Quản lý đội ngũ giảng viên các trường cao đẳng y tế vùng đồng bằng sông cửu long trong bối cảnh hiện nay TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES MAI TRUNG HUNG MANAGING THE TEACHING STAFF OF LOCAL MEDICAL COLLEGES IN THE MEKONG DELTA IN THE CURRENT CONTEXT Major: Educational Management Code: 9.14.01.14 SUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCES Hanoi, 2022 THE RESEARCH HAS BEEN COMPLETED IN: THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES Scientific Supervisors: Associate Prof Dr Nguyen Thanh Vinh Associate Prof Dr Le Van Anh Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be defended in front of the Institute-level Thesis Judging Committee meeting at the Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi At day month year The thesis can be found at: - National Library of Vietnam - Library of Vietnam Institute of Educational Sciences INTRODUCTION Rationale In recent years, with the attention of the Communist Party and the State, the building and development of the teaching staff, including lecturers/teachers in vocational education and training (VET) institutions, has been focused The particularly important role of lecturers/teachers in determining the training quality and effectiveness is increasingly being confirmed Therefore, the Vocational Training Development Strategy in the period 2011-2020 has identified “Development of lecturers/teachers and vocational training managers” as one of two breakthrough solutions to implement the Strategy [25]; The Education Development Strategy in the period 2011-2020 considers “Development of lecturers/teachers and educational administrators” as a key solution to implement the Strategy [24] However, in the face of the requirements of renovating and improving the quality of VET in the period of 2021-2025, the building and development of the teaching staff in VET institutions need to be reformed comprehensively from the perfection of the regimes and policies; the renovation of training programs and curricula, lecturer/teacher retraining; the operation renovation of training and retraining institutions; the improvement of the quality of the teaching staff of training institutions, lecturer/teacher retraining to the management and use of lecturers/teachers In the context of socio-economic development, the quality of life is improved, the requirements for community health care are increasing, requiring the grassroots medical staff to have sufficient quantity and meet the quality requirements for health care and treatment services, especially in the context of the outbreak of the Covid-19 epidemic, whose requirement for human resource development training grassroots health care staff is increasing, this has created new requirements for local medical colleges on the training and the training quality of grassroots health workers Solving the above problem, to local medical colleges, is the quality and quantity of teaching staff to meet the requirements in the new context A Medical College is a vocational education and training institution that trains and fosters health workers with a great mission, constantly striving for human health through efforts to improve quality in training medical human resources, in scientific research, contribute to improving the people’s health and quality of life With the motto of training medical staff who are both red and expert, that is, both skilled and ethical, meeting the comprehensive requirements of a medical worker while the quality of life, the needs and demands for health care for the people are also increasing The teaching staff management at Medical Colleges in the Mekong Delta is currently one of the key issues that determines the quality of training in schools However, the reality shows that the teaching staff management at Medical Colleges in the Mekong Delta is appearing many urgent problems that need to be solved There are many factors affecting the teaching staff management at Medical Colleges in the Mekong Delta Therefore, in order to improve the training quality of medical human resource for the Mekong Delta, it is necessary to have many solutions, but the solution to build and develop the teaching staff sufficient in quantity, strong in quality, synchronous in structure is an important and sustainable solution for current Medical Colleges On the other hand, it is necessary to focus on improving the training quality and considering the training and retraining of lecturers/teachers as an urgent task in the coming years With the above reasons, I have chosen to research the topic: “Managing the teaching staff of local Medical Colleges in the Mekong Delta in the current context” as my doctoral thesis Aims of the study On the basis of theoretical research and current situation of teaching staff management of Medical Colleges, the thesis proposes a solution to manage the teaching staff of Medical Colleges in the Mekong Delta to meet the requirements of innovation and improvement of the quality of vocational education and training Subjects, Objects of study 3.1 Subjects of study: Managing the teaching staff at Medical Colleges in the Mekong Delta 3.2 Objects of study: The teaching staff of Medical Colleges in the Mekong Delta Scientific hypothesis The teaching staff of local Medical Colleges in the Mekong Delta, besides the advantages and qualifications of lecturer/teacher quality and competence, also have limitations in professional capacity, which have not well responded to the requirements of vocational education and training The teaching staff management at local Medical Colleges in the Mekong Delta has been implemented and achieved certain results, but there have still been limitations and inadequacies in some contents of teaching staff management If the theoretical basis and in-depth research can be established to clarify the nature of teaching staff management; building the right solutions in teaching staff management in line with the practical conditions of the Mekong Delta, necessary and feasible, will make lecturers/teachers in schools more and more developed, and respond well to the current training objectives and requirements, that is, improving the quality of vocational education and training, especially providing health workers to serve the prevention and control of the current complicated Covid-19 epidemic Topic and scope of research 5.1 Research topic - Analyzing, interpreting, and clarifying the theoretical basis of teaching staff management at local Medical