Đang tải... (xem toàn văn)
Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.Quản lý chất lượng đào tạo giáo viên tiểu học theo tiếp cận AUNQA.
MINISTRY EDUCATION AND TRAINING VINH UNIVERSITY _ VUONG KIM THANH QUALITY MANAGEMENT OF PRIMARY SCHOOL TEACHER TRAINING ACCORDING TO AUN-QA APPROACH Major: Education Management Code: 9.14.01.14 A SUMMARY OF DOCTORAL THESIS IN EDUCATION SCIENCE NGHE AN - 2023 The thesis has been completed at: Vinh University Academic supervisors: Prof.Dr Thai Van Thanh First member of Thesis Committee:……………………………………… Second member of Thesis Committee:………………………………… Third member of Thesis Committee:…………………………………… The thesis will be defended at the Ministerial Thesis Evaluation Council meeting at: Vinh University at , date 2023 The thesis can be found at: - National Library of Vietnam - Vinh University Library INTRODUCTION Rationale 1.1 The extensive international integration and globalization of today's era, coupled with the advent of the Fourth Industrial Revolution, have had a profound influence on education in our country, presenting both opportunities and challenges for higher education Vietnam's higher education system requires a development strategy that emphasizes robust management reform and enhanced training quality to remain competitive and integrate with the regional and global labor market 1.2 The XIII Congress directed: "Continuing to innovate synchronously the objectives, contents, programs, methods and methods of education and training in the direction of modernization, international integration By 2030, Vietnam's education have achieved an advanced level in the region 1.3 Vietnam's higher education system requires renovation in order to manage training quality and provide high-quality human resources to support the country's industrialization and modernization efforts In addition to complying with the MoET’s quality accreditation regulations to meet national standards, universities must also adopt and implement training quality assurance (QA) models that comply with international standards 1.4 Managing the quality of teacher training (TT) using the AUNQA (ASEAN University Network - Quality Assurance) approach is a new and promising direction that is highly compatible with the orientation of training in universities in Vietnam Nevertheless, AUN-QA's application to teaching quality management (QM) in Vietnam still faces various theoretical issues that require clarification Based on the aforementioned reasons, we have selected "Quality management of primary school teacher training according to AUN-QA approach" as our research topic Research Objectives Building upon theoretical and practical research, this thesis offers solutions for managing the quality of TTusing the AUN-QA approach These solutions aim to enhance the quality of TTand meet societal demands and international integration The subjects and objects of study 3.1 Research object: Quality of primary school teacher training (PTT) 3.2 Research object: QM of TT according to the AUN-QA approach Hypothesis The management of high-quality human resources is a primary objective for every country in the world, including Vietnam By identifying the current situation and presenting scientifically sound solutions for managing the quality of TT using the AUN-QA approach in universities that offer TT in Vietnam, we can enhance the efficacy of TT management, improve training quality, and facilitate fundamental and comprehensive innovation in education and international integration Research's missions and scope 5.1 Research missions 5.1.1 Studying the theoretical basis of QM of TT according to the AUN-QA approach 5.1.2 Study the theoretical basis of QM of primary school teachers (PST) according to the AUN-QA approach 5.1.3 Propose some solutions to manage the quality of PST according to the AUN-QA approach 5.1.4 Conduct an experimental solution to test the effectiveness and feasibility of the solutions proposed in the thesis 5.2 Scopes of the research The survey was conducted at five universities that offer PST training: Vinh University, Hanoi University of Education, Da Nang University of Education, Ha Tinh University, and Quang Binh University Data was collected from the academic years 2017-2018 to 2021-2022 at the five aforementioned universities Research Approaches and Methodologies 6.1 Research approaches Systematic structural approach; Operational approach; Practical approach; AUN-QA approach 6.2 Research methodologies 6.2.1 Theoretical research methods employed in this study include document analysis and synthesis, as well as independent judgment and generalization 6.2.2 Practical research methods employed in this study include investigation, pedagogical observation, obtaining expert opinions, pedagogical experimentation, and summary of educational experiences 6.2.3 Mathematical statistical methods utilized in this study involve the use of statistical tools to analyze survey results and calculate the reliability of the findings Arguments to be defended 7.1 Using the AUN-QA approach to implement QM of PST training can improve quality, meet educational innovation demands, and facilitate international integration This requires an innovative process that includes output standard design, management methods, and evaluation of training using the outcome standards (OS) The process should also consider both objective and subjective factors in management 7.2 QM of PST in universities/ pedagogical faculties (UPF) has achieved certain results UPF needs to improve the quality of their PST training programs to meet the demands of international integration and QM This can be achieved by developing OS that align with