung (2009), “Building Educational Management terminology”,

Chairman of the Project of Ministry, Code: B2009-29-37

4 Pham Xuan Hung (2010), Renovating management of higher education in Vietnam,

Journal of Educational Administration, number 10 (3-2010), p.3-8

5 Pham Xuan Hung (2011), Develop the teaching staff of National Institute Educational

Management in the new period, Education Management Journal, No 28 (9-2011), p.3-5,12

6 Pham Xuan Hung (2012), Research using the term of Educational Management,

Journal of Educational Administration, number 40 (9-2011), p.15-20

7 Pham Xuan Hung, Truong Đinh Mau (2012), Situation Management staff High School

northern mountainous provinces, Vietnam, Journal of Educational Administration,

number 38 (7-2012), p.25-29

8 Pham Xuan Hung (2013), Develop training programs and retraining of university

teachers approaching competency frameworks Journal of Educational Administration,

number 48 (5-2013), p.1-6

10 Pham Xuan Hung (2013), The role and competence of educational management lecture

in trained human resource, Journal of Education, No 321/2 (6-2013), p.8-10,17

9 Pham Xuan Hung (2013), Developing the competence educational management of the

teaching staff to meet the requirements of training and retraining of human resources

International Symposium Organization and UNESCO Hanoi VVOB co-hosted, 23.8.2013, p 43

11 Pham Xuan Hung (2014), Inspection and Evaluation pupils oriented development

competencies qualities Journal of Educational Administration, number 60 (5-2014),

p.8-13,27

12 Pham Xuan Hung (2015), Competency model of lecturers University requires fundamental

innovation, comprehensive education and training International Conference in Hanoi, Journal

of Management Education special number (4-2015), p.231-236

13 Pham Xuan Hung (2015), Faculty development education management approach

according to competency: foreign experience in Vietnam Proceedings of Scientific

Workshop graduate student in 2015, the Institute of Science GDVN, p.85-90

14 Pham Xuan Hung (2015), Developing the educational management faculty according

to competency, Education Management Journal, No 76 (9-2015), p.5-10

INTRODUCTION

1 URGENCY OF THESIS

Entering the twenty-first century, every country seems to have the same strategic choice “as a national policy of education” get “educational management as a breakthrough” Leadership, educational management is facing a series of problems in development efforts, innovation, management-oriented and educational institutions with the aim toward all people.Therefore, the educational management personnel need to be trained, highly professional training by experts, scientists, in which the role of the management the teaching staff of education has special significance special - they just teaching and/or training for leaders, educational administrators

In Vietnam, the problem of developing the management the teaching staff of education in institutions of higher education with educational management industry remains far left lane; there is little in-depth research on development issues management the teaching staff of

education and did not have any research on “Developing educational leadership lecturers on

competency-based approach” This is considered a problem in the chain of causes

“educational administration is still weak, need to be overcome

Based on theoretical models of development approaches and human resource management

perspective, the author selected the topic “Developing educational leadership lecturers on

competency-based approach” to do research the thesis for doctorate in educational

2.2 Research Tasks

- Develop theoretical basis for developing management the teaching staff of education according to approach capacity; Assessment of the status of professional competency management the teaching staff of education; developing management the teaching staff of education in Vietnam today; Recommended management solutions development team to enhance professional competency for the teaching staff educational management

- Assay of necessity and feasibility of the solutions Test solution to demonstrate the feasibility and validity of scientific hypotheses are proposed

3 RESEARCH QUESTIONS AND SCIENTIFIC THEORIES

3.1 Research question: To perform research tasks; author reply thesis respectively 5

research questions: (1) teacher education managers need to have the capacity to perform what role; (2) management faculty of education should be developed in accordance with the standards to meet the requirements of education reform and training; (3) Development status management the teaching staff of education; (4) Which factors affecting the development of the teaching staff educational management; (5) Management of how to develop management

the teaching staff qualified education?

