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MINISTRY OF EDUCATION AND TRAINING
VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES
----------

NGUYEN DANG LANG

DEVELOPMENT OF LECTURING STAFF
AT THE RED RIVER DELTA COLLEGES IN THE CONTEXT
OF VOCATIONAL EDUCATION INNOVATION

Major: Education Management
Code: 9 14 01 14

SUMMARY OF DOCTORAL THESIS OF SCIENCE EDUCATION

Ha Noi, 2020


THIS THESIS IS COMPLETED AT
VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES


Supervisors:
1. Assoc. Prof. Dr. Ngo Quang Son
2. Assoc. Prof. Dr. Do Thi Bich Loan

Reviewer 1: ....................................................................
Reviewer 2: ....................................................................
Reviewer 3: ....................................................................

The thesis will be defended by the author before the Thesis Assessment Board of
Vietnam National Institute of Educational Sciences, at 101 Tran Hung Dao Street, Hanoi,
Vietnam.
At ............, date ..... month .... year............

Copies of this thesis are available at:
- Library of Vietnam National Institute of Educational Sciences
- National Library of Vietnam


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INTRODUCTION
1. Rationale
Lecturing staff has a very important position and role that determines the education
quality assurance of college system. Therefore, one of the contents of Vietnam Human
Resource Development Strategy for the period of 2011-2020 is developing qualified
lecturing staff to train highly qualified human resources for the country. In 2015, the
number of college lecturers is 39.5 thousand, of which about 38% have a master's degree
or higher. In 2020, the number of college lecturers is 53 thousand, of which 53.5% have a
master's degree or higher. The number of vocational teachers and lecturers in 2020 is 28
thousand.
In response to the human resource development requirement of the society and
towards the process of integration with vocational education in the world, it is necessary to
deploy qualified human resource training for the society to meet the requirements of
vocational education renovation and meet the requirements of the 4 th industrial revolution,
Industry 4.0. For Vietnamese colleges, this issue requires appropriate investment and
drastic guidance from the colleges in a methodical and scientific basis. Actual
implementation in this transition period at Vietnamese colleges is posing many issues to
be solved, especially issues related to the development of lecturing staff. There have been
many works and research projects on the development of lecturing staff; however, the
development of lecturing staff at colleges in the Red River Delta in the context of


vocational education renovation has not been fully addressed and studied.
Facing the issues raised from theory and practice mentioned above, it shows that the
selection of research topic “Development of lecturing staff at the Red River Delta colleges
in the context of vocational education innovation” is a necessary and useful job,
contributing to successful implementation of the task of fundamental and comprehensive
innovation in education and training for the Red River Delta colleges in the context of
vocational education renovation and international integration.
2. Research aims
On the basis of theoretical research on lecturing staff, development of lecturing
staff, and analysis results, the thesis aims to assess the actual situation of lecturing staff
and the development of lecturing staff at the Red River Delta colleges, and propose
solutions to develop lecturing staff for the Red River Delta colleges in the context of
vocational education innovation.
3. Research objects and subject
3.1. Research objects: Lecturing staff at the Red River Delta colleges.
3.2. Research subject: Development of lecturing staff at the Red River Delta colleges in
the context of vocational education innovation.
4. Scientific hypothesis
In recent years, lecturing staff at the Red River Delta colleges have basically met the
immediate task requirements; however, in the current context of vocational education
innovation, there are still certain shortcomings in terms of quantity, structure and quality.
If urgent and feasible solutions to develop lecturing staff can be proposed, it will
contribute to improving the quality of lecturing staff at the Red River Delta colleges in the
context of vocational education innovation.
5. Research tasks
- To study the theoretical basis of the development of lecturing staff in the new period,
the period of knowledge economy, the period of development of Industry 4.0 and meet the
requirements of vocational education innovation; at the same time, to conduct a literature
review of national and international researches on the topic and generalize the lessons learned
about the development of lecturing staff in different countries around the world.
- To survey, analyze, and assess the actual situation of lecturing staff, the


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development of lecturing staff and the influence of such staff on the situation of vocational
education in the Red River Delta.
- To propose solutions to develop lecturing staff at the Red River Delta colleges in
the context of vocational education innovation.
- To test the feasibility and urgency of the solution groups to develop vocational
education's lecturing staff proposed in the thesis. At the same time, to test the solution
“Organization of training - improvement of lecturers according to the vocational education
lecturer title standards”.
6. Scope of research
- In temporal terms: With regard to the actual situation of development of lecturing
staff, the thesis uses statistics from 2016 to 2018, which focuses on the actual situation of
lecturing staff, the development of lecturing staff, and proposes solutions to develop
lecturing staff for the Red River Delta colleges in the context of vocational education
innovation.
- In spatial terms: The thesis is limited to 07 colleges with similar training discipline
(mainly technical - industrial discipline) in the Red River Delta.
- In terms of content: The development of lecturing staff at the Red River Delta
colleges in the context of vocational education innovation has a very wide scope, including
many colleges and management levels from the central government, ministries, localities,
and colleges. The thesis mainly researches at the regional level (mainly the state
management issues that have a great impact on the development of lecturing staff at the
Red River Delta colleges) and conducts in-depth research on the development of lecturing
staff at the Red River Delta colleges.
- In terms of experiment: Experiments for general management solutions and
lecturing staff development solutions are generally time-consuming and complicated. Due
to the time constraints of the thesis as well as the actual academic year plan of the
colleges, the thesis selects only one solution to lecturing staff development among the
proposed development solutions for experiment to verify the suitability and feasibility of
the solution, prove the correctness of the scientific hypothesis in the thesis. In order to
facilitate the research, monitor and ensure the appropriate experiment time, the author
chooses Ha Noi College of Electronic and Electro - Refrigeratory Technics as the
experimental place.
7. Approach and research methods
7.1. Methods of approach
The thesis uses the following methods to approach the research objects:
- Systematic approach: studying and applying the content, systematic approach in
management (all parts) of the organization, aiming to achieve the organization's overall
goal set out in theoretical, practical research and proposing solutions to systematic and
comprehensive development of lecturing staff, organic relationships, mutual assistance
between factors related to the development of lecturing staff.
- Approach to management functions: studying and applying organizational
management functions such as planning functions; organization and implementation
functions; directing and operating functions; and inspecting and supervising functions to
theoretical and practical research and proposing solutions to develop lecturing staff at the
Red River Delta colleges in the context of vocational education innovation.
- Approach to human resource management: studying and applying theories on
human resource management such as: human resource development; human resource
employment; creation of environment for expanding human resources to research the
content of lecturing staff development for the Red River Delta colleges in the context of
vocational education innovation.


