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NỘI DUNG NHỮNG ĐÓNG GÓP MỚI CỦA LUẬN ÁN 1. Đóng góp về mặt lý luận Luận án đã nghiên cứu một cách hệ thống và xây dựng khung lí luận về phát triển đội ngũ giảng viên: Xây dựng được một số khái niệm công cụ, xác lập những yêu cầu về phát triển đội ngũ giảng viên trong bối cảnh đổi mới căn bản và toàn diện giáo dục. Luận án đã vận dụng lý thuyết phát triển nguồn nhân lực vào việc xác lập lý luận phát triển đội ngũ giảng viên trường Cao đẳng Sư phạm, bao gồm: quy hoạch, tuyển dụng, sử dụng, đào tạo và bồi dưỡng, đánh giá, tạo môi trường làm việc và chính sách bảo đảm phát triển đội ngũ giảng viên, đồng thời tích hợp tiếp cận các chức năng quản lý. 2. Đóng góp về thực tiễn Luận án đánh giá được thực trạng đội ngũ giảng viên về số lượng, cơ cấu, trình độ, phẩm chất và năng lực nghề nghiệp; Phân tích thực trạng quản lý phát triển đội ngũ giảng viên với các khía cạnh: quy hoạch, tuyển dụng, sử dụng, đào tạo và bồi dưỡng, tạo môi trường; Phân tích được những thách thức, các yêu cầu đặt ra với đội ngũ giảng viên phù hợp với tính đặc thù của các trường Cao đẳng Sư phạm ở vùng Tây Nguyên. Luận án đề xuất 04 giải pháp phát triển đội ngũ giảng viên trong bối cảnh đổi mới giáo dục, đồng thời khẳng định và luận giải về tính cấp thiết và tính khả thi của các giải pháp đã đề xuất cùng với việc triển khai thực nghiệm hiệu quả thực tiễn của biện pháp 2 của giải pháp 2: Nâng cao năng lực ứng dụng công nghệ thông tin cho đội ngũ giảng viên các trường Cao đẳng Sư phạm khu vực Tây Nguyên nhằm cải tiến chất lượng dạy học. Kết quả nghiên cứu của luận án góp phần tạo cơ sở khoa học cho các trường Cao đẳng Sư phạm khu vực Tây Nguyên phục vụ công tác phát triển đội ngũ giảng viên trước yêu cầu đổi mới./.
MINISTRY OF EDUCATION AND TRAINING HO CHI MINH UNIVERSITY OF EDUCATION THE DEVELOPMENT OF THE TEACHING STAFF OF PEDAGOGICAL COLLEGES IN THE CENTRAL HIGHLAND Major: Education Management Code: 62 14 01 14 THESIS SUMMARY OF SCIENCE OF EDUCATION Hồ Chí Minh City – 2022 The work was completed at Ho Chi Minh University of Education Instructor: Prof Dr Huynh Van Son Dr Tran Thi Tuyet Mai Reviewer 1: A.Prof Dr Do Dinh Thai Reviewer 2: A Prof Dr Dinh Duc Hoi Reviewer 3: Dr Nguyen Duc Danh The thesis is defended before the University - Level Thesis Judging Committee at………………………………………… On the date …………………………………………………… The thesis can be found at the libraries: National Library of Ho Chi Minh City Library of Ho Chi Minh City University of Education General Science Library of Ho Chi Minh City OPENING Reasons for choosing this topic In the context of globalization and integration, every country attaches great importance to the role of education in the development of human resources President Ho Chi Minh once stated, "Without teachers, there is no education Without education, without cadres, there is nothing to say about the economy and culture" (Ho Chi Minh, 1996) Understanding that statement, the Resolution of the 11th Party Congress affirmed: "Education development is the leading national policy Fundamental and comprehensive renovation of Vietnam's education in the direction of standardization, modernization, socialization, democratization and international integration, in which, the renovation of education management mechanisms, the development of lecturers and managers is the key stage" (Communist Party of Vietnam, 2011) The teaching staff of the Pedagogical College has a great role in the development of education - training, science - technology, and the core force, the decisive factor, contributing to the quality of the college, the driving force for the rapid growth and sustainable development of the country In the current context of educational innovation, Pedagogical Colleges need to affirm their position to be able to survive and develop The teaching staff is an important factor affecting the quality of education and training, helping Pedagogical College affirm its position to survive Therefore, it is necessary to put the focus on improving capacity, creating a change in the quality of lecturers of the Pedagogical College The development of the teaching staff in Pedagogical Colleges is both a personal need and a need to develop the endogenous capacity of the nation in the process of industrialization and modernization of the country It is a strategy that must be put into first priority, is the central work, creates a change in quality in the teaching staff, and is an essential task, regular and longterm In recent years, the teaching staff of Pedagogical Colleges in the Central Highland still has many weaknesses and inadequacies compared to other regions in the country: not meeting quality standards, not enough quantity, and not synchronizing in terms of industry structure and qualifications in the current context of educational innovation The basic reason is that the management of the teaching staff has not been paid enough attention, to the right direction Thus, the management and development of lecturers of Pedagogical Colleges in the Central Highland are considered a breakthrough stage to improve the quality of training and meet the requirements of a fundamental and comprehensive renovation of Vietnamese education From the above theoretical and practical foundations, the author noticed that: - Firstly, the development of the teaching staff of Pedagogical Colleges in the new context, is still an urgent and practical issue, which should be of interest to all levels, branches, Party, State and the whole society Currently, there are quite a lot of domestic and foreign authors doing research on lecturers, and teaching staff However, the in-depth and specific research on the development of the teaching staff of Pedagogical Colleges in the Central Highland has not yet been studied by any authors - Secondly, it is necessary to have specific solutions affecting the teaching staff, especially the development of the teaching staff of Pedagogical Colleges in the Central Highland, contributing to improving the quality of teaching and training in Pedagogical Colleges in the context of restructuring, rearranging the pedagogical schools For the above-mentioned reasons, the research topic: "The development of the teaching staff of Pedagogical Colleges in the Central Highland" was established Research purposes Based on the establishment of development theory for the teaching staff of Pedagogical College and the survey of the development current status of the teaching staff of Pedagogical Colleges in the Central Highland, the thesis develops solutions to develop the teaching staff of Pedagogical Colleges in the Central Highland to improve the quality of lecturers in Pedagogical Colleges in the Central Highland in the context of educational innovation Objects and subjects of study 3.1 Objects of study: Teaching staff of Pedagogical Colleges 3.2 Subjects of study: The development of the teaching staff of Pedagogical Colleges in the Central Highland Scientific hypothesis The development of the teaching staff of Pedagogical Colleges in the Central Highland has initially had positive results, but there are still many difficulties, inadequacies, and not meeting the requirements both in terms of quantity and quality of lecturers of Pedagogical Colleges in the Central Highland Therefore, proposing and synchronously implementing solutions to develop the teaching staff of Pedagogical Colleges in the Central Highland to approach human resource management combined with management functions, will contribute to the development of the teaching staff to meet the requirements of educational innovation Research tasks - Researching the theoretical basis for the development of teaching staff of Pedagogical College in the context of educational innovation - Surveying and evaluating the current status of teaching staff and the development of teaching staff of Pedagogical Colleges in the Central Highland - Proposing solutions to develop teaching staff of Pedagogical Colleges in the Central Highland to improve the quality of lecturers in the current context of educational innovation - Experimenting with measure (under solution 2) at Dak Lak College of Pedagogy Research scope 6.1 Limits on research content - Theoretical research on the development of teaching staff of Pedagogical Colleges in the context of educational innovation and the current status of the development of the teaching staff in Pedagogical Colleges (Dak Lak College of Pedagogy, Da lat Pedagogical College, Gia Lai Pedagogical College, Kon Tum Pedagogical College) of the principal of the Pedagogical Colleges of the Central Highland - Management subject: Principals of Pedagogical Colleges in the Central Highland 6.2 Scope of survey investigation - Survey investigation for lecturers and managers of Pedagogical Colleges in the Central Highland and some relevant experts and scientists 6.3 Time limit for research - Assessing the current status of teaching staff and the development of the teaching staff of Pedagogical Colleges in the Central Highland from 2015 to 2018 Methodology and research methods 7.1 Methodology method 7.1.1 Approach from Human Resource Management Approach: This is the main research approach of the project In this approach, the author bases and applies Leonard Nadler's Theory of Human Resource Management (the USA - 1969) with 02 content groups: (1) Potential creation management by capacity including: Training management, serial training, and retraining; (2) Management of potential exploitation according to capacity including: Management of potential assessment, performance capacity; Recruitment and use according to capacity; Manage the environment and create motivation, contribute to the development of a teaching staff sufficient in number, synchronize in structure and ensure in quality, meet the requirements of educational innovation In addition, combining access to management functions in the process of application to solve the contents of the development of the teaching staff is essential 7.1.2 Approach from a system-structure point of view: The development of the teaching staff is a complete system consisting of: purpose, content, subject, object, form, method, measurement and conditions that have a dialectical relationship with each other 