objectives and using the AUN-QA approach 7.3 Implementing solutions based on the analysis of the current situation of managing the quality of PST using the AUN-QA approach, teacher characteristics, and innovation demands will enhance the efficacy of managing the quality of TT, meet the requirements of fundamental and comprehensive innovation in education and training New contributions of the thesis 8.1 The thesis makes a new contribution by systematically improving the theoretical aspects of managing the quality of PST using the AUN-QA approach at UPF 8.2 Objective survey, analysis, and evaluation of managing the quality of PST in UPF using the AUN-QA approach provides important material for proposing scientifically sound and feasible solutions to manage the quality of PST according to the AUN-QA approach 8.3 Proposing six solutions to manage the quality of PST training in UPF using the AUN-QA approach can meet the demands of high-quality human resource training in the new context The solutions proposed by the thesis for managing the quality of PST training using the AUN-QA approach are not only applicable for PST training but can also be utilized for managing the quality of TT in general Thesis structure In addition to the Introduction, Conclusions and Recommendations, the list of references and appendices, the thesis is presented in 03 chapters: Chapter Theoretical basis of quality management of PTT according to AUN-QA approach Chapter Current situation of quality management of PST training according to the AUN-QA approach Chapter Solutions to manage the quality of PST training according to the AUN-QA approach Chapter THEORETICAL BASIS OF QUALITY MANAGEMENT OF PRIMARY SCHOOL TEACHER TRAINING BY AUN-QA APPROACH 1.1 Literature review An overview of domestic and foreign research on QM of PST training using the AUN-QA approach indicates that it has been studied and approached from various angles However, the studies have not yet comprehensively provided solutions for managing the quality of PST training in terms of OS, curriculum, teaching-learning activities, assessment, and QA conditions There is a need to reorganize these aspects scientifically and effectively, in accordance with the standards and criteria of AUN-QA The thesis focuses on theoretical issues and objective and subjective factors that affect the quality of PST training and management using the AUN-QA approach in the current context It aims to establish a practical basis for proposing solutions to manage the quality of PST training according to the AUN-QA approach, which contributes to improving the quality of training to meet the demands of fundamental and comprehensive innovation in education and international integration 1.2 Fundamental concepts 1.2.1 Teacher: A teacher is a person who teaches at high school or schools of equivalent levels 1.2.2 Primary school teachers: is a person in charge of teaching and educating students in primary schools and other educational institutions implementing the primary education program 1.2.3 Quality: According to the Vietnamese Dictionary, "Quality is what makes up the properties and value of a person or thing" In the research topic of QM training using the AUN-QA approach, the author defines quality as the satisfaction of customers' needs based on compliance with the processes in the QA system The implementation process ensures strict adherence to the processes in the QM system, as quality is a consequence of the management system 1.2.4 The quality of TT refers to the extent to which the capacity of the graduate matches the OS of the training program The OS of the training program are the regulations that specify the level of knowledge, skills (professional skills, soft skills, etc.), and attitude that the graduate is expected to achieve 1.2.5 Quality of PST training: From the definition “Quality is the fit with the goal”, we can understand the quality of training PST is in line with the training goals of PST 1.2.6 QM of PTT according to AUN-QA approach 1.2.6.1 AUN-QA Approach The thesis aims to study the system of standards set by the ASEAN University Quality Assurance Network (AUN-QA) and compare it with the quality of higher education in Vietnam, particularly in terms of teaching practices, the new General Education Program for the period 2018-2028, PST characteristics and capacities, and the conditions guaranteed in Vietnamese universities Based on this analysis, the thesis aims to identify ways and methods to develop standards for QM of PST training that align with the standards of PST in ASEAN universities, with the ultimate goal of improving the quality of Vietnamese TT in line with the trend of assessing the quality of PST in ASEAN universities 1.2.6.2 QM of PTT according to AUN-QA QM of PST training according to the AUN-QA approach is a system that aims to plan and implement objectives, OS, training plans, program content, and conditions that ensure the quality of PST training, in accordance with the AUN-QA standard approach The system also includes testing and evaluation of the quality of PST training 1.3 Quality of PTT according to AUN-QA approach 1.3.1 Overview of AUN-QA and quality assessment standards according to AUN-QA 1.3.1.1 AUN-QA AUN (ASEAN University Network) is the leading network of universities in Southeast Asia AUN was established in January 11/1995 from the initiative of the Council of Ministers of Education of the Southeast Asian countries, with the initial members nominated by the Ministers of Education of the countries AUN-QA (ASEAN University Network - Quality Assurance) is a set of specific and clear criteria, focusing on evaluating the conditions to