Phát triển đội ngũ thanh tra viên sở giáo dục và đào tạo trong bối cảnh đổi mới giáo dục hiện nay TT TIENG ANH

INTRODUCTION The reason for choosing the topic The inspectors at the Departments of Education and Training (DOET) are the force that assumes directly the function of education inspectors at Educational Institutions at provinces/municipalities (referred to as the Provinces) belonging to State Management of education The role of inspectors at DOET is to ensure law enforcement, promote positive factors, prevent and handle mistakes, protect the advantages of the State, and the legitimate interests of organizations and individuals in education The quality and effectiveness of educational inspection activities at the DOET depend on the inspectors at the DOET Currently, The State management of education in our country has limitations, which lead to low quality of education One of the main reasons for these limitations is the quality of the inspectors at the DOET The quantity, structure, quality, and especially professional competencies of inspectors at DOET have not responded to the requirements of educational inspection activities in the context of educational innovation Therefore, our Party and State have a point of view to innovate the State Management of Education, in which the key step is to develop the teachers and educational administrators (including the inspectors at the DOET) From these above reasons, as an inspector who is working in the Education and Training, I choose the topic "Human Resources Development of inspectors at the Department of Education and Training in the context of current education innovation” to study and contribute to improve the quality of the inspectors at the DOET to respond the requirements of educational inspection activities in the current context of educational innovation Purpose of the study The purpose of this study is to propose solutions to develop human resources of inspectors at the department of education and training to meet the requirements of educational inspection activities in the current context of education innovation based on the theoretical basis for the human resource development of educational inspector and assess the situation of the development of inspectors of the Department of Education and Training Object and subject of the study - Object of the study: The education inspectors at the department of education and training - Subject of the study: Human resources development of education inspectors at the department of education and training in the current context of educational innovation Research question 4.1 What competencies the education inspectors require to respond to educational inspection activities in the current context of educational innovation? 4.2 What scientific theory and contents are based on to develop the education inspectors at the DOET in the current context of educational innovation? 4.3 Based on the identification of strengths and limitations of the education inspectors at the DOET, what solutions should be proposed to them to meet the requirements of educational inspection activities in the current context of educational innovation? Scientific hypothesis The education inspectors at the DOET have some shortcomings in professional competencies compared to the requirements of the educational inspection activities in the current context of educational innovation If the Departments of Education and Training deploy effectively some management solutions based on applying human resource development theory to build a professional competency framework for the education inspectors at the DOET and focusing on solving difficulties in implementing planning activities, selecting and appointing, employing, training and fostering, evaluating, and motivating the education inspectors at the DOE, hence, they will develop to respond the requirements of educational inspection activities in the current context of educational innovation Tasks of the study - Study the theoretical basis of the human resource development of education inspectors at the DOET in the current context of educational innovation - Analysis of practical assessment on the human resource development of education inspectors at the DOET in the current context - Propose solutions to develop the instructors at the DOET to respond to the requirements of educational inspection in the current context of educational innovation - Organize testing the urgency and feasibility of the solutions to develop the inspectors at the DOET that be offered Limit and scope of the study - Besides the goal of developing the quantity and structure, this study focuses more on developing professional competencies for inspectors at the DOET The proposed solutions in this dissertation are used for managers of education state Management in the provinces; in which the Director of the DOET assumes the main roles and responsibilities - Subjects are selected to ask for survey the current situation belonging two groups: Group of managers and inspectors in State Management of Education; Group of managers and teachers in general educational school - Survey data of the current situation of the education inspectors at the DOET and the human resource development of the inspectors at the DOET were collected in school years (from 2017-2018 to 2019-2020) Approaches and Research methods - Approaches in researching: human resource development theory approach, approach competencies approach, management functions approach, system approach, practical approach (supply-demand) - Research methods: Studying the theoretical; studying practical; some other methods to supplement (weighted mean algorithm; use Graph) The defense points The quality of the inspectors at the DOET determines the quality of educational inspection activities to contribute to improving the quality and efficiency of State Management of Education However, these staff has some limitations in professional competencies so human resource development of the inspectors at the DOET is a problem that needs to be solved to meet the requirements of educational inspection activities in the context of educational innovation Based on the theory of human resource development, the main goal of developing the professional competencies of inspectors at the DOET is the most appropriate choice to build the basic theoretical and organize a survey of the current situation of the inspectors at the DOET To let the inspectors at the DOET meet the requirements of educational inspection activities in the current context of educational innovation, it is necessary to have management solutions to remove difficulties and overcome inadequacies in the current situation of their development 10 New contributions of the project 10.1 About the theory Contributing to supplementing and perfecting the theoretical basis for the Human Resource Development of Inspector at Department of Education and Training in the current context of Education innovation based on human resource development theory and competencies development approaches 10.2 About practical value This study clearly shows the "whole picture" of the actual situation of quantity, structure, quality, and professional competencies of the inspector at the DOET according to the professional competencies’ requirements of the Department of Education and Training It is determined based on coordination of occupational characteristics, inspector rank standards, and the requirements of state management innovation in education in the current context of educational innovation It also clarifies the actual situation of implementing content to develop the inspector of the DOET and points out the causes leading to difficulties and inadequacies from those situations It proposes solutions with a high degree of urgency and feasibility to develop human resources of inspector of the DOET of the DOET to meet the requirements of educational inspection in the current context of education innovation Among, it is noted that this study builds a framework of professional competencies of inspectors at the DOET 11 The structure of the dissertation Beside, the Introduction, Conclusion, Recommendations, References, Scientific