Improving the quality of lecturers to meet the requirements of standardization and international integration of human resources in higher education system

change in the main strong policies, content, methods of education and vocational training in order to create human resources capable of approaching new production technology trends.”E[r]

intEgration oF human rESourCES in highEr EduCation SyStEm

Dr Nguyen Thi Thanh Tung 1

Abstract: Vietnamese higher education in the present period has been facing

major changes in order to implement the radical and comprehensive innovation

of higher education of the Party, the State, and to adapt to the paradoxical effects (including the opportunities and challenges) of the trend of internationalization and the fourth industrial revolution to all institutions in Vietnamese higher education systems Entities contributing to the international integration of higher education institutions are lecturers, students and administrators Lecturers are not only professional activists but also educators, scientists and social activists, professional psychologists Proposing solutions that are both strategic and long-term, as well as solutions to meet immediate objectives, help the improvement lecturers their professional competence and quality, lecturers’ capabilities This studying is a matter of deep practical significance, attracting the attention of the Party, the State and the entire education sector of Vietnam.

Keywords: Standardize lecturers; Education human, Education renovation;

Vietnam higher education.

1 Introduction

In recent years, along with the process of national renewal and the globalization trend, the international integration, Vietnamese higher education has made significant changes in order to implement the policy of fundamental, comprehensive renovation

of higher education of the Party and the Vietnamese State This is the inevitable path

of Vietnamese higher education in the context of international integration in order

to approach the modern higher education in the world, training high quality human resources to meet the standardization requirements and international integration

1 Hanoi National University of Education, Email: thanhtungsphn@gmail.com / 0984910334

However, Vietnam’s higher education is now facing enormous challenges stemming from the first effects of the Industrial Revolution 4.0 Emerging from the 2000s, the Industrial Revolution 4.0 signals a dramatic shift in both quality and quantity to the workforce around the globe Professor Klaus Schwab, German,

chairman of the World Economic Forum Davos, where concept of the Industrial

revolution 4.0 first appeared, identified that: “We stand before a revolution that will fundamentally change the way we live, work, and relate to each other I consider this fourth industrial revolution to be unlike anything humanity has ever experienced in terms of scale, scope and complexity” [1] In order to catch up with the unpredictable changes,

Vietnamese higher education must undergo a radical and comprehensive change

in the nature of the 4.0 revolution In particular, lecturers are considered key,

a factor that is “hinged” to the development of higher education 4.0 in the near future Lecturers are not only professional activists but also educators, scientists and social activists Proposing solutions that are both strategic and long-term, as well as solutions to meet immediate objectives, help lecturers improve their professional competence and quality, lecturers’ capabilities Studying is a matter of deep practical significance, attracting the attention of the Party, the State and the entire education sector of Vietnam

To get the research item, the author the use of the research of analysis, parsing, observating and total; Based on that, draw the necessary conclusions about the solutions to improve the quality of lecturers of universities and colleges in the coming time for international integration in the Industrial revolution 4.0

2 Content reseach

2.1 The reality of Vietnamese higher education in the early years of the 21st century

In the 8th Congress of the Communist Party of Vietnam (1996), The Party confirmed “along with science and technology, education and training are put in the top national policies to improve people’s knowledge, train human resources and foster talents” [2] Therefore, appreciation and development of a national education is an urgent requirement for all countries in the world in the process of developing knowledge economy and global integration In the education system, higher education plays a particularly important role, contributing to the training of high-level professionals in various fields, contributing to the national construction and defense Developing higher education is the “golden key” so that any country in which Vietnam opens its doors to the 21st century, which is the basis of developing the human factor - the most important resource of the national development in

today’s era.

Table 1: Higher education statistics in Vietnam in the 2017-2018 school year [3]

No Quantity Total university Public university Private

2 Number of student enrollments 437156 352982 78543

3 Number of PhD student and MA student enrollments 48106 41908 6198

4 Scale of regular university students 1707025 1435495 267530

5 Scale of PhD student and MA student 121253 106983 14200

6 Number of university graduates 320578 281965 38613

7 Number of PhD and MA graduates 38021 35135 2886

9

Number of organic lecturers Inside:

- Professor

- Associate Professor

- Doctor

- Master

74991 729 4538 20198 44634

59232 529 3796 17003 35856

15759 42 742 3195 8778

In the first two decades of the 21 st century, the scale of higher education in Vietnam has changed dramatically According to the statistical report of the Ministry

of Education and Training, the school year 2017-2018 has a total of 235 higher education institutions with hundreds of thousands of students, graduates and graduate students year In order to improve the quality of training, in recent years, higher education institutions have actively innovated comprehensive objectives, content, training programs, teaching methods towards developing capacity and quality, strengthening Application and practice skills focus on output standards for learners, strengthen education quality accreditation Training institutions implement training with the labor market, actively grasp the needs of enterprises

or develop training programs with the participation of enterprises to ensure clear output standards In the Vietnamese education system, it is worth noting that two universities are among the world’s 1,000 universities, namely Hanoi National University and Ho Chi Minh City National University Ton Duc Thang University is ranked in the university group in Asia FPT University Hanoi aims to build online laboratories to connect scientists around the world

In 2018, the Unirank- international higher education ranking system based on the standards announced the ranking of 67 best universities in Vietnam, of which the top 15 ranked as follows:

Table 2: Ranking university in the top 15 universities in Vietnam

3 Hanoi University of Science and Technology Ha Noi

6 University of Economics Ho Chi Minh city Ho Chi Minh city

7 Ho Chi Minh city University of Science Ho Chi Minh city

10 Ho Chi Minh city University of Transport Ho Chi Minh city

11 Ho Chi Minh city University of Information Technology Ho Chi Minh city

14 Hanoi National University of Education Ha Noi

In the construction and development strategy, “universities across the country have deployed 37 advanced programs and about 250 high quality training programs The quality assurance conditions, especially the teaching staff, have been improved gradually in both quantity and quality The country has more than 72.7 thousand lecturers; in which, in the period of 2015-2017, the percentage of lecturers with a doctorate degree increased by 22.68%” [4]

According to statistics, by 2014, in Vienam higher education systems, there will be about 14,000 Ph.Ds and PhDs of Science, 1,432 professors, 7,750 associate professors, and in 2015, 522 new professors and associate professors will be recognized The 92 thousand lecturers of universities, colleges” [5] By the 2017-2018 academic year, there are 74,991 faculty members in the higher education system, including 729 professors, 4,538 associate professors, 20.198 doctors and the rest are

other qualifications Most of the faculty work in public educational institutions, for a total of 59232 (about 80%) The number of lecturers working in non-public educational institutions is 15759 (about 20%) The instructors carry out the tasks under the provisions of the Higher Education Law such as teaching, scientific research, educators and social activists, of which the top two tasks that the trainers

in the system The most important system of higher education is participation in high-level human resource training and scientific research

The number of scientific publications of lecturers in international and domestic journals on the list of ISI, Scopus, journals in the list of National Science and Technology Fund (Naforted), in magazines the section of State Council Title in recent years also proves the efforts and efforts to develop the scientific capacity

of lecturers of universities and colleges in Vietnam Developing specialized and interdisciplinary research groups in each higher education institution and between higher education institutions is an appropriate development trend in the integration trend of Vietnamese education

Chart: Top 20 universities with the highest number of articles published internationally in the 2017-2018 school year [6]

However, in the general context of world higher education, the reality of Vietnam’s higher education system also exists limitations as follows:

First, higher education falls into an overproduction crisis Many industries and many higher education institutions face difficulties in new enrollment

Second, the planning network of higher education institutions is not uniform Higher education institutions are concentrated mainly in big cities such as Hanoi,

Da Nang, Can Tho and Ho Chi Minh City

Third, the connection between schools and businesses, schools and society is not closely and effectively linked, leading to the situation that unemployed students

do not meet the requirements of enterprises or retrain

Fourth, scientific research has not invested properly, aiming to serve the goal of training high quality human resources and meeting the needs of society

Fifth, the capacity of many researchers, lecturers, students and learners to study foreign languages and information technology is still limited

