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i MINISTRY OF EDUCATION AND TRAINING THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES HOANG THỊ SONG THANH MANAGEMENT OF TRAINING SECONDARY SCHOOL TEACHERS IN THE SOUTHEAST PROVINCES TO MEET EDUCATION REFORM REQUIREMENTS Major: Education Management Code: 14 01 14 ABSTRACT THE DOCTORAL THESIS OF EDUCATION SCIENCE Hanoi, 2022 ii The work was completed at: The Vietnam Institute of Educational Sciences Scientific supervisers: Assoc.Prof.Dr Nguyen Sy Thu Dr Pham Quang Sang Counterargument 1: Counterargument 2: Counterargument 3: The thesis will be defended in front of the Institute-level Thesis Judging Committee meeting at the Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi At oclock date month year The Thesis can be found at: - National Library - Library of Vietnam Institute of Educational INTRODUCTION Research problem statement The quality of education and training has an important meaning to the quality of human resources in the cause of national construction and development Therefore, the Party and Government have always identified the development of education and training as "the top national policy", in which "the quality of teachers has the meaning to determine the quality of education" (Central Resolution - Term VIII) Recently, the 8th Conference of the Central Executive Committee, term XI, issued Decree No 29-NQ/TW dated November 4, 2013 on "Basically and comprehensively reforming Vietnam's education in the direction of standardization, modernization” with important goals and solutions, including the solution on Developing a contingent of teachers and administrators, meeting the requirements of education and training reform Developing teachers to meet the requirements of reforming must simultaneously perform two tasks: training and fostering teachers with the same goal of directly implementing innovation in educational methods in the direction of developing learners' competencies This is a problem of targeted reforming and at the same time a matter of awareness, so there have been many research works on training and training management in general as well as training and managing teacher training Research works on training management in general and teacher training management in particular have proposed many measures/solutions, especially on teacher training management according to output standards to meet the requirements of reforming education and training In response to the requirements of the fundamental and comprehensive reform of education and training, a number of legal documents on education and training also have some suitable changes The Law on Education [104] also has important amendments, in which the training standards of teachers from elementary, secondary, and high schools must reach university degrees Therefore, the task of training secondary school teachers has shifted from pedagogical colleges to universities To meet the requirements of reforming general education, the Ministry of Education and Training has issued documents regulating the professional standards of teachers in educational institutions The standards of the Professional Standards in order to comprehensively develop the capacity of teachers to be able to implement the new general educational program require teacher training institutions to redefine training goals and output standards, develop training programs, and develop new general educational programs training program oriented to professional capacity development This requires schools which train teachers in general, and train secondary school teachers in particular, to innovate teacher training management to ensure output standards meeting the requirements of educational reform On the other hand, the National Education Program 2018 represents the Party's radical and comprehensive reform in education and training, so the goals, contents and methods of education have all been changed in a modern direction In which, many new subjects in high school are not included in the current teacher training program or the subjects are integrated towards the development of student capacity, instead of the educational program aimed at forming knowledge and skills previously Therefore, universities that train teachers must actively grasp the educational contents that have been changed in the General Education Program 2018 to actively redesign training programs or open new majors The training management in higher education institutions also has the necessary changes to meet this requirement The Southeast is the Southern key economic region of the country, the requirements for the quality of human resources are increasing and becoming urgent The socio-economic conditions in the Southeast Region are favorable for the development of education and training In order to improve the quality of teachers in the coming years, from now on, the Southeast region must invest in the training of teachers to meet the requirements of the education and training development strategy of the localities in the region This also poses an urgent task for the management and training of teachers at universities according to the goal of ensuring the quantity, structure and meeting the capacity requirements The above issues are urgent issues, there must be researches on training and training management of secondary school teachers with university degrees, not only in the Southeast region but also on a national scale to meet the requirements for education and training reform and suitable to the characteristics and conditions in each region and locality That's the reason why I chose the topic "Management