Developing the teaching staff at universities of technical education in a competency based approach

Purposes of the research Based on the theoretical and practical research, the dissertation recommends the solutions to develop the teaching staff of Hung Yen University in a competency-

MINISTRY OF EDUCATION AND TRAINING

THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES

NGUYEN THE DAN

DEVELOPING THE TEACHING STAFF AT UNIVERSITIES

OF TECHNICAL EDUCATION IN A COMPETENCY-BASED

- Assoc Prof.Dr Nguyen Cong Giap

- Prof.Dr Nguyen Thi Hoang Yen

HANOI, 2016

The work is completed at:

The Vietnam Institute of Educational Sciences

Supervisors: - Assoc Prof.Dr Nguyen Cong Giap

- Prof.Dr Nguyen Thi Hoang Yen

The first judge: Assoc.Prof.Dr Nguyen Xuan Thuc

The second judge:Assoc.Prof.Dr Thai Van Thanh

The third judge: Prof.DSc.Nguyen Minh Duong

The dissertation will be demonstrated at institute-level dissertation marking council at The Vietnam Institute of Educational Sciences at

No 101

Tran Hung Dao Street, Hanoi

At …………

The dissertation available at:

- National Library of Vietnam

- The library of the Vietnam Institute of Educational Sciences

LIST OF THE PUBLIC SCIENTIFIC WORKS

1 Tran Trung - Nguyen The Dan (2012), “Pratical competence – The top priority issue in completely innovating the educational system”, Journal of Education, Ministry of Education and Training, issue 294, page 4-5,27

2 Nguyen The Dan (2012), “The effectiveness of cooperation between universities of technical education and enterprises”, Scientific Journal Education Management, National Institute of Education Management, Ministry of Education and Training, issue 43, page 27-30

3 Nguyen The Dan (2014), “Planning the management staff at universities of technical education at the current situation”, Scientific Journal Education Management , National Institute of Education Management, Ministry of Education and Training, issue no 58, page 27-29,64

4 Nguyen The Dan (2015), “Making a breakthrough in recruiting lecturers at universities of technical education”, Vietnam Teachers’ magazine, issue no 96, page 56-58

5 Nguyen The Dan (2016), “Recommendations for professional competence frame for lecturers at universities of technical education”, Educational Equipment Magazine, issue no 127, page 15-18

6 Nguyen The Dan (2016), “Theories relating professional competence for lecturers at pedagogical technical universities”, Vietnam Teachers’ Magazing, issue no 107, page 33-35

7 Ho Ngoc Vinh, Nguyen The Dan, Nguyen Thi Lieu (2016),

“Developing teaching skills for students whose major is pedagogy and engineering”, Vocational Science Journals, issue no 30, page 12-

18

8 Nguyen The Dan (2016), “Some features of the teaching staff at universities of technical education”, Journal of Educational Science, issue no 127, page 35-36

INTRODUCTION

1 Rationale

The decision no 29-NQ/TW on the fourth of November 2013 sets the specific goals for university education which is to focus on training high quality human resources and developing good characteristics and the ability to self study The decision emphasizes the professional competence of the teaching staff;

Hung Yen University of Technology and Education has the important mission in training majors at different levels, following the trend of professional-oriented higher education (POHE) Teachers are considered to play the important role in providing vocational teachers for the professional and educational system to develop the labour force serving in industrialization and modernization process

The teaching staff of universities of technical education has difference in quantity, quality and structure There are a lot of factors affecting their development

With the above problems, I personally chose the theme ”Developing the teaching staff of universities of technical educationin a competency-based approach” for my doctor dissertation in educational management

2 Purposes of the research

Based on the theoretical and practical research, the dissertation recommends the solutions to develop the teaching staff of Hung Yen University in a competency-based approach in order to improve the professional competence for them, aiming at “standardizing and modernizing” the teaching staff at universities

of technical education to meet the requirement of basic and comprehensive renovation of those universities

3 Objects and subjects of the research

3.1 Objects of the research

Developing the teaching staff at universities of technical education

3.2 Subjects of the research

Developing the teaching staff at universities of technical educationin a competency-based approach

4 Scientific theory

Developing the teaching staff at universities of technical education has achieved certain results; however, there have been many problems in planning, recruiting, using, training, giving further training, evaluating and implementing the incentive policies for teachers If the recommendations for applying the solutions to develop the teaching staff in a competency-based approach in simultaneously and systematically, from building the competence framework for teachers at universities

of technical education, recruiting and using human resources effectively, etc., the problems are solved and the quality of teachers is improved

5 The duties of the research

5.1 Doing the research on theoretical reasoning at developing the teaching staff at universities in approaching competence

5.2 Observing and evaluating the current situation of the teaching staff and the development of the teaching staff at universities of technical education

5.3.Suggesting recommendations to develop the teaching staff at universities

of technical education inthe competency based approach At the same time the experiments are done to confirm the necessity and feasibility of the recommended solutions

6 Methods of the research

The author used the following research methods: reasoning, specific research, and supplementary methods

7.Scope of the research

7.1 Limit of the research

The managers, teachers and students at universities of technical education; 7.2 Limit of the research area

Vietnam has 5 universities of technical education and all the five universities are investigated

8 Persuasive arguments

8.1 The teaching staff at universities of technical education plays the key role

in ensuring the quality of training human resources in technology field to meet the requirement of professional education currently

8.2 The teaching staff at universities of technical education has the limitations in professional competence; therefore, they do not meet the requirements of the renovation in the current situation

8.3 Approaching competence is the mixture and inheritance of the scientific achievements in human resource management Developing the teaching staff at universities of technical educationin a competency-based approach will help improve the quality of the teaching staff, making them complete their duties

8.4 Developing the teaching staff at universities of technical education will

be effective when the managers balance the relationship between functions and constitutes of the development In order to balance the relationship, the top priority

is to have “a standardized professional competence” for teachers at universities of technical education and this should be transferred into the contents in developing the teaching staff and should be the basic to suggest the requirement and standards

in all activities, from planning, recruiting, using, evaluating, training, giving further training to building an environment for the teaching staff

9 New contributions of the dissertation

9.1 Building the theoretical framework of developing the teaching staff at universities of technical education, aiming at “standardizing” to meet the requirement of the education renovation

9.2 Evaluating the current situation of the teachers and the development of teachers at universities of technical education, pointing out the limitations of the teaching staff in the current situation The dissertation points out the factors affecting the development of the teaching staff such as the awareness of institutional leaders about developing the teaching staff or the financial condition and limited infrastructure, the difference in development among teachers, policies for teachers, the advancement of technology and environment, and so on

9.3 Giving out the solutions to develop the teaching staff at universities of technical educationin a competency-based approach in order to meet the requirement of training high quality human resource at universities of technical education in which the solution of “building competence framework for the teaching staff at universities of technical education” has special meaning Based on this framework, solutions for planning, recruiting, using, evaluating, training and giving further training for teachers in order to make them better are recommended

10 Parts of the dissertation

Apart from the opening, conclusion and recommendation, the dissertation has 3 chapters:

Chapter 1: Theoretical reasoning of developing the teaching staff at universities in a competency-based approach

Chapter 2: The current situation of teachers at universities of technical education

Chapter 3: Solutions for developing the teaching staff at universities of technical educationin a competency-based approach

CHAPTER 1 THEORETICAL FOUNDATION OF DEVELOPING THE TEACHING

STAFF IN A COMPETENCY- BASED APPROACH

1.1 Overview

1.1.1 Research relating to the teaching staff and developing the teaching staff

-International research: Since the end of 21st century, research relating to developing the teaching staff in approaching the professional standard has been carried out in many countries in the world Many of them have built the standards for their educational system

- Domestic research: The above research has emphasized the key role of the

teaching staff in training

The research of international and domestic authors has pointed out the approach in managing, developing the teaching staff, and recommending the solutions for the teaching staff to improve the quality of teaching at universities

1.1.2 Developing the teaching staff in a competency-based approach

The international and domestic research on the teaching staff has emphasized the key role of the teaching staff in training and given

recommendations for solutions to enhancing the pedagogical and technological skills for the teaching staff

1.2 Some basic concepts

1.2.2 The teaching staff

According to Virgil K.Rowland, the teaching staff is the experts in educational field They master the knowledge and know how to teach and educate

At the same time, they are willing to devote all their talents and effort for education

The teaching staff at universities of technical education is the teachers, managers and scientists who take part in teaching, doing research and transferring the technology for faculties at universities of technical education

1.2.3 Developing the teaching staff

According the Vietnamese dictionary, “Development is the change a little or

a lot, narrowly or broadly, from low level to high level, from simple level to complicated level”

Developing the teaching staff at universities of technical education is the process of building, completing or changing the current situation of the teaching staff at universities of technical education, helping them becomes better, more efficient and professional to meet the requirements of teaching and doing research

1.2.4 Competence

There are a lot of concepts and definitions of competence, such as the fact that competence is the ability to apply the knowledge, experience, skills, attitude and interest to act appropriately and effectively in lively examples in real life

Competence is a mixture of knowledge, skills and attitude that allows an activity or a group of activities to be done as a task

1.3 The teaching staff at universities of technical education

1.3.1 Features of the teaching staff at universities of technical education The system of universities of technical education began as vocational schools which then developed and became pedagogical and technological colleges and universities, being in charge of training vocational teachers at different levels

Teachers at universities of technical education are recruited from different sources The teachers graduating from pedagogical colleges are in charge of teaching general subjects The ones graduating from technological universities are responsible for teaching major subjects The ones who teach practising skills are

excellent students graduating from universities of technical education

Universities of technical education developing in approaching applied career are assigned to train technical teachers at university level by the government; therefore, the training products of universities of technical education are graduate students who have good knowledge and pedagogical skills and standardizedgraduate requirements

Carrying out the teaching duty in pedagogical and technological field is taken place in lecture halls, school workshop, and production sites The teachers have to master the major knowledge, skills and critical scientific thinking

The teaching staff at universities of technical education is teachers, educators who have the ability to organize and manage the teaching or educating activities

The distinguishing feature of teachers at universities of technical education are the fact that they have to work mentally and physically The teachers at universities of technical education have the duty to train students to have pedagogical competence, as long as knowledge, and professional skills at a certain level to adapt to work after graduating

1.3.2 Duties of teachers at universities of technical education

Teaching, doing research, studying, self improving and carrying out the social duties

1.3.3.Professional framework of teachers at universities of technical education

Chart 1.1 Theoretical framework of professional competence of teachers at

universities of technical education

1.4 Some theories relating to developing human resources to apply in developing the teaching staff at universities of technical educationin a competency-based approach

1.4.1 Leonard Nadler’s model

Professional framework of teachers at universities of technical

education

Profession

al developm ent

- Self evaluating and planning the professiona

l developme

nt

- Self training -Using foreign languages and information technology proficiently -Giving advice for colleagues

to make progress together

ce

- Preparing competence -

Implementi

ng competence +

Mastering the teaching methods + Know how to use teaching aids and materials -Verbal communica tion

-Evaluating

competence

Research competen

ce

-Finding out the problems -Building research proposals -

Implementi

ng the research -Processing data

Publicizing and

-applying -Guiding students to

do research -Evaluating the results

of students’

research

Developin

g the training curriculu

m

- Mastering the process and

methods of developing training curriculum

- Identifying the training requirement

s

- Building and adjusting the training curriculum

- Evaluating the training curriculum -

Implementi

ng the training curriculum

Building good relationsh ips with enterprise

s

- Having good knowledge

of enterprises

- Finding and building good relationship

s with enterprises

- Remaining the

cooperative relationship

s

- Organizing

or taking part in cooperative activities between universities and

enterprises

The theory of developing human resources was developed by the American author named Leonard Nadler Applying chart 1.2: Managing human resources based on competence by Leonard Nadler to develop the teaching staff at universities of technical educationin a competency-based approach

1.4.2 R.WayneMondy and RoberM.Noe’s model

Chart 1.3.Description of analyzing work According to this chart, whether

the developing the teaching staff is successful or not is dependent on two factors: ) analyzing work; (-) standardizing competence Applying this model in developing the teaching staff at universities of technical education has to be carried out simultaneously chronologically at all levels

(-1.4.3 Society for Human Resource Management (SHRM)’s model

Chart 1.4 The process of managing human resources based on competence The general view of the authors is to bring competence system to human resource

(Based on the description

of the professional framework)

EVALUATI

NG BASED

ON COMPETE NCE

(- Based on the

professional framework

- Evaluating based on proof)

TRAINING THE TEACHING STAFF BASED ON COMPETE NCE

(Fulfilling the missing competence and focus on the duties now and in the future)

BUILDING THE ENVIRON MENT FOR DEVELOPI

NG THE TEACHING STAFF

(Based on three factors: expectation, benefit and value;

motivation change, organism of cooperating and

classifying managers)

Developing the teaching staff at universities of technical educationin a competency-based

approach

1.6 Factors affecting the development of the teaching staff at universities of technical educationin a competency-based approach

1.6.1 Factors relating to the teaching staff

1.6.2 Factors relating to leaders

1.6.3 Factors relating to culture, science and technology

1.6.4 Factors relating to environment, organizing and managing organism of universities of technical education

Developing the teaching staff at universities of technical educationin a competency-based approach is understood as the process of building and completing the teaching staff at universities of technical education to meet the standardized professional competence

In order to develop the teaching staff at universities of technical educationin

a competency-based approach, it is necessary to have standards of professional competence of the teaching staff; at the same times, it is needed to transfer the standards into functions and constitutes of management to make a standardize process to motivate the teaching staff to develop

During the development of the teaching staff, it is necessary to consider the factors in order to minimize the negative aspects and maximize the positive ones so that the advantages of the development are taken of

CHAPTER2 THE CURRENT SITUATION OF THE DEVELOPMENT OF THE TEACHING STAFF AT UNIVERSITIES OF TECHNICAL EDUCATION

2.1 Overview of universities of technical education

2.1.1 History of universities of technical education

There are 3 among 5 universities of technical education being under Ministry of Labour, War Invalids and Social Welfare Two among those are under Ministry of Education and Training

2.1.2 Training

According to statistics given by General Department of Vocational Training, teachers at vocational institutions have sufficient qualifications; universities of technical education train 30 over 400 majors, accounting for 7.5% of the major list

Table 2.2 Number of majors at university level in the school year 2014-2015

Vocational College Diploma

1 Hung Yen University of

Technology and Education

2 Nam Dinh University of

Technology and Education

3 Vinh University of

Technology and Education

4 Vinh Long University of

Technology and Education

2.2 An introduction to the survey of real situation

2.2.1 Aims of the survey

The survey not only aims at examining, surveying and evaluating the real ability and the development of the teaching staff at Universities of technical education but it also combines with the theoretical background to propose solutions

to develop the teaching staff according to competence approach, contributing to the improvement of working quality of the teaching staff

2.2.2 The subjects for the survey

The informants for the survey include 242 managing staff and lecturers of Universities of technical education

2.2.3 The survey and investigation content

- Concentrate on examine and evaluate the real situation of the teaching staff based on criteria such as: quantity, structure, professional skills, information technology and language skills, pedagogical competence, moral dignity, professional attitude of the teaching staff

- Evaluate the real situation of teaching staff competence according to competence groups

- Evaluate the real situation of managing and developing the teaching staff at Universities of technical education

2.2.4 The survey and investigation instruments

2.2.5 The survey procedure

- Instructing the managing staff, teaching staff, and students to fill in the statistical forms, survey forms; afterwards, they will complete the forms themselves

- Deeply interviewing the managing staff and teaching staff of these universities in order to assist the survey questionnaire method

2.3 The real situation of the teaching staff at Universities of technical education

2.3.1 Number, gender and age of the teaching staff

The teaching staff at universities of technical education have a relatively reasonable structure with 61.26 % of the lecturers aged from 31-50 (in which 49.51% aged from 31-40, 11.75% aged from 41-50) The gender structure is 63.1% male compared to 36.9% female which is unreasonable

2.3.2 The qualifications of the teaching staff

The qualification structure of the teaching staff at Technological and Education Universities is relatively reasonable; the majority of the teaching staff have the master degree (69,20%), the number of teaching staff who have the Ph.D upwards accounts for 13,99% (in which 0,46% are professors; 3,28% are associate professors and 10,25% are Ph.D)

2.3.3 The pedagogical, foreign language and information technology ability

of the teaching staff

19.29% of the teaching staff are trained at Pedagogical Universities, 2,71% are educated at Pedagogical Colleges, and most of them have the pedagogical certificates (making up 78%) Among the teaching staff at Pedagogical Universities, 34.89% have vocationally pedagogical certificates

There arefew teaching staff who has foreign language ability at university level, postgraduate level and who have international certificates The staff who only have information technology certificates make up 75.99% and the number of