works of the author, and Research Appendix, the dissertation consists of 03 chapters: Chapter The theoretical basiCs of Human Resource Development of inspectors at the Department of Education and Training in the current context of Education Innovation Chapter Practical basic of Human Resource Development of inspectors at the Department of Education and Training in the current context of Education Innovation Chapter Solutions of Human Resource Development of inspectors at the Department of Education and Training in the current context of Education Innovation Chapter THE THEORETICAL BASICS OF HUMAN RESOURCE DEVELOPMENT OF INSPECTORS AT THE DEPARTMENT OF EDUCATION AND DEPARTMENT IN THE CURRENT CONTEXT EDUCATIONAL INNOVATION 1.1 Overview of the issue study A number of scientific works on the development of educational human resources and the development of human resources in the field of education, inspection, and education inspection by domestic and foreign authors research They are published in the form of specialized books, scientific-technology research projects, doctoral theses, and scientific articles It is possible to choose to inherit from those research results to determine approaches, build a theoretical framework and conduct a survey of the current situation and propose solutions to develop the staff of the Department of Education and Training staff in the context of innovation Some issues that need further research in this dissertation are following: the theoretical basis for human resources and development for inspectors at the Department of Education and Training in the current context of educational innovation (focuses on the goal of competencies development); international experience on human resource development in educational inspectors and lessons for our country; the actual situation of quantity, structure, quality and professional ccompetencies of the inspectors at Department of Education and Training and the actual development of that team; solutions to remove difficulties and overcome inadequacies in the actual situation of inspectors and the actual implementation of the content of developing at the Department of Education and Training to improve the quality of inspectors to meet requirements of government in the current context of education innovation 1.2 Basic concepts of the topic 1.2.1 Management and Stage Management of Education 1.2.1.1 Management Management of an organization (system) is the conscious actions, purposeful, and planned of the managing subject (manager) on the managed object (the controlled people) to mobilize and coordinate all resources leading to achieving goals in changing environment Management is implemented through the basic functions of management in a cycle starting from the planning function to the organizing, directing and controlling 1.2.1.2 Stage Management of Education State Management of Education is the conscious actions, purposeful, planned and systematic of the agencies of state management education to all elements in the education system to mobilize and coordinate all resources for the education system to operate to achieve educational development goals 1.2.2 Inspection, Education Inspection 1.2.2.1 Inspection Inspection is an essential function of state management It is the activity of checking the works of agencies, organizations, and individuals It is usually carried out by a specialized agency according to a sequence prescribed by law to conclude right and wrong, evaluate advantages and disadvantages, promote positive factors, prevent and deal with violations It is also contributes to perfecting the management mechanism, strengthening socialist legislation, protecting the interests of the State and the legitimate interests of agencies, organizations, and individuals 1.2.2.2 Education Inspection Education inspection is an inspection activity of the State management of education for agencies, organizations and individuals in the observance of laws, regulations on professional and technical skill, management rules in education - Subjects of education inspection are agencies, organizations, or individuals working in education They are inspected by educational inspection under the State Management of Education - Subjects of education inspection are agencies, organizations, or individuals belonging to State Management of Education They are responsible for performing the function of education inspection for subjects of education inspection 1.2.3 Inspectors at the Department of Education and Department An inspector of the DOET is a civil servant be appointed to the inspection ranks to perform inspection tasks in education at the inspection office of the DOET 1.2.4 Human Resource Development of Inspectors at the DOET The staff of Inspectors at the DOET are civil servants be appointed to the inspection ranks to perform inspection tasks in education at the inspection of the DOET The human resources of an organization is the set of people who make up the workforce of an organization It is considered by factors like quantitative, structural, qualitative and professional competencies Development is understood as a progressive change, a method of movement, or a process that happens for the reason in different forms such as growth, evolution, transformation, expansion, eventually creating a qualitative change Human resource development in an organization is a management activity to make human resource change in the direction of progress in quantity, structure, quality and professional competencies to meet the requirements of the tasks be assigned by the organization Developing the staff of inspectors at the DOET is a management activity to make them change in the direction of progress in terms of quantity, structure, quality and professional competencies to respond the requirements of roles and functions and tasks be assigned by the organization 1.3 Education inspection activities of inspector at DOET 1.3.1 Position, functions, tasks and powers of inspector at DOET The inspectors at the DOET are an agency of the DOET They help the Director of the DOET to inspect administrative and professional; resolve complaints; prevent and combat corruption by law; Inspectors at the DOET are instructed by the Director of the DOET They are instructed about administrative Inspector under of the Provincial Inspector and under the direction of specialized inspection by the inspector of the Ministry of Education and Training; Inspectors of the DOED have the tasks and powers specified in Article 24 of the Law on Inspection (2010) and Decree No 42/2013/ND-CP dated May 9, 2013, of the Government on the Educational Inspection 1.3.2 Purpose of education inspection activities of inspectors at DOET Evaluating the performance of tasks of the object of Educational Inspection; detecting loopholes, inadequacies in management mechanisms, policies, laws in education to request the solutions to overcome; preventing, detecting and handle violations; helping agencies, organizations and individuals to comply with the law; promote positive factors; protect the legitimate interests of individuals and organizations; improving the efficiency of state management in education under the management of the DOET 1.3.3 The rules of educational inspection activities of inspectors at the DOET Kiểm tra lại động từ tất phải song song, bắt đầu danh từ tất phải song song Obey the law; ensure accuracy, objectivity, honesty, publicity, democracy, timeliness; no scope duplication, subjects, contents, time of inspection by agencies performing the inspection function; none of obstruct the normal operation of agencies, organizations and individuals being inspected; combine the state inspection with the internal inspection of the education institute and the people's inspectorate 1.3.4 Contents of educational inspection activities of inspectors at the DOET 1.3.4.1 Administrative inspection Inspecting the implementation of policies, laws, tasks for inspected subjects under the management of the DOET 1.3.4.2 Specialized inspection Inspecting the building and implementing of education programs; compiling and using textbooks, curriculum; producing, management