and training of secondary school teachers in the Southeast region to meet the requirements of educational reform" as my research topic Research purpose Based on theoretical research on the management of training of secondary school teachers to meet the requirements of educational reform, the results of the assessment of the current situation of training and the management of training for secondary school teachers in the Southeast Region provinces, the thesis proposes the following: Measures to manage and train secondary school teachers in the provinces of the Southeast Region to meet the requirements of educational reform Objects and research subjects 3.1 Research object Training secondary school teachers to meet the requirements of educational reform 3.2 Research subjects Managing and training secondary school teachers in the provinces of the Southeast Region to meet the requirements of educational reform Scientific hypothesis Training and management of training of secondary school teachers at the universities of the Southeast region in recent years has initially achieved some results However, compared with the requirements of reform, the management of training for secondary school teachers shows many limitations, as a result, the effectiveness of management and the quality of teacher training is not high If the correct theoretical basis is established, the management and training of secondary school teachers in the provinces of the Southeast Region is objectively assessed, then it will be possible to propose appropriate management measures for the training of secondary school teachers in the provinces of the Southeast Region and feasible to meet the requirements of educational innovation Mission and scope of research 5.1 Research mission Based on studying training management models, propose a theoretical framework for training management of secondary school teachers with university degrees to meet the requirements of educational reform Evaluating the current situation of training and training management of secondary school teachers in the provinces of the Southeast Region corresponding to the theoretical framework Proposing measures to manage the training of secondary school teachers in the provinces of the Southeast Region, contributing to the reforming the general education program at the lower secondary level Testing the urgency and feasibility of the proposed measures and organize the trial of a proposed measure 5.2 Research scope 5.2.1 Limits on research content According to the Education Law 2019 and the National Qualifications Framework promulgated under Decision No 1982/QDTTg dated October 18, 2016, secondary school teachers must have a university degree (equivalent to a level 6/8), so in this thesis, the author would limit the study to the scope of management and training of secondary school teachers with university degrees The central management subject in the training of secondary school teachers is the principals of schools that train lower secondary teachers 5.2.2 Limits on subjects and research locations - Survey subjects directly related to this study are education managers of training institutions and recruitment institutions, lecturers and staff working in training management of training institutions, and lower secondary teachers as well as the final year students of the training institutions - Limit on research location: In reality, only Dong Nai University and Thu Dau Mot University are the institutions training teachers with university degrees The working location of students after graduation is limited to provinces in the Southeast Region 5.2.3 Limit on time to survey the situation: Within the period of years from 2018 to 2020 and Time to test the measure in 2021 Approach and research methods 6.1 Approach The topic uses the Targeted Approach; Capacity Approach; Approach of Systems - Complex; Activities Approach; Approach history - logic; CIPO Approach 6.2 Research Methods - Group of theoretical research methods - Practical research methods - Methodology of case studies - Group of research methods to support data processing and analysis Defensive arguments - Management of training for secondary school teachers to meet the basic requirements in the context of educational reform should be based on the CIPO approach - The current situation of management of training for secondary school teachers in the Southeast region in recent years still has limitations and shortcomings from input management, training process management, output management and management of impact on the educational reform context - The thesis proposes measures to manage the training of secondary school teachers in the provinces of the Southeast Region to meet the requirements of educational reform New contributions of the Thesis - Systematize and perfect some concepts; propose a theoretical framework on management and training of secondary school teachers to meet the requirements of educational reform based on the CIPO model - Assessing the current status of training management based on the theoretical framework of training management based on CIPO in the Shoutheast provinces to meet the requirements of educational reform - Proposing a system of management measures for the training of lower secondary teachers in the provinces of the Southeast Region with high urgency and feasibility, meeting the requirements of educational reform Thesis structure In addition to the introduction, conclusions and recommendations, the list of references, the author's research works, the appendix, the thesis is structured into chapters: - Chapter 1: Theoretical basis for management and