Colleges in the Mekong Delta - Surveying and evaluating the current situation of teaching staff management at local Medical Colleges in the Mekong Delta - Proposing solutions to manage the teaching staff at local Medical Colleges in the Mekong Delta these days - Conducting experiments and tests to confirm the correctness, feasibility and effectiveness of the proposed measures 5.2 Scopes of study The thesis focuses on researching solutions for teaching staff management of local Medical Colleges in the Mekong Delta Research on the management of the teaching staff according to the functions of teaching staff management (planning, organization, direction, and evaluation) of the Rector, referring to the elements of planning, selection, management, use, training, retraining, evaluation and implementation of policies and regimes, creating a working environment for teaching staff specializing in Medicine and Pharmacy at local Medical Colleges in the Mekong Delta over a 4-year period (2017-2020) Approaches and Research methods 6.1 Approaches - Approach to human resource management: This is the main (primary) research approach of the thesis - Approach to functions of management - Standardized approach - Complex approach 6.2 Theoretical research methods 6.3 Practical research methods 6.4 Statistical methods processing survey and investigation data, setting up diagrams and charts Defensive arguments - The teaching staff of local Medical Colleges is a key element of the schools This factor must be developed comprehensively according to the human resource management approach, including: sufficient in quantity, strong in quality, synchronous in structure, which will meet the theoretical requirements for the management of this group in our country in the new context and requirements to improve the quality of vocational education and training institutions today - Managing the teaching staff at local Medical Colleges in the Mekong Delta has not been implemented systematically and fully in planning, training, retraining, recruiting, using and evaluating in the vocational education and training system If there are suitable solutions, it will promote the development of teaching staff of local Medical Colleges in the Mekong Delta to develop synchronously, meet standards and integrate in the current context - The comprehensive development of the teaching staff of local Medical Colleges of the Mekong Delta will be an important factor in promoting the renovation, development and integration of the local Medical Colleges in the Mekong Delta New contributions of the thesis Theoretical contributions: The thesis has gathered, analyzed and generalized documents to build the main content of the theoretical framework according to the approach/theory of human resource (HR) management, combined with management functions through: Concepts (management, lecturers/teachers, teaching staff, Medical Colleges, teaching staff management of Medical Colleges) and contents: local Medical College in the current context and requirements for teaching staff; Human resource and human resource management; especially the teaching staff management of Medical Colleges in the current context (Planning and planning implementation: Selection and use; Organization of training and retraining; Policy implementation; Cooperation with health institutions; Examination and evaluation) and influencing factors This is considered an important premise for the study of the current situation Contributions to practice: The thesis has presented, analyzed and evaluated the current situation of teaching staff and especially the current situation of teaching staff management of Medical Colleges in the Mekong Delta in the current context, which is relatively consistent with the theoretical framework; Then, it has generalized the achieved results, limitations and causes of the current situation as a premise to propose solutions It has proposed solutions for teaching staff management to ensure practicality, high feasibility, contributing to building teaching staff who are always adequate in quantity, meet the requirements of quality, synchronous in structure, and meet well with the requirements of training medical human resources of each school in the new context and the requirements of improving the quality of current vocational education and training institutions The proposed solutions are not only applicable in the teaching staff management of Medical Colleges in the Mekong Delta, but also able to be applied in other areas with similar conditions This is considered a practical contribution of the thesis topic and is a pretty useful reference for stakeholders Structure of the thesis - In addition to the introduction, the thesis consists of chapters: Chapter 1: Theoretical basis for managing teaching staff of local Medical Colleges in the current context Chapter 2: Practical basis for managing teaching staff of local Medical Colleges in the Mekong Delta in the current context Chapter 3: Solutions for managing teaching staff of local Medical Colleges in the Mekong Delta in the current context CHAPTER 1: THEORETICAL BASIS FOR MANAGING TEACHING STAFF OF LOCAL MEDICAL COLLEGES IN THE CURRENT CONTEXT 1.1 Literature review 1.1.1 Research on teaching staff management and teaching staff of medical schools 1.1.2 Overview of research works related to the topic and the issues raised by the thesis that need to be further solved 1.1.2.1 Overview of research works related to the thesis topic 1.1.2.2 The problems raised in the thesis that need to to be further solved There have not been any works indicating the contents and requirements of training medical human resources, the different characteristics and requirements of the teaching staff of Medical Colleges in the Mekong Delta compared to universities and colleges in other fields and professions in the same area or in other regions; have not analyzed, researched and evaluated specifically the status of teaching staff and teaching staff management at Medical Colleges in the Mekong Delta; Concurrently, it has not been possible to point out the directions, propose specific solutions and requirements that are highly feasible in order to develop teaching staff of Medical Colleges in the Mekong Delta sufficient in quantity, assured of quality, and balanced in structure, ensuring that each school is always able to meet the demand for health human resources in the Mekong Delta and the current requirements to improve the quality of vocational