7.1.3 Approach from a historical-logical point of view: Reviewing and analyzing the teaching staff and the development of the teaching staff of Pedagogical Colleges in the Central Highland according to a process of logical dialectical reasoning so far, in both foreign and domestic areas 7.1.4 Approach from a practical point of view: Through surveying the current status, it will detect the strengths and weaknesses in the development of the teaching staff of Pedagogical Colleges in the Central Highland and its causes From there, propose appropriate solutions to overcome the shortcomings for the development of the teaching staff of Pedagogical Colleges in the Central Highland 7.2 Research methods 7.2.1 Theoretical research method group 7.2.1.1 Theoretical analysis and synthesis method This method is used to analyze and synthesize theoretical resources related to the development of the teaching staff to comment, summarize and quote directly for the topic 7.2.1.2 Classification and systematization of theory method This method is used to classify and arrange documents and reasoning on the development of the teaching staff over time and space, serving to present the research overview 7.2.2 Practical research method group 7.2.2.1 Method of the investigation by questionnaire Purpose: This method is used to survey, assess the current status of teaching staff, and the development of the teaching staff of Pedagogical Colleges in the Central Highland; at the same time to test the urgency and feasibility of proposed solutions Survey contents: (i) Surveying the development of the teaching staff of Pedagogical Colleges in the Central Highland; (ii) Testing the necessity and feasibility of proposed solutions Survey subjects: Lecturers and managers of Pedagogical Colleges in the Central Highland 7.2.2.2 Interview method Purpose: This method is used to collect evidence to supplement the survey data from the survey method by questionnaire to clarify the development of the teaching staff of Pedagogical Colleges in the Central Highland Interview content: The current status of developing the teaching staff of Pedagogical Colleges in the Central Highland Interview subjects: Lecturers, managers of Pedagogical Colleges in the Central Highland, managers of departments of education and training 7.2.2.3 Method of product research works Purpose: This method is used to collect statistical data on the curent status of the teaching staff and the development of the teaching staff of Pedagogical Colleges in the Central Highland Research contents: Records and documents on personnel management of the colleges; plans, preliminary reports, summary 7.2.2.4 Expert method Purpose: This method is intended to get expert opinions on the set of criteria for evaluating experimental measures Content: Comments on the set of criteria for evaluating experimental measures Subject: Scientists, and managers with a lot of experience 7.2.2.5 Experimental methods Purpose: This method to prove the effectiveness of the experimental measurement Experimental content: Experimenting with the measure "Improving the capacity to apply information technology to the teaching staff of Pedagogical Colleges in the Central Highland to improve the quality of teaching" under Solution 2: Strengthening training and retraining to improve the capacity of the teaching staff of Pedagogical Colleges in the Central Highland Experimental subjects: Lecturers of Dak Lak College of Pedagogy 7.2.3 Mathematical statistical method group: Use statistical calculations to calculate percentages, averages plus and rank New contributions to the thesis 8.1 Theoretically: The thesis applies Human Resource Development Theory to establish the theory of the development of lecturers of the Pedagogical College, including: planning, recruitment, use, training and retraining, evaluation, creation of a working environment and policies to ensure the development of lecturers; at the same time integrated access to management functions About the essence of the integration of the 02 approaches is that each activity in the component groups of management according to Human Resource Development Theory is associated with management functions 8.2 Practically: The thesis assesses the status of the teaching staff in terms of quantity, structure, qualifications, qualities and professional capacity; Analyzes the current situation of management of lecturers with the following contents: planning, recruitment, use, training, and retraining, creating the environment; Analyzes the challenges and requirements posed to the teaching staff in accordance with the characteristics of Pedagogical Colleges in the Central Highland in the context of educational innovation The thesis proposes solutions to develop the teaching staff in the context of educational innovation, affirms and explains the urgency and feasibility of the proposed solutions along with the implementation of the practical effectiveness of the measure "Improving the capacity to apply information technology to the teaching staff of Pedagogical colleges in the Central Highland to improve the quality of teaching." The research results of the thesis contribute to creating a scientific basis for Pedagogical Colleges in the Central Highland to serve the development of comprehensive capacity for the teaching staff of the Pedagogical College in terms of professional capacity, teaching capacity, scientific research capacity, capacity to manage and serve the society Structure of the thesis OPENING Chapter 1: Theory on the development of teaching staff of the Pedagogical College Chapter 2: The current status of developing the teaching staff in the Pedagogical Colleges in the Central Highland Chapter 3: Solutions to develop the teaching staff of Pedagogical Colleges in the Central Highland CONCLUSIONS AND RECOMMENDATIONS LIST OF PUBLISHED WORKS OF THE AUTHOR REFERENCES ADDENDUM Chapter THEORY ON THE DEVELOPMENT OF TEACHING STAFF OF THE PEDAGOGICAL COLLEGE 1.1 Overview of problem research 1.1.1 Foreign Research 1.1.1.1 Research on human resources and human resource development The issue of human resources and human resource development has been studied in many countries around the world Some of the works include the Hierarchy of Needs (Abraham H Maslow, 1943); Human Capital: A Theoretical and Empirical Analysis (Gary S Becker, 1964); Human Resources as The Wealth of Nations (Frederick H Harbison, 1973); The Management of Human Resources (David J Cherrington, 1995); Employee Training and Development (Raymond A Noe, 2010); Developing Human Resource (Leonard Nadler, 1980); Human Resources Administration in Education: A Management Approach (Ronald W Rebore, 2001) 1.1.1.2 Research on lecturers, teaching staff, development of teaching staff The issue of teaching staff and faculty development has been of interest to researchers in many countries around the world The Academic Profession in Developing and Middle-Income Countries (Phillip G Altbach, 2003); Key Challenges to the Academic Profession (Maurice Kogan and Ulrich Teichler, 2007); The Movement and the Trend of Vietnam's Education System in an International Context: From the Perspective of Comparative Study (Ulas Basar Gezgin, 2009); Faculty Development in the New Millennium: Key Challenges and Future Directions (Ivonne Steinert, 2000); Teachers Wanted: Attracting and Retaining Good Teachers (Daniel A Heller, 2004); Evaluating Teachers for Professional Growth: Creating a Culture of Motivation and Learning (Robert J Marzano and Michael D Toth, 2013); Training Faculty To Use Technology In The Classroom (Robert C Zelin II's, Baird and Jane E, 2013); Maintaining the Professionalization of Teaching in Higher Education: From Entry into the Profession to Lifelong Professional Development (John Connell, 2015) 1.1.2 Domestic Research 1.1.2.1 Research on human resources and human resource development The research works on human resources and human resource development in our country have been published quite richly and diversely, including monographs, journals, dissertations, thesis, scientific and technological research topics, documents, and policies of the Party and State 1.1.2.2 Research on lecturers, teaching staff, development of teaching staff In addition to the documents and policies of the Party and The State on the teaching staff and the development of lecturers, it can be mentioned typical works such as: Vietnamese higher education intellectuals in the period of promoting industrialization and modernization (Nguyen Van Son, 2002); Evaluating university lecturers in the direction of standardization in the current period (Tran Xuan Bach, 2010); Developing the teaching staff of universities in the Mekong Delta to meet the requirements of higher education innovation (Nguyen Van Tu, 2011); Visiting lecturers an important factor in ensuring the quality of lecturers of private universities in the Central region (Do Trong Tuan, 2015); Experience of some countries in the development of university lecturers and application to the development of lecturers of universities in the Southwest (Nguyen Bach Thang, 2015); Recruitment and promotion of career titles for university lecturers in Vietnam (Nguyen Thi Hue and Le Thi Hong Anh, 2016); The process of fostering capacity building for pedagogical university lecturers to meet the requirements of fundamental and comprehensive renovation of education and training (Thai Van Thanh, 2016); University lecturer policy in the face of the challenges of the Fourth Industrial Revolution (Pham Do Nhat Tien, 2017); Policy on development of lecturers of public universities in Vietnam (Vu Duc Nhat, 2017) However, until now, there has been very little research on the development of the teaching staff in Pedagogical Colleges Therefore, the study of the thesis topic: "The development of the teaching staff of Pedagogical Colleges in the Central Highland" is a matter of theoretical and practical significance in the current context 1.2 Concept 1.2.1 Lecturer Teachers who teach at early childhood education institutions, general education institutions, and other educational institutions, teaching primary and intermediate levels are called teachers; Teachers who teach college degrees or higher are called lecturers (National Assembly of the Socialist Republic of Vietnam, 2019) 1.2.2 Teaching staff The teaching staff is a collection of lecturers and scientists organized into a force with the same task of realizing the educational and training goals set out in universities and colleges They work on a plan, stick together to realize the common goal of the education and training sector, and fulfill the goals of the school 1.2.3 Development of teaching staff of Pedagogical College 1.2.3.1 Development Development is a process in which one thing transforms into another stage (especially to a higher, more advanced state (Oxford Advanced Learner's Dictionary, 7th Edition) 1.2.3.2 Development of teaching staff of Pedagogical College The development of the main teaching staff is the development of pedagogical human resources in the college in the following aspects: education, training, use, and creation of an environment to develop resources; is the solution of managers to build a sufficient number of lecturers, strong in quality, synchronous in the structure; is the central task in the development strategy of colleges and universities 1.3 Theory on the development of teaching staff of the Pedagogical College 1.3.1 Overview of the college The colleges and educational institutions of the national education system, carry out intermediate level training, college-level, and other vocational training programs with the following provisions on tasks, powers, autonomy, and social responsibility as follows: 1.3.1.1 Tasks and powers of the College: The tasks and powers of the college are specified in Article 5, the Charter of the College (promulgated together with circular No 01/2015 dated January 15, 2015 of the Minister of Education and Training) 1.3.1.2 Autonomy of the College: The autonomy of the college is stipulated in Article 5, College Charter 1.3.1.3 Social responsibility of the College: The social responsibility of the college is stipulated in Article of the College Charter 1.3.2 Teaching staff of the Pedagogical College 1.3.2.1 Tasks: The tasks of lecturers of Pedagogical Colleges are specified in Article 45 of the College Charter 1.3.2.2 Standards of qualities: Article 3, Chapter II, Regulations on lecturer ethics (issued together with decision No 16/2008 dated April 1, 2008, of the Minister of Education and Training) regulating the political qualities and professional ethics qualities of lecturers 1.3.2.3 Standards on training and retraining level: Article 4, Chapter II, Circular No 35/2020 stipulates standards on training and retraining levels of lecturers as follows: - Having a university diploma or higher suitable for job positions or teaching majors; - Having a certificate of pedagogical training (for lecturers who not graduate from a pedagogical university or technical pedagogical university) - Having a certificate of training according to the standards of professional titles for pedagogical college pedagogy 1.3.2.4 Standards on professional and professional competence: Article 4, Chapter II, Circular No 35/2020 stipulates standards on the professional and professional competence of lecturers as follows: - Master the basic knowledge of the subject assigned to teach and have a general sense of some relevant subjects in the training major assigned to take on; - Understand and properly implement the objectives, plans, contents, and programs of assigned subjects in the specialized training; - Effective and safe use of teaching facilities and teaching equipment; - Compile the syllabus, gather relevant references of the subject, preside over or participate in the compilation of the syllabus, and participate in the guidance of exercises, practice, and experiments; - Capable of scientific research; application of scientific and technological advances in teaching, production, and life; - Capable of applying information technology and using foreign languages in the performance of the tasks of the title of lecturer of the Pedagogical College 1.4 Theory on the development of teaching staff of the Pedagogical College 1.4.1 The importance of faculty development in the context of fundamental and comprehensive education innovation Developing a team of lecturers who are dynamic, curious, innovative, creative, have solid professional qualifications, have active teaching methods, and are well-adapted to tasks in a new context is a urgent need Developing teaching staff plays a key role, having great practical significance in improving the training quality of teacher training colleges in the current context of educational innovation A fundamental and comprehensive renovation of the education system of the country is essential, starting with the development of the teaching staff, including the teaching staff of the Pedagogical College 1.4.2 Requirements for the development of the teaching staff of the Pedagogical College in the context of a fundamental and comprehensive renovation of education 1.4.2.1 Quantity assurance: The human resource development plan for the education sector in the period 2011 - 2020 also specifies the number of colleges as follows: "By 2020, the demand for managers, lecturers and staff in colleges is about 78,500 people, of which management staff has 25,000 people, the faculty has 45,000 people, the staff has 31,000 people On average, management staff increases by 120 people per year, lecturers by 1,700, and staff by 1,500." (Ministry of Education and Training, 2011) 1.4.2.2 Quality assurance: The human resource development plan for the education sector in the period of 2011-2020 also specifies the quality of colleges as follows: " The demand of college lecturers with master's degrees about 27,000 people (60%), lecturers with doctoral degrees of about 3,500 people (8%)"." (Ministry of Education and Training, 2011) a Quality requirements a1 Political qualities: Political bravery manifests itself in: the level of political reasoning, the ability to perceive politics and the right political attitude Political nourishment for the teaching staff of the Pedagogical College is very necessary, ensuring the socialist orientation, harmoniously combining nationality and internationality, between tradition and modernity, and meeting the requirements of education and training development in the current period a2 Professional ethics qualities: This is considered the foundational element of the teaching staff of the Pedagogical College It is due to the characteristics of pedagogical activities to create new generations of workers, not only scientific knowledge, mastering professional skills, have to have good character and moral character b Competency requirements Qualification: The professional qualifications of the teaching staff include: (i) general knowledge; (ii) specialized knowledge; (iii) training program knowledge Pedagogical skills: This is the basic component that makes up the quality of the lecturer Pedagogical skills include knowledge of methodology; teaching and learning techniques in general; teaching and learning techniques in each specific specialty In addition to the general method, each specialty has its unique characteristics, requiring lecturers to have different approaches to specific learners Capacity of scientific research and scientific research guidance: To acquire this capacity, the important factor is the teacher's efforts, striving to improve his creative capacity through training and scientific research The creative capacity and intellectual potential of the lecturer are reflected in the quality and efficiency of scientific works; the ability to handle situations in training activities; the frequency of effective scientific explanations, in the need to improve the level and capacity to discover the new the lecturer Capacity to develop and implement the training program: The teaching staff of the Pedagogical College must firmly understand the process and methods of developing the training program; the ability to participate in or organize surveys to get opinions from different channels: employers, alumni, and experts to analyze training needs and determine training requirements; the ability to build, adjust and update competency profiles, career records and training program contents based on competency records, career records; design and masterful use of program assessment tools training and leading the implementation and implementation of the training program Capacity of career development: Including assessment and planning of career development; self-study for career development; use of foreign languages, information technology in training activities, and scientific research for career development; advising, helping, and supporting colleagues in career development; self-assessment of career development Capacity to cooperate with stakeholders to develop the community: Currently in the following aspects: experience working with stakeholders, employers or collaborating with stakeholders, employers; an understanding of the culture, organization, and activities of stakeholders in the field of expertise; ability to establish relationships between the school stakeholders and employers; planning and organizing the implementation of cooperation activities between the school and stakeholders and employers; effectively participating in cooperation activities between the school and stakeholders, employers Foreign languages: The universities and colleges should have a mandatory foreign language training policy for lecturers in accordance with the regulations on foreign language proficiency standards under the European Reference Framework and the 6-tier foreign language capacity framework for Vietnam to serve the training and scientific research; strengthening foreign language ability in communication; examining foreign documents; forging international articles; attending international conferences and seminars; directly serving the learning to improve the level of lecturers; improving the quality of lecturers and the quality of foreign language training for students; Promoting international integration Information technology: In teaching, teachers need to apply information technology to many teaching activities such as designing lessons, simulating and illustrating language topics; using information technology to