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- Standardized approach: studying and proposing solutions to develop lecturing staff
at the Red River Delta colleges aiming to meet the standards on structure, quantity and
quality of lecturing staff in the context of vocational education innovation.
7.2. Specific research methods
7.2.1. Theoretical research, document synthesis and analysis method
7.2.1. Practical research and experience summarizing method
7.2.3. Statistical and research result processing method
8. Defending arguments
8.1. Lecturing staff plays a decisive role in creating the quality of vocational
education and improving the efficiency of vocational education at the Red River Delta
colleges. The improvement of quality of lecturing staff will help improve the quality of
vocational education in the context of vocational education innovation.
8.2. In the context of vocational education innovation, lecturing staff at the Red River
Delta colleges must be developed in terms of quantity and quality to closely grasp the
current science and technology of the society in the direction of association between
colleges, association between colleges and businesses in the fields of practice and
internship for lecturing staff, involvement of businesses in teaching, etc. This is a
theoretical point that shows the peculiarities in the development of vocational education in
general and the development of lecturing staff at colleges in the context of vocational
education innovation in particular.
8.3. The development of lecturing staff at the Red River Delta colleges requires both
the attention to development of the staff (in terms of quality, quantity, structure) and the
attention to personal development of lecturers (improvement of professional competencies,
skills, operations) in the context of vocational education innovation; ensuring harmony
between the interests, needs of lecturers and the common goals of the colleges.
8.4. The proposed solutions for developing lecturing staff at the Red River Delta
colleges must be built according to management function; the factors of quantity, structure
and quality must be impacted synchronously, overcoming the shortage of lecturers in
specific disciplines, new disciplines, and key disciplines, bringing efficiency in human
resource training in the context of vocational education innovation.
9. New contributions of the thesis
9.1. The thesis has concretized and approached some points of view and contents of
human resource management theory in the research, planning, projection of lecturing staff
, the development of lecturing staff suitable to the context of vocational education
innovation in Vietnam in general and the Red River Delta in particular; the development
of vocational education lecturing staff has deeply focused on the issues such as:
ideological education, recruitment; training - improvement; environment, motivation, etc.
In particular, the thesis has generalized experience on the development of lecturing
staff in a number of countries around the world. This is the basis for the colleges in the
Red River Delta to actively and proactively build strategies for development of lecturing
staff of vocational education in response to increasingly demanding requirements in the
context of vocational education innovation.
9.2. The thesis has assessed the actual situation of vocational education lecturing staff
at the Red River Delta colleges, analyzed and indicated the level of success, strengths and
weaknesses; causes and existing limitations, inadequacies of lecturing staff, and solutions
to lecturing staff development that the Red River Delta colleges have applied in recent
times.
9.3. The thesis has introduced competency requirements for vocational education
lectures aiming to meet the task in the context of vocational education innovation. In
particular, it has clearly identified urgent needs for training - improvement of vocational
education lecturing staff at the Red River Delta colleges; which serves as a basis for


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building specific solutions to development of lecturing staff in order to improve the
qualities and competencies of vocational education lecturing staff, meeting the standards
of vocational education lecturers in the context of vocational education innovation and
international integration.
9.4. 9.4. The thesis has proposed solutions for development of lecturing staff at the
Red River Delta colleges, and conducted experiments showing the urgency and feasibility
of the proposed solutions along with experiments on the practical effects of the training improvement solution according to the professional title standards and the competency in
performing tasks of lecturers, contributing to improving the quality of lecturing staff at the
Red River Delta colleges in the context of vocational education innovation.
9.5. The findings of the thesis have given new ideas on management activities under
the open mechanism, increasing autonomy and self-responsibility for the Red River Delta
colleges in the field of lecturing staff development.
10. Thesis structure
Apart from the preamble, conclusions, recommendations, references and appendices,
the thesis consists of 3 chapters:
Chapter 1: Theoretical basis for development of lecturing staff at colleges in the context of
vocational education innovation.
Chapter 2: Actual situation of lecturing staff and development of lecturing staff at the Red
River Delta colleges in the context of vocational education innovation.
Chapter 3: Solutions to develop lecturing staff at the Red River Delta colleges in the
context of vocational education innovation.
CHAPTER 1
THEORETICAL BASIS FOR DEVELOPMENT OF LECTURING STAFF AT
COLLEGES IN THE CONTEXT OF VOCATIONAL EDUCATION INNOVATION
1.1. Literature review
1.1.1. International research works
1.1.1.1. Research works on human resources
In the late 1960s of the twentieth century, the concepts of “human capital” and
“human resources” appeared in the United States and then prevailed in the world
(appeared in the late 1960s by the American economist Theodor Schoultz, then continued
to be developed in the 70s and 80s by the American economist receiving the 1992 Nobel
Prize in economics Gary Backer; the problem of lecturing staff development was also
solved by him as the human resource development of a sector and field; however, the
content and method of problem solving vary widely and depend greatly on the actual
conditions of each country and each historical period.
1.1.1.2. Research works on lecturers and lecturing staff
Typical authors of research works on positions, roles and functions of lecturers
include: Maurice Kogan and Ulrich Teichler (2007) with the works named “Key
Challenges to the Academic Profession” [130]; Philip G. Altbach (2003) with the works
named " Higher Education in the Third World” [113]; Akira Arimoto (2013) with “The
Academic Profession in International and Comparative Perspectives: Trends in Asia and
the world” [115],...
The fact that lecturers have to be both professionals and leaders (classroom leaders
and professional leaders) is also emphasized in the academic standards of Australia, Japan,
Korea and many other countries. In higher education, a similar approach: University
lecturer = Lecturer + Scientist + Manager + Social supplier, has given the concept and
requirements for lecturer development in the context of international integration.
1.1.2. National research works
1.1.2.1. Research works mentioning the role of human resources


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Grasping the Party's Resolutions and the State's policies, over the years, there have
been many research works on management of human resource development, serving the
cause of industrialization and modernization in our country: [[59], [73], [77], [78], [95],
[97], [98], [99],... Each research works addresses different aspects, but the common points
that can be drawn include: confirming the role of human resources in socio-economic
development; basic agreement with the world's studies on the content of human resource
development and proposed application, with innovative solutions to the actual situation of
our country. Overall, the above research works have generalized the basics of human
resource development in Vietnam in the early years of the 21st century.
1.1.2.2. Research works on higher education innovation and quality improvement
Recently, the Vietnam Institute of Labor Science and Social Affairs, together with the
World Bank, conducted a study on “Vietnam - higher education and skills for growth”.
This report addresses higher education access opportunities and system quality in
Vietnam, which serves as a basis for the process of further development, successful
implementation of the Higher Education Innovation Scheme and helps develop a feasible
action plan for higher education, following the three main steps: (i) Building a
comprehensive vision for higher education through identifying the main outcomes and
outputs of a quality system, and Vietnam's current position in relation to such outcomes
and outputs; (ii) Building a favorable environment to realize that vision and addressing
major difficulties in building such an environment; (iii) Proposing the implementation
process of transition to a high quality system, firstly the quality standards of lecturing
staff.
1.1.2.3. Research works on lecturing staff development
The research works have gained significant achievements in the development of
lecturing staff; many topics, research works and theses mentioned above have addressed
different angles about human resource training, lecturing staff development, the roles,
positions, functions and duties of lecturers of each type, and different specific conditions.
Scientists, experts, and educational managers in any country are always properly aware of,
and affirming, upholding the roles and positions of lecturing staff in the development of
education and training, identifying the development of lecturing staff is to develop human
resources for education and training, considering this a strategic task in each country.
However, the research results still have certain limitations, which mainly focus on the
development of lecturing staff, but does not pay much attention to personal development
of lecturers to have necessary qualities and competencies to meet the requirements of
industrialization and modernization of the country and international integration. There has
not been any research works going into specific, comprehensive and in-depth research on
vocational education and specifically mentioning the development of lecturing staff at the
Red River Delta colleges. The topic
“Development of lecturing staff at the
Red River Delta colleges in the context of vocational education innovation” continues to
inherit the above-mentioned research results, and conducts in-depth research on the
development of lecturing staff at the Red River Delta colleges in the current period.
1.2. Some basic concepts related to research topic
1.2.1. Management, educational management, school management, lecturing staff
management
1.2.1.1. Management
Management is both a knowledge-based science of various natural and social
sciences and humanities such as: mathematics, statistics, economics, psychology,
sociology and an “art”. Therefore, managers in the management process must always be
proactive, skillful, flexible in organizing, controlling and guiding all members of their
organizations toward the defined goals, avoiding confusion and instability of the