education and training 1.2 Some basic concepts 1.2.1 Management 1.2.2 Lecturers/Teachers 1.2.3 Teaching staff of Medical Colleges The teaching staff at Medical Colleges is a collection of people who carry out the task of teaching and educating learners at medical colleges, they are linked together by the school’s educational and training goal system, are bound and interacted by the common rules in that educational institution 1.2.4 Teaching staff management of Medical Colleges Managing the teaching staff of a medical college is the process of performing management functions to plan, select, employ, train, foster, implement policies, and test and evaluate 1.3 Local Medical Colleges in the current context and requirements for teaching staff of local Medical Colleges 1.3.1 Characteristics of the local Medical Colleges 1.3.2 Medical colleges are facing innovation requirements 1.3.3 Characteristics, roles and requirements of medical college lecturers/teachers 1.3.3.1 Characteristics of medical college lecturers/teachers 1.3.3.2.Quantity requirements 1.3.3.3 Structural requirements 1.3.3.4 Requirements for the quality of lecturers/teachers 1.3.3.5 Requirements in the current context to the teaching staff of local Medical Colleges Table 1.2 Professional standards of medical college lecturers/teachers CRITERIA STANDARDS Criterion 1: - Standard 1: Qualification Professional + For lecturers/teachers who teach theory: Having a university competence degree in health majors or higher Mastering the knowledge of the branch and profession assigned to teach + For practical instructors: Having a diploma, qualification and professional experience of at least 12 consecutive months up to the time of practical teaching in accordance with the level, branch/specialization of practical teaching; the level of the practical instructor must not be lower than the training level of the trainee; having a practice certificate and the scope of practice is appropriate to the training program and subject, in case where it is required by law to have a practice certificate - Standard 2: Foreign language proficiency: Having a foreign language proficiency of Level (A2) as prescribed in Circular No 01/2014/TT-BGDĐT dated January 24, 2014 of the Ministry of Education and Training promulgating the 6-level Competency Criterion 2: Pedagogical competence Framework for Vietnam or equivalent or higher - Standard 3: Computer literacy: Having a computer skill level that meets the basic information technology skills standard as prescribed in the Circular No 03/2014/TT-BTTTT dated March 11, 2014 of the Ministry of Information and Communication promulgating skill standards of using information technology or equivalent or higher - Standard 1: Pedagogical qualification and time involved in teaching: Having a certificate of vocational training in teaching at vocational college level or a certificate of pedagogical training for university and college lecturers/teachers or pedagogical certificate of teaching college level or equivalent - Standard 2: Preparing teaching activities - Standard 3: Carrying out teaching activities - Standard 4: Testing and evaluating the results of learners - Standard 5: Managing teaching records - Standard 6: Developing programs, compiling textbooks and materials - Standard 7: Planning and implementing educational activities - Standard 8: Managing learners, building an educational and learning environment - Standard 9: Social activities - Standard 1: Advanced learning and retraining - Standard 2: Developing professional competence for learners - Standard 3: Scientific research Criterion 3: Competence for professional development and scientific research 1.4 Human resources and human resource management 1.4.1 Aims of human resource management 1.4.2 Contents of human resource management Human resource management consists of three elements: - Managing the training and retraining of human resources - Using human resources reasonably - Creating a favorable environment for human resources to develop 1.4.3 Models of human resource management 1.4.3.1 Michigan’s Human Resource Management Model 1.4.3.2 Leonard Nadler's Human Resource Management Model 1.4.3.3 Dave Ulrich's Human Resource Value Proposition Model 1.4.3.4 Comments and choices of the model suitable for the research aims of the thesis The author has focuses and been interested in Leonard Nadler's model and finds it suitable to serve as a basis to research the theoretical framework and use it to Planing Organizing Testing and evaluating the development of the staff Cooperation with local medical facilities Implementing policies for the teaching staff Management functions Training and retraining the teaching staff No Selection and use of the teaching staff Contents of teaching staff management Planning to develop the teaching staff provide solutions to teaching staff management in Medical Colleges because: this model contains a full range of contents of human resource management (human resource development, human resource use and human resource development environment) that the author has been interested in managing the teaching staff of Medical Colleges today; On the other hand, the model also upholds the role of education and training in human resource development, considering education and training as a content and at the same time a method to develop human resources 1.5 Managing the teaching staff of Medical Colleges in the current context Table Matrix of management of medical college lecturers/teachers according to management functions 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.5.6 Directing Examining, assessing 1.5.1 Planning the teaching staff of Medical Colleges 1.5.2 Managing the selection and use of the teaching staff of Medical Colleges 1.5.3 Organizing the training and retraining activities of the teaching staff of Medical Colleges 1.5.4 Implementing policies for the teaching staff of Medical Colleges 1.5.5 Cooperating with local medical facilities in teaching staff management of Medical Colleges 1.5.6 Examining and assessing the teaching staff of Medical Colleges 1.6 Factors affecting the teaching staff management of Medical Colleges in the current context 1.6.1 Subjective factors 1.6.1.1 About perception 1.6.1.2 Management apparatus and qualifications of managerial staff 1.6.1.3 Pedagogical environment, reputation, brand of the schools 1.6.1.4 School policies in teaching staff management 1.6.1.5 Impact of the requirements of the training programs, contents, and