and using educational equipment; establishment, merger, division, dissolution of educational institutions; organization and operation of the educational institution; Specialized education activities of educational management; Implementing the professional regulations; open a training branch; training regulations; exam regulations; implementing the contents and methods of education; printing, managing and issuing the diplomas and certificates; implementing regulations on enrollment, management and education of learners and policies for learners; conditions for quality assurance of education; universalize education; implement regulations on collection, management and use of tuition fees and other financial resources; organization of management, research, transfer and application of science and technology; organize and manage international cooperation in education; comply with other provisions of the law on education 1.3.5 The methods and forms of educational inspection of the inspectors at DOET - Main methods: observe, investigate, analyze, coordinate with other functional agencies, collect and synthesize information, verify documents, witnesses and evidence, compare with the provisions of law to build inspection conclusions - Main forms: Planned inspection, regular inspection, unexpected inspection 1.4 The Context of Education Innovation and problems for inspector, human resource department of inspector at DOET 1.4.1 The context of education innovation and requirements of educational inspection - The context of education innovation: Education and training continued to be innovated and developed However, education and training management is still weak Teachers and administrators are inadequate in quality, quantity, and structure Therefore, it is necessary to have a radical and comprehensive innovation in Education and Training; in which, the solution to develop the teachers and educational administrators is the key step - Requirements of Educational Inspection: Increasing the inspection of State Management on Education; Developing the civil servants of the inspectors (including the instructors at the DOET) in the direction of professionalism, discipline and responsibility as a key step 1.4.2 Characteristics of Inspectors at the DOET 1.4.2.1 Training characteristics and appointment conditions The Inspectors at the DOET are selected to be appointed from the managers or teachers They are trained theory of State Management, expertise and professional knowledge by the provisions of Decree No 97/2011/ND-CP of the Government, October 21, 2011, on inspectors and inspection collaborators 1.4.2.2 Characteristics, roles and tasks Propagating, supervising and commenting on the adjustment of the law on education; Management (State management of education); Scientific research and application; Evaluation of pedagogical activities of inspected subjects 1.4.3 Requirements of the staff of inspectors at DOET 1.4.3.1 Requirements of Quantity Development of quantity must be consistent with the job position and amount of work; degree of modernization of equipment, work, application of information technology 1.4.3.2 Requirements of Structural Harmony in terms of age, gender, ethnic minorities, training majors to respond to requirements of education innovation 1.4.3.3 Requirements of Quality Must achieve the requirements of political qualifications; moral qualities and lifestyle to complete the tasks of implementing administrative and specialized inspection activities; settle complaints and denunciations, prevent and combat corruption by the law 1.4.3.4 Requirements of Professional Competencies Competence is a flexible and organized combination of knowledge, skills, experience with the attitudes, feelings, values, and motivations required of an individual to effectively meet a complex requirement in performing a role, a task, or a job Professional competence is a flexible and organized combination of knowledge, skills, attitudes, feelings, values, and motivations required of employees to meet professional requirements A professional competency framework is a set of standards on the competency requirements of an individual who needs to demonstrate the knowledge, professional skills, and attitudes associated with specific roles, functions, and tasks of each occupation in the organization's office Because inspectors at the Department of Education and Training has to assume the roles and responsibilities of propagandist, legal observer and critic, state manager of education, researcher and scientific application, and pedagogical assessor; Therefore, inspectors must have the following competencies: - Ccompetencies to enforce the law on education; - Management competencies (state management of education); - Scientific research ccompetencies (on education and educational inspection); - Pedagogical ccompetencies (organization and implementation of teaching and education) 1.4.4 Requirements for human resource department of inspectors at the Department of Education and Training - Develop a sufficient number of inspectors at the DOET to job positions and job requirements - Develop synchronously the structure of age, gender, specialized training to undertake comprehensively the educational inspection tasks; - Develop professional qualities and competencies according to the competence framework of inspectors at the DOET (it is proposed in the dissertation); - Develop training and retraining qualifications to be appointed to a higher rank of the inspectors when they have enough working seniority 1.5 Content of human resource development of inspectors at the DOET 1.5.1 Theory of Human Resource Development - Leonard Nadler – American scientist gave a theory of human resource development in terms of a country, a major consisting of three main groups of activities (shown in Diagram 1.1 original) as: + Education, Training the human resource + Using the human resource + Making an environment for human resource development - According to the theory of staff management in an organization of some domestic scientists (Nguyen Quoc Chi and Nguyen Thi My Loc), the staff management in an organization is related closely to human resource development at the micro-level (within an organization) This model has the main activities (included in the original Diagram 1.2) as described here: + Plan to develop the employees; + Recruit and select employees; + Use and create benefits for employees; + Orient and train the employees; + Evaluate and appraise the staff of employees; + Promote, transfer, demote and lay off - According to the theory of human resource management based on competencies, human resource development must combine the building of a competencies framework with the implementation of human resource development contents If there is no competencies framework for other job positions in practice, human resource development must aim at building a competencies framework and using that as a basis for implementing human resource development contents ( planning, selection, using, training, fostering, evaluation, motivation) 1.5.2 Applying the theory of human resource development to develop the inspectors at the DOET Each human resource development model (like the three models analyzed) has contents suitable for theory but needs additional content to be suitable for practice Therefore, combining activities in all three models (theory) is the most appropriate choice From there, developing staff in an organization includes the activities in Diagram 1.3 Zoning Motivate Evaluate Recruit Development the Staff in an organization Use Train, fostering Diagram 1.3 Contents of the development staff in an organization 1.5.3 Contents of human resource development of inspectors at the DOET in the context of current educational innovation The directors of the departments of education and training through the management activities of the chief inspector of the DOET and the head of the department of organizing of the DOET in order to implement the basic functions of management (planning, organizing, directing, checking) for key activities: 1.5.3.1 Organize to build the human resource development plan