training of secondary school teachers to meet the requirements of educational reform - Chapter 2: Status of management and training of secondary school teachers to meet the requirements of educational reform in the Southeast region - Chapter 3: Management and training measures for secondary school teachers to meet the requirements of educational reform in the Southeast region Chapter THEORETICAL BASIS ON MANAGEMENT OF TRAINING LOWER SECONDARY TEACHERS TO MEET REQUIREMENTS OF EDUCATIONAL REFORM 1.1.Overview of research problem 1.1.1 Studies on teacher training 1.1.2 Researches on training teachers according to the requirements of the capacity to meet the requirements of the 21st century society 1.1.3 Researches on management and training of teachers according to the requirements of the capacity to meet the requirements of the 21st century society 1.1.4 Lessons learned from some countries' experience in managing teacher training 1.1.5 Unresolved issues in research works From the above research overview, it can be generalized that there have been many studies on teacher training management according to the competency approach, output standard approach, competency-based output standard approach, approach of meeting social needs, in different research locations, with different levels of training Currently, the context of educational reform poses many new requirements for the training and management of teacher training in general and for secondary school teachers in particular, necessary to improve the theory of teacher training management to meet the requirements of educational reform There are many different training management models, the application of the CIPO model to the management of training for secondary school teachers in the Southeast region to meet the requirements of educational reform has not been studied 1.2 Some basic concepts 1.2.1 Training secondary school teachers to meet the requirements of educational reform 1.2.1.1 Training 1.2.1.2 Teacher capacity to meet the requirements of general education reform 1.2.1.3 Training secondary school teachers to meet the requirements of general education reform 1.2.2 Managing the training of secondary school teachers to meet the requirements of educational reform 1.2.2.1 Management 1.2.2.2 Training Management 1.2.2.3 Managing the training of secondary school teachers to meet the requirements of educational reform The management of teacher training to meet the requirements of educational reform in the thesis is understood as a system of purposeful and organized effects of the management subject in accordance with the context on the managed object to control, guide the student training process, the activities of officials, lecturers, staff and students, and maximize the mobilization of different resources to achieve training goals to meet the requirements of educational reform 1.3 CIPO model - ensuring the quality of training for secondary school teachers to meet the requirements of educational reform 1.3.1 CIPO model for training secondary school teachers 1.3.1.1 CIPO model 1.3.1.2 CIPO model of training activities 1.3.1.3 The CIPO model of training secondary school teachers according to their ability towards meeting the requirements of educational reform 1.3.2 Contextual factors affecting the training of secondary school teachers (1) Innovating the educational program sets the requirements for teacher training according to the approach to competence and quality (2) Requirements for teachers' competence according to professional standards (Circular 20/2018/TT-BGDĐT) (3) Professional competition and the renewal of the recruitment and employment mechanism of teachers (4) Training teachers to meet socio-economic requirements in accordance with the potential of the region 1.3.3 Input to the training of secondary school teachers 1.3.3.1 Developing a training program for secondary school teachers in the orientation of capacity development 1.3.3.2 Ensuring the quality of the teaching staff to train secondary school teachers in the orientation of capacity development 1.3.3.3 Ensure facilities and equipment for training in the orientation of approaching the General Education Program 2018 1.3.3.4 Admissions work ensures the quality of the entrance 1.3.4 The process of training secondary school teachers 1.3.4.1 Teaching and learning activities in the direction of developing learners' capacity to meet the requirements of educational reform 1.3.4.2 Assess - evaluate training results according to output standards 1.3.4.3 Coordinating between training institutions and recruitment agencies to improve the quality of secondary school teacher training 1.3.5 Outputs/results of secondary school teacher training 1.3.5.1 Evaluation of training results in output factors 1.3.5.2 Support graduates 1.3.5.3 Information about graduates, feedback investigation 1.4 Managing the training of secondary school teachers to meet the requirements of educational reform according to the CIPO model 1.4.1 Management of training inputs for secondary school teachers to meet the requirements of educational reform 1.4.1.1 Managing the design and construction of a training program for secondary school teachers in the direction of 12 2.2.3 Survey object and scale 2.2.4 Survey methods and processing of survey results 2.2.5 Assessment scale 2.2.6 Survey location and time 2.3 The reality of training secondary school teachers in the Southeast provinces to meet the requirements of educational reform 2.3.1 The reality of activities ensuring that the training inputs for secondary school teachers in the Southeast provinces to meet the requirements of educational