methods at medical colleges 1.6.1.6 Impact of mobilizing the whole society to participate in teaching staff management at medical colleges 1.6.2 Objective factors 1.6.2.1 Mechanisms and policies of the State 1.6.2.2 Impact of the characteristics of health human resources 1.6.2.3 Impact of the education and training quality of medical universities in our country today Conclusion of Chapter CHAPTER 2: PRACTICAL BASIS FOR MANAGING TEACHING STAFF OF LOCAL MEDICAL COLLEGES IN THE MEKONG DELTA IN THE CURRENT CONTEXT 2.1 Overview of socio-economic situation, health human resources and local medical colleges in the Mekong Delta 2.1.1 Socio-ecoomic situation in the Mekong Delta 2.1.2 The current situation of health human resources in general and of the Mekong Delta 2.1.3 Demand for health human resources in the Mekong Delta 2.1.4 Overview of Medical Colleges in the Mekong Delta 2.1.4.1 Brief overview of history, aims, training requirements 2.1.4.2 Organizational structure 2.1.4.3 Trained subjects, teaching staff and facilities 2.2 General overview of the current situation survey organization 2.2.1 Survey purposes 2.2.2 Survey contents 2.2.3 Locations, survey objects Table 2.3 Statistics of objects participating in the survey In which Total Schools Managerial Lecturers/ Students amount Staff Teachers Tien Giang Medical College 212 12 60 140 Dong Thap Medical College 200 10 60 130 Tra Vinh Medical College 188 50 130 Can Tho Medical College 199 60 130 Kien Giang Medical College 183 55 120 Bac Lieu Medical College 193 55 130 Ca Mau Medical College 189 50 130 An Giang Medical College 188 50 130 12 teaching staff planning Through the above data table, it can be seen that the current situation of planning to develop the teaching staff of Medical Colleges in the Mekong Delta was relatively positively evaluated by managerial staff and lecturers/teachers on implementation levels and results 2.4.2 Current situation of selection and use of teaching staff at Medical Colleges in the Mekong Delta 2.4.3 Current situation of teaching staff training and retraining of Medical Colleges in the Mekong Delta Table 2.14 Evaluation of managers and lecturers/teachers on the current situation of teaching staff training and retraining of Medical Colleges in the Mekong Delta No Contents Evaluation by GPA Implementation Implementation levels results Managers Lecturers/ teachers Managers Making a plan for teaching staff training and retraining Determining the objectives and 2.96 3.01 3.06 requirements in teaching staff training and retraining Determining the contents, forms, and 2.95 2.99 2.96 methods of teaching staff training and retraining Identifying resources for teaching staff 3.02 3.02 3.04 training and retraining Organizing teaching staff training and retraining Building key teaching staff in teaching 2.81 2.86 2.80 staff training and retraining Diversifying forms of training and 3.02 3.03 2.90 retraining Selecting teaching staff to participate in 3.04 3.00 3.10 appropriate training and retraining Assigning specific responsibilities in 3.02 3.02 2.81 training and retraining Mobilizing resources to participate in 2.89 2.91 2.81 teaching staff training and retraining Directing the implementation of teaching staff training and retraining Disseminating and implementing 2.84 2.84 2.92 training and retraining plans for teachers to everyone Lecturers/ teachers 3.08 2.99 3.06 2.84 2.90 3.05 2.90 2.84 2.90 13 Building a learning, retraining, and 3.01 3.03 scientific research environment in schools Creating favorable conditions and 2.88 2.85 encouraging teaching staff in training and retraining Inspecting and evaluating teaching staff training and retraining Building standards for inspection and 2.93 2.91 evaluation of teaching staff training and retraining activities Conducting inspection and evaluation 2.87 2.88 of teaching staff after training and retraining Inspecting and evaluating each training 3.01 3.04 and retraining course Making specific conclusions about the 2.93 2.89 activity Summarizing and learning from 2.74 2.74 teaching staff training and retraining activities 2.96 2.97 2.90 2.86 3.02 3.02 2.90 2.93 2.90 2.95 2.90 2.90 2.87 2.83 2.4.4 Current situation of implementing policies for teaching staff of Medical Colleges in the Mekong Delta Table 2.15 Evaluation of managers and lecturers/teachers on the current situation of implementing policies for teaching staff of Medical Colleges in the Mekong Delta No Contents Evaluation by GPA Implementation Implementation levels results Managers Making a plan to implement policies for teaching staff Identifying documents related to 3.04 policies for teaching staff Determining the objectives in 3.01 implementing policies for teaching staff Determining the deployable tasks to 2.99 implement policies for teaching staff Determining the time and resources to 3.01 Lecturers/ teachers Managers Lecturers/ teachers 3.07 3.07 3.09 3.01 2.94 2.92 2.86 2.83 2.81 2.97 3.10 3.04 14 implement policies Organizing the implementation of policies for teaching staff Regularly updating and perfecting the 2.81 2.80 system of policies for teahing staff Widely publicizing the system of 3.05 3.01 policies and remuneration in the schools Developing trade unions in schools 3.11 3.08 2.91 2.88 3.10 3.04 2.89 2.88 Effectively mobilizing financial 2.80 2.76 2.75 2.75 resources from the community and society in implementing policies Directing the implementation of policies for teaching staff Building a school culture, a 2.83 2.84 2.90 2.93 democratic and solidary pedagogical environment Making appropriate decisions in 2.93 2.91 2.80 2.81 implementing policies Creating an extensive coordination 2.64 2.70 2.75 2.75 with organizations and unions inside and outside the schools to implement appropriate policies for teaching staff Inspecting and evaluating the implementation of policies for teaching staff Diversifying forms of policy 2.91 2.95 3.05 3.06 inspection for teaching staff Actively listening to feedbacks from 2.75 2.79 2.81 2.80 forces on policy implementation Summarizing and learning from 2.83 2.80 2.86 2.86 policy implementation Developing plans to supplement and 2.72 2.74 2.84 2.81 improve the system of policies 2.4.5 Current situation of cooperation relationship between Medical Colleges and Medical Facilities and Medical Universities in teaching staff management To view objectively about the current situation of the cooperation relationship between medical colleges and medical facilities and medical