of the inspectors at DOET - Identify opportunities, advantages, challenges, and difficulties from the outside for the development of the inspectors at the DOET in the current context of educational innovation; - Identify advantages, strengths, challenges, and difficulties in quality of the inspectors at the DOET compared with the requirements of educational inspection in the current context of educational innovation; - Forecast on the scale of education development of the province to identify the quantity, structure, quality requirements and professional competencies of the inspectors at the DOET; - Setting the goal of human resource development of the inspectors at the DOET in quantity, structure, quality and professional competencies according to a route to perform each goal; - Expecting to mobilize and coordinate resources (human, financial, material ) to achieve the goals of human resource development of the inspectors at the DOET; - Expecting the possible management solutions to organize high quality and effective activities of human resource development of the inspectors at the DOET; - Check and evaluate the activities of building the human resource development of the inspectors at the DOET to make decisions to promote the good and handle the mistakes; 1.5.3.2 Organize the selection and appointment of the inspector at the DOET - Directing the inspectors at the DOET to review and analyze the works in the inspectorate of the DOET by job position The purpose is to have clear requirements to recruitment and appointment inspectors of the DOET; - Directing the inspectors at the DOET to build the plane for the selection based on the goals of the human resource development planning for the inspectors at the DOET; - Directing the inspectors at the DOET to publicize the demand for quantity, structure, quality, competencies, methods, application to recruit civil servants for educational inspection at the DOET; - Directing the Chief inspector of the DOET to coordinate with the Head of the Organization Department of the DOET to set up the selection council to recruit educational civil servants for educational inspection at the DOET; - Directing the meeting of the selection council to have an advisory document and propose to the Director of the DOET to sign the decision to recruit civil servants for educational inspection at the DOET; - Directing the meeting of the selection council to advise the Director of the DOET to make a document of requirements to the Chairman of the Provincial People's; - Checking and evaluating the activities of selection and appointment of the inspectors at the DOET to decide to promote good activities, correct deviations, and handle mistakes; 1.5.3.3 Organize using the inspector’s human resource at the DOET Directing the Chief Inspector of the DOET to assess the actual situation of each job position to recognize the rationality and irrationality in the assignment of work to the inspectors at the DOET; - Directing the Chief Inspector of the DOET to assign inspectors to job positions on the rules of eliminating irrationalities in tasks and responsibilities of each rank of the inspectors; - Directing the Chief Inspector of the DOET to regularly assign challenging jobs so that the inspectors of the DOET have the opportunity to improve their competencies to be eligible to raise the ranks of the inspector; - Directing the Chief Inspector of the DOET to provide professional requirements, scientific research, quality, and competencies for inspectors to develop self-improvement and training plans; - Directing the Chief Inspector of the DOET to request inspectors to self-assess the quality and performance of their activities in comparison with the requirements on the tasks and responsibilities of the inspectors; - Directing the Chief Inspector of the DOET to implement the proposal to provide inspector cards, uniforms and implement salary, allowances, and other specific regimes for the inspectors of the DOET; 10 - Checking and evaluating the management activities in using inspectors of the DOET to make management decisions to promote the good, adjust the limitations and handle the mistakes; 1.5.3.4 Organize professional training for the inspectors at the DOET - Organize a survey of the need to be trained in professional knowledge and inspection skills of the inspectors at the DOET so that they undertake their tasks better and be qualified for rising the ranks; - Organize for the inspectors of the DOET to go to training and retraining to improve their professional knowledge and inspection skills based on the results of the survey on training and retraining needs; - Implementing activities to encourage inspectors of the DOET to conduct selftraining to achieve and maintain the standards of inspector ranks in the current context of educational innovation; - Implementing activities to encourage morale, material support, reasonably arrange work for inspectors to attend training courses, retraining courses, or self-improvement courses; - Checking and evaluating the training and retraining activities of the inspectors of the DOET to make management decisions to promote the good, adjust and handle the mistakes; 1.5.3.5 Organize the evaluation of the inspectors at the DOET - Building the personal evaluation criteria for the inspectors at the DOET based on concretizing the requirements on quality and competencies in the professional competencies framework of the inspectors at the DOET; - Collecting personal evaluation opinions of the inspectors at the DOET from a group of managers and inspectors of the state management of education and a group of managers and teachers of general education institutions according to the standards in the framework of professional competencies (it be defined); - Building evaluation criteria for inspectors at the DOET in terms of quantity, structure, quality, and professional competencies based on the plan to develop this human resource; - Collecting evaluation opinions of many subjects such as inspectors of DOET, Inspector of Province, Inspector of Ministry of Education and Training on the number, structure, quality, and competencies of inspectors of DOET; - Organizing personal self-assessment activities and evaluating the staff of inspectors at the DOET according to the standards to promote the good and adjust the weaknesses; - Directing the use of results of personal assessment of inspectors of the DOET in terms of training, retraining, appointment, rising the ranks, and implementation of policies; - Checking and evaluating personal assessment activities and evaluating the staff of inspectors at the DOET to make decisions to promote the good, adjust and handle mistakes; 1.5.3.6 Organize motivational activities for inspectors of DOET - Coordinating and directing activities to build an effective regulatory environment, in which all members respect and strictly abide by the law; 11 - Coordinating and directing activities to build the cultural environment, in which all members lead to the vision, mission, core values, and goals of educational management innovation; - Coordinating and directing activities to motivate the inspectors of the DOET by emulation and reward activities, honor individuals and staff according to honorable name; - Coordinating and directing activities to build the friendly working environment consensus and solidarity, take care of spiritual and material life, create conditions for the inspectors of the DOET; - Coordinating and directing activities to create material motivation for the staff of education inspectors by implementing the salary, allowance, and special treatment policies for inspectors by regions; - Coordinating and directing activities to create promotion opportunities for inspectors of the DOET by assigning challenging works, training, fostering, visiting, get the experiences domestic and international; - Checking and evaluating activities that motivate the inspectors of the DOET to make timely decisions to promote the good, adjust and handle the mistakes; 1.6 Factors affecting the human resource development of inspectors at the DOET - Features of the current context of socio-economic