Sixth, the curriculum framework and teaching methods are highly academic and theoretical, forcing higher education institutions to change to meet the requirements of the basic and comprehensive innovation of higher education Vietnam “shifting the education process from the predominantly knowledge-based

to the comprehensive development of the learner’s competency and qualities” [7] Thus, it can be affirmed that the reality of Vietnamese higher education has changed dramatically compared to the period before the renovation, contributing greatly to the renovation of the country However, compared to the development of regional and world higher education, Vietnamese higher education institutions are facing many great challenges, including the fourth industrial revolution to gain “the development or prosperity of each country depends directly on the rules and quality

of higher education” [8] As one of the subjects that make up the achievements and core values of each higher education institution, each lecturer needs to be fully aware

of the fourth industrial revolution and have the right solutions, apply in the model

of higher education in the fourth industrial revolution

2.2 The Fourth Industrial revolution and some requirements for higher education model 4.0 in the future

Nowadays, the Fourth Industrial Revolution is becoming the “keyword”

of all countries in the world and higher education is not out of reach The Fourth Industrial Revolution occurred from the 2000s called the digital revolution is based

on three main areas including: the field of Digital, the field of Biotechnology, the field of Physics with technologies such as the Internet things to transform the real world into the entire digital world Because the difference in quality compared to three revolutions before about the speed, scope and systems that Revolution 4.0 is spreading exponentially worldwide and the impact is extremely strong as change

all “standards” across all sectors “In social terms, a change of paradigm (paradigm shift) also takes place in the way we work and communicate, as well as our way of expression, access to information and entertainment Similarly, governments and organizations are being reshaped, some of which have to mention as the education system, health and transportation” [9]

The fundamental change in the labor market during the boom of the Revolution 4.0 will pose a great deal of challenges for universities, requiring schools to innovate comprehensively from school management to innovatecurriculums and methods

of training to suit the development trend of Education 4.0 Higher education 4.0 will be marked by major changes in training objectives, from knowledge acquisition

to potential exploitation, capacity development; At the same time empowering individuals to create.The concepts of “virtual classroom”, “virtual lecturer”, “virtual device”, “virtual environment” are becoming inevitable development trend in educational training

The Revolution 4.0 associated with globalization in higher education will transform the nature of traditional universities, facilitating the massification and globalization of higher education This process creates opportunities for cooperation but also creates competition and challenges for the higher education sector in each country Especially when the personalization of training is increasingly advanced and the mission of training goes beyond national boundaries to serve humanity With the increasing pace of technological changes, the Revolution 4.0 will require and require more focus on the capacity of the workers to be able to adapt continuously, learning skills and approaches new in a variety of new contexts Therefore, the content of higher education 4.0 must be designed according to the curriculum opened, to adapt quickly to the new demands of the labor market and employment, the curriculum allows the learners or students can access and study at any place with an internet connection Higher education is no longer a “preparation” for the future but must always create “products” that are capable of working in the learning process, capable of being creative and competitive on the global

Traditional classes will be replaced by online classes, virtual classes with virtual learning devices such as: Google Glasses, virtual reality headphones, smart watches, multimedia devices, information technology and communication systems (ICT), wifi Moreover, real environments must also be equipped to enable learners

to connect between virtual and real Big data will be an inexhaustible source of information for analyzing, identifying trends or forecasting business at a high level

of accuracy

Online learning is becoming more and more popular, so that artificial intelligence software will help the instructor to collect personal data (duration

of study, method, schedule training, level of interaction, learning outcomes .); Analyze the learning curriculum to choose the best educational method for each individual rather than using a methodology for more learners Therefore, online education (E-Learning), a massively open online course, is likely to become a major form of instruction to encourage students to study and improve their learningat all times, everywhere This form also requires teaching methods that stimulate critical thinking and responsive student thinking

Before the trials of Revolution 4.0, if not discarded, the Vietnam education

in general, especially higher education Vietnam only a only choice is courageous reform completely education to integrate with the world of education.Recognizing

this, Directive No.16 / CT-TTg dated May 04,2017 of the Prime Minister on

strengthening the access to the Fourth Industrial Revolution has required a dramatic

change in the main strong policies, content, methods of education and vocational training in order to create human resources capable of approaching new production technology trends.”Enhancing the capacity of research and teaching in higher education institutions; strengthen educational skills, fundamental knowledge, creative thinking, ability to adapt to the requirements of the Fourth Industrial Revolution”[10]

2.3 Some solutions contribute to improving the quality of lecturers to meet the requirements of standardization and international integration

The Fourth Industrial Revolution “is a term that encompasses a wide range of modern automation technologies, data exchange and fabrication…is a cluster of terms for the technology and the concept of organizations in the value chain associated with the physical systems in virtual space, Internet Connection everythings (IoT) and Internet of services (IoS)” [11] The modern change of education 4.0 in the world

in the trend of globalization and international integration requires the lecturers of universities and colleges in Vietnam also have to change and catch up trend, if not changed will be eliminated quickly and the capable of great will be replaced by robots, by the virtual lecturers

