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MINISTRY OF EDUCATION AND TRAINING MINISTRY OF HOME AFFAIRS NATIONAL ACADEMY OF PUBLIC ADMINISTRATION LE THI THUY NGA DEVELOPMENT POLICY TEACHING STAFF INPUBLIC COLLEGES IN VIETNAM DOCTORAL THESIS SUM[.]
MINISTRY OF EDUCATION AND TRAINING MINISTRY OF HOME AFFAIRS NATIONAL ACADEMY OF PUBLIC ADMINISTRATION LE THI THUY NGA DEVELOPMENT POLICY TEACHING STAFF INPUBLIC COLLEGES IN VIETNAM DOCTORAL THESIS SUMMARY ON PUBLIC MANAGEMENT Hà Nội - 2023 WORK WAS COMPLETED IN NATIONAL ACADEMY OF PUBLIC ADMINISTRATION SCIENCE INSTRUCTOR Assoc Prof Dr Nguyen Thi Thu Ha Assoc Prof Dr Ha The Truyen Reviewer 1: Reviewer 2: The thesis will be defended at the Doctoral Thesis Judging Committee meeting at the National Academy of Public Administration At….hour…minute….day…month… 2023 THESIS CAN FIND OUT AT THE LIBRARY NATIONAL ACADEMY OF PUBLIC ADMINISTRATION INTRODUCTION Reasons for choosing the topic Firstly, stemming from the Party's policy and the State's policy on education reform, especially vocational education in Vietnam today The Law on Vocational Education 2014 was born, creating opportunities for development colleges to undertake the task of training multi-disciplinary and vocational human resources with many levels, qualifications and skills In which, colleges have been adjusted from the higher education system to the vocational education system (TVET) Resolution No 76/NQ-CP dated September 3, 2016 of the Government has agreed to assign the Ministry of Labor, Invalids and Social Affairs (MOLISA) to be the state management agency for TVET Accordingly, from January 1, 2017, the Ministry of Labour, Invalids and Social Affairs officially received the transfer of state management of vocational education and training, receiving all professional secondary schools and colleges from the Ministry of Education and Training (MOET) This is a fundamental and comprehensive change in education and training in general and TVET in particular, striving for the strategic goal of “by 2020, vocational training meets the needs of the labor market in terms of quantity, quality, occupational structure and training level; the training quality of a number of occupations reaches the level of developed countries in the ASEAN region and in the world; forming a skilled workforce, contributing to improving the national competitiveness; Vocational universalization for employees, contributing to the restructuring of labor, raising incomes, reducing poverty firmly, and ensuring social security” [17] Second, stemming from the role and practice of teaching staff in public colleges today The teaching staff have a very important position and role, deciding the quality assurance of the education system of universities and colleges, is a determining factor in the quality and effectiveness of education Public colleges are important subjects in training high-quality human resources directly involved in production, business and service activities according to the needs of the labor market to meet the needs of the labor market and requirements for industrialization and modernization and international integration While colleges in general and public colleges in particular are currently facing difficulties in decentralization of management, management mechanisms, operating models, objectives, training program contents, output standards and quality assurance conditions for TVET in the reform period of higher education and training The biggest difficulty is the limitations in terms of size, structure and quality of teachers, including inadequacies in qualifications according to professional title standards and capacity to perform lecturer duties, along with limitations in skills and professional capacity to meet the requirements of vocational education reform Third, stemming from the role and practice of policy development for teaching staff in public colleges in Vietnam today Policy towards faculty is one of the main tools of state management of education and training, is the most important factor and plays a decisive role in the development of lecturers, contributing to the development of universities and colleges A suitable and synchronous policy system will have a strong impact on promoting the development of faculty members, contributing to decisively improving the quality of training, scientific research and vice versa Over the years, the Party and our State has promulgated many mechanisms and policies to develop faculty members of universities and colleges to create favorable legal conditions and environment for the effective organization and implementation of education and training activities, contributing to an important part in attracting high-quality human resources, increasing the size, quality, structure, and percentage of staff However, due to many reasons, these policies have not really met the requirements of developing teachers in colleges in general and public colleges in particular in the new situation Up to now, there has not been any work that fully and comprehensively researched and provided a theoretical foundation for the research on the policy of developing teaching staff in public colleges This is the reason for the