development; - The Party leadership, the State's laws, and policies on fundamental and comprehensive reform of education and training; - Building the professional competencies framework of inspectors of the DOET; - The self-advocacy for development of inspectors of the DOET; - The level of financial investment and material facilities of state management agencies in education for the human resource development of inspectors at the DOET; - The management competencies of the human resource of the educational inspection of the staff of state management in education at the provincial level Chapter PRACTICAL BASIS ON THE HUMAN RESOURCES DEVELOPMENT OF THE INSPECTORS AT THE DOET IN THE CONTEXT OF EDUCATION INNOVATION 2.1 Experience in the human resources development of education inspectors in some countries in the world and lessons for Vietnam 2.1.1 Experience in the human resources development of education inspectors in some countries The dissertation presented the experience of the French Republic (according to the document "Le Système Éducatif et L'inspection Pédagogique en France"); the Russian Federation (according to the document "Развитие команды образовательных инспекторов в Российская Демократическая Федеративная Республика"; the People's Republic of China (according to Website https://thanhtra.com.vn/ accessed on November 27, 2018); some other European countries (according to the documents “Different Systems, Different Identities: The Work of Inspectors in Sweden and 12 England” and “What Do We Expect from an Ombudsman? Narratives of Everyday Engagement with the Informal Justice System in Germany” and the United Kingdom” 2.1.2 The lessons for Viet Nam in the human resources development of the inspectors at the DOET - Firstly, well done the planning and the human resources development of the inspectors at the DOET; - Second, renovation activities of selecting, appointing and using the inspectors at the DOET; - Third, organize regular training activities for the inspectors at the DOET; - Fourthly, organize personal assessment and evaluation of the staff of inspectors at the DOET; - Fifth, need solutions to create motivation for the inspectors at the DOET 2.2 Organize situation survey 2.2.1 The purpose of the survey: The purpose of the survey is to recognize the actual situation of quantity, structure, quality, and competencies of the staff of the inspectors at the DOET; the human resources development of the inspectors at the DOET, and the level of impact of affecting factors of these staff development 2.2.2 The contents of the survey: The contents of the survey are listed here: survey the number, structure, quality, and professional competencies of the inspectors at the DOET, the contents of the human resources development of the inspectors at the DOET, and the level of impact of affecting factors of these staff development 2.2.3 The object and scope of the survey - Group of managers and inspectors of state management agencies in education: 283 people; Group of managers and teachers of general education school: 175 people; Group answering interview questions: 09 people - Application form for information: send to 63 Departments of Education and Training over the nation 2.2.4 The tools of the survey This study used an interview It is designed with main sections: 01 section to provide information; 01 section for questions on the current status of quality and competencies and 01 section for questions on the current status of the human resources development of the inspectors at the DOET For the third section, each answer is required to assess into levels: very Good, Good, Average, Weak and Poor 2.2.5 Processing the survey data n Use the formula to calculate the weighted mean: X j = ∑ f ix i =1 i n ∑f i =1 ; where: the rating i scales: Very Good (if 4,01 ≤ X ≤ 5,0) Good (if 3,01 ≤ X ≤ 4,0); Average (if 2,01 ≤ X ≤ 3,0); Weak rank (if 1,01 ≤ X ≤ 2,0); Poor rank (if X = 1,0) 2.3 The current status of inspectors at the DOET 2.3.1 The current status of the quantity Compared with the requirement of quantity for education inspectors to meet the requirements of educational inspection activities in the context of innovation, inspectors 13 at the DOET in the country are not enough 2.3.2 The current status of the structural The age structure, gender, training majors are relatively suitable; the structure of training qualifications be unreasonable; the structure of the inspector ranks is not appropriate; the high percentage of the inspectors who are not qualified to be appointed to a higher rank 2.3.3 The current status of the quality of the inspectors at the DOET Figure 2.1 shows the assessment of quality requirements for the inspectors at the DOET between state management agencies in education and general educational school group X Quality requirements Figure 2.1 Comparation of inspector’s quality at DOET between survey group Figure 2.1 shown a similarity in the level of assessment between groups was found All qualities of the inspectors at the DOET in both group were assessed as “very Good” Therefore, the survey results are reliable 2.3.4 The current status of professional competencies of the inspectors at the DOET The evaluation of survey groups based on inspector’s professional competencies groups at the DOET (law enforcement, management, scientific research, and pedagogy) is shown in Figure 2.2 14 X Competencies of inspectors at DOET Figure 2.2 Comparison of inspector’s professional competencies at DEOT between survey group Figure 2.2 shown that management and pedagogy competencies are assessed as Good Scientific research and law enforcement competencies are assessed “average” 2.4 The current state of implementing contents of human resources development of the inspectors at the DOET The survey results of 283 managers and inspectors in state management agencies in education show that: 2.4.1 The current state of the planning of the inspectors at the DOET The current state of the planning the inspectors at the DOET is assessed as Good as shown by the average value is 3.60 (Table 2.17) The reasonable cause belongs to the management 2.4.2 The current state of the selection and appointment of the inspectors at the DOET The current state of the selection and appointment the inspectors at the DOET is assessed as Good as shown by 3.63 in the average value (Table 2.18) The reasonable cause belongs to the management 2.4.3 The current state of using the inspectors at the DOET The current state of using the inspectors at the DOET is assessed at a lower level of Good as shown by 3.06 in the average value (Table 2.19 original) The reasonable causes belongs to the management 2.4.4 The current state of training and fostering the inspectors at the DOET The current state of training and fostering of the inspectors at the DOET is assessed as Average as shown by 2.99 in the average value ( Table 2.20) The reasonable causes belong to the management 2.4.5 The current state of the evaluation the inspectors at the DOET The current state of the evaluation of the inspectors at the DEOT is assessed as Average as shown by 2.98 in the average of the values (Table 2.21) The reasonable causes belong to the management 15 2.4.6 The current state of the motivational activities for the inspectors at the DOET The current state of motivation for the inspectors at the DOET is assessed as Average because the average of the values is 2.95 (Table 2.22) The causes belongs to the management The results of the survey on the current state of human resources development of the inspectors at the DOET are shown in Figure 2.3 X Content to develop inspectors at DOET Figure 2.3 The survey results of the current state of human resources development of the inspectors at the DOET Planning, selection, appointment are assessed at a higher level than Good, therefore, these points not need for a management solution Using, training and fostering, assessment, and motivation are assessed is between average and good It is necessary to have management solutions to achieve a higher level than good 2.5 The current state of impact of influent factors to the human resources development of inspectors at the DOET Both of