ensure the training quality of the entire training program with strict quality rules 1.3.1.2 Quality assessment standards according to AUN-QA The AUN-QA model for QA in higher education is structured into three levels: the strategic level, systematic level, and program level or implementational level Version 3.0 of the QA model at the level of training program according to AUN-QA includes 11 standards and 50 criteria 1.3.2 Elements of the quality of PTT according to AUN-QA approach OS; Training programs; Training activities (teaching methods); Management staff and lecturers; Student quality Conditions to ensure teaching activities (facilities and equipment); Student inspection and evaluation; Output 1.4 QM of PTT according to AUN-QA approach 1.4.1 The management of the quality of PST training is significant as it meets the requirements of fundamental and comprehensive renovation of higher education, the general education renovation of 2018, international integration in education and training, and the 4th industrial revolution 1.4.2 The contents of managing the quality of PST training include: Managing OS; Managing training programs; Managing training activities; Managing teaching and support staff; Managing student support and management activities; Managing QA conditions; Managing student assessment and evaluation activities; Managing output quality 1.4.3 The subjects of managing the quality of PST training according to AUN-QA approach Principal; Head of Training Department; Head of Primary Education Department; Head of Political and Student Management Department 1.5 Factors affecting the QM of PST training according to AUNQA approach 1.5.1 Objective factors: the existing documents and regulations on TT and management, the trend of international integration, and the impact of the 4th industrial revolution on TT Other factors include the availability of technical and financial resources to support training activities and the coordination between UPF and satellite schools or other pedagogical practice facilities 1.5.2 Subjective factors: Management staff, lecturers and students; On management methods; Methods, forms of training and ways of evaluating training results Conclusion of Chapter Chapter has focused on presenting the theoretical framework for QM of PST according to the AUN-QA approach, specifically: Present an overview of the research situation on QM of PST according to the AUN-QA approach Mainly focusing on issues: Research on the quality of TT; QM of PST; QM of PST and the application of the perspective of QM of PST in the field of education and training at home and abroad The author has analyzed and clarified the concepts; clarified the AUN-QA approach, thereby analyzing the management of the quality of PST and influencing factors The quality of education and training according to the AUN-QA approach is determined by several factors, including OS, training programs, teaching processes, quality of lecturers and support staff, quality of students and support staff, guaranteed conditions, and examination and evaluation of students and outputs The QM of PST training should be based on these elements By analyzing teaching practices in Vietnam and the new general education program of 2018, as well as taking into account the capacity of students in the field of education and training and the conditions guaranteed by Vietnamese universities, the author proposes a set of standards and criteria for the QM of PST The thesis has pointed out objective and subjective factors affecting the QM of PST The theoretical basis established in Chapter provides the foundation for investigating the current situation in Chapter and offers a practical framework for proposing solutions to manage the quality of PST in Chapter 2.4 Current situation of QM of PST training according to AUNQA approach To survey the situation of QM of PST training according to the AUN-QA approach, the following criteria have been surveyed: management of OS; management of training program development; QM of teaching activities; professional development management of teaching staff and program support staff; student learning QM and student learning support activities; management of conditions to ensure the training of PST according to the AUN-QA approach; management of student training results assessment; and management of output quality The results after processing are as follows: Order of NO Assessment criteria Mean rating Management of construction of OS 3,51 The management of the training program 3,94 development The management of teaching activities 3,95 The management of professional development of teaching staff and 3,90 program support staff The management of the quality of learning 3,84 and student support activities The management of conditions to ensure PTT 3,83 Management of the assessment of student 3,93 training results Output Management 3,86 The survey results revealed that out of the eight criteria used to assess the QM of PST training, the highest rated criterion was "QM of teaching activities" with an average value of 3.95 out of This was followed closely by "Management of training program development" with an average value of 3.94 out of On the other hand, the lowest rated criterion was "Management of construction of OS" with an average value of 3.51 out of 11 2.5 Current situation of the influence of factors on the QM of PST training according to the AUN-QA approach The data analysis results indicate that the group of subjective factors significantly affects the QM of PST, with the management of professional development of lecturers and supporting staff having the highest impact Objective factors also have a