reform 2.3.1.1 The reality of building a training program for secondary school teachers to meet the requirements of educational reform According to Table 2.6, there are observed variables at “Medium”, and observed variables at “Weak” 2.3.1.2 The reality of ensuring the quality of the teaching staff to train secondary school teachers to meet the requirements of educational reform According to Table 2.7, there are 03 observed variables at "Medium", and observed variables at "Weak" 2.3.1.3 The reality of ensuring facilities and equipment for training in the direction of approaching the 2018 National Education Program According to Table 2.8, all the observed variables have reached the "average" value, which means that the activities to ensure the facilities in the urban centers only take place normally, there is no change in response to the requirements of the reform of the General Educational Program 2.3.1.4 The reality of enrollment and input quality of lower secondary teacher training According to Table 2.9, all the observed variables have reached the "average" value, which means that the enrollment activities at the training institutions take place normally Table 2.10 shows that local universities not only have low entrance scores, but some majors cannot enroll students 13 2.3.2 The reality of elements of the training process of lower secondary school teachers in the Southeast region to meet the requirements of educational reform 2.3.2.1 Actual situation of teaching and learning activities to meet the requirements of educational reform According to the statistical results described in Table 2.11, all observed variables are at the “average” value 2.3.2.2 The reality of assessing students' learning outcomes to meet the requirements of educational reform According to the statistical results described in Table 2.12, all observed variables are at the “medium” value 2.3.2.3 Reality of coordination activities between training institutions and secondary school teacher recruitment institutions to meet the requirements of educational reform According to Table 2.13, 5/6 criteria for assessing the reality of coordination between training institutions and recruitment agencies in teacher training are all at the value of "weak", only criterion is valid at the level of "medium", 2.3.3 The reality of the outputs of lower secondary teacher training in the Southeast provinces to meet the requirements of educational reform 2.3.3.1 The reality of evaluating training results in output factors in the provinces of the Southeast region According to Table 2.14, the results of descriptive statistics show that out of observed criteria/variables, only criterion is at the "average" value, the other criteria are close to "good" 2.3.3.2 The reality of supporting graduate students to meet new standards set out from practice at training institutions for secondary school teachers in the Southeast region According to Table 2.15, most of these evaluation criteria for supporting graduate students have values below average Even, there are criteria/observable variables at the "poor" value 2.3.3.3 The reality of capturing information of students after graduation, investigating feedback of training institutions of secondary school teachers in the Southeast region According to Table 2.16, there is criterion with a value of “good” The rest of the observed criteria/variables are below the average level, even some of the criteria are still at the "poor" level 14 2.4 The reality of management and training of secondary school teachers in the Southeast region to meet the requirements of educational reform 2.4.1 The reality of input management for training of secondary school teachers in the provinces of the Southeast region 2.4.1.1 The reality of managing and developing training programs towards developing learners' capacity in the provinces of the Southeast region According to Table 2.18, according to general statistics, there are criteria/observed variables with values at the "average" level and 02 criteria/observed variables with values below the "average" level 2.4.1.2 The reality of quality assurance management of the teaching staff of secondary school teachers in the direction of capacity development According to Table 2.19, there are 04 observed variables at “Medium”, and observed variables at “Weak” 2.4.1.3 The reality of management to ensure facilities and equipment for training in the direction of approaching the 2018 National Curriculum According to Table 2.20, there are 05 observed variables with "average" value, and 01 criterion/observed variable with "weak" value 2.4.1.4 The current situation of enrollment management to ensure the quality of input in training for secondary school teachers in the Southeast region Table 2.21, out of 05 observed variables, 02 variables have a value of "good" while the subjects of management staff rated at "distinction" In general, the difference in evaluation level for this criterion is not much ; That is, the school has focused on the management of enrollment activities 2.4.2 The reality of managing the training process of secondary school teachers in the provinces of the Southeast region 2.4.2.1 The reality of management in teaching and learning activities towards developing learners' capacity to meet the requirements of educational reform in the Southeast region 15 According to the statistical results described in Table 2.22, all observed variables are at the “medium” value However, when separating the assessed objects, there are 6/8 observed variables that are rated as "good" by the management staff 2.4.2.2 Status of management and assessment of students' learning