the six factors have strong impacts because the values range from 4.01 to 5.00 “The educational inspection resources management competencies of staff at state management in education at province” factor is assessed as the most influential factor "Standard and criteria in the competencies framework of the inspectors at the DOET" is the second strongest influential factor Thus, besides management solutions to remove difficulties and adjust inadequacies in the implementation of the contents of human resource development for the inspectors at the DOET (it is recognized in section 2.4), the state management agencies in education at province have to have more management solutions to improve the competencies of management to staff Also, it is necessary to build a framework of the inspector’s professional competencies at the DOET 2.6 The general assessment of the current state of inspectors development DOET 2.6.1 The advantages - The number, age and gender structure of the inspectors at the DOET is quite reasonable; - The quality of the inspectors at the DOET is assessed as good; - None of the professional competenciess of the inspectors at the DOET be assessed as Weak and Poor; 16 - None of the contents of developing the inspectors at the DOET be assessed as Weak and Poor 2.6.2 Difficulties and inadequacies - None of the competencies of the inspectors at the DOET to be assessed as very Good (it is between Average and Good) - None of the contents of developing the inspectors at the DOET be assessed as very Good (2/6 contents were assessed at a high level of Good, content was assessed at a low level of Good and the others were assessed as Average) 2.6.3 The causes of difficulties and inadequacies The common causes are due to the management of human resources of educational inspection of the management staff of the state management agencies in education at province Below are specific reasons: - Firstly, until now, there is no professional competencies framework of the inspectors at the DOET; - Second, using the inspectors at the DOET is not based on professional competencies requirements; - Thirdly, fostering the professional competencies for the inspectors at the DOET and fostering human resource management competencies for the staff of human resource managers of state management agencies in education at the province - Fourthly, personal assessment of the inspector and the staff of inspectors at the DOET - Fifth, creating motivation for the inspectors at the DOET is limited Chapter THE SOLUTIONS FOR THE HUMAN RESOURCES OF INSPECTORS AT THE DOET IN THE CURRENT CONTEXT EDUCATION INNOVATION 3.1 Principles of proposing solutions Solutions to develop the inspectors at the DOET are proposed according to following principles: Ensure the leadership of the Party, laws, and policies of the State on education and training innovation; ensure comprehensive, synchronous and systematic; ensure the goals and feasibility 3.2 The solutions for human resources development of inspectors at the DOET in the current context education innovation 3.2.1 Organize the development and application of the professional competencies framework of the inspectors at the DOET, therefore suitable for the requirements of educational innovation of the local 3.2.1.1 The purpose, meaning of the solutions The purpose is to respond to the requirements of education innovation in the locality; to help the inspectors self-study and self-educate, to help state management agencies in education via tools to evaluate inspectors at the DOET and implement contents to develop the human resource 3.2.1.2 The contents and methods of solutions implementation - The first content: Organize to build the professional competencies framework of inspectors at the DOET that suitable for the requirements of state management innovation in education of the local 17 - The second content: Organize the application of the Professional Competencies Framework of inspectors at the DOET to develop the inspectors at each DOET 3.2.1.3 The conditions to implement the solutions All of the managers and civil servants in the inspection of the DOET must aware of the meaning of building a professional competencies framework for the inspectors at the DOET They must select some specialists to participate in building the professional competencies framework for inspectors at the DOET 3.2.2 Organize the use of inspectors at the DOET based on their competencies and challenging work to create opportunities for them to develop 3.2.2.1 The purpose, meaning of the solutions The purpose is to use the inspectors of the DOET according to their professional competencies, challenging to create opportunities and promote the development of inspectors at the DOET; in addition to ensuring for the inspectors of the DOET implement their duties and responsibilities effectively; it is also meant to promote their competencies 3.2.2.2 The contents and methods to implement the solutions - The first content: Organize the assessment of the appropriateness in the assignment of work to the inspectors of the DOET according to the job position in the inspection agency of the DOET - The second content: Organize the assignment of inspectors by grade to job positions in the inspection agency of the DOET based on encouraging the volunteers of the inspectors to register themselves on the work - The third content: Organize the assignment of inspectors by grade to job positions based on competencies to develop professional competencies for inspectors at the DOET 3.2.2.3 The conditions to implement of the solutions Managers and inspectors must aware the using inspectors of the DOET based on competencies to promote the professional competencies to respond to requirements of educational inspection activities in the current context of education innovation 3.2.3 Organize training ( fostering) of professional competencies for inspectors and management competencies for human resource managers at the DOET 3.2.3.1 The purpose, meaning of the solutions The purpose is to improve the professional competencies of the inspectors at the DOET counselors and improve the human resource management competencies for the human resource managers of the Departments of Education and Training; it is also to have effective and valuable in improving the professional competencies of the inspectors at the DOET and the human resource management competencies of the managers at the DOET 3.2.3.2 The contents and methods to implement the solutions - The first content: Organize foresting of professional knowledge and skills for the inspectors at the DOET to achieve the standards in the professional competencies framework - The second content: Organize foresting of human resource management theory for the managers of educational inspection human resources in the DOET 18 3.2.3.3 The conditions to implement of solutions The human resource managers and inspectors of the DOET must aware of their responsibilities for participating in fostering; The Departments of Education and Training must have relationships with the fostering institutions for education inspectors and foresting institutions of education managers 3.2.4 Organize periodic assessment of each inspector and inspectors staff at the DOET to adjust content appropriately to develop the human resources 3.2.4.1 The purpose, meaning of solutions The purpose is to know the level achieve of personal development goals of inspectors (according to the professional competencies framework) and the development goals of the staff of inspectors (quantity, structure, quality, and professional competencies) It also have the value to adjust the human resources development activities of inspectors at the DOET according to the development goals in planning 3.2.4.2 The contents and methods to implement the solutions - The first content: Regularly organizing personal assessment of the inspectors at the DOET according to the standards in the Professional Competencies Framework for inspectors of the DOET; - The second content: Organizing periodically evaluation activities of the staff of inspectors at the DOET according to the development goals of inspectors of the DOET; - The third content: Directing the use of individual assessment results of the inspector at the DOET and assessing the inspectors at the DOET; 3.2.4.3 The conditions to implement of the solutions The managers of the DOET must be aware of the meaning of the assessment for each inspector at the DOET according to the professional Competency Framework and assess the inspectors at the DOET according to the goals of developing this staff 3.2.5 Organize the development and implementation of specific remuneration policies and a favorable working environment to create motivation for the development of inspectors at the DOET 3.2.5.1 The purpose,the meaning of solutions The purpose is to create motivation and a favorable working environment for the inspectors of the DOET It is also to encourage and motivate spiritually and materially; creating promotion opportunities for the inspectors at the DOET 3.2.5.2 The contents and methods to implement the solutions - The first content: Directing functional departments in the DOET to participate in motivational activities for inspectors at the DOET by implementing proper policies, developing and implementing their preferential policies for inspectors - The second content: Directing functional departments in the DOET to create motivation for the inspectors at the DOET by ensuring financial policies for the educational inspection activities - The third content: Directing functional departments in the DOET to participate in development motivational activities for inspectors at the DOET by building a learning working environment and assigning challenging works - The fourth content: Directing functional departments in the DOET to participate in activities to create development motivation for inspectors at the DOET by establishing an effective legal environment 19 - The fifth content: Directing functional departments in the DOET to participate in activities to create development motivation for inspectors at the DOET by building a culture, democracy, solidarity, lovely and responsible working environment 3.2.5.3 The conditions to implement of the solutions All managers and inspectors must be aware of the meaning of creating development motivation for the staff of inspectors at the DOET; they must mobilize the participation of political organizations in creating the development motivation for the staff of inspectors at the DOET 3.3 Relationship among the solutions All solutions are aimed at removing difficulties and overcoming inadequacies from the current situation of human resources development of inspectors at the DOET Although each solution has a different position, role, and implementation method, some of them are a premise and a condition for implementing other solutions to focus on the goal of developing the inspectors at the DOET (Diagram 3.1) 3.4 Test the urgency and feasibility of the solutions 3.4.1 The purpose, contents, tools, test subjects 3.4.1.1 Purpose: to find the urgency and feasibility of solutions 3.4.1.2 Contents: urgency and feasibility of the proposed solutions 3.4.1.3 Test methods: consult experts by questionnaire 3.4.1.4 Testing tool: using a set of questionnaires with tabs on the level: Very urgent, Urgent, Normal and Not urgent; Very Possible, Possible, Normal, and Not Possible (4, 3, and points, respectively) n The tool for processing data is the formula: X j = ∑ f ix i =1 i n ∑f i =1 The results are i evaluated as follows: Very Urgent (or Very Possible) valuable X from 3,25 to 4,00; Urgent (or Possible) has a value between 2.50 and 3.24; Normal (with urgency and practicability) ranges from 1.75 to 2.49; Not Urgent (or Not Possible): equal or less than 1.74 3.4.1.5 The Subjects consulted to answer the test questions 95 experts of educational state management, education inspection, and manage the human resources of inspectors 3.4.2 The results of the test 3.4.2.1 Urgency level: All solutions are assessed as very urgent as values of solutions range from 3.93 to 3.99 (Table 3.1) 3.4.2.2 Feasibility level: All solutions are assessed as very urgent as values of solutions range from 3.91 to 3.99 (Table 3.2) 3.4.2.3 Correlation between urgency and feasibility of solutions Calculation of the Spearman correlation coefficient (R) in mathematical statistics: R=1- 6∑ d N ( N − 1) shows that R = 0.8 is positive and close to 1, therefore, this is high positive correlation 3.5 Testing the solutions Choosing the first content “Organizing the construction of the professional competencies framework of inspectors at the DOET in accordance with the requirements 20 of reforming state management of education in each locality” of the first solution “Organizing the construction and application of the inspector’s professional competencies framework at the DOET in accordance with the requirements of educational innovation of the local” to test; 3.5.1 The purpose of the tests To evaluate the feasibility of the content "Building the professional competencies framework of inspectors at the DOET in accordance with the requirements of state management innovation of education in each locality” 3.5.2 The contents of the tests Testing the organization of building a professional competency framework of inspectors at the DOET in accordance with the requirements of state management innovation of education in each locality 3.5.3 The hypothesis of the test If a certain DOET develops a professional competency framework for the inspectors according to the process described in the first above solution, DOET must have the document product about Professional competency framework of the inspectors at the DOET suitable for the requirements of state management innovation in the education of the local 3.5.4 The location and time of the test: from December 2019 to August 2020; at DOET of Lam Dong and Dak Lak 3.5.5 The indicators for evaluating test results - First: The DOET tested the first content of the first solution to achieve a trial product It is named the Document of professional competency framework of the inspectors at the DOET in accordance with suitable for the requirements of state management innovation in the education of the local - Second: The testing organization process is assessed as convincing (suitable for theory and practice) The second indicator is assessed by consulting the test participants with a number of questions about the appropriateness of the implementation process for the Professional competency framework presented in the first content of the first solution in this dissertation - Third: “Trial product” has practical meaning It provides theoretical and practical bases for inspector’s human resources managers of DOET to organize the implementation of the contents of developing of inspectors at DOET It also provides a professional standard for inspectors in Vietnam to perform and achieve this standard 3.5.6 The processing of the tests - Step The Ph.D candidate proposes the testing idea to DOET - Step The Ph.D candidate proposes to DOET to set up a sub-committee to build a professional competency framework of DOET - Step The Ph.D candidate proposes to the DOET director to direct the subcommittee on building a professional competency framework of the DOET to organize drafting the competency framework - Step The Ph.D candidate proposes to the director of the DOET to direct the subcommittee on building a professional competency framework of the DOET to organize appraising of the competency framework of the DOET 21 3.5.7 The results of the testing - For the first indicator: The trial products are 02 documents of the professional competency framework of inspectors at DOET of Lam Dong and Dak Lak (Appendix of dissertation) - For the second indicator: The experts show that the testing process is highly convincing (Table 3.4 of dissertation) - For the third indicator: the results of the experts' answers show that it has a very high meaning in the development of the inspectors at the DOET (Table 3.5 of the dissertation) CONCLUSIONS AND RECOMMENDATIONS Conclusion - The research on the theoretical basis: Developing the human resource in the current context of education innovation is an urgent issue for the Departments of Education