Doctor of Educational sciences dissertation summary: Management of pedagogical professional training for vocational college teachers in the Mekong Delta in the direction of quality

On the basis of theoretical research, assessing the status of fostering and management status of pedagogical skills fostering for teachers, the studying proposes some solutions for managing pedagogical skills training for teachers in colleges in Mekong Delta in the direction of quality assurance.

MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE

OF EDUCATIONAL SCIENCES

PHAN THI THUY TRANG

MANAGEMENT OF PEDAGOGICAL PROFESSIONAL

TRAINING FOR VOCATIONAL COLLEGE TEACHERS IN THE MEKONG DELTA IN THE

DIRECTION OF QUALITY ASSURANCE

Major: Education Management Major Code: 9.14.01.14

DOCTOR OF EDUCATIONAL SCIENCES DISSERTATION SUMMARY

Ha Noi - 2019

Works to be done in:

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

Scientific Instructor:

1 PROF DR NGUYEN LOC

2 DR PHAN CHINH THUC

Reviewer 1:

Reviewer 2:

Reviewer 3:

The dissertation is defended in front of the Institute-level Board of Examiners meeting at The Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao, Ha Noi At hour , date month year

The dissertation can be found at:

- National Library

- Library of The Vietnam National Institute of Educational Sciences

INTRODUCTION

1 Rationale

The establishment and development of Vocational Education institutions, especially

in the Mekong Delta in the period of 2010 - 2015, has achieved some results in meeting highly skillful human resources Teaching staff of Vocational Education has developed in quantity and quality step by step raised but still reveals many limitations and inadequacies, who is imposing objective and urgent requirements to meet the needs of human resource training, contributing to economic growth, accelerating the process of economic and labor restructuring in the direction of industrialization and modernization, increasing labor productivity, increasing income for workers and improving the quality of human resources in the context of international integration

The teaching staff is formed from many different sources:

- High school graduates are trained from technical pedagogical universities and technical pedagogic colleges

- University graduates from specialized technical universities (fostering career skills and pedagogical skills) to become teachers

- Technical staff, artisans and workers with high vocational skills from production (being trained in pedagogical skills), mainly recruited as vocational practice teachers

- The need to train high-quality technical human resources to meet the socio-economic development of the country in general and the Mekong Delta in particular requires the development of a contingent of teaching staff of Vocational Education in terms of quantity, quality and industry structure

In order to remedy the above situation, solutions for continuing training and fostering pedagogical skills for teachers from different sources are concerned General Department of Vocational Training; MOLISA has developed and issued a framework curriculum for pedagogical skills teaching at elementary, intermediate and college levels At the same time, Faculty of Vocational Education has been set up in some key vocational colleges in the regions to train and foster Pedagogical Skills for teachers in the region

From the above reasons, the research on the topic "Management of pedagogical professional training for vocational college teachers in the Mekong Delta in the direction

of quality assurance" is very urgent and highly practical

2 Objectives of the research

On the basis of theoretical research, assessing the status of fostering and management status of pedagogical skills fostering for teachers, the studying proposes some solutions for managing pedagogical skills training for teachers in colleges in Mekong Delta in the direction

of quality assurance

3 Object and subject of the study

3.1 Object of the study: Pedagogical Skills training activities for teachers of colleges

in the Mekong Delta

3.2 Subject of the study: Management of pedagogical skill training for teachers of

colleges in the Mekong Delta in the direction of quality assurance

4 Scientific hypothesis: Management of pedagogical skill training for teachers in colleges

in the Mekong Delta is still inadequate due to the characteristics of the teachers and the need

to quickly develop human resources in the Mekong Delta in the near future Therefore, if the

solutions for managing pedagogical skills training for teachers about developing enrollment plans, managing the training process, evaluating outputs and innovating the operation of the pedagogical course in the direction of quality assurance, it will contribute to improving the efficiency of teacher management and improving the training quality of colleges in the Mekong Delta

6 Scope of the study

- Researching the theoretical basis of management of pedagogical skill training for teachers in the direction of QA

- Assessing the status of management of fostering pedagogical skills for colleges teachers in the Mekong Delta

- Proposing solutions for managing training of Pedagogical Skills for college teachers

in the Mekong Delta region to 2025 towards QA

- Testing a solution at the pedagogical faculty of vocational training at Can Tho Vocational College on the subject of College Teachers teaching Elementary occupations