outcomes according to competency-based output standards in the Southeast region According to Table 2.23, all observed variables have values at the “medium” level Comparing the evaluation in 02 subjects, the management staff's side rated it higher and 4/5 observed variables were rated as "good" 2.4.2.3 Current status of management of coordination activities between training institutions and secondary school teacher recruitment institutions in the Southeast region Table 2.24, there are out of criteria for assessing the actual situation of coordination between training institutions and recruitment agencies in teacher training, all at the value of "weak", only one criterion is valid at "medium" level The survey results clearly show that the relationship between training institutions and recruitment institutions in the management and training of secondary school teachers in the Southeast region has not met the requirements of educational reform, especially for the training of secondary school teachers implementing the educational program 2018 2.4.3 Reality of output management of secondary school teacher training institutions in the Southeast region 2.4.3.1 The reality of management and evaluation of training results in output factors in the provinces of the Southeast region According to Table 2.25, the results of descriptive statistics show that out of observed criteria/variables, only criterion is at the "medium" value, the rest is rated at "good" This means that the management and assessment of the output quality of the urban institutions in the Southeast region has been paid attention, but it also stops at the regulation-based management that is less creative 2.4.3.2 Reality of managing activities to support graduates at training institutions for secondary school teachers in the Southeast region 16 Table 2.26, most of the criteria for evaluating the management of these graduates supporting activities are below the “medium” level Only a quarter of the observed variables have a value of "medium", that is, "Directing the establishment of an electronic portal to update and disseminate recruitment information and training information to raise standards for students" 2.4.3.3 Reality of management and collection of student information after graduation, investigation of feedback of teacher training institutions in the Southeast region Table 2.27, there are 02 observed variables with "medium" value and 02 observed variables with "weak" value 2.4.4 The reality of factors affecting the management and training of secondary school teachers in the Southeast region 2.4.4.1 Impact of reform on the General Education Program 2018 According to Table 2.28, evaluating the impact of the reform of the genral educational program on the training program of secondary school teachers, the observed variables have values at the level of “strong impact” 2.4.4.2 The impact of legal regulations on teachers' professional standards According to Table 2.30, assessing the impact of the reform of the profesional standards of general education teachers on the training program of secondary school teachers, there are three-quarters of the observed variables that give the value "strong impact" Only the observed variable “Training program focuses more on developing skills, in which soft skills are noticed” is valid at the level of “partial impact” 2.4.4.3 The impact of the labor market, career competition and the innovation of the recruitment mechanism, using teachers According to Table 2.32, out of 03 observed variables, 02 variables are assessed as "strong impact", that is "The competitive labor market has had an impact on training management, requiring management work The view that the quality of training must be changed to suit the needs of society and the variable "In the management process, quality assurance is a vital element of each 17 training institution to create a brand, attract candidates to apply for pedagogy" 2.4.4.4 The impact of training requirements in accordance with the socio-economic and potential of the region Table 2.33, all three observed variables are at the level of “partial impact” 2.5 General evaluation 2.5.1 Advantages - Management staff, faculties, and employees are well aware of training reform, teacher training management at local training institutions and all wish to reform training to have output products that meet the requirements of recruitment institutions and general education institutions Department of Education and Training in the current context of reforming the current educational program - The training institutions have ensured the basic conditions for the training of secondary school teachers, in which the focus is on ensuring the number of faculties, facilitiess and equipment for teacher training - The training institutions have had relationships with recruitment agencies, general educational institutions to grasp the needs of teacher training, and organize for students to practice pedagogy 2.5.2 Limitations - Management of building Output standards of training programs for secondary school teachers have not yet met the requirements of reform: there are training programs for faculties and training institutions that are also simply compiled, based on the knowledge of the program to determine output criteria - Management of reforming the training program for secondary school teachers has not been updated to match the training of teachers to meet the Educational Program 2018 - Assessment - evaluating student results is no longer relevant to assessment - evaluating student's learning and training results according to competency approach - The quality of