test and evaluate learners' learning outcomes Therefore, information technology should be considered a particularly important aspect of the teaching 11 Table 2.1 Student size statistics of 04 Pedagogical Colleges in 05 years (2013 - 2018) No Field Da Lat College of Pedagogy Dak Lak College of Pedagogy Gia Lai College of Pedagogy Kon Tum College of Pedagogy Total: School year 2013 -2014 2014 -2015 2015 -2016 2016 -2017 2017 -2018 2764 2567 2175 2498 2290 2699 2647 2447 2200 1427 2476 2313 2100 2210 1997 2341 2432 2106 2010 1982 10.159 10.011 9.028 9.165 7.696 Source: Department of Organization - Officials - Administration of Pedagogical Colleges in the Central Highland Table 2.2 Graduation results of students of 04 Pedagogical Colleges over 05 years (2013 - 2018) No Field Da Lat College of Pedagogy Dak Lak College of Pedagogy Gia Lai College of Pedagogy Kon Tum College of Pedagogy Total: Total number of students Graduation ratings (%) Outstanding Good Fairly Average 12.294 10.1 15.2 44.6 30.1 11.420 12.7 18.6 41.5 27.2 11.096 7.6 20.2 44.3 27.9 10.871 8.1 25.1 33.2 33.6 45.681 9.6 19.8 40.9 29.7 Source: Department of Organization - Officials - Administration of Pedagogical Colleges in the Central Highland 2.2 Overview of situational survey 2.2.1 Survey purposes The survey aims to clarify the current status of the teaching staff and current status of developing the teaching staff in the Pedagogical Colleges in the Central Highland 2.2.2 Survey contents The survey contents focus on the main issues: surveying the current status of the teaching staff and the development of teaching staff in the Pedagogical Colleges in the Central Highland; the curent status of factors affecting the development of teaching staff in the Pedagogical Colleges in the Central Highland 2.2.3 Survey method This topic uses methods: Methods of questionnaire investigations; interviewing; The product research 2.3 The current status of teaching staff in the Pedagogical Colleges in the Central Highland 2.3.1 The current situation of quantity and structure 12 We surveyed the number, gender, and age of faculty with 60.19% male; 39.81% female; 8.73% were under the age of 30; 22.33% aged 31-40; 33.49% among 41-50 year-olds; 35.43% were over the age of 50 The training level of lecturers is 26.7% university-level, 69.7% master, 3.4% doctoral, and the rest is at the college and intermediate levels 2.3.2 The current situation of the quality of the teaching staff Based on the set of criteria to assess the capacity of the teaching staff, we conducted a survey and synthesized the following figures: In terms of professional qualifications, the main aspects of this capacity system are assessed at an average level (2.63 - 3.19) Pedagogical skills are self-assessed by teachers as well as average (2.75 to 3.22) Scientific research and scientific research guidelines have more limitations The survey results showed that the sides were mostly rated as average and decent (2.61 to 3.41) The capacity to develop and implement the training program is also only average (2.71 to 3.33) Career development capacity also only scored from 2.46-to 3.47 In particular, the criteria evaluated at the highest level are "Self-study, self-training for career development" (3.47) The lowest criteria are "Using foreign languages in training and scientific research for career development" (2.46) Assessing the capacity to cooperate with stakeholders to develop the community, it can be seen that this capacity system has not been appreciated, It is necessary to be interested in each lecturer and the board of directors of Pedagogical Colleges and high schools Figures show that the average score is only between 2.41 and 3.45 In terms of foreign languages, it can be seen that the number of lecturers with foreign language proficiency of international, undergraduate, and postgraduate standards is very small (1.5% of lecturers have IELTS 5.5 or TOEFL iBT 3145 or higher; 3.24% of lecturers have university degrees; 8.5% of lecturers have postgraduate degrees; 6.6% of lecturers have postgraduate degrees; 6.6% of lecturers have achieved level C1; 8.5% of lecturers achieved B1 and B2 levels under the 6-tier foreign language capacity framework for Vietnam) Information technology stalking shows that 7.8% of lecturers have undergraduate and postgraduate degrees However, these are mainly lecturers in the department of informatics 2.4 The current status of developing the teaching staff in the Pedagogical Colleges in the Central Highland 2.4.1 The status of planning the teaching staff: About the level of necessity: most administrators and lecturers are aware of the meaning and importance of this work Regarding the level of implementation, the survey results show that the level of implementation of this content is only average (2.65-3.21) Some contents also have average and weak evaluation opinions (determining the goal of developing the teaching staff) 2.4.2 Recruitment status of lecturers: The recruitment of lecturers in colleges is carried out at an average and decent level In general, colleges comply with the regulations of the current documents The results of the recruitment of lecturers in colleges are carried out in the content "Planning the recruitment of lecturers"; "Using a reasonable, public examination method" reached a decent level (3.82 and 3.92), the rest of the content was average (the value reached from 2.83 to 3.35) and weak (2.59) This proves that recruitment in colleges is still limited 2.4.3 The status of using the teaching staff: It can be seen that the use of teaching staff in Pedagogical Colleges in the Central Highland is quite well done The formulation and promulgation of regulations on the assignment and disposition of lecturers; The arrangement of the use of the right teaching staff is the criteria to achieve the highest score of 3.82, respectively; 3.42 However, in recent years due to the decrease in the scale of training, some lecturers lacked labor norms and was not properly arranged (8% of the opinion evaluated) In addition, the criteria of " Changing, the appointment of faculty" and "Review, disposition, use of existing teaching staff" are also implemented at normal levels (3.39 and 3.30) The two 13 criteria "Periodically assess the use of teaching staff" and "Innovation of management mechanisms, use of teaching staff" are only evaluated at a less reasonable level (3.27 and 3.02) 2.4.4 The status of training and fostering the teaching staff: On the level of necessity, the majority of lecturers and managers are aware of the importance of training and retraining This shows the awareness of the teaching staff about improving the level of all aspects and the desire to develop themselves All aspects of training and retraining are evaluated at the necessary and muchneeded level by lecturers and managers (3.47 - 4.04) The aspects of training and fostering in schools are generally evaluated at an average level, with an average score of 2.65 - 3.29 In particular, the criteria "Determining training and retraining needs" has the highest rating score (3.29); the criteria "Establishing coordination mechanisms among organizations and individuals" has the lowest rating score (2.65) 2.4.5 The status of evaluating the teaching staff: In terms of the level of necessity, the teaching staff and the management staff of the colleges are aware of the meaning and importance of the assessment of the performance of the tasks of the teaching staff The results of the survey on the necessity of this work are assessed at the necessary level (3.48 - 3.99) In terms of the level of implementation, the schools implemented the criteria that were evaluated at a decent and average level (2.93 - 3.41), of which: the criteria "Organization implementing the evaluation process" reached a good level, and the rest of the criteria reached the average Commenting on the status of the evaluation of the teaching staff, it said that the assessment work is not scientific; does not pay enough attention to evaluating the teaching staff based on the system of evaluation criteria according to the capacity standards of the teaching staff; not focusing on improvement, develop the evaluation process and organize the implementation of the evaluation process, and use the evaluation results in the classification, arrangement and use of ineffective lecturers 2.4.6 The status of creating a working environment, policies to ensure the development of the teaching staff: In terms of necessary qualifications, the survey results show that the teaching staff and managers in the colleges have realized that the implementation of the policy regime for the teaching staff is necessary and very necessary (3.93 - 4.27) In terms of the level of implementation, the aspects of this work are carried out at an average level (3.15 to 3.47) In particular, the criteria with a score of evaluation at a fairly high level is "Incentive support policy in training and retraining" (3.47) Other criteria such as: "Policies to expand employment and increase income; Living and working conditions; The need to improve professional and professional qualifications; The "cultural working environment" is only rated as average Particularly, the interest in "The need to discover new things through scientific research" has not been much focused on by schools (3.15) 2.5 Factors affecting the development of the teaching staff of Pedagogical Colleges in the Central Highland The development of the teaching staff of Pedagogical Colleges in the Central Highland region is influenced by various factors, with an average score of 4.02 - 4.51 In particular, the most influential and highly appreciated factor is the "Moral qualities, professional qualifications and pedagogical capacity of principals, school administrators, units" (4.51) The factor "The development of science and technology and the impact of the Fourth Industrial Revolution" was at the lowest rate (4.02) with 18% of the respondents saying that this factor only affected on average The two criteria assessed to have a great influence on the development of the teaching staff are "Moral qualities, professional qualifications, pedagogical capacity and progressive spirit of the teaching staff" (4.47) and "Policies of the Party