author of the thesis to choose the topic "Policy to develop teaching staff in public colleges in Vietnam" as a research topic for her doctoral thesis on public management, with the desire to contribute to perfecting the policy of developing teaching staff in public colleges in Vietnam Research purpose and mission 2.1 Research purpose Research to clarify the scientific basis for the policy of developing faculty members in public colleges; Analyze and evaluate the current situation of policies for lecturers of public colleges and propose solutions to improve the content of policies on developing teachers in public colleges in Vietnam today 2.2 Research mission Overview of the research situation related to the policy of teacher development in public colleges; interpret and systematize the contents of the basic theoretical basis of the policy of developing faculty in public colleges; studying the current status of policy on development of teachers in public colleges in Vietnam today; analyze and evaluate the content of current policies; detect issues that need to be resolved about the content of staff development policies in current public colleges; propose solutions to improve the content of policy on developing faculty members in public colleges in Vietnam Research object and scope 3.1 Research subject The object of the research is the content of policy on developing faculty members in public colleges in Vietnam 3.2 Research scope - In terms of space: Researching a number of public colleges representing each region in the country, specifically conducting surveys and data collection at a number of public colleges in the Northern Midlands and Mountains, the Delta Red River, Central and South - In terms of time: Studying the actual situation of development policy for teachers of public colleges in the period from 2014 to 2021, since the Law on Vocational Education 2014 promulgated, orientation for the time to 2030 - In terms of content: Within the scope of this thesis, the author focuses on researching four basic policies: Recruitment policy; usage policy; training policy and motivational policy for teachers in public colleges Methodology and research methods 4.1 Methodology The thesis is approached based on the dialectical materialistic method of Marxism - Leninism to explain the theory of development of lecturers in public colleges in relation to the higher education system; based on Ho Chi Minh's thought and the viewpoints and lines of the Party, the State's policies and laws on education and training in general and on the policy of staff development in public colleges in particular to recognize, evaluate objectively and orient the research contents; based on theoretical approaches to public policy, theory of human resource management; using a systematic approach, an interdisciplinary approach to solve the research problems of the thesis 4.2 Research methods 4.2.1 Methods of secondary document analysis 4.2.2 Methods of surveying and investigation 4.2.3 In-depth interview method 4.2.4 Statistical methods, meta-analyses 4.2.5 Comparative method 4.2.6 Methods of processing information and data Research question and research hypothesis 5.1 Research question What role does the policy of faculty development in public colleges play for faculty development? What is the current state of policy on developing teaching staff in public colleges in Vietnam? What solutions should be taken to improve the content of the policy on developing teaching staff in public colleges in Vietnam today? 5.2 Research hypothesis The research is based on the hypothesis that the current policy of developing lecturers in public colleges (recruitment policy, employment policy, training policy, fostering and motivating work for teaching staff) is still lacking, the content is overlapping, not synchronous, not attractive enough, not motivating the teaching staff, not keeping up with the development of society If the policy to develop the teaching staff of public colleges is fully developed, completed, synchronous, realistic and effective, the college lecturers will develop (with high quantity and quality) in the coming time, making an important contribution to training high-quality human resources, and at the same time, strengthening the capacity of scientific research and service activities to meet the needs of socio-economic development of the country and international integration New contributions of the thesis 6.1 Contribution of the thesis on theory - Contributing to clarifying and supplementing the theoretical basis for the policy of developing teaching staff in public colleges In it, there are related concepts; clarify the role of and factors affecting the policy of developing teaching staff in public colleges; study the content of four basic policies: Recruitment policy; usage policy; policy on training and fostering; motivational policies for teaching staff - The thesis has determined the direction and proposed solutions to improve the policy of developing lecturers in public colleges in accordance with current practice; in order to provide a scientific basis for policy making to develop teaching staff in public colleges in line with the regional and international