faculties participating in training secondary school teachers in the orientation of capacity development is not equal in quality - Training facilities are at an average level, many teaching equipments are incomplete and not modern 18 - The training institutions have not exploited the potential and opportunities of the relationship with recruitment institutions; training institutions not have commitments to the quality of training products with institutions that recruit, using teachers 2.5.3 Causes of limitations - The starting point of the training institutions in the locality is low, so the quality assurance of input is still limited - Socio-economy in the Southeast region are still difficult, so there are impacts on the awareness of officials and people in these localities, therefore, the investment in teacher training is still low compared to training other majors The policy for faculties is still limited - The management mechanism at the training institutions of secondary school teachers stops at the level of "compliance" with regulations and documents of the industry and the state, lacking creative and breakthrough decisions Sub-Conclusion of Chapter From the theoretical basis of chapter 1, chapter 2, the thesis examines the training status and training management status of secondary school teachers of the training institutions in the Southeast region, the thesis investigates on 03 components: input - process output Each element is identified with several elements with specific properties required by the context Regarding the reality of training secondary school teachers of training institutions, the thesis investigates specific activities to ensure the quality of the elements in each element according to the CIPO model As for the reality of management and training of lower secondary teachers of the training institutions in the Southeast, the thesis also approaches each factor to evaluate the level of achievement in this management Thereby, general assessment, comment on the advantages, limitations and causes of limitations Chapter MEASURES FOR MANAGEMENT TRAINING OF SECONDARY SCHOOL TEACHERS TO MEET THE 19 REQUIREMENTS OF EDUCATION REFORM IN THE SOUTHEAST PROVINCES 3.1 The development needs of lower secondary education in the Southeast provinces and orientations for the development of training institutions 3.1.1 The need to train secondary school teachers to meet the requirements of educational reform in the Southeast region - New training needs - Training needs to raise the standards of teachers (Re-training, raising standards) 3.1.2 Development orientation of local universities in the Southeast region in training secondary school teachers to meet the requirements of educational reform Establish training programs and output standards; Develop and improve training quality assurance conditions and training quality accreditation plans; Enhance the application of information technology in management, teaching and scientific research; Admissions and training organization and management; Coherence of teaching and research, schools and businesses; Develop a roadmap for the implementation of autonomy; Ensure high quality human resources 3.2 Principles of proposed measures 3.2.1 Ensure Practicality 3.2.2 Ensure feasibility and efficiency 3.2.3 Ensure Legality 3.2.4 Ensure System, Synchronization 3.2.5 Ensure Scientificness 3.3 Measures to manage the training of secondary school teachers in the Southeast provinces to meet the requirements of educational reform 3.3.1 Measure Review and adjust training objectives and output standards of secondary school teacher training programs according to educational reform requirements 3.3.2 Measure Develop a competency-oriented secondary school teacher training program to meet the requirements of educational reform 20 3.3.3 Measure Direct closely to innovation of assessing and evaluating the implementation of the training program in the direction of developing teacher's professional capacity 3.3.4 Measure Develop a contingent of managers, lecturers and staff participating in the training of secondary school teachers to meet the requirements of educational reform 3.3.5 Measure Manage infrastructure, facilities and finance to ensure the implementation of the lower secondary teacher training program to meet educational reform requirements 3.3.6 Measure Create and strengthen the relationship between the training institution and the general education institutions and the state management agency in education in each locality to enhance the quality of training for secondary school teachers 3.4 The relationship between the measures The order of 06 measures mentioned above shows the principles of logic, synchronization, system, science, efficiency and feasibility Measure is the starting point of the theory of training management based on the CIPO model in this thesis Measures and are management activities that need to be implemented after the implementation of measure Measures 4, and are the conditions for effective management The ultimate goal of the main training management measures is to ensure the quality of training for secondary school teachers, that is, to ensure the capacity of graduates/new teachers to meet the requirements of educational development and training of the Southeast Region provinces in the context of reforming Objectives, contents, methods and conditions for implementing the specific measures are presented as follows Each measure for management of training activities for secondary school teachers (above) in the training institutions of the Southeast Region is aimed at performing a specific management task in