universities in the region, the author conducted an interview with Mr D.V H (the Vice-Rector of Can Tho Medical College) and received his opinion: “The current situation of cooperation between medical colleges and medical universities in the region is still weak and ineffective, especially in cooperation for training and retraining for teaching staff of medical colleges The association of medical colleges to bring lecturers/teachers for further training and retraining does not have a long-term plan, the schools have not identified specific objectives and the importance of this activity for the development of 15 lecturers/teachers The coordination mechanism and programs and contents of cooperation in training and retraining lack continuity and system in both time and specialized knowledge” 2.4.6 Current situation of examination and assessment of lecturers/teachers at Medical Colleges in the Mekong Delta Table 2.17 Evaluation of managers and lecturers/teachers on the current situation of examination and assessment of lecturers/teachers at Medical Colleges in the Mekong Delta No Contents Evaluation by GPA Implementation Implementation levels results Managers Lecturers/ teachers Managers Lecturers/ teachers Making plans to examine and evaluate teaching staff Determining the objectives and 2.97 2.98 2.91 2.95 requirements of examination and assessment Determining the contents, forms and 3.04 3.06 2.98 3.01 methods of examination and assessment Identifying the forces participating in 3.09 3.11 3.02 3.05 examination and assessment Giving an estimate of situations and 2.78 2.77 2.86 2.83 solutions that arise in examination and assessment Organizing the implementation of examination and assessment of teaching staff Establishing a steering committee to 2.74 2.81 2.82 2.87 examine and assess teaching staff Implementing the process of teaching 3.00 3.06 2.99 3.02 staff examination and assessment Assigning specific jobs to the forces 3.03 3.05 3.01 3.03 participating in examination and assessment Training and retraining on knowledge 2.90 2.93 2.88 2.88 and skills for the forces participating in examination and assessment Mobilizing the resources to participate 3.04 3.05 2.89 2.90 in teaching staff examination and assessment Directing the implementation of examination and assessment of teaching staff Deploying plans and guide everyone 2.94 2.95 3.01 3.00 to examine and assess teaching staff 16 Making appropriate decisions on 2.82 2.86 2.88 2.92 teaching staff examination and assessment Directing the examination and 2.90 2.91 2.89 2.89 assessment forces to regularly update relevant regulatory documents Directing to strengthen coordination 2.90 2.94 2.81 2.83 in examination and assessment Inspecting and evaluating the implementation of examination and assessment of teaching staff Inspecting and evaluating ensure the 3.03 3.05 2.88 2.91 processes and objectives of examination and assessment Making conclusions of examination 3.02 3.00 2.95 2.92 and assessment Summarizing and learning from 2.78 2.79 2.93 2.92 teaching staff examination and assessment 2.5 Current situation of factors affecting the teaching staff management of Medical Colleges in the Mekong Delta in the current context Table 2.18 Evaluation of the influence of factors on the teaching staff management of Medical Colleges in the Mekong Delta No Factors Evaluation by GPA A B Subjective factors Perception Management apparatus and qualifications of the managerial staff Pedagogical environment, reputation, brand of the school School policies in teaching staff management Impact of the requirements of the training programs, contents, and methods at Medical Colleges Impact of mobilizing the whole society to participate in teaching staff management at Medical Colleges Objective factors Mechanisms and policies of the State Managers Lecturers/ Teachers Students 3.58 3.50 3.59 3.50 3.71 3.48 3.21 3.15 3.16 3.39 3.34 3.31 3.32 3.33 3.30 3.18 3.15 3.12 3.06 3.07 3.07 17 Impact of the characteristics of health 2.85 2.86 2.88 human resources Impact of the education and training 2.89 2.86 2.84 quality of Medical Colleges in our country today Through the above data table, it can be seen that the majority of managers, lecturers/teachers and students assessed the factors affected the management of lecturers/teachers at Medical Colleges in the Mekong Delta, none of which was assessed as unaffected The evaluation of the influence of the factors fluctuated with the average score from 2.84 (influential) to 3.71 (very influential) 2.6 General assessment of the current situation and causes of the current situation of the teaching staff management of Medical Colleges in the Mekong Delta in the current context 2.6.1 General assessment of the current situation of the teaching staff and the teaching staff management of Medical Colleges in the Mekong Delta 2.6.1.1 Achievements • Achievements about the teaching staff - The number of teaching staff was met, the structure was also focused to balance gender, age - The vast majority of lecturers/teachers of Medical Colleges in the Mekong Delta had good political qualities and professional ethics; loved the job, had a high sense of responsibility, got a sense of progress, asserted themselves in the profession • Achievements in teaching staff management of Medical Colleges in the Mekong Delta - The schools timely updated and effectively applied the guiding documents in teaching staff management; well implemented the use of lecturers/teachers, paid attention to training and retraining to improve professional qualifications, cared about supporting and creating favorable conditions mentally as well as materially for the teaching staff dedicated to and enthusiastic in their work - The schools planned and were interested in organizing activities in association with medical facilities and medical universities in the region to develop skills and expertise for the teaching staff - Medical colleges focused on regular examination and assessment of lecturers in many forms 2.6.1.2 Limitations • Limitations on teaching staff - There was still a shortage of lecturers/teachers in some Medical Colleges in the area, a small number of lecturers/teachers with low political theory and limited professional qualifications - There existed some lecturers/teachers who were still satisfied with reality, lacked effort and will to strive for excellence stagnated their work, affecting work efficiency 18 • Limitations on teaching staff management of Medical Colleges in the Mekong Delta - The management and administration capacity of the managerial staff was still inadequate, especially in consulting with management levels on school development activities, including the development of teaching staff - The process of applying the basic functions of management: planning; organization; direction; inspection and evaluation of the teaching staff management of the managers of Medical Colleges was still confused and ineffective - The planning to develop the teaching staff had not been properly cared for by the school leadership - The selection of lecturers/teachers had not had a long-term plan The process of assigning teaching in schools was still restrictive and inadequate that had not developed and stimulated the development of lecturers/teachers - Retraining activities for lecturers/teachers were not of high quality; retraining forms and methods were not diverse, thematic subjects and seminars to improve professional quality were limited - The regimes and policies for lecturers/teachers were not responsive and not strong enough to help lecturers/teachers feel secure in their work - A system of standards and criteria to examine and assess lecturers/teachers; examine and assess the management of lecturers/teachers in accordance with regulations and actual conditions at schools had not been developed yet - The cooperation with medical facilities and medical universities in the region to develop skills and expertise for the teaching staff had not been given due attention, and coordination and joint training plans had not been developed 2.6.2 Causes of the current situation of the teaching staff and teaching staff management of Medical Colleges in the Mekong Delta - The rapid development of society, the diversified development of the health sector and the increasing demand for educational innovation, created a great challenge for the managerial staff of Medical Colleges in managing the teaching staff to meet the requirements - The Mekong Delta was quite large, people’s life was still difficult, socioeconomic conditions were not really developed, therefore the process of socialization still faced many difficulties - The lecturers/teachers’ life was still unstable, living conditions were not high, therefore many lecturers/teachers had to many different jobs, and they did not focus on personal development and dedication to the education sector - Some managers had not confirmed their positions, roles and power in the management of the school activities (especially in the management of the teaching staff) Conclusion of Chapter 19 CHAPTER 3: SOLUTIONS FOR MANAGING TEACHING STAFF OF LOCAL MEDICAL COLLEGES IN THE MEKONG DELTA IN THE CURRENT CONTEXT 3.1 Principles and orientations to propose solutions for teaching staff management of Medical Colleges in the Mekong Delta in the current context 3.1.1 Principles to propose solutions for teaching staff management of Medical Colleges in the Mekong Delta in the current context 3.1.1.1 Principles to ensure the objectives of vocational education and training innovation 3.1.1.2 Principles to ensure practicality 3.1.1.3 Principles to ensure feasibility and effectiveness 3.1.1.4 Principles to ensure comprehensiveness and system 3.1.1.5 Principles to ensure inheritance and development 3.1.2 Orientations to propose solutions for teaching staff management of Medical Colleges in the Mekong Delta in the current context 3.2 Solutions to manage the teaching staff of Medical Colleges in the Mekong Delta in the current context 3.2.1 Solution 1: Localities and schools always improve the management capacity of the managerial staff of Medical Colleges in the Mekong Delta in the current context - Organizing and raising awareness of managerial staff about the importance and role of management capacity for the development of the school (including teaching staff management) - Building a management capacity framework for managerial staff of Medical Colleges in the Mekong Delta - Organize management capacity training for managerial staff at the schools or in groups of schools - Training and fostering management capacity for managerial staff at training and retraining institutions 3.2.2 Solution 2: The schools actively build the planning and development plans of teaching staff in line with the mission and vision of Medical Colleges in the Mekong Delta in the current context - Establishing a steering committee in formulating the development planning of teaching staff in Medical Colleges in the Mekong Delta - Surveying and evaluating the teaching staff and conducting educational forecasting - Deploying the development planning of teaching staff 3.2.3 Solution 3: Organizing the training and retraining of lecturers/teachers under the professional title standards of vocational education lecturers/teachers and meeting new requirements on training grassroots health workers in the Mekong Delta in the current context - Promoting the role of key teaching staff in training and retraining qualified lecturers/teachers 20 - Identifying training and retraining needs of lecturers/teachers under the professional title standards of vocational education lecturers/teachers - Developing plans for training and retraining lecturers/ teachers under the professional title standards of vocational education lecturers/teachers - Innovating the contents, forms and methods of training and retraining - Inspecting, evaluating and improving training and retraining 3.2.4 Solution 4: Organizing and developing a system of policies, remuneration, working environment and motivation for lecturers/teachers according to their competence and job position - Completing the system of policies and remuneration for teaching staff according to competency-based approach - Promoting the role of the schools’ trade union in implementing policies and remuneration for teaching staff - Performing well the emulation and commendation work in the schools 3.2.5 Solution 5: Managing teaching staff in relation to stakeholders - Identifying partners with meaningful and important roles in the management of the schools’ lecturers/ teachers - Identifying the objectives, contents, methods and forms of coordination suitable for each partner - Developing coordination mechanisms and plans - Assigning an individual or department to be in charge of ensuring contact with partners - Inspecting and evaluating coordination activities between Medical Colleges in the Mekong Delta and partners in teaching staff management 3.2.6 Solution 6: Innovating the form of examination and evaluation of lecturers/teachers in accordance with the requirements of vocational education innovation based on competence and job position - Establishing an inspection and evaluation board - Developing a system of standards, criteria for examining and assessing lecturers/teachers in accordance with the requirements of vocational education competency-based innovation - Developing examination and assessment processes 3.3 Relationship between solutions The system of teaching staff management solutions of Medical Colleges in the Mekong Delta that the author proposed has a close, complementary and comprehensive relationship Each solution has a certain position, role, advantages and disadvantages affecting the management process of teaching staff, therefore we should not underestimate or absoluteize any solution; Depending on specific characteristics, conditions and circumstances, certain solutions may have a greater role, which should be prioritized, and there are solutions that can be implemented later 21 3.4 Experiment of the urgency and feasibility of solutions 3.4.1 Introduction to experiment activity 3.4.1.1 Purposes of experiment 3.4.1.2 Contents of experiment 3.4.1.3 Subjects of experiment The experiment was conducted with 512 people who are managers and lecturers/teachers at 08 Medical Colleges in the Mekong Delta 3.4.1.4 Experiment method Using the questionnaire method to ask for the participants’opinions about the urgency and feasibility of each management solution proposed in the thesis 3.4.1.5 Data processing 3.4.2 Experiment results - The 06 proposed solutions were all highly appreciated for their urgency from the managerial staff, lecturers/teachers to improve the quality of teaching staff in Medical Colleges in the Mekong Delta in the current period with grade point average ranging from 3.21 to 3.51 - The 06 proposed solutions were all highly appreciated for their feasibility from the managerial staff, lecturers/teachers to improve the quality of teaching staff management of Medical Colleges in the Mekong Delta in the current period with grade point average ranging from 3.19 to 3.45 No solution is judged as not feasible 3,51 3,55 3,5 3,45 3,44 3,45 3,4 3,35 3,36 3,35 3,32 3,3 3,28 3,28 3,3 3,21 3,22 3,25 3,19 3,2 3,15 3,1 3,05 Giải pháp Solution 1 Giải pháp Solution 2 Giải pháp Solution 33 Tính cấp thiết Necessity Giải pháp Solution 44 Giải pháp5 Solution Giải pháp Solution 66 Tính khả thi Feasibility Diagram 3.1 The correlation between proposed solutions Thus, it can be seen that 06 proposed management solutions had a close correlation to apply in Medical Colleges in the Mekong Delta in the current period 22 3.5 Experiment of solutions 3.5.1 Purposes of experiment 3.5.2 Contents of experiment 3.5.3 Hypothesis of experiment If effectively applied the solution of “Promoting the organization of training and retraining of lecturers/teachers under the professional title standards of vocational education lecturers/teachers”, especially the content of training lecturers/teachers under the professional title standards of vocational education lecturers/teachers will actively contribute to improving the quality of lecturers/teachers in Medical Colleges in the Mekong Delta in the current context 3.5.4 Scope and location of experiment The author conducted an experiment at 01 medical college in the Mekong Delta - Tien Giang Medical College 3.5.5 Time and subjects of experiment 3.5.5.1 Time of experiment From December 2018 to December 2019 3.5.5.2 Subjects of experiment Including 50 teachers in the teaching staff of Tien Giang Medical College representing the subject groups in the faculties in the school 3.5.6 Procedures of experiment Step 1: Making an experiment plan Step 2: Surveying training needs and selecting samples Step 3: Organizing the experiemnt Step 4: Completing the experiment and evaluating the experiment results 3.5.7 Results of experiment 3.5.7.1 About the training level (professional pedagogical qualification) Table 3.6 Results of retraining to improve pedagogical skills of lecturers/teachers at Tien Giang Medical College Time Unit Number of teachers meeting standards of vocational pedagogical qualifications Before experiment After experiment Quantity 24 Ratio (%) 48.0 Quantity 50 Ratio (%) 100.0 Before the experiment, only 24/50 lecturers/teachers (48%) participating in the experiment met the standards of pedagogical qualifications But this number increased 23 to 50/50 lecturers/teachers participating in the experiment (100%) meeting the standards of pedagogical qualifications after participating in a training and retraining course organized by the school 3.5.7.2 About pedagogical competence and professional development competence in scientific research Through the data table 3.7, it can be seen that there was a clear change of lecturers/teachers of Tien Giang Medical College before and after the experiment in terms of quality (specifically, pedagogical competence and professional development competence in scientific research), before experiment the grade point average of managerial staff and lecturers/teacher, respectively 2.72; 2.75, but after participating in the experiment, it increased respectively to 3.14 ; 3.16 Diagram 3.2 Results of the Council on the assessment of lecturers/teachers of Tien Giang Medical College before and after experiment 60 50 40 30 20 10 Yếu Weak Trung bình Average Khá Fairly good Trướcexperiment thử nghiệm Before Good Tốt t s ắc VeryXuấ good Sa u experiment thử nghiệm After Through the above data table and diagram, it can be seen that the progress of teaching staff before and after experiment changed markedly in a positive direction Lecturers/teachers graded Average and Fairly good dropped sharply after participating in the experiment: for average-graded lecturers/teachers, it was reduced from 05/50 lecturers/teachers (10%) to 01/50 lecturers/teachers (2%); for the fairly good-graded lecturers/teachers, it was reduced from 26/50 lecturers/teachers (52%) to 14/50 lecturers/teachers (28%) The percentage of lecturers/teachers graded Good and Excellent increased to 18% and 14%, respectively Conclusion of Chapter 24 CONCLUSIONS AND RECOMMENDATIONS Conclusions (1) Managing teaching staff means the managers perform the functions (planning; organization; direction; inspectation and evaluation) that affect the upward movement to ensure that the staff is adequate in quantity, synchronous in structure, meets the training