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organizations and being able to stimulate and promote the competencies of all members of
the organizations.
1.2.1.2. Educational management
1.2.1.3. School management
1.2.1.4. Lecturing staff management
Lecturing staff management is a content of educational management in general. It is a
system of impacts (management solutions) that are purposeful, planned, organized and
consistent with the rules of managing subjects imposed on lecturing objects. That system
includes the training planning, reception and use of lecturing staff, testing and evaluation
of lecturing staff, professional training, and implementation of remuneration, incentive
policies…
1.2.2. Lecturers, staff, lecturing staff
1.2.2.1. Lecturers
A lecturer mean a teacher (teaching staff) who performs teaching tasks in a certain
subject or major at a university (national university, regional university), academy, or
college.
1.2.2.2. Staff
General Vietnamese dictionary explains the concept of „staff” as “a collection of a
large number of people with the same function or career consituting a force”, such as:
young writing staff, teaching staff, ... [85, p.302].
1.2.2.3. Lecturing staff
Lecturing staff brings together teachers who are responsible for teaching and doing
scientific research at colleges and universities; they are linked together by an educational
target system; directly teaching and educating students, and being bound by the
administrative rules of the education sector and the state.
1.2.3. Development of lecturing staff
1.2.3.1. Development
In general, development is the upward movement of all things and phenomena
following their objective internal laws. All phenomena, people, and societies will either be
transformed to increase in quantity, change in quality, or under external influence to make
the transformation increase, which is considered development.
1.2.3.2. Development of lecturing staff
Development of lecturing staff at colleges is a process of perfecting or constantly
changing the existing situation of the lecturing staff in order to help them grow in all
aspects.
1.3. Colleges in the context of vocational education innovation
1.3.1. Context of vocational education innovation
In terms of mechanism, policy: it proceeds to give comprehensive autonomy to
institutions on human resources, finance, training organizations; gradually shifts the
mechanism of regular funding for institutions towards the mechanism of training ordering
and bidding according to outputs, regardless of public or private institutions with the
training service price mechanism on the basis of correct and full calculation according to
economic - technical norms, cost norms of each discipline, profession, and training level.
1.3.2. Position of colleges in the context of vocational education innovation
According to the Law on Vocational Education 2014 [92], “Vocational education
means a level of national education system which provides workers with elementary-level,
intermediate-level, college-level vocational training and other vocational training
programs in order to meet the needs of direct human resources in production, businesses
and services, including: formal training and continuing training”.
1.3.3. Role of colleges in the context of vocational education innovation


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The Action Programme of the Government implementing the Resolution at the 8th
Conference of the 11th Central Executive Committee on radical and comprehensive
innovation in education and training has identified key tasks and solutions for
improvement of the national education system, including reviewing the implementation of
planning of network of higher education institutions and vocational education institutions
according to discipline, occupational structure, and level of training in accordance with the
national human resource development plan, which clearly indicates the classification of
higher education institutions in the direction of research, application and practice [24].
This direction shows that colleges in the national education system must inevitably
develop in the direction of vocational education and attach great importance to
development of skills, application and practice competencies for learners, and this is the
right direction in line with reality to solve the problem of “redundant teachers, redundant
manpower under the form of training in the direction of research, academic theory”, lack
of workers, “lack of human resources trained in the direction of development of skills,
professional application and practice competencies” to meet the needs of human resource
training in the industrialization and modernization period of the country in the current
context.
1.4. College lecturing staff in the context of vocational education innovation
1.4.1. Position and role of college lecturers in the context of vocational education
innovation
College lecturing staff in the context of vocational education innovation is a
decisive factor for the quality of human resource training, and plays a role as a participant
in human resource development and socio-economic development; thus, development of
lecturing staff according to standards will contribute to meeting the needs of human
resource training and socio-economic development in the current period.
1.4.2. Requirements for lecturer standards, professional title standards, qualities and
competencies of lecturers in the context of vocational education innovation
Lecturer standards, professional title standards, and qualities and competencies of
lecturers are requirements that the vocational education lecturers should achieve as
prescribed, which will serve as a basis for building training objectives, training and
improvement programs aimed at enhancing the quality of vocational education lecturers;
help vocational education lecturers self-assess political qualities, lifestyle ethics, and
professional competencies, thereby developing study plans, practicing and striving to
improve ethical qualities, professional competencies; serve as a basis for annually
evaluating vocational education lecturers for planning, employment, training and
improvement of vocational education lecturers and also serve as a basis for formulating
policies and regimes for with vocational education lecturers. In particular, the standards of
vocational skills are the characteristics of vocational education lecturers that need to be
paid attention in the current period.
1.4.2.1. College lecturer standards in the context of vocational education innovation
Standards of vocational teachers and lecturers as prescribed in the Circular
03/2018/TT- BLĐTBXH dated 15 June 2018 by the Ministry of Labor, War Invalids and
Social Affairs include the following content [23]: “Standards of vocational lecturers”
mean a system of basic requirements for political qualities, ethics, lifestyles, professional
competencies that a vocational education lecturer must satisfy to achieve the vocational
education targets.
(Standards in professional qualifications of vocational education lecturers of each
vocational education lecturer are detailed in Appendix 1).
1.4.2.2. College lecturer professional title standards in the context of vocational
education innovation