From Baume researcher (USA), a university lecturer should have 8 competencies, including: (1) Design curriculum; (2) Using variety of teaching methods and technology; (3) Support students; (4) Using variety of assessment techniques; (5) Using self- assessment; (6) Support teaching and management; (7) Develop individual and specialized strategies; (8) Assess future needs, plan for next career development

Based on Vietnam’s Higher Education Law and the impact of the fourth industrial revolution in education, some researchers in Vietnam also point out the requirements of a lecturer in the 4.0 higher education system such as:

1- Lesson plan competency;

2- Scientific research competency;

3- Competency to build a democratic education environment;

4- Competency to establish social relation;

In regulations on scientific research “lecturers must spend at least 1/3 of the total working time in the school year to do scientific research The assignment and implementation of scientific research tasks for lecturers must be in accordance with the conditions, scientific potentials, development orientation of scientific and technological activities of higher education institutions and in conformity with professional capacity of lecturers” [12]

To get the lecturers to meet the professional standards on the platform three fundamental functions of education: creative functions, critical functions and educational functions necessary to have a system with synchronization solutions, comprehensive as follows:

First, the Ministry of Education and Training, the leaders of universities and colleges should organize training and fostering in order to raise awareness of the teaching objectives of education 4.0 for lecturers At the same time, management levels should link with scientific and technological organizations around the world

to implement interdisciplinary training curriculums, interdisciplinary integration skills, new scientific and technological knowledge for lecturers Education 4.0 requires open curriculums, which allow regular updating of knowledge and abroad to quickly adapt to the new demands of the labor market and employment That requires teachers to constantly update the scientific knowledge, professional knowledge, interactions between sectors, the application of technology products

by regularly participate in training courses, seminars, conferences held in the country in the world When the Revolution 4.0 flourished, how we participate in the organization of seminars, conferences worldwide exchange is no longer a difficult and costly travel expenses; Because cyberspace and supporting technology devices will help us participate in online discussions as we are present Therefore, each teacher must innovate on educational thinking, educational objectives; on that basis determine the qualities and abilities that need to equip themselves, training and retraining in order to implement an education “liberal” to meet the requirements of the Revolution 4.0

Second, lecturers need to regularly trainning their skills in using information technology and communicationsystems (ICT) in teaching In the higher education 4.0, teachers need to be able to teach with digital curriculum and digital media;the ability

to use ICT in teaching to develop creative capacity for students.This is mandatory and capacities need to be fostered regular and continuous.As a facilitator, observer, organizer in the real-world environment, lecturers must be up-to-date so that they can master and use ICT tools in their teaching Besides attending training courses, fostering in technology; Lecturers themselves can update, self-improvement through online training, by exploiting the huge data source of the world (Big data) This is also a new requirement of education 4.0: In the process of teaching, teachers must always learn by themselves, improve their knowledge and skills to not be eliminated

or replaced by robots, virtual lecturers or “business lecturers”

Third, lecturers have to foster their own scientific research capacity; strengthening scientific research in accordance with international standards combined with fostering positive and enhance the capacity to support interactive teaching processas: critical capacity, communication capacity, creative capacity In order to access education 4.0, every lecturer needs to become a scientist according

to international standards.To accomplish this, each lecturer must take advantage of the IoT to participate in international scientific conferences, participation in scientific research and international technology Only then can lecturers train people who are capable of creating technology, creating artificial intelligence or robots, rather than creating people capable of replacing robots Besides the expertise, the ability to use ICT tools, adapt to the IoT environment, communication capacity, critical capacity, creative capacity are the qualifications that lecturers must have Through the process of reviewing lecturers will open the hidden capacity of learners, creating a process of learning for each individual

On the other hand, the teaching process in universities and colleges will be continuously connected with domestic and foreign enterprises.The participation of enterprises in real learning environments - Virtual along with lecturers and students will bring many benefits for students because they can get the practical experience from the business; capture job opportunities through interaction with the business Therefore, the communicative competence of lecturers needs to be cultivated frequently to easily exchange with businesses to reach production conditions, actual business and grasp the changes of the market to actual adjustments in teaching Fourth, lecturers must always improve their communication skills in foreign languages and use foreign languages in the teaching and research process The international academic environment is convergence, crystallization of achievements,