TVET development trends; affirming the necessity of developing teaching staff in public colleges in the context of industrialization, modernization and international integration; addressing the relationship between the policy of developing faculty and the quality of training highquality human resources in public colleges in Vietnam 6.2 Contribution of the thesis on practice The thesis has synthesized, compared, and assessed the current situation of the structure, quantity and quality of the teaching staff and the current situation of the policy of developing the teaching staff in the public colleges to clarify advantages, limitations and identify the underlying causes of this policy situation At the same time, on the basis of experience in some countries, the author has proposed solutions to improve four main policy contents to improve the current policy of developing the teaching staff of public colleges in Vietnam today The meaning of the thesis The thesis has clarified and deepened the theory and practice of policy development of teaching staff in public colleges in Vietnam on the basis of synthesis and systematization of legal documents on public colleges, teaching staff of public colleges With the actual research data, the thesis shows a clear picture of the actual situation of the advantages and limitations of the policy, pointing out the causes from which to propose appropriate solutions The contributions of the thesis are more important and effective in the process of formulating and implementing policies to develop the teaching staff in public colleges in sufficient quantity, improve quality and professional ethics, contributing to the training of high-quality human resources The thesis can serve as a reference for policy makers to develop and implement the policy of vocational education and training in particular of the Vietnamese Party and State at present At the same time, it can also serve as a reference for universities and colleges in general and public colleges in particular on the organization and implementation of policies on developing faculty Moreover, the theoretical and practical system of the thesis is also of practical significance for lecturers in educational and training institutions when teaching topics on public policy and public management The structure of the thesis In addition to the introduction, conclusion, list of references, appendices, the thesis consists of chapters: Chapter Overview of the research situation and issues related to the thesis topic Chapter Scientific basis of policy on developing teaching staff in public colleges Chapter The current situation of policy development for teaching staff in public colleges in Vietnam Chapter Orientations and solutions to complete the policy on developing teaching staff in public colleges in Vietnam CHAPTER OVERVIEW OF RESEARCH SITUATION RELATED TO THESIS TOPIC 1.1 Research works in the world and in the country related to the thesis topic 1.1.1 Research on teaching staff in colleges Author Nguyen Thi Thom (2017), in the article "Improving the quality of lecturers at universities and colleges in Hanoi" [101], analyzed the current situation of the quality of teaching staff of universities and colleges in the capital and on that basis, propose some basic solutions to promote the improvement of the quality of teaching staff of universities and colleges in Hanoi in the process of international integration Specifically as follows: Considering improving the professional efficiency of teaching staff is the most important task of each training unit; each faculty member should regularly improve their professional skills, teaching methods and cultivate ethics and lifestyle; schools must attach importance to the arrangement of teaching staff in accordance with their expertise and capacity; schools often pay attention to creating a favorable working environment for faculty and staff to study and research; schools should continue to expand and associate in staff training with prestigious universities and institutes in the world Author Hoang Thi Thanh (2019), research thesis on Developing teaching staff at Bac Ninh Industrial College in the context of educational innovation [95] The author has systematized a number of theoretical and practical issues about the development of teachers in general and vocational education teachers in particular Survey and evaluate the current situation of developing the teaching staff of Bac Ninh Industrial College Proposed measures to develop the teaching staff of Bac Ninh Industrial College in the context of educational innovation Author Maree, Kobus by Springer Publishing House, USA (2017) in the work Psychology of career adaptability, employability and resilience [137], has researched on occupational psychology and management, career orientation The book examines how career counseling is responding to changes in the world of work driven by the growing need for faster communication and more effective dissemination of information Emphasizes the parallel aim of improving workers' career adaptability and making them more employable, rather than trying to stick to one job and stay in one organization for the rest of their career life The book shows that, in order to achieve these goals, people need to have occupational resilience, especially as the world of work no longer provides workers with a stable work environment throughout employee's career life 1.1.2 Research on policy and public policy Author Vu Cao Dam (2011), in the book Analytical Skills and Policy Making [22], has conceived of policy as a social institution, including a collection of many institutions: written institutions, unwritten institutions, public institutions and implicit institutions Authors Nguyen Huu Hai and Le Van Hoa (co-editors, 2011), the book Introduction to Public Policy, Hanoi National Political Publishing House [39] The book has mentioned the following contents: the bases for public policy intervention; limitations of the state in public policy intervention; policies to correct market failures and state failures; analyze the influencing factors in the public policy process and specify the public policy cycle In 2014, author Nguyen Huu Hai in the book Public Policy - Basic Issues, Hanoi National Political Publishing House [37], presented general theoretical knowledge about policy science such as: Characteristics, roles, classification of public policy, structure of content, cycle of public policy, principles, methods, tools of public policy making; methods of organizing public policy implementation and decentralization of public policy management; methods of analyzing and evaluating public policy In addition, the author also helps readers apply basic knowledge to evaluate some specific policies According to the author: Public policy is the result of the political will of the state expressed by a set of interrelated decisions, including the goal orientation and the way to solve public problems in social 1.1.3 Research on policy of developing teaching staff Author Tran Van Khoi (2011), Some solutions to improve the quality of management of teaching staff in colleges of economics - business administration in our country today, PhD thesis on economic management, University of Commerce [49], has contributed to clarify some theoretical issues about management and improve the quality of management of teaching staff in colleges in general, Economics - Business Administration schools in particular in our country today On that basis, the thesis has evaluated, analyzed and identified the advantages and disadvantages in the management of teaching staff of colleges to propose some possible solutions in order to improve the quality of management of teaching staff in colleges of economics - business administration in our country in the coming time Author Vu Duc Le (2017) with the topic "Policy for developing teaching staff of public universities in Vietnam [58], doctoral thesis in Public Management, National Academy of Public Administration has focused on clarifying theoretical basis for the policy of developing public university lecturers; Analyze and evaluate the current policy situation for public university lecturers and propose solutions to improve the content of the current policy of developing public university lecturers in Vietnam, including recruitment policy: Must be from the actual needs of the job position, training scale, needs of learners, complete the policy of assigning autonomy and full social responsibility to the specialized faculties of the university, actively looking for talents, attracting good lecturers who are overseas Vietnamese, foreign experts from schools, agencies and enterprises, who are qualified and have conditions to participate in teaching work At the same time, it is necessary to focus on implementing the talent policy, and have regimes, mechanisms and policies that contribute to detecting, recommending, employing and treating good lecturers worldwide Research fundamental, long-term strategies on faculty development policies, not shortterm and small-scale policies The recruitment of lecturers must go into the essence, avoid formality, degree preference, but equate the standard of lecturer's competence with those with advanced degrees but lacking in pedagogical skills, ethics and teacher style Author Tran Thi Bao Khanh (2018) with the topic: "State management of human resources development of public university lecturers in the Red River Delta in Vietnam" [50], the doctoral thesis proposed solutions to improve the state management of human resource development of public university lecturers in the Red River Delta in the direction of focusing on basic contents: planning and planning, institutions, and policies on recruitment and use, policies on salary and allowances, policies on training and fostering, mobilizing and using financial resources Author Nguyen Van Phong (2019) in the topic: "State management of the development of lecturers at public universities in Vietnam" [67], the doctoral thesis has clarified the theoretical basis and the status of state management on the development of lecturers at public universities in Vietnam, thereby proposing perspectives and solutions to improve the state management on the development of lecturers at public universities in Vietnam today In the content of the research, the thesis has mentioned the development and organization of implementation of legal documents on the development of teaching staff of public universities, focusing on the following contents: Build and organize the implementation of legal documents on regimes and policies for attracting and recruiting lecturers; Formulate and organize the implementation of legal documents on regimes and policies on the use and evaluation of lecturers; Formulate and organize professional competence for learners) The faculty of public colleges is both a team of teachers and a team of scientists, managers, and educators, and is a pivotal force that determines the existence and development of the school 2.1.3 Developing the teaching staff of public colleges Developing the teaching staff in public colleges is the impact on increasing the quantity, improving the structure and improving the quality of the teaching staff to meet the standard requirements of qualifications, titles and professional capacity according to the common development orientations of the whole system of public colleges In order to develop the teaching staff, it is necessary to plan development orientation, screening and selection, management and use, training and fostering, standardization, assessment of task performance, implementing policies and regimes, creating a working environment for lecturers 2.1.4 Policy on development of lecturers in public colleges On the basis of the explanation of the development of the teaching staff and the policy of human resource development, the author of the thesis argues that: The policy of developing the teaching staff in public colleges are the relevant viewpoints and decisions, political decisions of the Party and State with appropriate solutions and development roadmaps in order to build a contingent of lecturers in public colleges with reasonable structure, quantity and quality, have sufficient capacity, professional qualifications for teaching, scientific research and ethical qualities to meet the requirements set forth for public colleges in the context of educational innovation in service of the cause of national industrialization and modernization Accordingly, the policy of developing the teaching staff of public colleges is promulgated by the State in order to solve problems related to the relationship in state management of the industry and field for the teaching staff; between public colleges and universities; between faculty and learners After the Law on Vocational Education was promulgated (2014), the policy for lecturers has been more innovative such as having the titles: lecturer, main lecturer, senior lecturer, and at the same time, having a ladder, salary table by title (which current regulations not have) In addition, for lecturers who teach practice, or teaching both theory and practice, they are entitled to a special allowance in addition to the allowances currently prescribed for teachers in the national education system Lecturers who are doctorates, artisans or have high professional skills working in public vocational education institutions may extend their working time from the time of reaching retirement age, if they are healthy, voluntarily prolong the working time and the vocational education institution needs it as prescribed by law (81, Article 58) 11 However, in addition to implementing the State's policy on developing teaching staff in general, local state management agencies and management agencies in sectors and fields must implement and formulate their own policies For example, in order to develop the teaching staff in public colleges, there are also the remuneration regimes of the training institution itself, the enhancement of facilities and working equipment to encourage the teaching staff to , improve the quality of training of the school 2.2 The role of policies to develop faculty members of public colleges Firstly, performing the state's function of developing college faculty Second, contribute to the development and effective use of college faculty Third, contribute to motivating and encouraging the teaching staff of colleges Fourth, contribute to the construction and development of colleges in the national education system 2.3 Contents of policy on development of teaching staff of public colleges Within the scope of the thesis and on the basis of human resource development theory, the author focuses on researching the basic component policies including: Recruitment policy; usage policy; policies on training, fostering and motivational policies for lecturers in public colleges (Figure 2.2) 2.3.1 Policy on recruitment of lecturers at public colleges Recruitment of lecturers in general and lecturers of public colleges in particular is a very important step in the development of teaching staff in public colleges It is the process by which the school uses selection methods to recruit qualified people to ensure the process of developing the teaching staff in the direction of sufficient quantity, quality improvement, and uniformity in terms of structure to create a team capable of carrying out the goals of education, training and vocational education innovation of public colleges The recruitment policy should be derived from the job needs, the requirements of the job position and the