7 Approach and research method

7.1 Approach method:

In this study, the researcher applied the following approaches: System approach; Quality assurance approach; Human resource development approach; Competency Approach (output standard); Process approach

7.2 Research method

Group of theoretical research methods; Practical research methods; Statistical methods that handle the survey data

8 The defended thesis

- Managing Pedagogical Skills training for teachers in the direction of quality assurance is a standardized method (in management and control) in order to develop thinking and self-maintenance to make a difference in motivation and work efficiency It is considered

as a new personnel management method in accordance with the requirements of innovation

in educational management

- In order to improve the capacity of the teachers, fostering the pedagogical skill level

towards quality assurance must be paid special attention by colleges This is one of the decisive factors to help teachers form professional and technical knowledge, practical skills

and ethical qualities to well perform the teaching duties

- Pedagogical Skills training should be based on performance standards and at the same time choosing an approach based on CIPO model, ensuring that the whole training process (Inputs, Processes, Outputs and Regulating Contexts) achieves the desired effect

9 New contributions of the study:

- Contributing to systematizing concepts, theoretical basis of fostering pedagogical skill management for college teachers towards QA

- Assessing the status of management of fostering pedagogical skills for teachers at colleges in the Mekong Delta

- Proposing some solutions of managing pedagogical skill training for college teachers

in the direction of QA to contribute to improving the quality of teachers in colleges in the Mekong Delta

10 Place for conducting research: The Vietnam National Institute of Educational Sciences

11 Structure of the study

Apart from the Introduction, Table of Contents, Abbreviations and List of Tables - Charts, Conclusions, References and Appendices, the study consists of 3 following chapters:

Chapter 1: Theoretical basis for management of pedagogical skills training for college teachers towards quality assurance

Chapter 2: Status of fostering and management pedagogical skills for college teachers

of Mekong Delta towards quality assurance

Chapter 3: Solutions for managing pedagogical skills training for college teachers in

Mekong Delta in the direction of quality assurance

CHAPTER 1 THEORETICAL BASIS FOR MANAGEMENT OF PEDAGOGICAL SKILLS TRAINING FOR COLLEGE TEACHERS TOWARDS QUALITY ASSURANCE 1.1 Overview of Literature review

1.1.1 Foreign research works

Foreign authors have been very interested in researching issues related to quality management, perspectives on quality, effective training methods and effective management models However, the works did not deeply mention the management of fostering pedagogical skills for teachers in the direction of QA The study inherits the domestic and foreign research achievements on the effective management theory of education, at the same time, the researcher combines the theory of QA model, in order to develop measures to help

manage the pedagogical skills training for college teachers in Mekong Delta in the direction

of QA

1.1.2 Domestic research works:

Research by Pham Thanh Nghi (2000) shows that, in order to be able to manage strategies effectively, strategic thinking needs to be used and focused on: (1) Creating organization-oriented activities; (2) Identifying areas of innovation related to the organization's overall vision, mission, and goals; (3) Reviewing the overall orientation within the organization's traditional operations as well as further looking in the coming years; (4) Emphasizing on how and why, defining the strategy and implementing the strategy; (5) Finding the organization's greatest competitive advantages compared to similar organizations, selecting the type of students to serve and identifying funding sources [66]

Research by Nguyen Danh Huu (2016) identified basic pedagogical competence groups of teachers who need to be trained and fostered for development, namely: (1) Capacity group on ethical qualities; (2) Group of teaching and educational competencies (capacity to diagnose; capacity of designing educational and teaching plans; capacity to organize the implementation of education and teaching plans; capacity to supervise and evaluate the results

of teaching and educational activities; capacity to solve problems that arise in practice, the capacity of integrated teaching, differentiated teaching, teaching for sustainable development [67] In general, the research issue has attracted many domestic authors to implement However, the above works have not gone into research on management of fostering pedagogical skill for college teachers

1.2 Theory of quality and management towards quality assurance

1.2.1 Management:

Management is described as a program of activities undertaken by the manager to ensure that the organization's objectives are achieved The Management process includes the combination of: People; Time; Work; Currency; Place; Machinery (technology); Source of raw materials From a functional perspective, manager performs many different activities depending on the organization, or according to the levels of the managers However, there are some basic, common tasks for everyone to manage in all organizations People often call these most common tasks as the management function Up to now, many management experts agree that there are four basic management functions: Planning; Organization; Leadership / Coordination (direction); Examining