3.2 Scientific theories: Currently, development of teaching staff in educational

management institutions can learn science education sites, management education sector have not met the requirements of educational management innovation If there are solutions to develop teaching staff educational management according capability approach is testing, testing demonstrated the urgency, feasibility bring high efficiency, such as building energy standards teacher educational management; strategic planning team development; selection, evaluation, classification, training and retraining of professional competency building for

teaching staff educational management; motivational work for the faculty of educational management will contribute to improving professional capacity for each faculty and the entire

teaching staff educational management

4 CUSTOMER AND RESEARCH SUBJECTS

The guest of study: The problem developed the teaching staff of educational management The object of study: Developing management the teaching staff of education according to approach capacity

5 SCOPE OF RESEARCH

Thesis research developing solutions management the teaching staff of education according

to approach competency in view of management education in institutions of higher education with scientific, management education sector management owners that is the principal of the

university, dean, director of the Institute

6.2 Research Methods

Five thesis using research methods: theoretical research methods; practical research methods and summed up the experience; research methods expert opinion; assay methods and empirical, statistical methods and handling of research results

7 POINTS PROTECTION

First, Approaching capacity development in management faculty of education are considered management practices towards standardization, in combination with a “self-sustaining growth” and “self impact” of each teacher to create the formidable on motivation and work efficiency;

Second, To develop teaching staff education management approach according to the capacity and condition is essential to build a standardized system management competency educational instructors consistent with the requirements of management education innovation

Third, To develop teaching staff education management approach according to ability, to manage synchronous content such as: Planning, Scheduling; Selection and use of staff; training and retraining; assess task performance etc, must follow standard competency built environment and motivation is appropriate to develop management faculty of education

8 NEW CONTRIBUTIONS OF THE THESIS

8.1 On theoretical basis

- The thesis has built a theoretical basis for developing management the teaching staff of education according to approach competency development theory-based human resource competency;

- On the basis of the overall pattern of UNESCO university teachers and university lecturers model of higher education under the Law on Vietnam, The thesis has been the model proposed by the teacher's educational administration with a factors that educators, educational administrators, researchers, social activists

- Recommended content structured framework trainer competency management education

8.2 On the basis of practical

- Assessment of the situation and given the overall picture of the status management faculty of education, such as quantity, structure, professional competency and operations management development management faculty access to education according to ability;

- Construction frame faculty management competency of Vietnam's education includes 5 standard competency: teaching, professional, scientific studies, social activities, community and individual capacity; since then, the proposed 30 criteria, the rating and demonstrated to evaluate teachers according to the standard of education management competency;

- Recommended solutions are 6-17 activities subject to development management faculty

of education management approach according to the capacity of institutions of higher education with scientific, educational management industry taking urgent and feasible

9 STRUCTURE OF THE THESIS

In addition, the Introduction, Conclusion, the list of scientific works published, References, Appendix;The thesis consists of three chapters; Chapter 1: Rationale for the teaching staff developing management competency approach education; Chapter 2: The practice of the teaching staff developing management competency approach education; Chapter 3: The solution developed primarily the teaching staff educational management approach under competency

Chapter 1: THEORETICAL BASES FOR DEVELOPMENT OF FACULTY EDUCATION MANAGEMENT APPROACH TO COMPETENCY

1.1 Research Overview issues

1.1.1 Research on the development of university teaching staff according to reach capacity

a) Competency and modeling career

Overseas, Leonard Nadler (1969), professor emeritus at George Washington University, American sociologist to work: “Human Resource Development (USA), Designing Training Programs: The Critical Events Model Building blocks of human potencial series, Leonard and zeace Nadler; David McClelland (1970), Harvard University, proposed testing” other intelligence capacity” and 25 groups of professional capacity;

Fenwick, Senior Wendell R Eaves (2006), University of Education, the University of North Carolina, Chapel Hill (USA) with works Encyclopedia of leadership and management education

“Encyclopedia of Educational Leadership and Administration Publisher SAGE Publications

“Original from the University of Virginia has an overview of capacity with 2 schools under the concept of the British: the capacity is limited by three factors KSA: Knowledge, skills, attitude; Americans also are any factors that lead to success, high efficiency to complete a task are considered capacities

In Vietnam, Pham Tat Dong authors, Nguyen Quang Uan Nguyen Minh Tang said that ordinary people are capable of it's qualities, the potential is an essential condition for human beings capable of completing an act certain activities in line with high quality

b) Professional capacity of university teachers

Work “status of teachers” (1987) by UNESCO and ILO, the National Commission on Teacher's Professional Standards has issued a request of principle first career orientation: teacher teachers should know and be able to do? Should have the core competencies?