standards, has quality and competence, meets the training requirements of the school in the period of national industrialization and modernization; building a united collective, in which each individual has a sense of responsibility, is attached to the school, actively and creatively participates in teaching activities Managing teaching staff in Medical Colleges in the current context is based on the theory of human resource development, in which the main activities are: development planning, selection and use, training and retraining, implementation of policies, cooperative relations in lecturer/teacher development, examination and assessment Managing teaching staff of Medical Colleges is affected by both subjective and objective factors Managers need to have accurate judgments and assessments of their impact on the teaching staff management process in order to have the most effective orientations and decisions (2) Currently, Medical Colleges in the Mekong Delta have the right awareness of the necessity as well as the importance of teaching staff management for the school’s education and training Therefore, schools have implemented many practical and powerful activities to manage teaching staff comprehensively (quantity, quality and structure) to meet the requirements of education and training innovation However, in the current trend of integration and requirements to meet highquality medical human resources, the teaching staff management at Medical Colleges in the Mekong Delta currently reveals many limitations and backlogs that need to be thoroughly resolved (3) Based on the theoretical basis, and research and current situation assessment results, the thesis author proposed 06 solutions for teaching staff mangement of Medical Colleges in the Mekong Delta in the current context Management solutions had a close, dialectical relationship with each other and were tested for necessity and feasibility; simultaneously the author organized an experiemnt of solution to confirm their effectiveness The test and experiment results confirmed that the proposed solutions were important, necessary, feasible and suitable with the current conditions at Medical Colleges in the Mekong Delta Recommendations 2.1 For the Ministry of Labour, Invalids and Social Affairs - Orientating Medical Colleges in the Mekong Delta to develop teaching staff development planning that ensures both common objective and suitability with the reality of each region, area and school - Re-planning the network of Medical Colleges in the Mekong Delta in line with the socio-economic development strategy and medical human resources requirements in the Mekong Delta 25 - Making regulatory documents, complete and specific instructions on issues related to teaching staff management; concurrently, promulgating regulations on supervision and inspection of teaching staff management activities 2.2 For People's Committees of provinces and cities - Researching, developing and promulgating the province’s own policies to encourage the teaching staff Having policies for lecturers/teachers attraction who have been trained and retrained beyond minimum standards - Creating favorable conditions for Medical Colleges in co-operative training expansion with medical universities or medical facilities in the area to organize training and retraining activities or other activities for the development of lecturers/teachers - Making plans to consult with relevant agencies to mobilize social forces participating in the teaching staff management, to provide financial support with sources of socialization for educational activities in general, and teaching staff management in particular 2.3 For local Medical Colleges in the Mekong Delta - Implementing and applying the management solutions proposed in the thesis into school practice appropriately - Establishing a planning to develop teaching staff in each period in accordance with the local socio-economic development and the requirements of medical human resources in the current context - Medical colleges need to be proactive in creating and keeping close and regular contact with medical facilities and medical universities in the region to organize teaching staff development activities - Building school culture, educational environment and great unity block, creating favorable conditions for teaching staff to develop - Effectively using teaching staff in line with their professional qualifications and personal aspirations Examining and assessing lecturers/teachers fairly and objectively and focusing on vocational education capacity development Organizing training and retraining courses within the school; encouraging self-study, selfimprovement, and scientific research activities among the teaching staff LIST OF SCIENTIFIC PUBLICATIONS Mai Trung Hung (2017), Developing the teaching staff of Medical Colleges in the current period, Journal of Education, Ministry of Education and Training, ISSN 2354-0753, special edition, 4/2017, p 27-29 Mai Trung Hung (2018), Developing health human resources to meet the current requirements of people’s health care in the Mekong Delta, Journal of Educational Sciences, The Vietnam Institute of Educational Sciences, ISSN 26158957, Vol 03, 3/2018, p 78-83 Mai Trung Hung (2018), Factors affecting teaching staff management at Medical Colleges in the current period, Journal of Education Management, National Academy of Education Management, ISSN 1859-2910, Vol 6, 6/2018, p 39-44 Mai Trung Hung (2019), Some solutions to develop the teaching staff of Medical Universities, Journal of Educational Sciences, The Vietnam Institute of Educational Sciences, ISSN 2615-8957, Vol 23, 11/2019, p 39-44 Mai Trung Hung (2021), Managing the teaching staff of medical colleges in response to the requirements of improving the quality of vocational education, Journal of Educational Equipment, special edition (3/2021), ISSN 1859-0810 ... literacy: Having a computer skill level that meets the basic information technology skills standard as prescribed in the Circular No 03/2014 /TT- BTTTT dated March 11, 2014 of the Ministry of Information... management to ensure practicality, high feasibility, contributing to building teaching staff who are always adequate in quantity, meet the requirements of quality, synchronous in structure, and... quality of medical human resource for the Mekong Delta, it is necessary to have many solutions, but the solution to build and develop the teaching staff sufficient in quantity, strong in quality,