However, in order to perform the above functions, the organization or the manager must ensure other resources conditions such as human, facilities, information these conditions directly affect the results of management work, which is a decisive factor and lays the foundation for the success of the organization

Hình 1.1 Relationship in terms of different resources of management

Source: Nguyen Loc, (2010), Management theory, University of Pedagogy

Publishing House [56]

Management's functions are all aimed at achieving organizational goals effectively, while the functions have their own duties, but they affect each other in the management process of leadership and functions This must be based on human, financial, physical and information resources Without these resources, the functions will be useless to the organization's goals, any management function is related to resources, none of the resources does not affect function of management Thus, in order to achieve the organization's goals effectively, it is necessary to invest, considering the mission of the functions with the presence

of all investment resources in the organization

From the above-mentioned approaches, it is shown that: Management is the process

of planning, organizing, leading and examining the work of its members to achieve the organization's goals [59]

1.2.2 Quality concept

The concept of "quality" is perceived from many different perspectives:

a) According to absolute conception

b) According to relative conception

c) The conception of vocational training quality is based on many components: Quality

is a multidimensional concept, so when mentioning the quality of vocational training, it is necessary to mention many different elements, directly or indirectly affecting quality

Achieve organizational goals effectively

The researcher said that: Quality of training is a dynamic, multi-dimensional, historical concept - specifically, containing many quantitative and qualitative factors From a different perspective of interest, the evaluation of vocational training quality can serve different purposes, possibly emphasizing the function of one component or the function of another With the most common purpose of evaluating the quality of vocational training is to analyze and find solutions to improve the quality of training in vocational education institutions

1.2.3 The levels of quality management:

Quality management is an effective system of unified operation of different parts of the organization, responsible for implementing quality parameters, maintaining and improving it to ensure production and consumption The most economical way to satisfy the needs of consumers (A.Feigenbaum)[1]

Quality management is classified into 3 levels of management, specifically as follows: Quality control, quality assurance and overall quality management The level of quality management is shown as follows:

(1) Quality Control (QC): In the field of training, it is controlling factors: teachers and staff,

facilities and teaching equipment, enrollment, teaching-learning methods and information (

information about education, education management and labor market information)

(2) Quality Assurance (QA): In the field of education and training, the basic factors that

need to be tested for QA are: curriculum, lecturers / teachers, facilities and teaching equipment, organizing and managing the process of teaching, scientific research, the relationship between schools and businesses, services for students

The important issue for training management under the "quality assurance" model is

to develop a standard system of quality assurance conditions for each type of school, each

level and different training professions as a basis for evaluating and managing training

quality Researcher are particularly interested in the management model of "Quality Assurance" in the implementation of the thesis

(3) Total quality mangement (TQM): Nguyen Loc [57] introduced the definition of TQM

given by ISO 8402:1994: "TQM is one management method an organization, focusing on quality, based on the participation of all its members and aiming at long-term success through customer satisfaction, and benefits to all members of the organization and to the society " and Marsh J as follows: “TQM is a philosophy that is accompanied by tools and processes for practical implementation in order to achieve a culture of continual improvement

implemented by all members of the organization in order to meet and satisfy customers”

1.2.4 Quality assurance and models of quality assurance of training and fostering

1.2.4.1 Quality assurance: Training at the institutions is the operational management

within the scope of vocational training institutions and activities with external partners to guide and control the training quality assurance system, in order to create believe that graduates have enough knowledge, skills and attitudes towards their goals and meet the requirements of the labor market

1.2.4.2 Quality assurance models

a) Management model according to Europe

b) Organizqtion Element Model - SEAMEO

c) Management model by ASEAN Union (AUN&QA ): The QA model of training

program (training program) according to AUN-QA starts from determining the needs of stakeholders These needs are loaded into expected learning outcomes, the model is shown in Figure 1.5 as follows:

Sơ đồ 1.5: The QA model of training program according to AUN-QA (version 3.0)

The quality assurance of school level is included in the school's missions, tasks, targets and goals Version 3 of the QA model for training program according to AUN - QA includes

11 criteria: (1) Expected learning results; (2) Description of training program; (3) Structure and content of training program; (4) Methods of teaching and learning; (5) Examining and evaluating students (Students); (6) Teacher quality; (7) Quality of support staff; (8) Student quality and activities to support students; (9) Infrastructure and equipment; (10) Improve the quality; (11) Output

The model ends with meeting the needs of stakeholders and continually improving the QA system [6]

d) Quality management model according to ISO 9000:2000

e) Quality assurance model approaching CIPO of UNESCO

Also according to Nguyen Loc [58], American author Hoy W.K.and Miskel C.G argues that following a quality management model includes inputs, processes and outputs with about 21 indicators of all kinds Academic achievement is only one of many indicators above (see Figure 1.6)

Input Process Output

encouragement Organization of class Program quality Teaching quality Learning time Quality leadership

Academic achievement Student learning

Satisfaction of the teacher

Degree of absence The number of school dropouts

Quality made

Figure 1.6: Assessing quality according to input - process – output of USA

Source: Hoy W.K.and Miskel C.G., (2001) Educational Administration (excerpt

according to [58])

Quality assurance model according to SEAMEO organization with 5 elements of management of input quality, process, result, output and efficiency; The AUN-QA model has provided 11 QA standards for training programs with the aim of achieving expected results for stakeholders In particular, the labor and product management must be competent and qualified to create quality products and the product user must actively evaluate to contribute

a) Pedagogical Skills: “Skills” According to the definition of the Vietnamese

Dictionary 1992: To be understood as a professional occupation, professional work of an occupation [71]; Pedagogy: According to the definition of the Vietnamese Dictionary 1992:

is a science of teaching and education in schools [71]

Thus, the term "pedagogical profession" is a professional work of teaching

profession, an educational activity and a method of teaching a specific job or subject of a teacher The minimum standards of the most common teachers for all occupations include the following competencies: Professional career competence; Pedagogical career competence; Supporting competence (information technology, Internet, foreign languages, communication); Competence includes Knowledge, Skill, Professional Attitude and Workhabit

b) Fostering the pedagogical skills for teachers: “Training” according to the

definition of the Vietnamese Dictionary 1992 is to become a competent person according to certain standards [71]; Fostering: According to the definition of the Vietnamese Dictionary

1992, it is to increase the strength of the body with a tonic and to increase the capacity or

quality [71]

Therefore, fostering pedagogical skills is an impact process to supplement and perfect more skills, feelings and attitudes for teachers, helping them meet the increasing demands of society Teachers not only have scientific knowledge of profession but also need knowledge and skills of pedagogical skill to implement teaching method in order to improve teaching effectiveness Since changing to teaching modules that integrate theory and practice in colleges, both teachers and students must actively study, foster and improve skills to meet new training methods of the presence

c) Fostering pedagogical skills for college teachers towards QA: “Fostering pedagogical skills” for teachers is to develop the capacity of schools with Faculty of Vocational Education in the trend of international integration in order to improve the quality

of training Teacher training is a basic and important solution to ensure the successful implementation of the process of renovating vocational education In the context of integration and industrial revolution 4.0, the quality of training is a top concern of colleges

in Vietnam in general and the Mekong Delta in particular For the vocational training institutions that have Faculty of Vocational Education, to improve the capacity of training and fostering teachers based on the identification of the school's capacity through the indicators

of vocational education institution accreditation, Faculties of Vocational Education need to focus on comprehensive development measures: Developing the capacity of vocational training institution management; Developing pedagogical teaching staff; Developing training programs for teachers; Improving the quality of teaching; Improving the capacity of scientific research in vocational education and applying research results into practice of training and fostering teachers; Building the environment of pedagogical vocational education and resources On the basis of comprehensive development of the mentioned aspects, step by step perfect the model of management and QA to improve teacher training quality for colleges in the region

1.2.5.2 Some principles of quality assurance

1.2.5.3 Managing training pedagogical skills for college teachers in the direction of

QA

At present, there are no studies mentioning the organization and management of pedagogical training for college teachers towards quality assurance, in the context of international integration and global change However, organizing and managing professional training activities for university lecturers in the direction of quality assurance requires strict process compliance

From the meaning of how to foster pedagogical skills for teachers in the direction of

QA in building and developing the training program, the researcher has generalized the meaning of how to foster pedagogical skills for teachers in the direction of QA in the organization and manage fostering pedagogical skills activities for college teachers in the

Mekong Delta such as: building competence for teachers in "hard skills" and "soft skills"

The method of fostering pedagogical skills for teachers in the direction of QA is a method to make teaching activities at colleges more effective as all students of the university are

focused on education to improve and enhance results learning compared to expected learning outcomes, in line with the increasing demand for training high-quality human resources of society in the context of deep, wide international integration and global change Therefore, it can be said that, applying fostering pedagogical skills training for teachers in the direction of quality assurance is very useful and integrated with the world's trend in implementing fostering pedagogical skills program for college teachers, one of the solutions contributing

to improving the quality of vocational education

a) The process of evaluating program quality of colleges

- Self-assessment process: Conducting self-assessment according to the procedure

specified in Section 2 of Circular No 28/2017 / TT-BLDTBXH of December 15, 2017

"Providing for the quality assurance system of vocational training institutions" as follows: 1 Establishing a Board for self-assessment of training program quality; 2 Conducting self-assessment of the training program quality; 3 Reviewing and approving the self-evaluation report of training program quality; 4 Publishing a self-evaluation report on the quality of the

training program and sending it to the competent authorities

- Content of the self-assessment process: Step 1: Planning and Establishing the inspection Board; Step 2: Approving; Step 3: Inspection Board meeting; Step 4: Performing evidence collection; Step 5: Self-Inspecting the quality of training program of the units; Step 6: Collecting unit reports; Step 7: Quality inspection; Step 8: Approving; Step 9: Publish the report, archiving

Self-b) Management of pedagogical skill training in the direction of QA at the college:

In Vietnam, the application of accreditation of vocational training institutions has been started for more than 10 years However, this is a reverse process that does not meet the quality assurance requirements as expected, in order to overcome this shortcoming from 2017, the STEP has gradually implemented pilot testing of training programs Following the Circular

No 28/2017 / TT-BLTBXH, on December 15, 2017 of the MOLISA, the vocational education institutions develop their own quality accreditation process for the school and the training program is also considered as a the program of the vocational training institutions

having Faculty of Vocational Education

At present, there is no research mentioning that QA to organize and manage fostering pedagogical skills activities for college teachers in the Mekong Delta in particular and the country in general, in the context of international integration and global change However, organizing and managing fostering pedagogical skills activities for college teachers in the direction of QA requires also to follow the process closely Therefore, it can be said that, applying the management of pedagogical skill training for teachers in the direction of QA is very useful and integrated with the world trend as one of the solutions contributing to improving the quality of vocational education

1.3 Teacher model and pedagogical competence structure of teachers

1.3.1 Concept of Teacher: Teachers are teachers teaching at vocational institutions

with the duties and rights specified in the Vocational Education Law (Article 55) [5] According to the researcher, the general requirements for teachers are expressed in the

following key aspects: quality; qualification; pedagogical capacity The requirement for

fostering pedagogical competence for teachers is firstly equipping them with basic,

systematic knowledge about psychology, helping teachers to form psychological research

skills and apply them to training themselves, being able to analyze, explain and understand

the psychological phenomena of students on a scientific basis Since then determine the

appropriate teaching methods to achieve quality and effectiveness Fostering pedagogical

skills for teachers in the direction of QA is an urgent requirement in the context of current

international integration, which is the research content of the thesis

1.3.2 College teacher model

According to Vu Xuan Hung [42]: Teachers are responsible for performing teaching

tasks in vocational institutions, contributing to training human resources for technical workers

directly for the national industrialization and modernization Due to the nature and

characteristics of professional activities, teachers have very specific characteristics They are

both educators, with qualified and capable of organizing and managing teaching and

educational activities; being a technologist-technician with a certain level of professional

knowledge and skills of a training major or profession; being a scientist capable of carrying out

and participating in research activities, technical improvements, innovation of training methods

and contents; being a manager capable of organizing and managing activities according to his

functions and duties and is also a social activist with knowledge, participation and organization

of social and community activities

Thus, we can generalize the career model of teachers according to the following

model:

Figure 1.8: Career model of teachers [77]

1.3.3 Pedagogical competence of teacher

1.3.3.1 Capacity structure of teacher: Minimum standards and core components of

the model of the most common vocational teachers for all occupations include: Professional

career capacity; Pedagogical capacity; Supporting capacity (information technology, Internet,

foreign languages, communication); Competence includes Knowledge, Skill, Professional

Attitude and Workhabit

1.3.3.2 Structure of pedagogical competence of teacher

Educator

Technican (Technology &

Vocational skills)

Scientific researchers Manager

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