and Training There was a lot of scientific research in over the world to study the development of human resources in the educational inspection according to different approaches and purposes, however, until now, none of studies deeply research on the development of inspectors at the DOET Occupational characteristics of the inspectors at the DOET show that the inspectors of the DOET assume many roles and tasks such as propagandist, supervisor, and law enforcement on education, education managers, scientists and pedagogists Therefore, the competencies framework of inspectors at the DOET includes the following competencies: law enforcement, management, scientific research, and pedagogy Developing the inspectors at the DOET aims to be sufficient in quantity, synchronous in structure, and meet quality and competencies standards according to the competency framework of the inspectors at the DOET in the current context of education innovation Applying the theory of human resource development shows that the development of the inspectors at the DOET has the following contents: building the plans, selection and appointment, use, training and fostering, evaluating and creating the development motivation for the inspectors at the DOET There are many factors influence for the development of the inspectors at the DOET They are characteristics of socio-economic development of the times; the Party's leadership, the State's laws, and policies on a fundamental and comprehensive renovation of education and training; the standards in the professional competency framework of the inspectors at the DOET; the self-advocacy to develop the professional competency of the inspectors at the DOET; the level of investment in physical facilities of state management agencies in education for the development of the inspectors at the DOET; and the management competencies of the human resource of the educational inspection the managers at the state management agencies on education at the province - The research on practical basis: The experience of some countries in the world on the development of the human resource of the educational inspection shows lessons for Vietnam in terms of planning; selecting and appointing; using; training and fostering; evaluating; and creating the development motivation for the inspectors at the DOET 22 The current of the inspectors at the DOET is almost sufficient in number; relatively synchronous in the structure; good quality However, there are limitations in professional competencies (it is between average and good level) The development planning, and selecting and appointing the inspector at the DOET were assessed at a high level of Good The other contents (using; training and retraining, creating the development motivation) were assessed as Average and bottom of Good ranking “The educational inspection resources management competencies of staff at state management in education at province” factor is assessed as the most influential factor "Standard and criteria in the competencies framework of the inspectors at the DOET" is the second strongest influential factor There are certain advantages and disadvantages of developing the inspectors at the DOET There are many reasons leading to the advantages and disadvantages in the implementation of developing the inspectors at the DOET The main reason belongs to the managers in the state management agencies in education at the province in terms of building a professional competency framework; using the inspectors at the DOET; fostering the education inspectors at the DOET; fostering the theory of human resource management for the managers of human resources of the DOET; Evaluating the inspectors at the DOET; creating development motivation for the inspectors at the DOET (implementing the preferential policies, building a favorable working environment, ) To let inspectors’ at DOET develop to meet the requirements of educational inspection activities in the current context of educational innovation, DOET need to implement following solutions: 1) Organize the development and application of the professional competencies framework of the inspectors at the Department of Education and Training, therefore suitable for the requirements of educational innovation of the local; 2) Organize the use of inspectors at the Department of Education and Training based on their competencies and challenging work to create opportunities for them to develop; 3) Organize training of professional competencies for inspectors and management competencies for human resource managers at the Department of Education and Training; 4) Organize periodic assessment of each inspector and inspectors team at the Department of Education and Training to adjust content appropriately to develop the human resources; 5) Organize the development and implementation of specific remuneration policies and a favorable working environment to create motivation for the development of inspectors at the Department of Education and Training; The solutions have been tested and they are very urgent and very feasible Recommendations 2.1 Recommendations to State inspection agencies - The Government inspectorate studies and proposes to the Government: Editing of the project on inspection law (amended); Amendments to the Government's Decree No 97/2011/ND-CP dated October 21, 2011, on "Regulations on inspectors and inspection collaborators", including amendments to regulations for the ranks of inspectors to suit in 23 line with current socio-economic development condition; Amending Decree No 42/2013/ND-CP, dated May 9, 2013, of the Prime Minister on “Organization and operation of the Education Inspectorate”; Building professional competency framework of education inspectors based on the direction of The Government inspectorate agencies to subordinate inspection agencies - The Inspectors of the Ministry of Education and Training coordinated the inspectors at the Province to direct the inspectors at the DOET For instance, develop standards for the inspectors at the DOET to be suitable for the current regulations and the development conditions of local socio-economic and propose peculiarity policies to the inspectors at the DOET to develop motivation for the inspectors at the DOET - The inspectors at the DOET must take the lead responsibility to coordinate with the head of personal department and the heads of other line departments of the DOET to implement effectively the contents of developing the inspectors at the DOET and especially build the professional competency framework of the inspectors at the DOET 2.2 Recommendations to the Departments of Education and Training DOET has to direct the line departments in the DOET to build the professional competency framework of the inspectors at the DOET Also, DOET has to regularly organize to fostering for inspectors at the DOET, focusing on legal education and developing professional competencies In addition, DOET has to propose to the people's committees of the provinces to develop and implement policies suitable to the conditions of local socio-economic to create development motivation for the inspectors at the DOET 2.3 Recommendations to the inspectors at the DOET - Each inspector must aware of the personal development responsibility of the professional competency framework of the inspectors at the DOET according to the goals of development - Each inspector must participate actively in the training and fostering courses to improve quality and professional competencies and have certificates to raise the rank of inspector./ 24 ... reasonably arrange work for inspectors to attend training courses, retraining courses, or self-improvement courses; - Checking and evaluating the training and retraining activities of the inspectors... Демократическая Федеративная Республика"; the People's Republic of China (according to Website https://thanhtra.com.vn/ accessed on November 27, 2018); some other European countries (according to the... skills based on the results of the survey on training and retraining needs; - Implementing activities to encourage inspectors of the DOET to conduct selftraining to achieve and maintain the standards