significant impact on the QM of PST, in which the management of output and conditions to ensure PST training also has a great influence on this activity 2.6 General assessment on the situation of QM of training of PST according to AUN-QA approach In order to provide a more comprehensive understanding of the situation of QM of PST, and as a basis for proposing solutions in Chapter according to the AUN-QA approach, the thesis analyzed the strengths, limitations, and causes of the current training activities and QM of PST Conclusion of Chapter Initially, leaders, managers, lecturers, and experts focused on the PST quality assessment system and roles within the QM system They also aimed to improve management and operational skills To enhance operational efficiency, they are continuously improving the internal QA system through Quality Assurance Councils at both the university and faculty/institute levels Conferences, seminars, and training programs help improve specialized and non-specialized staff quality Managers, technicians, staff, and students provide annual feedback on facilities, service quality of units, and lecturers' teaching activities Educational institutions implement various measures to enhance instrument quality and feedback collection processes However, despite the efforts made by UPF, PST training activities in recent years still face various difficulties and limitations Therefore, it is necessary to overcome these challenges with scientifically-based and feasible solutions in order to meet the current requirements of educational innovation and comply with regional and international standards 12 Managing the quality of PST involves overseeing the entire process of training students in primary education The process of managing the quality of PST involves multiple levels of management, departments, and individuals both inside and outside the school, and is influenced by various objective and subjective factors Therefore, in implementing solutions to manage the quality of PST, it is important for management to consider the impact of these objective and subjective factors Managing the quality of PST according to the AUN-QA approach is a new training model that requires serious, scientific, and effective implementation in UPF The evaluation of training activities and QM of PST has identified the strengths, weaknesses, and causes of the situation That provides a foundation for suggesting solutions to enhance the efficiency of managing the quality of PST based on the AUN-QA approach in Chapter 13 Chapter SOLUTIONS FOR QUALITY MANAGEMENT OF PRIMARY SCHOOL TT ACCORDING TO AUN-QA APPROACH 3.1 Principles for proposing solutions Proposing a solution for QM of PST training according to AUN-QA approach should be based on the following fundamental principles: Goaloriented approach, Systematic approach, Feasibility, and Effectiveness 3.2 Solutions to manage the quality of PST training according to AUN-QA approach 3.2.1 rganize thorough awareness-raising sessions for managers, lecturers, and experts to highlight the importance of QM and training of PST using the AUN-QA approach - Objective: To ensure that all members of UPF who are involved in training PST, from managers to lecturers, officials, and experts, are deeply aware of the importance of managing the quality of PST according to the AUN-QA approach - The significance of the solution: By raising awareness and changing perceptions, the solution can help ensure that everyone involved in PTT is committed to managing the quality of training in accordance with AUN-QA standards This can lead to better outcomes for students and can improve the overall quality of primary education in the country - Content and method of implementation of the solution: Raising awareness among management staff and members about the importance and fundamentals of QM for PST according to the AUN-QA approach aims to help them understand the necessity of managing the quality of PST according to AUN-QA, what actions to take, how to implement them effectively, and how to bring about change - Conditions for implementing solutions: The rectors of UPF should provide guidance and direction in the development of training plans aimed at raising awareness among the school's managers and members about the importance of managing the quality of PST according to the AUN-QA approach At the same time, it is necessary to inspect and supervise the training to raise awareness for managers and members of the school 14 3.2.2 Improving the organization and directing the development of PST training programs according to the AUN-QA approach - Objectives of the solution: To effectively train PST according to the AUN-QA approach, it is necessary to design training program content that is aligned with OS and meets the needs of society This will ensure and improve the quality of training programs, which can serve as a basis for learners to choose appropriate training programs and employers to recruit qualified human resources - The meaning of the solution: Developing a training program based on OS to design content and plans that meet the social needs for quality PST training according to AUN-QA standards; Enhancing the PST training program to meet the quality standards of AUN-QA, fostering a significant change in content innovation and training methods that approaches the advanced programs in the region and the world - Content and methods of implementing solutions: Designing and developing training programs based on clearly defined OS to guide the content and planning of PST training; Establishing and promoting a process for developing training programs that adhere to AUN-QA's quality standards - