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Phát triển đội ngũ cán bộ quản lý trường trung học phổ thông cốt cán theo tiếp cận vị trí việc làm.Phát triển đội ngũ cán bộ quản lý trường trung học phổ thông cốt cán theo tiếp cận vị trí việc làm.Phát triển đội ngũ cán bộ quản lý trường trung học phổ thông cốt cán theo tiếp cận vị trí việc làm.Phát triển đội ngũ cán bộ quản lý trường trung học phổ thông cốt cán theo tiếp cận vị trí việc làm.Phát triển đội ngũ cán bộ quản lý trường trung học phổ thông cốt cán theo tiếp cận vị trí việc làm.Phát triển đội ngũ cán bộ quản lý trường trung học phổ thông cốt cán theo tiếp cận vị trí việc làm.Phát triển đội ngũ cán bộ quản lý trường trung học phổ thông cốt cán theo tiếp cận vị trí việc làm.Phát triển đội ngũ cán bộ quản lý trường trung học phổ thông cốt cán theo tiếp cận vị trí việc làm.Phát triển đội ngũ cán bộ quản lý trường trung học phổ thông cốt cán theo tiếp cận vị trí việc làm.Phát triển đội ngũ cán bộ quản lý trường trung học phổ thông cốt cán theo tiếp cận vị trí việc làm.BỘ GIÁO DỤC VÀ ĐÀO TẠO MINISTRY EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN VĂN KHOA DEVELOP A TEAM OF MANAGERS AT KEY HIGH SCHOOLS ACCORDING TO POSITION BASED APPROACH Major Educational Management.
MINISTRY EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN VĂN KHOA DEVELOP A TEAM OF MANAGERS AT KEY HIGH SCHOOLS ACCORDING TO POSITION-BASED APPROACH Major: Educational Management Code: 9140114 A SUMMARY OF DOCTORAL THESIS OF EDUCATIONAL SCIENCES NGHE AN - 2023 The dissertation was conducted and completed at Vinh University Scientific Supervisor: Prof Dr THAI VAN THANH Reviewer 1: Reviewer 2: Reviewer 3: The dissertation will be defended before the Dissertation Assessment Committee at the institutional level Location: Vinh University Time: At , Day……month year 2022 The dissertation can be found in: - National Library of Vietnam; - Nguyen Thuc Hao Center, Vinh University Introduction Rationale Managers of key general education institutions (GDPT), including high school administrators, not only play a pivotal role in fostering local mass management but also play a pioneering role in all school innovations; they are role models of school leadership and governance, and have the ability to advise, support, inspire and foster leadership and school administration capacity for colleagues Therefore, developing the key high school staff is an urgent issue Developing the key high school staff is the development of important human resources of education This development may be based on different approaches; the position-based approach (VTVL) is more suitable for developing key high school administrators in the current context This is an approach based on the functions and tasks (jobs) of key high school administrators (in the present and future) to build a framework of key high school administrators; at the same time, based on this framework, planning, selecting, using, fostering, evaluating and having appropriate remuneration for the key high school staff So far, the research on the key high school staff and the development of the key high school staff is minimal Many theoretical and practical issues about the key high school staff and the development of the key high school staff are still "left out" The key high school administrators themselves have yet to promote their role well in fostering mass high school administrators; in consulting, supporting and guiding colleagues to develop plans, and build leadership and school administration capacity The main reason for these limitations is that the key high school staff needs to be comprehensively developed regarding quality and capacity according to the positionbased approach Therefore, it is necessary to have a detailed and systematic study on the development of management staff at key high schools according to a position-based approach to teaching and learning, contributing to affirming the critical role of key high school management staff and the necessity of having a position-based system for key high school management staff in the framework of high school's positions For the above reasons, we have chosen the issue: “Development of Managers at Key High Schools According to Position-based Approach” for research Research purposes Based on theoretical and practical research, the thesis proposes solutions to develop the management staff of key high schools according to the position-based approach, contributing to improving the quality of high school education The subjects and objects of study 3.1 The subject of study The core high school management staff in the context of general education innovation 3.2 Objects of the study: Developing a team of key high school administrators according to a positionbased approach Scientific hypothesis In response to educational and management reforms in high schools, it is necessary to create job positions for key high school management staff However, there are currently no such positions If proposals and solutions that are feasible, scientifically sound, and based on a position-based approach with a focus on functions are implemented synchronously, the task of building a competency framework and planning, selecting, using, fostering, and evaluating key high school management staff can be achieved This would ensure that the team is developed in sufficient quantity, synchronous in structure, and of high quality Tasks and missions of research 5.1 Research mission - Research the theoretical basis of staff development staff management of key high schools according to a position-based approach - Survey and evaluate the current development situation of the staff of management staff of key high schools in the Northern provinces in the North Central region - Proposing solutions to develop the team of the management staff of the key high school according to the position-based approach; survey the urgency, feasibility and test 01 proposed solution 5.2 Research scope - About the content The topic focuses on researching and proposing solutions to develop the staff of administrators of key high schools according to the position-based approach and based on the standards of the basic principles of educational institutions of the Minister of Education and Training, the committee according to Circular No 14/2018/TTBGDDT - Geographical location Survey the current situation and test 01 proposed solution in the Northern provinces of the North Central region (Thanh Hoa, Nghe An, Ha Tinh) - Time of conducting research Time to survey the current situation and test the proposed solution in the school years 2020 -2021 and 2021-2022 Research Approach and Methodology 6.1 Research approach The topic uses the following approaches: System approach; position-based policy; standard approach; access to human resource development; practical approach 6.2 Research Methods 6.2.1 Group of theoretical research methods This group of methods aims to collect theoretical information to build the theoretical basis of the topic 6.2.2 Group of practical research methods This group of methods aims to collect useful information to build the empirical basis of the topic 6.2.3 Mathematical statistical methods Using several statistical formulas to process the obtained data, analyse and produce quantitative research results; with the software SPSS 20.0 Arguments to defend 7.1 The key high school management staff is an essential part of the high school management team Developing a team of the management staff of key high schools according to the position-based approach requires starting with the roles, functions, and duties of the administration staff of key high schools to build a competency framework This framework should then be used to plan, select, use, foster, and evaluate the management staff of the key high school, while taking into account the influence of factors on the development of this team 7.2 In the past, the staff of the key high schools have played a key role in fostering mass education management staff However, under the requirements of reforming educational management and implementing the National General Curriculum 2018, this team also has certain limitations, mainly due to the fact that they have not been fully developed according to the job positions of the key high school management staff 7.3 To improve efficiency and develop a team of management staff of key high schools according to a position-based approach, it is necessary to use effective management solutions This should be done by synchronously acting on all content of human resource development (planning, training, fostering, utilization, evaluation, remuneration) on the basis of a position competency framework as the key high school management staff rollout New contributions of the thesis 8.1 The thesis identified positions, functions, tasks, and a competency framework for key high school management staff to develop the team according to a position-based approach Additionally, criteria were established to evaluate the group of key high school management staff according to the capacity framework of job positions A training program was also created to improve specific capacity for the team of key high school management staff according to job positions 8.2 The thesis objectively and comprehensively assessed the current situation of the management staff of the key high schools and the development of the management staff of the key high schools in the North Central region This served as a practical basis for proposing solutions to develop this team with scientific basis and feasibility 8.3 The solutions proposed by the thesis can be applied not only to the development of the staff of management staff of the key high school according to the position-based approach in the northern provinces in the North Central region but also to other areas with similar conditions Thesis structure In addition to the Introduction; Conclusions and recommendations; List of references; Appendices, the thesis has 03 chapters: - Chapter 1: Theoretical basis of developing a team of managers at key high schools by approaching job positions - Chapter 2: The situation of developing managers at key high schools in the northern provinces in the North Central region according to job position approach - Chapter 3: Solutions to develop managers at key high schools by job position approach CHAPTER THEORETICAL BASIS OF DEVELOPMENT OF MANAGEMENT STAFF AT KEY HIGH SCHOOLS, ACCORDING TO THE POSITION-BASED APPROACH 1.1 LITERATURE REVIEW 1.1.1 Studies on the development of school administrators high schools Abroad, Studies conducted abroad by A Asmendri, M Dowd, B Pont, D Nusche, H Moorman, D.M Hutton, and R Williamson have shed light on the importance of high school management staff In Vietnam, Pham Quang Trung and Tran Huu Hoan, Dang Quoc Bao and Nguyen Dac Hung, Nguyen Chi Duong, and Nguyen Xuan Hoa have conducted similar studies These studies have highlighted the need to develop and train the management staff of high schools 1.1.2 Studies on the development of high school management staff according to the approach to employment Overseas, studies by F Wang, T.P Maforah, A.I Nasareen, K Schildkamp, and S Sutarman have been conducted In Vietnam, Trinh Xuan Thang, Pham Duc Toan, Nguyen Nhat Cuong, Nguyen Minh Ly, Nguyen Tien Hung, Tran Huu Hoan, and Nguyen Thi Tuyet Hanh have conducted studies to clarify the competency framework of high school administrators and solutions to develop a staff of high school administrators according to access to job positions 1.1.3 Studies on the development of managers at key high schools according to job position approach Overseas, studies by M Lynch, L Lee, M Carvalho, I Cabral, J Verdasca, J.M Alves, W Pakika, K Tesaputa, and A Sri-ampai have been conducted In the country, a study was conducted quite systematically which discussed the Development of Key Junior Secondary School Management Staff According to the Capability Approach 1.2 BASIC CONCEPT 1.2.1 Management staff A manager is a person who leads, manages and operates activities in agencies and organisations The management staff member must meet certain requirements on personal qualities, professional and professional qualifications, working experience as prescribed 1.2.2 Management staff of the key high schools The management staff of key high schools are the principal, vice-principal of high schools with deep professional competence and pedagogical skills, capable of grasping the situation and psychology of the staff members (Teachers) and school staff, have a relationship with state management agencies in education, local authorities to act as the key in leadership and management of school activities; at the same time, advise and support other school administrators to lead and administer the school well to perform political tasks, contributing to improving the quality of education, meeting the requirements of educational innovation 1.2.3 Management staff of the key high school The key team of the high school management staff is a collection of people working at high schools, having the same function; the task is to advise and support colleagues at work and in activities of fostering and developing school leadership and administration capacity; make an essential contribution to the achievement of the school's goals 1.2.4 Developing a team of managers at key high schools Developing the key high school management staff lies in the development of human resources in general, for education in particular Developing the key high school management staff is a guarantee for the team that this team is sufficient in quantity, synchronized in structure and improved in quality; it meet the requirements of supporting, advise and carry out training activities for the local high school management staff In the context of educational reform and implementation of the 2018 National Education Program at the high school level, developing the staff of management staff of the key high school is especially important 1.2.5 Job position and job position approach job positions are jobs associated with titles, positions, structure and ranks of civil servants to determine payrolls and arrange civil servants in agencies, organizations and units Approaching job positions is an approach that comes from the requirements of each job position to build a corresponding competency framework and use this competency framework in the team development process 1.2.6 Developing a team of managers at key high schools according to job position approach Developing team of management staff of key high schools according to positionbased approach is a standardized way of integrating knowledge, skills, and attitudes to form a standard system of leadership and school administration capacity of key high school management staff; thereby standardizing the content of staff development management staff of key high schools according to jobs: planning, selecting, fostering, using, evaluating, rewarding and rewarding , motivating the team management staff of the key high school 1.3 THEORETICAL BASIS OF KEY HIGH SCHOOL MANAGERS USING JOP POSITION APPROACH 1.3.1 Job position of managers at key high schools According to the standard of secondary school principals, the job positions of key high school administrators have a "dual" nature: they are both job positions of high school administrators; both the job positions of the key high school administrators This feature will specify the list of jobs that the key high school administrators need to perform according to job positions, including: general jobs of high school administrators and specific jobs of key high school administrators The job positions of key high school administrators are different from the job positions of high school administrators These differences will determine the role; functions, tasks and capacity framework of key high school administrators according to job positions The reform of general education places increasing demands on the job positions of key high school administrators 1.3.2 Role of managers at key high schools according to job position In addition to the role of high school administrators in general, key high school administrators also have specific roles: They are the key in fostering high school administrators and in school reform ; They have a great influence on the development of leadership and school administration capacity of colleagues; They act as a bridge between local education management agencies and institutions training and fostering teachers, educational administrators 1.3.3 Functions and duties of managers at key high schools by job position From "dual" job positions, the key high school management staff also have "dual" functions and tasks This "dual" function and task requires the key high school management staff to perform the common functions and tasks of the high school administrators, as well as the specific functions and tasks of the key high school management staff General functions and tasks of the key high school management staff include: Professional development and personal professional development; Leading high schools; Managing activities in the high school; Building an educational environment in schools; Developing relationships between school, family and society; Using foreign languages and applying information technology in school administration Specific functions and tasks of the key high school management staff include: Supporting and advising high school administrators in the area to develop self-study and spontaneous learning plans to develop leadership and management capacity; Supporting high school administrators in the area to develop leadership and school management capacity; Coordinating with local educational management agencies and training and retraining institutions for teachers and administrators; Guiding and supporting teachers and high school administrators in the process of participating in and implementing training courses and fostering teachers via the Internet 1.3.4 Competency framework of managers at key high schools by job position Based on theoretical considerations regarding the competency framework according to job positions, this thesis provides a framework of competencies of key high school administrators, including general competencies (e.g competence in professional development and personal professional development; competence in school leadership; competence in high school administration; competence in building an educational environment in high schools; competence to develop the relationship between school, family and society; competence in using foreign languages and applying information technology in school administration) and specific competencies (e.g capability of supporting and advising high school administrators in the area to develop self-study plans, self-development of leadership and school management capacity; competence to support management staff of high schools in the locality to develop leadership and school administration capacity; competence to coordinate with local educational management agencies and teacher training and retraining institutions, management staff; competence to guide and support teachers and high school administrators in the process of participating in and implementing training courses and fostering teachers via the Internet) 1.4 THEORY ON DEVELOPMENT OF TEAM OF MANAGERS OF KEY HIGH SCHOOL MANAGERS USING WORK POSITIONS APPROACH 1.4.1 The importance of developing managers at key high schools according to job position Developing a team of high school management staff according to a positionbased approach is of great importance: Developing a team of management staff according to a position-based approach is developing human resources for quality management staff for high school education; Developing a team of key high school administrators according to a position-based approach to create motivation for the fundamental and comprehensive renovation of high school education; Developing a team of key high school administrators according to a position-based approach, contributing to the successful implementation of the 2018 Education Program 1.4.2 Orientation to develop management staff of key high schools according to job position approach Developing a team of management staff for a key high school should be based on a position-based approach, with the following orientations: Developing human resources for high schools and the whole high school education system; Developing a team of administrators for a key high school based on the actual needs of high school education in the locality and the needs of high school administrators in the locality; Developing a team of administrative staff for the key high school with general and specific competencies, to fully satisfy the requirements of job positions; Developing a team of key high school management staff to create conditions for them to meet current and future requirements of school leadership and administration of high school in an innovative context of general education; Developing a team of administrative staff for the key high school to create a close connection between the stages of planning, selection, use, fostering, evaluation, and creating a favorable environment for the staff of the key high school to develop 1.4.3 Contents of developing a team of managers at key high schools according to job position approach Developing a team of key high school management staff according to a positionbased approach has the following contents: Building development planning a team of high school management staff key according to the position-based approach; Recruiting, appointing, dismissing, using, and rotating the contingent of key high school management staff according to the job position approach; Fostering the key management staff at high schools according to the position-based approach; Evaluating the key management staff at high schools according to the position-based approach; Ensuring the conditions to develop the key staff of administrators at high schools according to the position-based approach 1.4.4 The subject of developing a team of managers at key high schools according position-based approach According to the process of selecting key school management staff, developing a team of key high school administrators according to a position-based approach has two subjects: Minister of Education and Training and Giám đốc Sở GD&ĐT In those two subjects, the Director of the Department of Education and Training is the one who is directly responsible, with the decentralization of responsibilities for the Heads: Organization and Personnel, Secondary Education and Planning - Finance 1.5 FACTORS AFFECTING THE DEVELOPMENT OF A TEAM OF HIGH SCHOOL MANAGERS ACCORDING TO POSITION-BASED APPROACH The influence on the development of the key high school management staff according to the position-based approach has the following factors: Factors belonging to the development subject; factors belonging to the development object; and environmental and policy factors When proposing solutions to develop the key high school management staff according to a position-based approach, the influence of these factors should be taken into account CONCLUSION FOR CHAPTER 1 Managers at key high schools have general and specific roles, functions and tasks The competency framework of the key high school administrators meets the functions and duties of the job positions they undertake Developing a team of managers at key high schools is urgent and should be based on certain orientations and contents 11 environment in high schools Competence to develop relationships 1.5 between school, family and society Competence to use foreign languages and apply 1.6 information technology in school administration 2,67 2,71 2,62 2,35 2,42 2,35 _ 2,54 2,67 2,51 X Table 2.21b Summary of results of assessment of specific competencies of managers at key high schools according to position-based approach Managers at Department of Key managers Manager No Typical Abilities Education and Training _ _ _ SD Level SD Level SD Level X X X Competence to support and advise high school administrators in the area to develop 1.1 self-study plans, 2,10 self-development of leadership and school management capacity Competence to support high school administrators in 1.2 2,17 the area to develop leadership and school management 2,31 2,14 2 2,38 2,17 12 capabilities Competence to coordinate with local educational management agencies and 1.3 1,85 1,90 1,83 training and retraining institutions for teachers and administrators Competence to guide and support teachers and administrators of high schools in the process of 1.4 2,35 2,45 2,37 participating in and implementing training courses and fostering teachers via the Internet _ 2,12 2,26 2.13 X From the data in Tables 2.18a and 2.18b, the following observations can be drawn: The general capacity of managers at key high schools is rated higher (at a good level) by the respondents compared to the specific capacity of the managers Managers at key high schools (on average) often rate their capacity (both general and specific) higher than that of the leaders of the Department of Education and Training and the high school administrators There is a close relationship between the performance of functions and tasks of managers at key high schools and their capacity: the general capacity of managers at key high schools is assessed at a good level, while their overall task is also rated at a good level The specific capacity of managers at key high schools is assessed at an average level, and the performance of their specific functions and tasks is also assessed at an average level Therefore, in order to improve the performance of functions and tasks according to the job positions of key high school administrators, it is necessary to improve the general capacity and specific capacity of this team 2.4 THE SITUATION OF DEVELOPING THE MANAGEMENT TEAM AT KEY HIGH SCHOOLS IN THE NORTH PROVINCES NORTH CENTRAL REGION ACCORDING TO A POSITION-BASED APPROACH The thesis clarifies the reality of awareness of the importance of developing a team of key high school administrators according to job positions; the actual situation of implementing the content of the approach to job positions; the actual situation of using a staff of key high school administrators according to the approach to job 13 positions; the actual situation of fostering staff of key high school administrators according to the approach to job positions; the status of assessment of school management staff at key high schools by the approach to job positions; and the actual situation of ensuring conditions for developing staff of key high school managers by approaching job positions.) Table 2.29 Summary of the results of the development of the management staff at key high schools according to the approach to the job position Managers at Department of Staff Key managers Manager Education and No Development Training results _ _ _ SD Level X SD Level X SD Level X Developing a management plan to develop a team 2,07 1,92 1,92 of managers at key high schools Recruiting managers at key high schools 2,26 1,97 2,19 according to position-based approach Using staff of key high school administrators 2,14 2,13 2,14 according to job positions approach Fostering the key high school management staff 2,02 2,04 2,03 by approaching job positions Evaluating the management staff of the key high 2,02 2,04 2,10 school according to job positions approach Ensuring the conditions for the 2,06 1,99 1,99 development of 14 key management staff athigh schools by approaching job positions _ 2,10 2,02 2,06 X From the data of Table 2.29, the following observations can be drawn: - Based on the general average score, the development activities of the key high school management staff according to the job positions approach were assessed at an average level by the survey respondents, with a range of 2.02 - 2.10 The difference in assessment among the survey subjects about the development of key high school management staff according to the approach to job positions was not found to be significant - In developing the key high school management staff by approaching job positions, the content that was more appreciated by the survey respondents was: The current situation of recruiting the key high school management staff according to the job approach positions; the current situation of using a staff of key high school administrators according to job positions approach The contents that were rated lower by the survey respondents were: The current situation of fostering the key high school management staff by approaching job positions; the current situation of assessment of key high school management staff by approaching job positions In addition, the thesis also examined the actual status of the influence of factors on the development of management staff at key high schools in the northern provinces of the North Central region according to the approach to job positions 2.5 GENERAL ASSESSMENT OF THE CURRENT SITUATION Based on the survey results, the thesis evaluates the strengths and weaknesses of managers at key high schools and develops managers at key high schools in the survey area; thereby clarifying the cause of the situation CONCLUSION FOR CHAPTER In the past years, the education and training of the northern provinces in the North Central region continued to develop and achieved outstanding achievements in all aspects In team development, the provinces in the region have paid special attention to the development of management staff; in which there is a team of key educational institutions management staff in general, and key high school management staff in particular The survey results in the Northern provinces of the North Central region objectively assessed the strengths and weaknesses of the staff of administrators of the key high schools and developing a team of management staff at key high schools to approach job positions; at the same time clarifying the cause of the situation The research results of chapter are an important practical basis to propose solutions to develop the key management staff of high schools according to the job positions approach in chapter 15 CHAPTER SOLUTIONS FOR DEVELOPING MANAGERS AT KEY HIGH SCHOOL ACCORDING TO POSITION-BASED APPROACH 3.1 PRINCIPLES FOR THE SOLUTION When proposing solutions to develop key high school management staff, it is essential to consider the following principles: ensuring objectiveness; ensure access to employment positions; ensure practicality; ensure the system and ensure the efficiency All must be taken into account to ensure successful implementation 3.2 SOLUTIONS FOR DEVELOPING TEAM OF MANAGERS AT KEY HIGH SCHOOL ACCORDING TO POSITION-BASED APPROACH 3.2.1 Develop a planning team of managers at key high schools in line with the local high school development 3.2.1.1 The target of the solution The goal is to proactively create a source of qualified managers for key high schools in the planning area This source should meet the requirements of quantity, structure, and quality necessary for the development of high school education in localities Additionally, these managers should be prepared to take on the task of high school administrators 3.2.1.2 Contents of the solution Building the cadre plan is an essential task of the Party that must be conducted in a scientific, careful, regular, close, and effective manner Investing in building the staff is an investment for long-term and sustainable development The planning team of the management staff of educational institutions in general and the contingent of managers at key high schools in particular must be based on the required purposes and principles of staff planning of the Party Central Committee To ensure the required purposes of the planning work, building a planning team of managers at key high schools must be processized Additionally, it must be regularly reviewed, supplemented, and adjusted 3.2.1.3 Method to implement the solution - Determine the purpose, construction requirements planning the team of managers at key high schools; - Organizing the planning and construction of managers at key high schools according to a certain process; - Regularly review, supplement and adjust the planning the team of managers at key high schools 3.2.1.4 Conditions for implementing the solution The Director of the Department of Education and Training must master the socio-economic development strategy of the locality in order to develop educational development plans of all levels, including the high school level; At the same time, they must also master the theoretical issues of planning to direct the development of the team of managers at key high schools There are resources to serve the implementation of the planning to develop the team of managers at key high schools 16 3.2.2 Recruiting and employing a team of managers at key high schools to meet the requirements of the job position 3.2.1.1 The target of the solution The goal of the solution is to build a key team of high school administrators in sufficient quantity, synchronous in structure and quality assurance so that this team can better meet the requirements of job positions 3.2.1.2 Contents of the solution The selection and use of management staff of educational institutions in general, and management staff of key high schools in particular, need to be based on the requirements of job positions Indeed, based on job position requirements, there should be a new selection process and reasonable and effective use of management staff at key high schools This is because job positions reflect the quality and capacity requirements that management staff at key high schools need to meet There is a close relationship between the selection and use of managers at key high schools 3.2.2.3 Method to implement the solution Organize the selection of key high school management staff to meet the requirements of job positions (build selection criteria; determine selection principles; organize the selection of key high school management staff according to a single process) determined) Employ a team of key high school management staff to meet the requirements of job positions (find out the capabilities of each key high school administrator; build a competency profile of key high school administrators; arrange the key high school administrators in accordance with their ability to meet the different tasks of the job positions) 3.2.2.4 Conditions for implementing the solution The Director of the Department of Education and Training must direct to concretize the selection criteria for key high school administrators based on job positions; master the purpose and requirements; principles, procedures for selection and use of staff management staff of key high schools Resources are available for selection and utilization of managers at key high schools 3.2.3 Organize training to improve specific capacity for managers at key high schools 3.2.3.1 The target of the solution The goal of the solution is to improve the quality of managers at key high schools, through organizing specific capacity building training for this team 3.2.3.2 Contents of the solution Managers at key high schools are considered to be the most "elite" members of the staff of educational institutions This requires them to constantly study, practice, and improve their moral qualities, professional qualifications, management capacity, and responsibilities The survey results in Chapter show that, currently, managers at key high schools still have limitations in terms of specific capabilities, while these competencies are essential to them Therefore, specific capacity building is a highly effective way to develop managers at key high schools Regarding capacity building for managers at key high schools, the most 17 important thing is to determine the competencies they need to foster, based on a comparison between requirements and capabilities This needs to be achieved with the existing capacity of the training subject From that, it is necessary to build a specific capacity-building program for managers at key high schools to make sure that it is feasible 3.2.3.3 Method to implement the solution Determine the purpose and requirements of training to improve specific competencies for key high school management staff This must come from the training needs of key high school administrators and must closely combine equipment with equipment, and knowledge of job positions with the practice of job positions The training should promote innovation in leadership and administration activities in high schools and contribute to the solid development of key high school management staff Design a training plan for capacity building specifically for managers at key high schools This should include the objectives of the training plan, contents of the training plan, how to implement the training plan, time and place for implementing the retraining plan, the person implementing the training plan, funds for the implementation of the training plan, and methods of checking and evaluating the implementation of the training plan Develop training programs to improve specific competencies for managers at key high schools, including knowledge and skills directly related to the performance of specific functions and tasks of managers Organize the organization of special capacity-building training for managers at key high schools in the area Create a plan to improve specific capacity for managers at key high schools in the area Execute a training plan to improve specific capacity for managers at key high school schools in the area Evaluate training results to improve specific competencies for managers at key high schools in the area Utilize a combination of forms of capacity-building training specifically for managers at key high schools, such as direct, online, or a combination of face-to-face and online formats 3.2.3.4 Conditions for implementing the solution The Director of the Department of Education and Training must direct the development of a training plan for to improve specific competencies for managers at key high schools; organize special capacity building training for managers at key high schools There are resources for specific capacity building training for managers at key high schools 3.2.4 Evaluate the team of managers at key high schools according to the competency framework of the job position 3.2.4.1 The target of the solution The goal of the solution is to clarify the strengths and weaknesses of the general and specific capabilities of the team of managers at key high schools; contribute to the solid development of this team 3.2.4.2 Contents of the solution Evaluation of key high school management staff according to the competency framework of job positions is one of the important contents of human resource 18 development according to the job positions approach, which is meaningful to individual key high school managers; for managers (Director of Department of Education and Training) Evaluating the management staff of the key high school according to the competency framework of the job positions requires: Clearly defining the purpose of evaluating the key high school administrators; Building a framework of criteria for evaluating management staff of key high schools, Developing a process for evaluating high school administrators; Using assessment results to develop key high school management staff 3.2.4.3 Method to implement the solution - Determining the purpose of assessment for key high school administrators according to the competency framework of job positions (helping key high school administrators to self-assess their leadership and school administration capacity to have a self-improvement plan, self-improvement in order to improve their own leadership and school management capacity; to serve as a basis for management agencies to plan, train, foster and use key high school management staff; to innovate training programs to improve the quality of management staff of key high schools; to serve as the basis for evaluating, grading, emulation and commendation for key high school management staff annually, etc.) - Building a framework of criteria for evaluating key high school administrators according to the competency framework of job positions - Developing a process to evaluate key high school administrators according to the competency framework of job positions (managers at key high schools selfevaluate according to the criteria framework to assess the capacity of managers at key high schools; organizing consultations with managers and teachers in high schools where managers at key high schools work or advise, support and guide colleagues; the Director of the Department of Education and Training evaluates managers at key high schools; announcing and publicizing evaluation results of managers at key high schools) - Using assessment results to serve the development of managers at key high schools in the next stages (planning development, training reform, fostering, and use of managers at key high schools; meeting the development requirements of this team in the present and in the future) 3.2.4.4 Conditions for implementing the solution The Director of the Department of Education and Training must direct the development of a framework of criteria for evaluating managers at key high schools; develop a process for evaluating high school administrators; Use assessment results to develop managers at key high schools Resources are available for evaluating managers at key high schools based on competency framework 3.2.5 Creating a favorable environment and conditions for managers at key high schools to promote and develop leadership and management capacity 3.2.5.1 The target of the solution The goal of the solution is to encourage the key high school management staff to promote and develop leadership and school management capabilities; better meet the requirements of job positions