professional title standards In order to attract and recruit talented and highly qualified candidates, in addition to the recruitment standards as prescribed by the State, the policy on recruitment of lecturers in public colleges may require higher recruitment criteria, at the same time need to have appropriate remuneration policies and pay attention to creating an attractive working environment to attract talents For excellent candidates, special admissions can be applied Candidates who have master's and doctoral training abroad and have many achievements in scientific research should be given priority in recruitment 12 Attracting talents, especially lecturers with good professional quality from overseas sources, overseas Vietnamese or businesses, scientists, and good students will help ensure the quality of the teaching staff in public colleges: Assured in terms of teaching expertise; about the actual output needs of enterprises and the suitability with modern scientific research trends 2.3.2 Policy on the use of lecturers at public colleges Using lecturers is to use, arrange and promote lecturers to job positions and titles that are most suitable to the ability of each individual lecturer in order to make lecturers motivated to maximize their potential in performing tasks; orient, create and build a democratic, scientific and professional working environment to help the teaching staff work with the highest quality and efficiency In the policy of using lecturers, it is necessary to ensure the necessary conditions, regimes and policies and check the performance of tasks according to current regulations The assignment of work to lecturers must ensure the compatibility between the powers and duties assigned to the titles, positions and ranks of the appointed public employees and the requirements of the working position There should be specific regulations on the path to achieve degrees and degrees for the teaching staff The main content in the process of using lecturers is: Standardization; Arrangement In the arrangement, it is necessary to base on the school development strategy, training scale and social needs, suitable to the assigned work and tasks; right plan, right person, right job, right purpose (Diagram 2.3) 2.3.3 Policy on training and fostering teaching staff of public colleges In the context of international integration and the current industrial revolution 4.0, training and fostering play a particularly important role in the process of capacity development for lecturers in vocational education With the increasing requirements for vocational skills, the quality of this team needs to be raised commensurately The policy on training and fostering includes: Form; relevance; participation costs; number of trained people Therefore, policies on training and fostering should focus on issues related to knowledge, skills, attitudes and capacity assurance, meeting the requirements set out in the school's development goals, and at the same time must ensure the prescribed benefits for the teaching staff such as being facilitated in terms of time, being supported with financial expenses as well as other material conditions during the participation of training and fostering process 2.3.4 Motivation policy for lecturers of public colleges Implementing a policy to motivate public college lecturers is the implementation of financial and non-financial remunerations 13 Financial remunerations for teaching staff include salaries, bonuses, allowances and other benefits The purpose of implementing a policy of motivating faculty by finance is to create immediate motivation when employees their job and are rewarded The lecturers with professional qualifications, expertise and skills are entitled to high salaries commensurate with their dedication and contributions Non-financial remuneration, the recognition of the organization, specifically here from leaders and managers for the contributions, dedication and ideas of employees is extremely important in the remuneration strategy In public colleges, recognition of employees' contributions and ideas creates a positive signal for them to stay with the institution for a long time At the same time, the recognition is to honor the teaching staff Honoring the teaching staff is the attitude of respect and admiration of the school and society towards the teachers, which is done through the titles awarded at all levels, timely honoring the dedication of the vocational teaching staff of public colleges 2.4 Các yếu tố tác động đến sách phát triển ĐNGV trường CĐCL 2.4.1 Social and economic conditions 2.4.2 Capacity of policy making and implementation team 2.4.3 Financial resources and facilities 2.4.4 Globalization and international integration 2.4.5 The development of science and technology 2.4.6 The coordination in policy making and implementation 2.5 Experiences of some countries and lessons for Vietnam on the policy of developing teaching staff in public colleges 2.5.1 Experiences of some countries on the policy of developing teaching staff in public colleges The thesis explores the experiences of some countries in the world on teacher development policy in general and teaching staff development policy in