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Senior vocational education lecturers (Grade I); major vocational education lecturers
(Grade II); theoretical vocational education lecturers (Grade III); practical vocational
education lecturers (Grade III). (Specific professional title standards of each of the above
vocational education lecturers are detailed in Appendix 2).
1.4.2.3. Requirements on qualities and competencies of college lecturers in the
context of vocational education innovation
a) Requirements on qualities of college lecturers in the context of vocational
education innovation
b) Requirements on competencies of college lecturers in the context of vocational
education innovation
1.4.2.4. Requirements on the model of college lecturers in the context of vocational
education innovation
The personality of a vocational education lecturer should be considered in terms of
practical teaching activities at the college and of communication with the professional and
social environment. It is a new approach to form the model of vocational education
lecturers. Two outstanding factors, the core of this model, are the value and the action
relation shown in many components. These factors represent the typical competencies of
vocational education lecturers, reflected in their professional knowledge, skills,
professional attitudes and typical qualities of teaching profession. They are closely related
and manifest within each other. That is the unity in the personality structure of vocational
education lecturers.
1.5. Requirements for development of lecturing staff
1.5.1. Quantity assurance
1.5.2. Structural assurance
1.5.3. Assurance of quality of lecturing staff
Thus, the quality of lecturing staff is reflected in their qualities, competencies and
professional qualifications.
Quantity

Quality

Structure

Figure 1.2. Content of building and development of lecturing staff
1.6. Content of development of vocational education lecturing staff
The content of development of lecturing staff must also fully implement the
contents of human resource management process such as: planning, recruitment, selection,
improvement, sustainable development, evaluation, remuneration... At the same time, the
approach that needs to be ensured throughout the development of lecturing staff is to
comply with the basic functions of management: planning, organization, direction and
examination.


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Human resource management

Human resource
development

-Education
- Training
- Improvement
- Research, service
- Sustainable development

Human resource
employment

Creation of working
environment

-Recruitment

-Job expansion

- Screening
- Evaluation
- Remuneration
- Labor force planning

-Work scale expansion
- Organizational
development
-Creative labor

Figure 1.3. Leonard Nadler's human resource management diagram (cited in [43,
p.26])
In summary, the content of development of lecturing staff includes: planning, recruitment,
arrangement, employment, training-improvement, evaluation of task performance, policy
implemention, creation of working environment for lecturing staff.
1.6.1. Formulation of planning for development of vocational education lecturing staff
The formulation of planning for development of lecturing staff plays a very
important role in building a sufficient and high quality lecturing staff with uniform
structure and smooth connection between generations; at the same time, thereby improving
leading lecturers.
From the problem of formulation of planning for development of lecturing staff with
the characteristics presented above, we hereby model with the following diagram:
Formulation of planning for
development of lecturing staff

Quantity

- Quanity
- Dynamic/Open

Structure

- Discipline group
- Age
- Gender, composition

Quality
- Qualification

- Professional competencies
- Occupational skills
- School culture
- Sức khỏe

Figure 1.4. Formulation of planning for development of lecturing staff
1.6.2. Lecturer recruitment
In order to accelerate the development of lecturing staff in the direction of ensuring
quantity, rationality, synchronization, structural balance and strong quality, it is necessary
to pay proper attention to the recruitment of lecturing staff.
On the basis of job steps in the process of lecturer recruitment, it can be summarized
by the following recruitment process diagram:


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Formulation of recruitment plan:
- Job analysis (position, requirements)
- Development of recruitment criteria
- Determination of quantity

Finding of recruitment sources:
- Information, promotion
- Document review and approval
- Document screening

Recruitment evaluation:
- Evaluation of objective factors
- Evaluation of subjective factors
- Recruitment summarization

Screening and selection:
- Professional examination
- Quality and attitude evaluation
- Recruitment decision
- Improvement, training, integration

Figure 1.5. Lecturer recruitment process diagram
1.6.3. Lecturer employment arrangement
Lecturer employment arrangement is the process of arranging lecturers in suitable
job positions (tasks) in order to exploit and maximize working (teaching) skills and
competencies, perform lecturers' tasks to meet the requirements of improving the quality
and work efficiency of lecturers.
The principles of Lecturer employment arrangement must be based on the school
development strategy, training scale and social needs; Lecturers must be suitable with
assigned work and tasks; in accordance with the planning, of the right people, for the right
jobs, with a strategic range; and right purposes,...
Lecturer employment arrangement

Purpose,
significance
- To perform well
lecturers' duties to
improve the work
quality
and
efficiency
To promote
competencies, fortes
of lecturers to create
strength in lecturing
staff and colleges

Requirements
- Right quantity,
quality
assurance
of
lecturers
- Right people,
right jobs, right
tasks of lecturers
- Timely and
flexible

Principles
- Right goals, planning
for
lecturer
employment
- Quality assurance,
effective employment
of lecturers
- Compliance with
democratic centralism
principle
- Satisfaction of
psychology
and
emotions in lecturing
staff

Orientation
- To formulate
plan, content of
lecturer
integration
orientation
- To deploy a
lecturer
integration
orientation
program

Figure 1.6. Lecturer employment arrangement diagram
1.6.4. Lecturer training and improvement
The training and improvement are defined with 3 specific objectives: knowledge,
skills, and attitude.


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Content of lecturer training and improvement: training and improvement for
enhancement of teaching competencies, enhancement of professional qualifications and
skills to meet the requirements of lecturers' tasks.
1.6.5. Evaluation of competencies in performing tasks of vocational education lecturers
It is required that the evaluators efficiently use evaluation methods to conduct
measurement, review and evaluatation of the performance of lecturers' tasks according to
the standards and criteria mentioned above.
1.6.6. Improvement of quantity and quality of lecturers through business association
Association between colleges and businesses in the context of vocational education
renovation is an urgent issue, contributing to improving the quality of vocational education
lecturing staff, standardizing lecturing staff, and improving the quality of human resources
in the current period.
1.6.7. Policy implementation - creation of motivation for lecturing staff development
In addition to the implementation of remuneration policy for lecturers in terms of
salaries, allowances, leave regime, and awarding of the noble titles as mentioned above,
the creation of a favorable environment for lecturers to work and be creative must also be
properly invested. The goal of creating a favorable environment for lecturers is to: Create
a legal corridor for lecturing staff to feel assured to perform assigned tasks; Build an
organizational culture at college so that all members of the college can trust, share with
each other, work together to complete the set goal; Complete the work of human resource
management, strengthen the autonomy and self-responsibility in managing lecturing staff,
training and improving the competencies of lecturing staff; Facilitate teaching, learning
and research infrastructure and facilities for lecturers, apply reasonable socio-economic
policies to contribute to improving lecturers' lives [70].
1.7. Factors affecting the development of vocational education lecturing staff
1.7.1. Management environment
- External environment
- Internal environment
1.7.2. Managing subjects
The subjects managing the development of lecturing staff include the management
apparatus, management staff, and departments responsible for the development of
lecturing staff.
1.7.3. Lecturers themselves
In summary, the development of college lecturing staff in the context of vocational
education innovation is facing new requirements, new challenges, and subject to the
influence of managing subjects to ensure that lecturing staff meet the standards and meet
the requirements in terms of quantity, quality and structure as prescribed, at the same time
affected by factors of management environment, managing subjects and lecturers
themselves in the market economy, regional and national integration, which requires
colleges to find solutions and apply the solutions to each college in the most effective way.


12

Factors affecting the development of
lecturing staff

Management environment
- External environment: Socioeconomic conditions; Sciencetechnology achievements; State
policy mechanisms
- Internal environment:
Pedagogical environment;
Organizational culture; School
prestige; Remuneration policy

Managing subjects
- Management apparatus
- Management staff
- Departments assisting the
development of lecturing
staff

Lecturers themselves
of lecturers
- Qualities and attitude of
lecturers
- Qualifications of
lecturers
- Conditions of lecturers
- Awareness

Figure 1.7. Factors affecting the development of lecturing staff
Conclusions of chapter 1
The research topic has identified and clarified the literature review of the research
issue as well as the significant position of the research issue, based on which a theoretical
framework for the research issue of development of lecturing staff in the context of
vocational education renovation has been built, including the following key contents:
- Clarifying the concepts used in the research topic, referring to the theoretical
framework of vocational education, lecturers and lecturing staff; in particular, specifying
“the requirements for lecturers and development of lecturing staff in the context of
vocational education renovation”. The development of college lecturing staff is aimed at
building a lecturing staff that is sufficient in quantity, rational in structure and assured in
quality; at the same time, meeting the requirements of professional title standards and task
performance competencies for lecturers in the context of vocational education renovation.
- Experience drawn from the research and analysis of national and international
authors, through the approach and analysis of human resource management and human
resource management diagrams, has shown that the content of lecturing staff development
includes: Planning for development of lecturing staff; Lecturer recruitment; Lecturer
employment arrangement; Lecturer training - improvement; Policy implementation,
creation of working environment for lecturing staff; Business association to improve the
quantity and quality of lecturing staff; Evaluation of performance of lecturers‟ tasks.
- Factors affecting the development of lecturing staff include managing subjects,
management environment, and especially lecturers themselves.


13

CHAPTER 2
ACTUAL SITUATION OF LECTURING STAFF AND DEVELOPMENT OF
LECTURING STAFF AT THE RED RIVER DELTA COLLEGES IN THE
CONTEXT OF VOCATIONAL EDUCATION INNOVATION
2.1. Overview of socio-economy, education & training, and technical - industrial
colleges in the Red River Delta
2.1.1. Socio-economic and education situation in the Red River Delta
Table 2.1. Population and population density in 2016 in the RRD
Population
Area
Population
2
Locality
(thousand
(Km )
density (People/
people)
Km2)
Red River Delta
21260.3
21133.8
994
1. Hanoi
3358.9
7328.4
2182
2. Vinh Phuc
1235.3
1066.0
863
3. Bac Ninh
822.8
1178.6
1432
4. Quang Ninh
6177.7
1224.6
198
5. Hai Duong
1668.3
1785.8
1070
6. Hai Phong
1561.7
1980.8
1268
7.Hung Yen
930.3
1170.2
1258
8. Thai Bonh
1586.5
1790.0
1128
9. Ha Nam
862.0
803.7
932
10. Nam Dinh
1668.5
1852.6
1110
11. Ninh Binh
1386.8
953.1
687
Source: General Statistics Office - Statistical Yearbook 2016
2.1.2. Overview of vocational education in the Red River Delta
2.1.2.1. Overview of vocational education natiowide
a) Vocational education institutions: As of December 2017, there are 3006 vocational
education institutions nationwide. In which, there are 388 colleges, 513 intermediate
school, 939 vocational training centers, and 1,166 other vocational education institutions,
accounting for 12.9%, 17.07%, 31.23%, and 38.80%, respectively.
Table 2.2. Quantity of vocational education institutions nationwide
No.
Vocational
Total
Public
Non-public
Centrally
education
managed
institution
1 College
388
305
83
125
12.90%
78.60%
21.40%
32.21%
2 Intermediate
513
271
242
61
school
17.07%
52.82%
41.18%
11.89%
3 Vocational training
939
660
279
26
center
31.23%
70.28%
29.72%
2.76%
4 Other vocational
1.166
338
828
57
education
38.80%
28.98%
71.02%
48.88%
institution
Tổng cộng
3.006
1.574
1.432
269
52.36%
47.64%
8.9%
Source: Directorate of Vocational Education and Training as of 31 December 2017
(Appendix 5)
b) Quantity of vocational education teachers, lecturers
c) Quantity of vocational education students


14

2.1.2.1. Overview of vocational education in the Red River Delta
a) Quantity of vocational training institutions in the Red River Delta
b) Quantity of vocational education teachers, lecturers in the Red River Delta
c) Quantity of vocational education students in the Red River Delta
2.1.3. Colleges in the Red River Delta subject to the thesis's survey
In order to focus on going into a specific training discipline, the thesis focuses on
surveying 07 colleges of technical-industrial discipline according to Table 2.8:
Table 2.8. Technical - industrial colleges in the Red River Delta subject to the survey
No.
Province, city
Name of institution
Former name
1
Hanoi
Ha Noi College of Electronic Ha Noi Intermediate
and Electro - Refrigeratory School of Electronic and
Technics
Electro - Refrigeratory
Technics
2
Hanoi
Hanoi Industrial Vocational Hanoi
Industrial
College
Vocational Intermediate
School
3
Vinh Phuc
College of Industry and Phuc Yen Industrial
Trade
College
4
Hung Yen
Hung Yen Industrial College Industrial
economics
management school
5
Bac Ninh
Bac Ninh Industrial College Ha Bac Industrial School
6
Nam Dinh
Nam Dinh Industrial College Industrial Intermediate
School II
7
Hai Phong
Hai Phong Industrial College Hai Phong Industrial
Intermediate School
Most public technical - industrial colleges are decentralized to localities (provinces
and cities directly under the central government) and the Ministry of Industry and Trade to
directly manage to undertake the mission of training human resources for socio-economic
development tasks in localities, sectors and surrounding areas;
- In terms of structure: College type, college characteristics.
- In terms of training capacity and training scale:
- In terms of development trend of technical-industrial colleges in the context of
vocational education renovation:
Facing the development trend that has been posed for technical - industrial colleges,
the issue of lecturing staff development is considered as a breakthrough and a key step to
create a solid premise for the development and integration of technical-industrial colleges
in the context of vocational education renovation.
2.2. Actual situation of lecturing staff and development of lecturing staff at technical
- industrial colleges in the Red River Delta
Survey content:
- Surveying and evaluating the actual situation of lecturing staff at technical industrial colleges in the Red River Delta in terms of training scale, quantity, structure,
quality of lecturing staff, level of meeting the requirements on lecturer professional title
standards and competencies in perform tasks of vocational education lecturers.
- Surveying and evaluating the actual situation of development of lecturing staff at
technical - industrial colleges; evaluating achievements, limitations, causes; factors
affecting the development of lecturing staff.
2.2.1. Training scale, structure and quantity of lecturing staff
2.2.1.1. Training scale and structure


15

2.8

35.5
56.1
5.7

Intermediate economic sect or

Intermediate technical and industrial sector

Associate economic sector

Associate t echnical and industrial sector

Figure 2.2. Training structure of disciplines at some colleges in the Red River Delta
2.2.1.2. Quantity of lecturing staff at technical - industrial colleges
2.2.2. Structure of lecturing staff
2.2.2.1. Structure of professional qualifications

Figure 2.3 . Professional qualifications of lecturing staff at technical - industrial
colleges subject to the survey
2.2.2.2. Structure of lecturing staff by occupation, age, gender
2.2.3. Pedagogical competencies
2.2.4. Qualities of lecturing staff
2.2.5. Management work
2.3.6. General comments
2.3.6.1. Strengths
- Lecturing staff has a relatively large scale, high quality of lecturers being
recruited; most of them are young, formally trained, and reach the standards of
professional qualifications.
- Having good moral qualities, teaching competencies and experience, showing the
spirit of solidarity and dedication to the profession, following training curricula well,...
- Having a good command of foreign language and informatics, quickly
approaching new things.
- Lecturing staff is regularly trained and improved to enhance their professional


16

qualifications, most of them comply with the regulations of the discipline and the unit.
- Having relatively good working environment, policies and conditions.
- The majority of vocational education teachers and lecturers have been
standardized in terms of pedagogical qualifications, national vocational skills and
professional competencies.
- Some vocational education lecturers actively exploit multimedia materials, apply
information technology to lesson plan design, electronic lectures.
Some of the foregoing strengths of lecturing staff are not only the advantages but
also necessary prerequisites in the process of building and developing lecturing staff at
technical - industrial colleges in the context of vocational education renovation today.
2.3.6.2. Weaknesses
Also according to the above survey results, besides the strengths of the lecturing
staff, there are weaknesses that need to be removed to contribute to promoting the
development of lecturing staff to meet the requirements of lecturer‟s standards and duties
in the current period as follows:
- Some lecturers are trained to enhance professional qualifications not in line with
their teaching majors, affecting the quality of lecturing staff. Young lecturers lack
experience and capacity to apply professional practices.
- There is a lack of leading lecturers in some technology majors and artisans in
traditional occupations. Lecturers have not been proactive in high academic activities.
- Foreign language proficiency, skills, and self-study ability to update new
knowledge are still limited. Pedagogical qualifications and skills are not high; the ability to
handle pedagogical situations of lecturing staff is weak;
- Activeness, creativity, and the spirit of international cooperation are still limited;
- The professional exchange and scientific research of lecturing staff have not been
promoted.
- The working environment and conditions have not promoted the lecturing staff.
The salary and bonus regime applied to lecturing staff still does not meet current living
needs.
The surveys on actual situation of lecturing staff at technical - industrial colleges in
the Red River Delta and the analysis of strengths and weaknesses of lecturing staff have
shown us the overall view of the lecturing staff at the Red River Delta colleges in the
current period, making premise to build solutions to develop vocational education
lecturing staff who are fully capable, qualified in accordance with regulations and in line
with the requirements of local human resource training in the coming period.
2.3. Actual situation of development of lecturing staff at technical - industrial colleges
in the Red River Delta
2.3.1. Actual situation of improvement of management capacity, application of
information technology in development of lecturing staff
2.3.2. Actual situation of lecturing staff planning at the Red River Delta colleges in the
context of vocational education renovation
2.3.3. Actual situation of recruitment and employment of lecturing staff
2.3.4. Actual situation of training and improvement of lecturing staff
2.3.5. Actual situation of implementation of policy mechanisms, creation of favorable
environment for development of lecturing staff at technical - industrial colleges
2.3.6. Actual situation of business association for improvement of quality and quantity
of lecturing staff at technical - industrial colleges
2.3.7. Actual situation of examination and evaluation of lecturing staff
2.3.8. General comments on strengths and causes of limitations in the development of
lecturing staff at technical - industrial colleges in the Red River Delta
- In terms of strengths:


17

The vast majority of technical - industrial colleges are established on the basis of
upgrading from intermediate schools; therefore, the colleges have a process of investing in
construction and development of guaranteed conditions to become technical - industrial
colleges; develop lecturing staff basically sufficient in quantity, meet the requirements of
training qualifications, and at the same time achieve a reasonable structure (professional
structure) to meet the requirements for opening of training major/profession code and
organize training at the college level in technical and technological disciplines as
prescribed by the Directorate of Vocational Education and Training.
Most colleges have plans for development of lecturing staff in the direction of
meeting the requirements of development tasks of multi-discipline and multi-level public
colleges with prestige in terms of training scale and quality in the locality and surrounding
areas.
Basically, lecturing staff at technical - industrial colleges in recent years has grown
rapidly in quantity, with the percentage of lecturers having postgraduate qualifications
increasing and exceeding the required norms for colleges stipulated by the Ministry of
Labor, War Invalids and Social Affairs and the Directorate of Vocational Education and
Training (the percentage of lecturers with postgraduate qualifications is over 50%). The
vast majority of lecturing staff have political qualities, good lifestyle ethics, and love their
jobs, with a dynamic, enthusiastic young structure at work.
The development of lecturing staff has been deployed, implemented quite
comprehensively in terms of specific stages and solutions in the development of lecturing
staff; In particular, in each lecturing staff development solution, the colleges have also
implemented quite well the organizational measures to implement effectively each
solution of lecturing staff development.
The technical - industrial colleges in the Red River Delta have actively cooperated
with businesses to improve the quality and effectiveness of training associated with human
resource needs. The factor of business-associated training is affirmed through the
participation of businesses in developing, evaluating vocational training programs and
materials at the colleges, participating in teaching and assessing learning results, training
of vocational skills for students,...
The aspects in the development of lecturing staff at technical - industrial colleges
are important bases that need to be continued, inherited and promoted in the process of
researching, proposing and implementing solutions to develop lecturing staff at technical industrial colleges in the context of vocational education renovation.
- In terms of causes of limitations:
Lecturing staff at technical - industrial colleges has not developed synchronously.
The quantity has increased but the structure is still inadequate, especially the structure of
professional qualifications and disciplines that are still imbalanced resulting in the local
redundancy and lack in each falcuty, each college, in each specific development stage;
although the lecturing staff has achieved a high percentage of postgraduate qualifications,
when switching to vocational education, based on the lecturer qualification standards
(college lecturer title standards), it shows that there are still many shortcomings such as
foreign language proficiency, informatics skills, vocational pedagogical skills, and
vocational skills; political theorizing level, state management knowledge; shortcomings in
the capacities to perform tasks of lecturers according to standard requirements; the
lecturers' tasks are still inadequate compared to the practical teaching requirements of
lecturers as well as to the requirements according to the standards of qualifications and
duties of college lecturers as prescribed by the state management authorities (the Ministry
of Labor, War Invalids and Social Affairs, Directorate of Vocational Education and
Training,…).
The technical - industrial colleges have not fully promoted their own particular


18

strengths, and their own policies have not yet been developed to encourage and motivate
to recruit talented people to be vocational education lecturers, especially in high-tech
discipline and social disciplines that the society is in need.
The limitations in the development of lecturing staff at technical - industrial colleges
are important information and lessons that need to be considered and researched as a basis
for proposing solutions to develop lecturing staff at technical - industrial colleges in the
context of vocational education renovation.
Conclusions of chapter 2
The colleges under the vocational education system in the Red River Delta have
identified one of the key issues to improve the training quality which is the development
of lecturing staff. Through surveys, interviews and literature review to collect data on the
acual situation of the vocational education lecturing staff and the management of
development of vocational education lecturing staff at technical - industrial colleges in the
Red River Delta, it has also achieved some initial results, mainly from the cognitive
perspective. Some contents of development of vocational education lecturing staff include
structure, quantity of lecturing staff, quality, competencies, vocational skills and qualities
of lecturers,...
Through surveys, it shows that the actual situation of lecturing staff and the
development of vocational education lecturing staff at the Red River Delta colleges are
extremely important factors which are significantly related to the quality of the colleges's
training. Although mechanisms, regimes, policies, planning, training-improvement,
examination-evaluation, enhancement of management capacity, IT application and
especially creation of favorable environment for the development of vocational education
lecturing staff have made great efforts, there are still certain limitations and shortcomings.
The business association in training, access to science and technology, one of the
important factors in the context of vocational education renovation, contributing to
improving the quality of colleges's training, has not been well implemented.
By analyzing and evaluating the actual situation of vocational education lecturing
staff and the development of vocational education lecturing staff in the Red River Delta,
comparing with the requirements for development of vocational education lecturing staff
until 2020, with orientations towards 2025 in the direction of achieving the standards and
meeting the needs of human resource training, it will serve as a basis for the author to
formulate and propose solutions to develop vocational education lecturing staff at the Red
River Delta colleges in the context of suitable and feasible vocational education
innovation.
In order to further improve the training quality of the Red River Delta colleges in
the context of vocational education innovation, it is necessary to have specific solutions,
comprehensive coordination of solutions between functional units at the colleges, and the
determination of leaders as well as officers, lecturing staff at each college.


19

CHAPTER 3
SOLUTIONS TO DEVELOP LECTURING STAFF AT THE RED RIVER DELTA
COLLEGES IN THE CONTEXT OF VOCATIONAL EDUCATION INNOVATION
3.1. Principles for formulation of solutions to develop lecturing staff at the Red River
Delta colleges
For the solutions to develop lecturing staff at the Red River Delta colleges to ensure
feasibility when being put into practice, during the process of formulation of the solutions,
we have thoroughly grasped the following basic principles:
3.1.1. Principles of systematic assurance
3.1.2. Principles of practical assurance
3.1.3. Principles of inheritance, efficiency and development
3.1.4. Principles of maximizing internal force, taking advantage of external force and
harmoniously combining internal force with external force
3.1.5. Principles of employment orientation
3.2. Solutions to develop lecturing staff at the Red River Delta colleges in the context
of vocational education innovation
3.2.1. Group of solutions to improve management capacity to meet the development of
college lecturing staff in the context of vocational education innovation
3.2.1.1. Purposes
3.2.1.2. Contents and methods of implementation
Solution 1: Raising awareness of managers and lecturing staff about the mission,
strategic tasks, training goals of the colleges, roles and tasks of lecturers
Solution 2: Improving management capacity for managers
Solution 3: Applying IT in management
3.2.1.3. Conditions for solution implementation
3.2.2. Group of solutions to perfect mechanisms and policies on recruitment,
remuneration, employment, and protection of rights for lecturing staff
3.2.2.1. Purposes
3.2.2.2. Contents and methods of implementation
Solution 1: Adjusting salaries, allowances, overtime pay
Solution 2: Implementing leave regime (illness, maternity, summer,...) in
accordance with regulations
Solution 3: Establishing reasonable working rules
Solution 4: Establishing a clear rewarding and and disciplinary regime
3.2.2.3. Conditions for solution implementation
3.2.3. Group of solutions for planning of lecturing staff at the Red River Delta colleges
in the context of vocational education innovation
3.2.3.1. Purposes
3.2.3.2. Contents and methods of implementation
Solution 1: Planning on quantity and structure of lecturing staff
Solution 2: Planning on quality
3.2.3.3. Conditions for solution implementation
3.2.4. Group of solutions to promote training and improvement of College lecturing staff
according to vocational education lecturer professional title standards


20

3.2.4.1. Purposes
3.2.4.2. Contents and methods of implementation
Solution 1: Making plans and strategies for training, improvement of lecturing staff
Solution 2: Developing contents and forms of training, improvement for lecturing
staff
Solution 3: Ensuring conditions for training, improvement (time, infrastructure,
financial budget...)
3.2.4.3. Conditions for solution implementation
3.2.5. Group of solutions to create favorable environment for development of college
lecturing staff in the context of vocational education innovation
3.2.5.1. Purposes
3.2.5.2. Contents and methods of implementation
Solution 1: Legal environment
Solution 2: Pedagogical environment
Solution 3: Working environment in the unique style of each college
Solution 4: Investing in infrastructure, equipment, IT facilities
Solution 5: Building relationships in training cooperation between colleges and
businesses
3.2.5.3. Conditions for solution implementation
3.2.6. Group of solutions to build a mechanism for examination and evaluation of
college lecturing staff in the context of vocational education innovation
3.2.6.1. Purposes
3.2.6.2. Contents and methods of implementation
Solution 1: Developing standards for evaluation of lecturing staff
Solution 2: Developing plans for examination and evaluation of lecturing staff
Solution 3: Organizing examination and evaluation
3.2.6.3. Conditions for solution implementation
Above are the main groups of solutions that we would like to raise aiming to
develop lecturing staff at the Red River Delta colleges. These solutions have a close
relationship with each other and are concretized through the contents of development of
lecturing staff including: Improvement of management capacity, improvement of
mechanisms and policies on recruitment, remuneration, employment, and protection of
rights for lecturing staff, planning for lecturing staff, promotion of training - improvement,
creation of favorable environment for development, establishment of a mechanism for
examination and evaluation.
3.3. Experiment on urgency and feasibility of solution groups
3.3.1. Purposes
3.3.2. Experimental objects and methods
3.3.3. Experimental contents, methods and results