and State" (4.43) 2.6 Assessment and general reviews of the curent status of the teaching staff and the development of the teaching staff in the Pedagogical Colleges in the Central Highland 14 2.6.1 Strengths 2.6.1.1 Regarding the teaching staff: The majority of lecturers are aware of the importance of their roles and tasks for assigned responsibilities, being passionate, and the team is formally trained In particular, the teaching staff is aware of the need to develop and improve the quality of the team in the current context of educational innovation The teaching staff has good moral qualities, has a strong ideological stance and political bravery, well observes the Party's policies and laws of the State, complies with the regulations of the industry; is increasingly strengthened in all aspects, gradually approaching the improvement of content, teaching methods, applying information technology to teaching and effective use of modern means in teaching The qualifications and capacity of the teaching staff are evaluated at a decent level and gradually improved, basically meeting the requirements of teaching and scientific research 2.6.1.2 Regarding the development of teaching staff: The college is aware of the meaning and importance of the planning, recruitment, and use of lecturers In general, the schools comply with the provisions of the current documents guiding the planning and recruitment of lecturers; the method of examination ensures objectivity, and fairness, increases competitiveness, ensures the right expertise, expands the scope of recruitment, creates equal opportunities for candidates; to arrange and use the right teaching staff in the training major Colleges always focus on the training and retraining to improve the qualifications and capacity of the teaching staff Every year, the colleges have made great effort in developing training plans and fostering the teaching staff Increase investment in modern facilities and equipment Some colleges have issued several policies to attract and treat the teaching staff such as a salary regime; policies to support scientific research and learning to improve qualifications; improve life, working conditions, and living conditions 2.6.2 Weakness 2.6.2.1 About the teaching staff: The structure of the teaching staff is uneven Every year, the number of older lecturers who retire is quite large Meanwhile, the number of young lecturers newly recruited is uneven Young lecturers are enthusiastic, and dynamic but lack experience, and practical knowledge, and encounter many difficulties professional The number of lecturers receiving formal pedagogical training is limited, most lecturers not have pedagogical professional certificates The quality of the teaching staff has not met the requirements: the percentage of lecturers with low doctoral degrees; the number of lecturers with degrees, the more the degrees are not; Foreign language proficiency, information technology is limited In particular, some lecturers not have access to modern teaching methods; The capacity of some lecturers has not met the requirements, generally only reaching a decent average level 2.6.2.2 Regarding the development of the teaching staff: The development of the teaching staff has not kept up with the process of educational innovation, specifically: - The planning work is not yet strategic for the long term, has not been proactive, has not attached professional capacity standards to the tasks of lecturer titles, and has not been considered a regular task in cadres’ work Recruitment in some colleges has been slow Every year, the number of lecturers retiring is relatively large, the number of new recruits is slow, and having to wait for approval levels, creates a shortage of staff The stages in recruitment have a place, sometimes not really objective, scientific - The arrangement and use of lecturers are not very reasonable Many departments and departments still have a surplus of lecturers, and a lack of teaching lessons due to the number of students decreased However, some subjects have to invite more visiting lecturers from outside schools due to the lack of organic lecturers for some specific subjects, this is a fairly common paradox in schools but is slowly overcome 15 - The training and retraining of lecturers have not really gone into depth, with little emphasis on quality; the dispatch of lecturers to professional training is not highly effective, and not really focused on the development of lecturer capacity Most colleges not have long-term training plans - Evaluating lecturers to perform ineffectively, not evaluated according to the capacity of lecturers; assessment results are still formal, there has been no change in "quality", not a basis for lecturers to adjust themselves; not a motivation to motivate lecturers to strive; not taking the evaluation results as a basis for reward, discipline, screening, and enforcement of faculty development policies - The policy of creating motivation is limited, the income level is not competitive, there is a long distance from the external labor market, has not stimulated the development motivation of lecturers leading to the bleeding of the gray matter when external schools increase invitations, attract resources with policies, Working conditions, and higher income levels Chapter SOLUTIONS TO DEVELOP THE TEACHING STAFF OF PEDAGOGICAL COLLEGES IN THE CENTRAL HIGHLAND 3.1 Principles for building solutions The proposal of solutions to develop the teaching staff of Pedagogical Colleges in the Central Highland should be based on the following principles: ensuring the system - structure; ensuring inheritance; ensuring practicality; ensuring efficiency and feasibility; ensuring sustainability 3.2 Solutions to develop the teaching staff of Pedagogical Colleges in the Central Highland 3.2.1 Solution 1: Improving the planning, recruitment and use of teaching staff of Pedagogical Colleges in the Central Highland 3.2 1.1 Measure 1: Improving the planning of the teaching staff of Pedagogical Colleges in the Central Highland a The purpose of the measure: The measure aims to contribute to ensuring the sustainable development of the team for the college and create the initiative in the development of the teaching staff Good implementation of this measure will ensure the inheritance, development and continuous transition among generations of lecturers; overcome the shortage of staff, maintain stability, exploit and promote the potential of existing and long-term teaching staff in the context of many changes b The content and how it's done Firstly: Establish the facilities for planning the teaching staff Secondly: Develop the process of planning the teaching staff Thirdly: Identify some work to be done in the planning of the teaching staff c The request for implementation: The planning of the teaching staff must ensure the properties of "open", "dynamic" and "systematic"; must adhere to the standards and regulatory documents of the industry; must be conducted openly and democratically so that the collective can participate; It is necessary to identify and unify the thought of planning sources not only from officials and officials of the unit but also to boldly introduce the planning of cadres and officials outside the unit so that lecturers have the opportunity to train, strive, compete healthily, have many opportunities to access different working environments, positions at higher management levels; Each unit needs to have a personal development plan in the overall team and carry out an assessment of the development capacity of that individual 16 3.2 1.2 Measure 2: Renewing the process of recruiting the teaching staff of Pedagogical Colleges in the Central Highland a The purpose of the measure: To supplement the most important human resources of Pedagogical Colleges in the Central Highland, aiming to attract human resources for screening and selection This is considered a very important stage in the development of the teaching staff, not only helping to increase the number but also as a condition to achieve the goal of having a reasonable structure, high quality in terms of team b The content and how it's done - Diversify recruitment sources: Recruit excellent students and good students from universities; have a worthy preferential policy for highly qualified lecturers from pedagogical universities and Pedagogical Colleges throughout the country who wish to work in the Central Highland; attract leading scientists; select engineers, bachelors, masters and doctors working in enterprises, companies and state agencies with aspirations to become lecturers - Develop the process of recruiting lecturers: The recruitment process must be the Party Committee, the Board of Directors and the core staff of the units in the college to participate in the construction and comment; in which the Organizing Department - Cadres are mainly responsible for advising on the development of the process The recruitment process consists of steps c The request for implementation: The recruitment process must ensure democracy and publicity in the spirit of administrative reform; avoid causing trouble, harassment, negativity to applicants Through recruitment, it is necessary to ensure the selection of lecturers who really have the necessary qualities, competencies, love the profession and desire to contribute long-term to the college Requirements for applicants: Applicants must have sufficient qualifications, professional expertise and competence as required by the job position and professional title criteria; have sufficient conditions to apply for admission; must implement the examination regulations of a public examination, objectively and fairly about: professional qualifications, pedagogical skills, political qualities; must strictly comply with the regulations of the school such as: cooperative attitude, a spirit of demand, eagerness to learn, scientific and professional working style Requirements for Pedagogical Colleges: It is necessary to develop regulations, implement the recruitment process really closely, scientifically, flexibly; have competitive elements, expressed specifically in the requirements of: development of recruitment plan; a form of examination; assessment method; selection council 3.2.1.3 Measure 3: New management mechanism, use of the teaching staff of Pedagogical Colleges in the Central Highland region a The purpose of the measure: To increase the efficiency of the management mechanism, the use of the teaching staff; towards the arrangement of the right people, the right number, the right training major, ensuring the development and maintenance of a quality, competent team, contributing to the overall development of the college b The content and how it's done Firsly: Arrange the use of the teaching staff in the right training major Secondly: Review the layout and effective use of existing the teaching staff Thirdly: Perfect the mechanism of selection, rotation, appointment of the teaching staff Fourthly: Renovate the management mechanism, using the teaching staff c The request for implementation: The layout of the use of the teaching staff must always be associated with the recruitment work: must ensure efficiency, objectivity, timeliness; must pay attention to the mind, use at the right time, in accordance with the capacity and knack of each individual This will help stimulate progress in the thinking, awareness, and actions of 17 the lecturer; The most important thing is to effectively solve the problems posed in the implementation of professional tasks 3.2.2 Solution 2: Strengthening training and retraining to improve the capacity of the teaching staff of Pedagogical Colleges in the Central Highland 3.2.2.1 Measure 1: Fostering moral qualities and professional attitudes for the teaching staff of Pedagogical Colleges in the Central Highland a The purpose of the measure: In order to meet the practical requirements of educational and training innovation in the current period, the training to improve the moral qualities and professional attitudes of the lecturer must be like a spiral in the upward direction and absolutely no stop Therefore, the colleges’ teaching staff in the Central Highland must consider the training and fostering of teaching staff as a key solution in the overall development strategy of the colleges b The content and how it's done - Fostering moral qualities for the teaching staff Moral qualities include: political qualities and professional moral qualities - Identify the content of training and fostering the teaching staff: Training and retraining contents include: professional qualifications; pedagogical professional skills; scientific research capacity and capacity to guide scientific research; capacity to develop and implement training programs; capacity for professional development; capacity to collaborate with stakeholders to develop the community; the ability to use foreign languages - Develop plans and organize the implementation of training and fostering of the teaching staff The development of the plan and organization of the training and training of the teaching staff should be based on the SWOT method: analyzing the strengths, weaknesses, challenges and opportunities of the college, built on the basis of quantity, structure, quality, and conditions and resources c The request for implementation: It is necessary to ensure the purpose, science, and transparency, in accordance with the actual situation of each school and the needs of human resources in each locality The development of plans, contents, forms and programs of training and retraining should pay attention to the satisfaction of the necessary needs of the trainers, retrainers, and schools; based on the requirements of qualifications and professional titles of each annual training and retraining to determine the appropriate type of training and retraining The development of plans and organizations for the implementation of training and retraining needs to go deep and learn the strengths, weaknesses, challenges, and opportunities of the school based on the SWOT analysis method, and environmental analysis method 3.2.2.2 Measure 2: Improving the application of information technology to the teaching staff of Pedagogical Colleges in the Central Highland to improve the quality of teaching a The purpose of the measure: To overcome the shortcomings and weaknesses of the team in accessing information technology; aiming to build a team of lecturers not only to ensure professional qualifications but also to be stable and proficient in information technology, contribute to improving the quality of the college's teaching b The content and how it's done Firstly: Management to raise awareness for the teaching staff about the application of information technology in teaching Secondly: Management of the training of the application of information technology in teaching to the teaching staff Thirdly: Management of the application of information technology in the teaching of the teaching staff Fourthly: Management to ensure the conditions for improving the capacity to apply information technology in the teaching of the teaching staff 18 c The request for implementation: The Board of Directors, the management staff of the colleges must really pay attention to the issue of raising awareness for the teaching staff about the application of information technology in teaching; all lecturers must see the role, meaning and need to improve the capacity to apply information technology in teaching in order to improve the quality of teaching Managing the training of information technology level for the teaching staff must be considered as a central task in the professional management of units in the college 3.2.3 Solution 3: Renewing the assessment of the teaching staff of Pedagogical Colleges in the Central Highland 3.2.3.1 Measure 1: Concretize regulations on evaluating the teaching staff of Pedagogical Colleges in the Central Highland according to specific steps a The purpose of the measure: To create the basis for the evaluation of the teaching staff to take place fairly, ensure that the assessment is necessary to be measured, compared with the plan set out; to simplify the regulations on evaluating lecturers in specific steps also helps the managers perform the task of assessment quickly, effectively in developing the teaching staff of Pedagogical Colleges in the Central Highland b The content and how it's done Firsly: Regulations on faculty records Secondly: Regulations on assessment steps: self-assessment; colleagues' assessments; assessment of direct superiors; assessment of indirect superiors; assessment of subordinate officials; assessment of the learners c The request for implementation: The concretization of regulations on lecturer evaluation must be clear The evaluation steps must be a really strict, scientific and not imposing force 3.2.3.2 Measure 2: Proposing regulations on the content of evaluating the teaching step of Pedagogical Colleges in the Central Highland a The purpose of the measure: To create a tool to evaluate lecturers in accordance with the characteristics of each college; help the comprehensive and practical assessment; help the screening and evaluation of lecturers scientifically b The content and how it's done: Regulations on the content of the assessment should include: assessing the capacity and evaluating the performance of the tasks of the teaching staff c The request for implementation: The proposal of regulations on the content of evaluating lecturers must be approved by the faculty collective; it should be responded to by both subordinates and superiors; the assessment mechanism must be true to the quality of potential and dedication of the teaching staff; the assessment of the content of the faculty assessment should be updated when detecting inadequacies, no longer suitable 3.2.4 Solution 4: Building an environment to create motivation for the teaching staff of Pedagogical Colleges in the Central Highland 3.2.4.1 Measure 1: Proposing to update the compensation policy for the teaching staff of Pedagogical Colleges in the Central Highland a The purpose of the measure: To create direct dynamics and have the effect of promoting, encouraging lecturers working hard to perform the assigned tasks well b The content and how it's done: - Firsly: Implement the salary regime - Secondly: Implement the regime to support the implementation of scientific research c The request for implementation: The proposal to update the compensation policy for lecturers should be unanimously approved by the leadership team and management staff, and implemented in a serious, fair, and public manner with all officials and employees; This work should be updated, adjusted and supplemented when detecting inadequacies, to suit 19 3.2.4.2 Measure 2: Create a working environment to develop the teaching staff of Pedagogical Colleges in the Central Highland a The purpose of the measure: To ensure conditions, and create an optimal working environment to develop a team of lecturers with a mind, to reaching the level, meeting the development requirements of the colleges in the current period b The content and how it's done: - Firstly: Improve the living and working conditions of the teaching staff - Secondly: Take care of the need to discover the new of the teaching staff - Thirdly: Pay attention to the need to improve the level of the teaching staff - Fourthly: Build a democratic working environment - Fifthly: Be interested in the ideals and feelings of the teaching staff c The request for implementation: The Department of Education and Training should pay attention to supporting the policy, and creating favorable and timely mechanisms for Pedagogical Colleges Relevant departments and branches need to pay attention to supporting the policy as well as material and financial so that Pedagogical Colleges can implement this policy well 3.3 The relationship between solutions Based on the development orientation, based on principles, the author proposes solutions with measures The above-mentioned solutions are a unified, synchronous body, ensuring the satisfaction of immediate and long-term requirements in the strategy of developing the teaching staff of Pedagogical Colleges in the Central Highland in the context of educational innovation Each solution although it has a different location, important role and is a component solution - has a close relationship, attached to other solutions Therefore, the implementation