particular, such as the experience of the US, Germany, Japan, Korea, China to draw useful lessons and experiences for perfecting the policy of developing faculty members in public colleges in Vietnam today 2.5.2 Lessons for Vietnam on the policy of developing lecturers at public colleges Lessons on the policy of attracting and recruiting lecturers; lessons on policy on use and evaluation of lecturers; lessons on policy on training and fostering teaching staff; Lessons on the policy of honoring and treating lecturers 14 CHAPTER THE CURRENT SITUATION OF POLICY DEVELOPMENT FOR TEACHING STAFF IN PUBLIC COLLEGES IN VIETNAM 3.1 The current situation of teaching staff in public colleges in Vietnam 3.1.1 System of public colleges in Vietnam From January 1, 2017, the Ministry of Labour, Invalids and Social Affairs performs state management of the entire system of intermediate schools and colleges This is an opportunity to implement the Law on Vocational Education (approved by the National Assembly on November 27, 2014) thoroughly and unify the whole vocational education system After being assigned to manage the entire vocational education system, the Ministry of Labour, Invalids and Social Affairs issued more than 10 circulars guiding the concretization of the Law on Vocational Education The system of vocational education institutions has increased significantly, nearly 1,000 intermediate schools and colleges are making documents to the Ministry of Labour, Invalids and Social Affairs to obtain a Certificate of registration of vocational training activities This is also the time for all these schools to systematize and completely restructure to meet the new requirements Up to now, the whole country has 1,989 vocational education institutions, including 409 vocational colleges and 583 vocational secondary schools This is considered an important force contributing to improving the quality of human resources and skilled workers to participate in the country's socio-economic development 3.1.2 Number of teaching staff at public colleges From 2016 to 2020, there were many fluctuations due to the sudden increase of faculty members, specifically in 2016 the number of faculty members increased: 19,711 people (public colleges had 15,816); in 2017, the number of lecturers in colleges accounted for the largest proportion (43.8%), 37,826 people (public colleges had 15,481 people) [97,pg59]; in 2018 (accounting for 43.82%) with 38,086 people (including 15,571 people in public colleges) [98,pg58]; in 2019 was 37,633 people [99,pg59]; by 2020 is 47,465 people (public colleges had 28,830 people), (Chart 3.1) 3.1.3 Structure of the teaching staff at public colleges Structure of teaching staff by field of work The teaching staff is divided by field of industry and training occupation: industry is 44%; agriculture - forestry - fishery sector 10%; 15 construction sector 14%; transportation - postal and telecommunications sector 20%; service sector 10%; cultural - information sector 2% [98, p.59] Structure of the teaching staff by management object and gender According to the Vietnam Vocational Education Report 2020, the number of female lecturers in quality colleges is 12,979 people, 14,654 under central management, 751 ethnic minority lecturers [100] Structure of the teaching staff divided by socio-economic regions In 2020, the number of teachers concentrated in the Red River Delta is 26,556 people (accounting for 31.62%); South East 20,728 people, (24.68%); North Central Coast and Central Coast 15,700 people (18.69%); Northern Midlands and Mountains 9,303 people (11.08%); Mekong River Delta 8,203 people, (9.77%); The Central Highlands has 3,469 people, which is the region with the lowest number of teachers in the country (4.13%) (Chart 3.2) Chart 3.2 Number of lecturers by socio-economic regions Đơn vị tính: người Source: Summary of Vietnam Vocational Education Report 2017-2020 [112- 115] 3.1.4 Quality of teaching staff in public colleges Firstly, about the quality of training according to the professional qualifications of the teaching staff Regarding training qualifications: Although the number of teachers who meet and exceed the standards of training qualifications is very high, the capacity and professional qualifications of many vocational educators are still limited, especially vocational skills Regarding vocational skills: In 2019, the percentage of teachers who can both teach theory and practice is 41.0%, still 59.0% of lecturers have not yet integrated theory and practice in public colleges (Chart 3.4) Regarding foreign language skills: In 2018, about 19.1% of teachers had foreign language proficiency of B or higher, of which, European B1 level or 16 equivalent or higher was about 3.7% The low level of foreign languages and information technology of the teaching staff has limited the ability to update new technologies and the ability to apply IT in the teaching process (Chart 3.5) Regarding the level of information technology: Compared to 2018, in 2019 the level of teachers meeting the computer standard accounted for a higher percentage (74.5%); unqualified teachers account for 25.5% (Chart 3.6) Regarding pedagogy: From 2014 to 2019, the number of lecturers