21

Figure 3.3. Correlation between the urgency and feasibility of solution groups for
management and development of lecturing staff at technical - industrial colleges
Thus, the experimental results of the six solution groups proposed above show that
the degrees of urgency and feasibility of the solutions to develop lecturing staff at
technical - industrial colleges are relatively high. If implemented in a methodical and right
manner, it will surely gain results in the development of lecturing staff in particular and
the development of technical - industrial colleges in general. These may also be the
solution groups that colleges with similar situations can apply in developing lecturing staff
of each college.
The proposed solution groups ensure objectivity, scientificity and practicality. Each
solution group is both comprehensive and deeply focused on each aspect of development
of lecturing staff at technical - industrial colleges in the Red River Delta.
The proposed solutions are supported each other and intertwined throughout the
implementation process, covering all aspects of the development of lecturing staff,
requiring managers not to too highly appreciate any solution but implement synchronously
all the proposed solutions to develope lecturing staff.
3.4. Experiment on group of solutions to promote training and improvement of
College lecturing staff according to vocational education lecturer professional title
standards
3.4.1. Purposes of experiment
3.4.2. Basis for selection of experimental solution
3.4.3. Experimental hypothesis
3.4.4. Experimental sample and evaluation criteri.
The experimental sample is the lecturing staff at Ha Noi College of Electronic and
Electro - Refrigeratory Technics. The sample consists of 60 lecturers among the lecturing
staff, who represent lecturers of departments in the faculties of the surveyed colleges as a
control sample. The experiment is conducted on 60 lecturers among the lecturing staff,
under which the sampled lecturers are organized to participate in lecturer training classes
according to vocational education lecturer professional title standards according to the
following contents:
1. Training aimed at standardizing lecturers and raising the standard of lecturers at
technical - industrial colleges (postgraduate training);
2. Improvement of foreign language and informatics skills.
3. Improvement of national vocational skills (55 lecturers)


22

4. Improvement of vocational pedagogical skills (60 lecturers)
3.4.5. Experimental methods
3.4.6. Experimental results
Content 1: Training aimed at standardizing lecturers and raising the standard of
lecturers at technical - industrial colleges (postgraduate training).
Content 2: Improvement of national vocational skills
Content 3: Improvement of vocational pedagogical skills and scientific research
competencies
Content 4: Improvement of professional skills
Compared to 2017 when the content of Improvement of professional skills has not
been organized, professional vocational skills and qualifications of lecturing staff at the
colleges have been raised. The leading lecturers trained under the project has contributed
to improving vocational skills for newly recruited lecturers; Managers at the colleges are
planned and professionally improved according to standards. In 2018, there were 55
lecturers with certificates of national vocational skills level 3.
With the achieved results, the researcher evaluated the experimental content 4:
Improvement of professional skills and it showed good efficiency. The colleges made a list
of lecturers sent to training in 2019 according to the key occupations approved. A list of
managers who have not received professional training in 2019 under the planning were
made.
Conclusions of chapter 3
Based on the theories and practices mentioned in Chapter I and Chapter II, we
propose 6 groups of solutions to develop lecturing staff at the Red River Delta colleges.
The solution groups focus on solving problems of improvement of management capacity;
Planning for lecturing staff; Promotion of training and improvement of lecturing staff;
Creation of favorable environment for development of lecturing staff; Esablishment of a
mechanism for examination and evaluation of lecturing staff. The system of solutions has
partly shown the high degrees of feasibility and urgency, which is the foundation for the
system of solutions to strongly develop the colleges' lecturing staff.
In each solution group, the researcher clearly expressed his/her views by raising the
significance and objectives of the solution group, at the same time, presented the methods
and conditions for implementation of the solution group. In particular, the implementation
of each solution group is a collection of various solutions (20 solutions in total) to affect
the structural components of the development of lecturing staff at each college as well as
for the whole Red River Delta.
If the above groups of solutions are implemented synchronously and there is the
determination, change of views of the college leadership as well as certain preparatory
steps required to raise awareness and increase performance, the quality of education and
training at the colleges will be improved.
The researcher organized a survey of experts, managers, and vocational education
lecturers at vocational education management units, technical - industrial colleges in the
Red River Delta. The survey results confirm that the proposed solutions are urgent and
feasible.
The experimental results also confirm that the solution groups proposed by the
researcher bring good results in the development of lecturing staff at technical - industrial
colleges and meet the needs of human resource training in the Red River Delta in the
context of vocational education renovation.


23

CONCLUSIONS AND RECOMMENDATIONS
1. Conclusions
1.1. Theoretically, the development of lecturing staff belongs to the category of
development of high-quality human resources of a sector or field. From a systematic
perspective, the contents of lecturing staff development need to be comprehensively
addressed, with dialectical relationships on three aspects: staff development, human
resource employment, and human resource environment. In particular, the in-depth
research and the proposed solutions must emphasize the development of lecturing staff
(including recruitment; education, training, improvement; sustainable development of each
lecturer and the whole staff; relevant policies aimed at improving labor efficiency). The
thesis has presented the theoretical framework of lecturing staff development, and pointed
out the content and process of approach and the impact factors as well as international
experience on the development of lecturing staff in the new era in our country. In
particular, the thesis has clearly identified the position of lecturers and given the
requirements on qualities and competencies for lecturers to meet the task of radical and
comprehensive vocational education renovation.
1.2. The actual situation of development of lecturing staff in the Red River Delta has
been analyzed and synthesized by the thesis with SWOT diagram, with the following main
findings:
(1) Strengths: The lecturing staff at technical - industrial colleges in the Red River
Delta has good moral qualities, firm ideological stance, and faithful to the socialist
orientation; each technical - industrial college in the Red River Delta has its own strengths,
in which 7 technical - industrial colleges participating in the survey have a high rate of
young lecturers who are qualified, ambitious, enthusiastic, eager to learn, formally trained,
modern, in their way to reach the high level of education, and aspirational to assert
themselves, which creates the appearance of a dynamic and creative teaching staff; some
contents of lecturing staff development have been formed at the colleges, initially creating
a routine in management and direction.
(2) Weaknesses: The employment of lecturers is overloaded in terms of time;
therefore, other important activities such as scientific research, innovation of teaching
methods, etc. are difficult to be implemented; lecturers do not have much time to update
new information, prepare curricula, reference materials; the quality of lecturing staff is not
commensurate with the tasks they undertake; lecturing staff development activities have
not kept up with the requirements of vocational education renovation; for a long time, the
lecturing staff at technical - industrial colleges in the region still lack the connection and
support from each other.
(3) Opportunities: The Government has made great efforts to continuously increase
investment in vocational education, including from the national budget and international
sources of loans or aid; The Vietnamese vocational education revovation scheme is
supported and actively responded to be implemented by the society and technical industrial colleges in general as well as in the Red River Delta in particular; The
economic, cultural and social gap between the Red River Delta and other regions has been
increasingly narrowed.
(4) Challenges: The Red River Delta is in a highly developed area with many
prestigious higher education institutions; therefore, the attraction of lecturers with high
academic titles and high degrees to work at technical - industrial colleges is difficult as
they have many other opportunities at higher education institutions.
1.3. On the basis of theoretical and practical issues on lecturing staff and the
development of lecturing staff at technical - industrial colleges, the thesis proposes 6
groups of specific systematic and comprehensive implementation solutions suitable to the
characteristics of technical - industrial colleges in the Red River Delta, including the


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