of solutions is only effective when and only when synchronously implementing the above solution system, at the same time, it is necessary to promote internal factors and exploit external factors to implement solutions 3.4 Testing the urgency and feasibility of the proposed solution system 3.4.1 Survey purposes: Gather information on the urgency and feasibility of proposed solutions based on which correct those that are not suitable 3.4.2 Survey subjects: Asking for opinions using ballot form No3 with two groups of subjects: Managers (50) and lecturers (100) 3.4.3 Survey content: Solutions to develop the teaching staff of Pedagogical Colleges in the Central Highland have been developed and proposed including groups of solutions (with measures) 3.4.4 Survey method: Consult the subjects by filling out in the test slip Assessment of urgency is calculated on a scale with levels 1-3: (1) Very urgent: points; (2) Urgent: points; (3) Not urgent: point Feasibility assessment is also calculated on a scale with levels 1-3: (1) Very feasible: points; (2) Feasible: points; (3) Not feasible: point The formula for calculating common ground: n ĐTB = ∑a ∗n i i =1 i n ∑n i =1 i Average score convention: Average score from 1.0 to 1.66: Not urgent/ Unfeasible; Average score from 1.67 to 2.33: Urgent/ Feasible; Average score from 2.33 to 3.0: Very urgent / Very feasible 3.4.5 Survey results 3.4.5.1 Survey results on the urgency of proposed solutions The survey results showed that the solutions were assessed as urgent, with an average 20 score ranging from 2.34 to 2.93; in which solution is rated highest with an average score of 2.93 points 3.4.5.2 Survey results on the feasibility of proposed solutions The survey results showed that the subjects all appreciated the feasibility of the proposed solutions with an average score ranging from 2.17 to 2.80 points In particular, the solution that is considered to be the most feasible is solution with an average score of 2.80 3.5 Experimental measures 3.5.1 Experimental purposes: Experimental measures "Improving the application of information technology for lecturers of Pedagogical Colleges in the Central Highland to improve the quality of teaching" under Solution to assess the impact and verify the effectiveness of the measure 3.5.2 Contents, objects, locations and time of experiment 3.5.2.1 Regarding the content of experiment - Management to raise awareness for the teaching staff about the application of information technology in teaching - Management of the training of the application of information technology in teaching for the teaching staff - Management of the application of information technology in the teaching of the teaching staff - Management to ensure the conditions for improving the capacity to apply information technology in the teaching of the teaching staff - Awareness, attitude, knowledge, and skills of applying information technology in the teaching of the teaching staff of Dak Lak College of Pedagogy 3.5.2.2 Regarding the objects, locations and time of experiment - Duration of experiment: December 2017 to June 1018 - Experimental place: Dak Lak College of Pedagogy - Experimental subjects: Lecturers of Dak Lak College of Pedagogy with the number: 30 3.5.3 Experimental hypothesis Experimenting with the measure "Improving the application of information technology in teaching to the teaching staff of Pedagogical Colleges in the Central Highland to improve the quality of teaching" under Solution to assess the effectiveness of the measure If this measure is applied to the management process, it will receive results in the direction of increasing management efficiency through the identification: Management to raise awareness for the teaching staff about the application of information technology in teaching; Management of the training of the application of information technology in teaching for the teaching staff; Management of the application of information technology in the teaching of the teaching staff; Management to ensure the conditions for improving the capacity to apply information technology in the teaching of the teaching staff 3.5.4 Experimental methods Conducting a non-controlled experimental method (according to the method of impact experiment), conducted on the same group of subjects, according to the model of pre-impact testing, implementing management measures (impact) on the experimental object, post-impact examination, comparing the difference between the results after the impact and before the impact Since then, analyzing and evaluating the effectiveness of management: Improving the application of information technology in teaching to the teaching staff of Pedagogical Colleges in the Central Highland 3.5.5 Experimental process 21 3.5.5.1 Experimental preparation - At the beginning of the academic year 2017-2018, conducted the consultation of the college's management staff on the preparation of experimental measures: "Improving the application of information technology in teaching for the teaching staff of Pedagogical Colleges in the Central Highland to improve the quality of teaching" and asking for professional support of the faculties, subject in the process of experimenting - The college's staff shall promulgate plans and regulations on the application of information technology to the teaching staff of the Pedagogical College - Develop a set of experimental survey slips and a set of experimental evaluation criteria; consult experts and managers on experimental survey slips, and experimental assessment criteria, then edit and complete Prepare the necessary conditions for experimenting - Select 30 lecturers from different disciplines to participate in the experiment - Select lecturers specializing in information technology, qualified, competent, methodical, and skills to participate in the training - Disseminate the process, the way of conducting experiments * Develop management experimental evaluation criteria There are groups of criteria for evaluating the management contents of the experimental measure The division of proportions for each group of evaluation criteria is commented on and agreed upon by experts Content of evaluation criteria groups - Management to raise awareness for the teaching staff about the application of information technology in teaching - Management of the training of the application of information technology in teaching for the teaching staff - Management of the application of information technology in the teaching of the teaching staff - Management to ensure the conditions for improving the capacity to apply information technology in the teaching of the teaching staff - Awareness, attitude, knowledge, and skills of applying information technology in the teaching of the teaching staff of Dak Lak College of Pedagogy 3.5.5.2 Conduct experiments a Pre-experiment: Learn, and collect information about the college by talking with managers and lecturers Based on the plan, the faculties/ departments surveyed the management work to improve the capacity to apply information technology to the teaching staff; surveyed the awareness, knowledge, and skills of applying information technology in pre-experimental teaching for 30 lecturers - Evaluating the capacity to apply information technology to improve the teaching quality of each lecturer after training: - Reassess the capacity to apply information technology to improve the quality of teaching at the output of lecturers - In collaboration with the Faculty of Foreign Languages - Informatics - Economics to organize a scientific workshop "Application of information technology in teaching" (April 2018) - To measure the results of the work to improve the application of information technology to the teaching staff by: (i) collecting and processing input and output data; (ii) analyzing, comparing, evaluating, and commenting on the level of implementation and results achieved before and after the experiment; (iii) conclude the effectiveness of the measure 3.5.5.3 Method of processing experimental data 22 - Collecting and processing statistics through the use of statistical calculations: Calculating averages, calculating percentages, comparing based on statistical values to analyze and process information in survey slips Use the average formula plus: n ĐTB = ∑a ∗n i i =1 i n ∑n i =1 i - Convention for evaluation of experimental results: Poor: from 1.00 to 1.80 (1 point); Weakness: from 1.81 to 2.60 (2 points); Average: from 2.61 to 3.40 (3 points); Quite: from 3.41 to 4.20 (4 points); Good: from 4.21 to 5.00 (5 points) Pre-experimental According to the assessment of the lecturers - the capacity of the faculty to apply information technology is generally average Therefore, it is necessary to improve the capacity to apply information technology to the teaching staff If lecturers not foster, update knowledge and practice skills regularly, they will fall behind After the experiment According to the lecturer's assessment - the ability to apply information technology to improve the quality of teaching of lecturers is generally good Specifically, the skills have changed such as: Computer skills (3.73); Skills in exploiting and using the Internet to look up processes, and exchange information for teaching (4.07); Skills in expressing ideas using information technology tools (4.0); Skills in the application of information technology to improve the quality of teaching to meet professional standards (3.87) There is still a section of lecturers who reach the average level: Skills in using information technology equipment 3.63); Skills to use teaching software (3.57); Skills in the use of foreign languages in the field of information technology (3.43); Innovation in teaching methods with integrated application of information technology (3.97) In general, lecturers are confident to improve the quality of teaching, improve skills using teaching software; gradually improve the content, form of examination, and evaluation of learners' learning results; promote the application of information technology in teaching, scientific research, and guide students in scientific research The majority of lecturers responded, had a positive attitude, and said that the application of information technology to improve the