the school management system, so it must comply with the management functions On the other hand, the purpose, meaning, and importance of each measure has its relative independence and its openness as well as its flexibility Therefore, depending on the time, depending on the conditions of the training institution, the manager applies and implements it most effectively, bringing about the quality of training 21 in general, training secondary school teachers according to the Output Standard of competence approach required by Educational Reform 3.5 Testing the urgency and feasibility of management measures 3.5.1 Test method 3.5.2 Test results 3.5.3 Assessment of feasibility and urgency of measures The results of testing the urgency and feasibility show that the proposed measures are urgent and highly feasible 3.6 Organize experimenting a measure 3.6.1 Experimental purpose 3.6.2 Experimental subject 3.6.3 Experimental content Measure 1: Review and adjust training objectives and output standards of secondary school teachers' training programs according to educational reform requirements Selected content: (1) Establishing a steering committee to build output standard of the training program for secondary school teachers in the orientation of developing learners' capacity, and disseminating the framework of output standard for the training program of secondary school teachers (2) Evaluate the current training program to determine what needs to be changed according to reform requirements (3) Organizing for the faculties based on the Teacher Professional Standards and the National Education Program 2018 and the framework of the standards of the training program for secondary school teachers to build the training standards for each branch of training secondary school teachers at the bachelor's level (4) Organize to valuate the results of building the output standard of each training program after it has been built 3.6.4 Experimental method 3.6.5 Experimental progress 3.6.6 Data processing method 3.6.7 Experimental results 3.6.7.1 Evaluation of experimental product quality - the output standard of the training program for secondary school teachers in the direction of learner capacity approach According to Table 3.29, the standards for assessing the output standard of the training program for secondary school teachers in the 22 orientation of approaching learners' competencies are all at the level of “quality” (3.87 – 4.28) In which, Standard 1, or "Output standard is applicable to the subject" reached the level of "high quality" ((X ) ̅= 4.28) 3.6.7.2 Feasibility of experimental measures Overall, the statistical results in Table 3.30 show that the management tasks of building output standard of the training program for secondary school teachers in the direction of capacity development are feasible (indicators in the observed variables all ranges from 3.68 to 4.41) Sub – Conclusion of Chapter Based on the theory in chapter and the management status of the research problem in chapter 2, the thesis proposes 06 measures to manage the training of lower secondary teachers in the Suotheast provinces in chapter 3, which are: (1) Review and adjust training objectives and output standards of secondary school teacher training programs according to educational reform requirements (2) Developing a competency-oriented training program for secondary school teachers to meet educational reform requirements (3) Directing closely to innovation of assessing and evaluating the implementation of training programs in the direction of developing teachers' professional capacity (4) Developing a contingent of managers, faculties and staff involved in training secondary school teachers to meet the requirements of educational reform (5) Manage infrastructure, facilities and finance to ensure the implementation of the training program for secondary school teachers to meet the requirements of educational reform (6) Establish and strengthen the relationship between the training institution and the general education institutions and the state management agencies in education in each locality to enhance the quality of training for secondary school teachers The above proposed measures have a close relationship with each other, are urgent and highly feasible The experimental results also show the feasibility of the experimental measure 23 CONCLUSIONS AND RECOMMENDATIONS Conclusion The thesis has identified the basic concepts, the thesis has established the structure of the CIPO model in the scope of training secondary school teachers in the context of reform; in which: Input factors include: Training program and output standards required by educational reform; teaching staff to meet the training requirements of secondary school teachers in the current context; facilities and teaching equipment to meet the training requirements of the implementation of the new general education program, enrollment to ensure input quality Elements of the training process include: teaching and learning activities requirements to proceed to the implementation of the National Education Program 2018, assessment - evaluation towards the learner's capacity approach; coordinate with recruitment agencies and general education institutions to enhance training quality Output factors include: evaluating training results, supporting learners before graduation to ensure requirements on professional competence in practice and timely information on recruitment, coordinate with recruitment agencies and general education institutions to receive feedback to adjust training contents Contextual factors are: renewal of the National Education