International Conference of Higher Education (1998) in Paris, the UN Secretary-General UNESCO Koichiro Masura has messages about the model's overall capacity GVDH XXI century should have standards for “quality , the capacity of a true scientist, a passionate educator, cultural activist and positive social management is a gifted education”

Department of “Management of human resources in the public sector” (2001), by Christian Batal overall theory of “management approach developed under the competence of human resources”; David D Dubois authors, William J Rothwell (2004), Human Resource

Management based on capacity “is the scientific basis for the application, capacity development model of university lecturers abroad

c) A number of research projects developing university teaching staff in Vietnam

The capacity model be applied, such as: “Teachers' Professional Standards”; CDIO model applications; teacher competency standards higher education career oriented applications modeled POHE Netherlands emphasize “the capacity and efficiency of the work done ”

1.1.2 Research on the development of teaching staff education management approach according to competency

a) Access to model development competency in management faculty of education

According to Lawlor (1994); Hondeghem, Vandermeulen (2000): there are 4 reasons why universities increasingly popular approach competency model are: (i) globalization; (Ii) the transition from commodity perspective is central to human-centered; (Iii) converting the views just are functional, the principle to satisfy customers; and (iv) the environment is constantly changing to adapt Therefore, universities must pace, capacity model, which first of all have to start from university lecturers teaching for leaders and managers of education Phillip L.Hunsakr (2001), “Training in Management Skills” (Publishing house University

of San Diego); Sherry Fox (2011), “Unlocking the Value of Competencies: A Look at competency-based management” for that “management and leadership is a subject of the application, the lectures on management science student students researchers who need to apply professional capacity” Association of Human Resource Management USA (SHRM) said that this is the “key” to develop the human resources of the new decade

From here, the university such as the USA (Brown Mackie College, Ball State University, Georgia State University; University of Iowa, Boston University), University of Australia (Monash University), University of British (Oxford University); Indian University (Jadavpur University) and the University of the Philippines (Central Luzon State University), South Africa have applied to develop teaching staff education management approach under capacity Thus, the issue of research on faculty development management education accessible under capacity was more interested foreign authors studied

b) The new research raises competency model approach applied to the development of teaching staff education management Vietnam

- Access to energy is seen as strategic development tool who lecturer suit the current situation and future;

- The whole point of the research faculty model management capabilities overseas educational shows, it is the individual capacity or efficiency called individual is the most attention

- The management body education faculty constantly refresh their capacity to have a balance between capacity and capability trainer learners;

In Vietnam, very few studies on the development of teaching staff education management approach under capacity; Author selection focuses research thesis

1.2 The basic concepts of the subject

1.2.1 Management education faculty and management faculty of education

a) Lecture is just common nouns the work of teachers teach in higher education establishments, vocational colleges

b) Management Lecturer Teacher education is the civil servants of university lecturers teaching professional body of knowledge management undergraduate education of bachelor's degrees, master's and doctoral training and perform tasks and retraining of educational managers of the national education system, as stipulated by the Law on education

c) The management faculty of education is part of the university teaching staff mission: training, training for leaders, educational management “change in thinking, develop range strategic view” to meet the requirements of education innovation management, school management

1.2.2 Competency and competency framework educational management Lecturer

a) Competence

Air capacity is the sum of the component skills, knowledge and attitude with the characteristics and properties of the individual psychologically fit specific requirements of a given activity designed to create output products and outstanding importance

b) educational leadership competency lecturers

i) The traditional interpretation: including: qualities and capacity are the two parts have a close relationship with each other, they form the personality structure of each faculty

ii) According to model competency: Capacity Management Lecturer education is a combination of knowledge, skills and attitudes, they are moved into specific operational capacity to carry out the roles and have obtained results;

c) Competency framework of educational management lecture

Lecturer frame management capacity of education is set the requirements of one or more of the work necessary to perform the role; with each role, should have the corresponding capacity

1.2.3 Development management faculty of education

a) Development of the teaching staff of educational management levels of organization is part of human development of higher education

b) The subject development teaching staff of higher education establishments, mainly with