meeting pedagogical standards increased and decreased year by year, specifically as follows: in 2014 reached 69.9%; by 2015 it will decrease slightly to 41.69%; and started to increase gradually from 2016 (79.28%); 2017 (78.61%); 2018 (89.0%); By 2019, the number of lecturers meeting pedagogical standards will increase (90.9%) In contrast, the number of lecturers who did not meet the pedagogical standards in 2014 was 30.1%; 2015 (58.31%); and started to decrease deeply from 2016 (20.72 %); 2017 (20.34%); 2018 (11.0%); 2019 (9.1%) (Chart 3.7) Secondly, about the quality of training and fostering the teaching staff After the Law on Vocational Education took effect, the General Department of Vocational Education and Training and vocational education institutions organized many training courses at different levels The work of organizing training courses to update and improve management knowledge and skills for vocational training managers at all levels has been increasingly promoted 3.2 Analysis of the current situation of policy development for teaching staff in public colleges in Vietnam 3.2.1 The current situation of recruitment policy of lecturers in public colleges in Vietnam The results of the survey of lecturers' opinions on determining the appropriateness of the criteria in the recruitment policy of lecturers of public colleges showed that: Most of them have the same assessment of criteria for recruitment policy of lecturers at the level of “appropriate” and “very suitable” is from 35.2% to 98.8% The survey results of management staff on the form of recruitment of lecturers for public colleges show that: 55% of opinions choose the form of entrance exam; 12.0% admission; 33.0% combined admission and examination (Question 4, Appendix 5) The survey results of the management staff showed that: Most of them believe that the policy of recruiting lecturers for public colleges should be directed to the sources of candidates from excellent students to candidates with a doctoral degree, specifically, rated “agree” from 55.0% - 71.0% Correlating 17 the contents in the evaluation table, the content that is rated higher than the rest is "Recruiting people with bachelor's degrees or higher and self-training": "strongly disagree" 1.0%, " disagree” 3.0%, “partially agree” 13.0%, “agree” 71.0%, “strongly agree” 12.0% 3.2.2 The current situation of policies on the use of teaching staff in public colleges in Vietnam The survey results on the current state of policy on the use of lecturers at public colleges show that: The majority of lecturers rate the policy of using lecturers as "poor" 1.6%; “weak” 16.8%; “average” 41.0%; “fair” 29.6%; “good” 11.8% (Question 6, Appendix 4) The results of the survey of the opinions of the management and administrative staff - The subject of policy promulgation on the effectiveness of using the teaching staff of the public colleges at present, the results show that: The management team rated “weak” as 5.0%, “poor” 2.0%, “average” 42.0%, “fair” 15.0, “good” 35.0% Managers - Policy issuers rated “weak” as 7.5%, “poor” 12.5%, “average” 49.5%, “fair” 20.0%, “good” 10.5% This result shows that the current policy of attracting and using lecturers in public colleges has basically been implemented and has initially achieved certain results 3.2.3 Current situation of policy on training and fostering teaching staff in public colleges in Vietnam In-depth interviews with a number of lecturers, management staff and experts showed that: Most of the comments said that although the policy on training and retraining for lecturers in general is currently being approved by competent authorities to issue and organize the implementation in practice However, this policy still has certain limitations Survey of management staff on the quality of training and fostering of lecturers of public colleges: assessment of quality "average" 50.0%; “fair” 23.0%; “Good” 12.0%; “weak” 4.%; “poor” is 11.0% This result shows that, although the policy of fostering training for lecturers of public colleges has basically been implemented However, the current quality of training and fostering still reveals certain limitations (Chart 3.10) In-depth interviews with experts and management staff all share the same opinion that the quality of training and fostering is due to many reasons, including from the training institutions, the management of the public colleges, especially from the teaching staff themselves (Appendix 16) 3.2.4 Current status of motivational policies for teaching staff in public colleges in Vietnam 3.2.4.1 Policies to motivate by financial measures 18 ... honoring the dedication of the vocational teaching staff of public colleges 2.4 Các yếu tố tác động đến sách phát triển ĐNGV trường CĐCL 2.4.1 Social and economic conditions 2.4.2 Capacity of policy... TEACHING STAFF IN PUBLIC COLLEGES IN VIETNAM 3.1 The current situation of teaching staff in public colleges in Vietnam 3.1.1 System of public colleges in Vietnam From January 1, 2017, the Ministry... staff in public colleges in Vietnam? What solutions should be taken to improve the content of the policy on developing teaching staff in public colleges in Vietnam today? 5.2 Research hypothesis