Program 2018, the introduction of the professional standards of general education teachers, the professional competition for the teaching profession and the training requirements suitable to the regional socioeconomic conditions On the basis of establishing the contents of training activities for secondary school teachers under the CIPO model, the thesis builds the contents of teacher training management according to this model, including: input management, training process management., output management and impacted context management From the established theoretical basis, the thesis surveys and objectively evaluates the reality of the research problem with appropriate research methods, thereby proposing 06 measures of training management and training for secondary school teachers in the Southeast region with high urgency and feasibility, meeting the requirements of educational reform Recommendations 24 2.1 For the Ministry of Education and Training - Develop/review the planning of the network of training institutions for secondary school teachers (with university degrees according to the 2019 Education Law) in the Southeast Region; - It is necessary to direct the promulgation of a program framework for the pedagogical sector (according to the approach to output standards based on ability to meet the requirements of educational refor) to create a common quality ground throughout the country, so that training institutions have the opportunity to issue its own training program - Advise the Government on promulgating policies to attract students into pedagogy; Supplementing policies and regimes for teachers, especially in terms of retraining, raising standards and fostering to have professional capacity to meet the competency requirements according to the output standards; specific policies for teacher training institutions - Work closely with the People's Committees of the provinces to implement state management of teacher training institutions in the aere, especially measuring in training quality management 2.2 For the People's Committees of the provinces of the Southeast Region - With the function of being the governing body of the local secondary school teacher training institutions, it is necessary to invest in all aspects of the local teacher training institutions, ensuring the development of education in the area; reflected in the sector/field planning in the provincial planning, ensuring that investment in education is an investment in development, education must be given priority, go first in the position as the "top national policy" in the land planning, investment in the construction of facilities and equipment, and the development of a contingent of faculties and administrators - Promptly lead and direct the training institutions for secondary school teachers in the location when developing, deciding to approve the plans, programs and schemes of the training institutions - Work closely with the Ministry of Education and Training to ensure the state management of education and training in the locality in the spirit of "constructive" 25 2.3 For the School Council, leaders of teacher training institutions in the provinces of Southeast Region Refer to and apply the measures proposed in this thesis, organize and implement measures to innovate training management to improve training quality, ensuring graduates have professional competence according to the output standards to meet the requirements of education and training development in the provinces of the Southeast Region Proactively propose the Ministry of Education and Training, advise the Party committees, provincial People's Committees, recruitment institutions (Department of Education and Training) to implement the above proposals and recommendations, to ensure feasible and effective measures 26 LIST OF SCIENTIFIC RESEARCH WORKS RELATED TO THE THESIS No Tittles of research project Notes Hoang Thi Song Thanh (2018), “Theory of management and training of secondary school teachers to meet the requirements of educational reform”, Scientific Author Proceedings of the PhD student of the Vietnam Academy of Educational Sciences, 2018 pp 307 Hoang Thi Song Thanh (2019), “Theory of management and training framework for secondary school teachers according to the approach to competency-based output Author standards to meet the requirements of educational reform”, Vietnam Journal of Educational Science – Issue 16 – April 2019 Hoàng Thị Song Thanh (2020), “Thực trạng quản lí đào tạo giáo viên trung học sở theo tiếp cận chuẩn đầu dựa vào lực tỉnh khu vực Đông Nam Bộ đáp ứng yêu cầu đổi giáo dục”, Tạp chí Khoa hoc Giáo dục Việt Nam – Số 30 – Tháng 6/2020 Hoang Thi Song Thanh (2020), "The reality of Author management and training of secondary school teachers according to the approach to competency-based output standards in the Southeast provinces to meet the requirements of educational reform", Journal Journal of Education Science in Vietnam – Issue 30 – June 2020 ... secondary school teachers in the orientation of capacity development 1.3.3.2 Ensuring the quality of the teaching staff to train secondary school teachers in the orientation of capacity development... implementation of the new general educational program, enrollment to ensure input quality The "process" element includes: teaching and learning activities according to requirements of the implementation... industry and the state, lacking creative and breakthrough decisions Sub-Conclusion of Chapter From the theoretical basis of chapter 1, chapter 2, the thesis examines the training status and training
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