quality of teaching in the current context is necessary 23 CONCLUSIONS AND RECOMMENDATIONS Conclusion The teaching staff of the Pedagogical College is affirmed to be the one who responds to the changes in the college; implements the school development plan; builds, cultivates, and develops the school culture, and is a participant in mobilizing and using the college's resources Developing the teaching staff of the Pedagogical College is the solution of the manager to the teaching staff to make the team sufficient in quantity, strong in quality, and synchronous in the structure; is an important goal in the orientation and general development strategy of colleges’ teaching staff in the Central Highland The current status of the teaching staff of Pedagogical Colleges in the Central Highland still exists: the structure of the teaching staff is not uniform; every year, some older lecturers retire; the number of lecturers who not meet the requirements; the percentage of lecturers with doctoral degrees is still low; the number of lecturers with doctoral degrees is still low; the number of lecturers there is no high level of education; foreign language proficiency, information technology, and other necessary competencies are limited such as: pedagogical skills; capacity for scientific research and guidance of scientific research; capacity to develop and implement training programs and career development capacity; the ability to collaborate with stakeholders to develop the community The results of the survey on the development of the teaching staff also showed that some existed: The planning of the teaching staff is not strategic long-term, not attached to professional capacity standards, with the task of lecturer titles The recruitment of the teaching staff in some colleges is still slow, the stages in recruitment have places, sometimes not really objective, scientific The layout and use of the teaching staff is not very reasonable, there is still a surplus, lack of locality The training and retraining of the teaching staff has not really gone into depth, has not focused on quality and has no long-term training and retraining plan Evaluating the teaching staff to perform ineffectively, not evaluated according to the capacity of the teaching staff, the evaluation results are not really the motivation to motivate lecturers to strive The policy of creating motivation to work for the teaching staff is limited, the income level is not competitive, there is a long distance from the external labor market, has not stimulated the development motivation of the teaching staff The results of the study of the current status of factors affecting development of teaching staff of Pedagogical Colleges in the Central Highland including: the policies and policies of the Party and the State; the development of science and technology and the impact of the fourth industrial revolution; the socio-economic development of the country and the Central Highland; moral qualities of the Party and the State; the development of science and technology and the impact of the fourth industrial revolution; the socio-economic development of the country and the Central Highland; moral qualities; professional qualifications and pedagogical capacity of principals and managers; moral qualities, professional qualifications, pedagogical capacity and sense of the progress of the teaching staff; orientation and development strategies of Pedagogical Colleges in the Central Highland; regimes, policies, facilities of the colleges To develop the teaching staff of Pedagogical Colleges in the Central Highland, solutions can be proposed: (i) Improving the planning, recruitment, and use of the teaching staff of Pedagogical Colleges in the Central Highland - with 03 specific measures (ii) Strengthening training, fostering to improve the capacity of the teaching staff of Pedagogical Colleges in the Central Highland - with 02 specific measures (iii) To renew the evaluation of the teaching staff of Pedagogical Colleges in the Central Highland - with 02 specific measures (iv) To build an environment to create motivation for the teaching staff - with 02 specific measures In each solution, there are specific measures to create measures to develop the teaching staff of Pedagogical Colleges in the Central Highland The test results show that the proposed solutions are highly appreciated for their urgency and feasibility To develop the teaching staff of Pedagogical Colleges in the Central Highland, it is possible to practice the measures: "Improving the application of information technology for the teaching 24 staff of Pedagogical Colleges in the Central Highland to improve the quality of teaching" under Solution The results of the experiment showed that there has been a positive change in awareness, attitudes, knowledge and skills to apply information technology to improve the quality of teaching Management to raise awareness for the teaching staff; management of training to improve the level of information technology; managing the application of information technology in teaching; management to ensure the conditions for improving the capacity to apply information technology to improve the quality of teaching also has positive changes and achieves higher efficiency than before the experiment Recommendations 2.1 With the Ministry of Education and Training - Pay attention to and promulgate specific policies for the colleges’ teaching staff in the Central Highland in general, the development of the teaching staff in particular - Early promulgation of the Charter of the College of Pedagogy, is the basis for implementing the development of teaching staff, improving the quality of training, and creating clear legal corridors for Pedagogical Colleges - Increase the autonomy of Pedagogical Colleges: allow the principal annually to determine the number of staff; the right to decide the salary of lecturers according to the capacity and dedication of lecturers - Expanding international cooperation in many aspects, in which special attention is paid to the enrollment and training of Pedagogical Colleges in the current context 2.2 With the Ministry of Labor, War Invalids and Social Affairs - There are clear mechanisms and guidelines for Pedagogical Colleges in the open implementation of industry codes in addition to pedagogy favorably and effectively - Be interested in the recruitment of non-pedagogical disciplines and the training of Pedagogical Colleges in the current context 2.3 With the Department of Education and Training of Central Highland provinces - As the governing unit of Pedagogical Colleges, the Departments of Education and Training have policies to pay attention to and comprehensive support in the aspects of recruitment, training, fostering human resources, finance, emulation, the reward for Pedagogical Colleges; creating favorable mechanisms, in accordance with the specifics of pedagogical colleges; be interested in investing in facilities for colleges 2.4 With the teaching staff of Pedagogical Colleges in the Central Highland - Pedagogical Colleges need to develop a development orientation for the period of 2020-2025 to suit the actual conditions of each cellege; actively develop and finalize regulations on standards, responsibilities, tasks of lecturers, and regulations on evaluation of lecturers The Party Committee and the College Board need to pay proper attention and investment in the development of the teaching staff, considering this as one of the important tasks to meet the training requirements of the college in the current period - Be interested in carrying out the training and fostering of the teaching staff; have policies to attract and create conditions for good lecturers to develop their capacity; at the same time apply a system of solutions to gradually improve the quality of lecturers, improve the quality of training of the college - Develop reasonable regimes and policies to encourage lecturers to self-study and selffoster to improve professional and professional qualifications Create conditions for lecturers to visit and learn experiences in colleges in the region and the country Strengthen the implementation of policies to support the life and working conditions of lecturers./ LIST OF PUBLISHED WORKS OF THE AUTHOR Lu Thi Hai Yen (2016) Quality and competence requirements of lecturers in colleges in the context of fundamental and comprehensive innovation of education Proceedings No 1, Scientific conference for graduate and postgraduate students of Ho Chi Minh City University of Education Ho Chi Minh City school year 2016 – 2017 (p 76-84) Lu Thi Hai Yen (2016) The reality of faculty and the solutions to faculty management at Dak Lak College of Pedagogy in the context of fundamental and comprehensive innovation of education Science Journal, Hue University ISSN 1859 - 1388 Volume 122 Issue 8/2016 (p.5-19) Lu Thi Hai Yen (2017) Innovation of the training and fostering the faculty of Pedagogical Colleges in the Central Highland Journal of Education Management ISSN 1859-2910 No - September 2017 (p 32-41) Lu Thi Hai Yen (2017) Innovation of the faculty recruitment at the Pedagogical Colleges in the Central Highland Journal of Education Management ISSN 1859-2910 No 11/2017 (p 26-32) Lu Thi Hai Yen (2018) Some foreign studies on training and fostering the teaching staff Journal of Education Management ISSN 1859-2910 No 10/2018 (p.1-6) Lu Thi Hai Yen (2021) Enhancing capacity of information technology application for the teaching staff of Dak Lak College of Pedagogy improving the quality of teaching Journal of Education Management ISSN 18592910 No.13 February 2021 (p.79-83) ... Reviewer 1: A.Prof Dr Do Dinh Thai Reviewer 2: A Prof Dr Dinh Duc Hoi Reviewer 3: Dr Nguyen Duc Danh The thesis is defended before the University - Level Thesis Judging Committee at…………………………………………... promotion of career titles for university lecturers in Vietnam (Nguyen Thi Hue and Le Thi Hong Anh, 2016); The process of fostering capacity building for pedagogical university lecturers to meet... requirements of fundamental and comprehensive renovation of education and training (Thai Van Thanh, 2016); University lecturer policy in the face of the challenges of the Fourth Industrial Revolution