3 levels of management is: the policy level, technical and operational level;

c) Content development teaching staff includes tasks such as planning, scheduling; selection and recruitment; layout and use; training and retraining; evaluate the effectiveness of implementation of tasks; and working environment accordingly; at the same time, must adhere

to the management functions such as planning; implementation; Steering leadership; monitoring inspection in each of the activities

d) Methods developing management faculty of education

Faculty developing management education more accessible models such as personality structure model trainer; operating model of higher education faculty; model development of human resources; or integrated models: oriented behavior and work; according to the professional activities and according to the capacity component

1.2.4 Developing management the teaching staff of education according to approach competency

“Developing educational leadership competency-based approach lecturers on” is the standard system standardized professional capacity management trainer education on content management as the process of planning, development planning, recruitment, distribution the use, evaluation, training and retraining of teachers, reward policy, incentive, motivate the team etc, are based on competency standards

1.3 Educational management lecturers in institutions of higher education with scientific/education management sector

1.3.1 Features professional employees who manage the education faculty

a) The object of training and retraining

- The participants comprised students and staff have experienced teachers teaching subject qualifications planning educational managers or managers are doing education ;

- Students should be provided the scientific knowledge of educational management, skills findings and propose solutions to consulting, delivery and practice capacity improvement and innovation management practices education

- The school needs the unity between scientific reasoning educational management with practical management education and addressing the balance between capabilities and requirements of leadership educational management

b) Is the employee who pedagogical faculty of education management is the competency

of human resource management education

c) Working Environment trainer pedagogical education administration, both the university auditorium just sticking breath, life management practices and management education in the schools;

d) Professional training in a multidisciplinary, multi-sector, but must be “common” in the range competency is systems thinking about education management theory and practice educational management

e) Source Selection faculty educational management including university lecturers are teaching, research and specialized education, engineering, economics, psychology, pedagogy, culture and specializations close management science education; managers from basic

education

1.3.2 Personality model of educational management lecturer

There should be four in a following way: Trainer educational administration are Pedagogy; educational administrators; researchers and social activists and community Each capacity is constituted by the knowledge, skills and attitudes in each respective field of integrated elements of knowledge, skills and attitudes to make up the personality of the model management professor lecturer virtue

1.3.3 Capacity requirements of educational management lecturer

On the basis of analyzing characteristics of pedagogical workers; Lecturers who manage education should have the capability in the model of personality to be able to complete the responsibilities and their duties

1.4 Lecturer management team prior educational requirements management workforce development education

1.4.1 Manpower educational management requires professionalism

Management Science education should be closely focused educational management practices is a breakthrough, the key decisions on the quality of education - training; Before this requirement, educational management personnel should have professionalism Therefore, the management team of trainers education must have the capacity to be able to level the training and retraining of personnel management is education

1.4.2 Lecturer standardized management team education

Party's view, the Government set for the management team of trainers educational requirements need to standardize the professional competency of each faculty and the entire teaching staff, such as (1) the number of team structure Lecturer contingent reasonable educational administration; (2) good moral character; (3) solid professional competency; To make inquiries about standardized management team of trainers education, necessarily need to develop innovative methods of this team

1.4.3 Developing innovation methods lecturer team management education

Developing innovation methods lecturer team management approach to education under competency to manage team development activities by: standardization competency, planning, planning, training; Selection use, evaluate faculty Standard competency; and policies, working environment, motivating faculty development

1.5 Lecturer team developing educational management accessible under capacity

1.5.1 The theory of human resource development based on capacity

The thesis applying development methods based on human resources capacity; model of the group of David D Dubois author, William J Rothwell (2004); Richard S Mansfield (2005) study

“included professional capacity systems administrator in human resources” called “management approach based on the competency”:

First: To build the competency profile; Second: competency Mapping job positions;

Third: Skills Gap analysis Skill Gap Analysis; Fourth: Rating perform tasks;

1.5.2 Applying the theory of human resource management based on the competency to develop the management team of trainers under access education in Vietnam

The authors suggested use of management practices based on the threshold of human competency development in the management team of trainers under access education competency in Vietnam according to the diagram Figure 1.3 with 6 content

Figure 1.3 Content, process development team management Lecturer approach

education according to competency

Source: Author's research

1.5.3 Developing content management faculty of education according to reach

competency: (i) Develop professional competency frame management education lecturer;

(ii)Planning, scheduling and selection of teachers according to educational management capability approach;(iii)Assignment, layout, use of management education teachers according to reach capacity; (iv)Evaluate teachers according to educational management capability

approach; (v) Training and retraining of teachers according to educational management

capability approach; (vi)Remuneration policy implementation with management faculty of education according to competency

1.5.4 Matrices content management and developing management faculty of education

Matrices content management and developing management faculty of education helping owners manage generalized analysis (SWOT) to identify the causes, factors affecting development of faculty governance approach of education according to ability, as a basis for recommending appropriate solutions

1.6 Factors affecting the development of teaching staff educational management according to competency

Factors affecting the development of teaching staff educational management approach according to competency, belong to the subjective element - the element that is the capacity to perform the tasks that each faculty and faculty undertake; the objective factors - factors as

2 Planning, Scheduling development strategy

Context analysis, characterized duties

3 Recruitment, assignment, arrangement

5 training and fostering, development 4 Assessment tasks

6 Policy development and Motivation

1 Develop a system of standards

policies, organizational structures and institutions have an impact in relation to themselves teachers and trainers educational management

Sum up Chapter 1

Overview of research from developmental issues management faculty of education according to reach competency; the new location; thesis was explicitly the basic concepts; labor characteristic of the faculty of educational management; Personality model trainer educational management From there, set out the requirements for trainers such as professionalism; standardization team To implement the above requirements, the need to develop innovative methods teaching staff educational management under the approach is very necessary capacity and experience can apply developing management faculty of education under according approaching overseas capacity Under this framework, the standards system of teacher capacity are standardized in content development of teaching staff increased moral values, wisdom and skills of each faculty and staff educational management faculty

Chapter 2: BASIS OF PRACTICE ON DEVELOPING EDUCATIONAL LEADERSHIP LECTURERS ON COMPETENCY-BASED APPROACH

2.1 The situation developed faculty of educational management in Vietnam

2.1.1 The process of formation and development of the teaching staff educational management

The day after Vietnam Education Revolution was born; implementation of Order No 194 dated 10/08/1946 of the President of the Democratic Republic of Vietnam, a training school system, teacher training, educational managers formed to foster scientific reasoning educational management professional From here, the management faculty of education this school system are formed, they are regarded as university teachers of pedagogical universities

2.1.2 The results achieved

Management faculty pioneered education research, policy deployment of educational management and international cooperation; access to innovative curriculum, training materials, training and facilities for teaching and learning to meet the training needs of management level education sector

Every year, the higher education establishments have training in both level 3 qualifications education management industry more than 1,500 students; Certification training than about 16,400 students is the education managers International cooperation in scientific research and education management has taken steps to develop

2.1.3 The limitations and shortcomings

In addition to these achievements, the development of management faculty of education in our country are the limitations and shortcomings The capacity of the teaching staff education managers have not met for training and fostering professional management personnel education

in the view of the Party “education management is key, breakthrough”; the particular nature of the higher education establishments have scientific, educational management industry has not been adequate attention Consequently, the practice of linking and cooperation with the management model of education, school management inefficiency

2.2 Introduction survey organizations

2.2.1 Surveying purposes: To assess the correctness and objectivity: Reality trainers

educational management and development management operations management faculty of education according capability approach “in institutions of higher education with science,

educational management industry

2.2.2 Survey content: Current status of the teaching staff and their professional

competency; developing situation management faculty of education according to reach competency in Vietnam; the factors that affect the development of teaching staff educational

management approach under competency

2.2.3 Survey tools: Polled by the questionnaire and interview with objects for viewing

the questionnaires for the audience

2.2.4 Survey Methodology: Survey by questionnaire, interviews and through scientific

conferences

2.2.5 Organizational measures to survey results with reliability: Contact the leaders

of higher education establishments have scientific, educational management sector or dean

helped organize the survey

2.2.6 Handling survey results

Processing information from the questionnaire according to the statistical method and process design results in SPSS, Excel, along with the use of information technology

2.3 Situation Management faculty of education in institutions of higher education with scientific/educational management sector in Vietnam

2.3.1 Number of faculty educational management

As of 8/2015, of 93/421 higher education establishments have scientific management education sector (17 higher education establishments under the Ministry of Education and Training, 76 under local management), about 1,596 faculty organic members, 900 lecturer; in

93 higher education establishments have education management sector, the volume of hospital, institute faculty members accounted for only 38.3% of the total number of teachers; blocks universities, local college faculty members account for approximately 30.7% of the total number of teachers; this ratio in higher universities approximately 48% of the faculty

2.3.2 The structure of the management faculty of education

a) Structure of teaching staff training by industry

The structure of the teaching staff education and training management Psychology, Pedagogy 36.0%; Educational Management industry 26.4%; pedagogical sector accounted for 32.0% rate; from other disciplines such as engineering, philosophy, social sciences and

humanities rate: 5.6%

b) Structure of teaching staff educational management by qualification and working titles i) About qualification: There lecturer 32/178 (18.0%) have academic titles of professor, associate professor; 43/178 faculty with doctoral qualification (24.2%); 83/178 faculty with master's qualification (46.6%) and only trainer 20/178 bachelor's degree (11.2%) Block Education Management Academy, academia and research institutes, management faculty of qualified education, distance learning university higher volumes, namely: the ratio of professors, associate professors 29.5 %; Dr Masters Degree 24.6% 45.9% and (non-faculty Bachelor qualification)

ii) Regarding the classification of faculty positions: Yes 11.2% Senior Lecturer (Grade 1); Senior lecturer 37.1% (Grade 2) and approximately 51.7% of the faculty and student teacher

This result is consistent data structure of qualifications and learning function as described above

c) Structure management faculty of education by age, educational management experience, teaching

i) Structure by age: In both blocks the universities, the Institute teachers aged 41-50 is relatively stable (25.2%); aged 51 to 60 accounted for the proportion (39.8%) than under the age of 31 to 40 is about 5% (34.9%), according to the 2012 Law on higher education after the age of leadership and management of a department faculty return to school to teach, guide

research students

ii) About educational management experience: Among 178 teachers, 97 teachers (54.5%)

experienced management from grade school department Professional, scientific head of the unit, room, balcony or Principal/Deputy Principal; 28 teachers (15.7%) experienced management agency under the State management of education Some teachers have not experienced management education rate of approximately 28.1% of group young lecturer

under the age of 35

iii) Experience teaching educational administration: management statistics education teacher seniority under 5 years 25.8%; 5-10 years is 23.0% However, half of all teachers were not confident undertake thematic teaching, especially the thematic fostering education managers; most teachers are aged 41 or older experienced refresher training and education

managers from 10-20 years and over 20 years, the rate is 32.0%, respectively and 19.1%

2.3.3 Organization management faculty of education

According to Article 15, 16 university charter in 2014 on defining the functions, tasks and organization of specialized scientific disciplines; characteristics and extent because of the specialized management education and industry training organizations Faculty of Educational management and organization management department heterogeneous education; only about 25% have held faculty or department management independent educational management, others are living transplant

2.3.4 Competency management faculty education: Survey results reality of human

capacity to manage education faculty below, compared with the set requirements, the management faculty of education is limited, shortcomings:

2.3.4.1 Teaching competence: The criteria have average rate, weak high: construction and

development programs, training curricula, training materials education managers; foreign language and computer skills to use adult teaching methods; Communicating in a multicultural environment and international integration); The dedication in guiding essay, thesis, dissertation, thesis;

2.3.4.2 Professional competence: The criteria have average rate, weak high: Cognitive

oriented education reform teaching and educational management; Interdisciplinary knowledge and specialized knowledge of educational management; cooperation, links with educational management practices; Ability to apply knowledge of international integration;

2.3.4.3 Scientific research competence: The criteria have average rate, weak high:

Ability collaborative research with educational institutions and educational administration; Announcing the results of scientific research in management education, consultancy and transfer of results of scientific research of education management; Guide research students;

2.3.4.4 Community social activities competence: The criteria have average rate, weak high

as: The ability of communication and service provision of education management; to contribute

to the education management operations; Construction of the model of education management and job placement for students;

2.3.4.5 Personal competence: The criteria have average rate, weak high: Awareness

oriented career development goals; Self-taught self-training; Collaborative work with colleagues and experts at home and abroad for educational management; especially the weakness of communication styles in a multicultural environment and international integration

2.4 Development status management faculty of education according to reach

competence in institutions of higher education with scientific/education management

sector in Vietnam

2.4.1 Awareness of the management of teaching staff development educational management

approach under capacity is said to be important, necessary (X expression is 3.34)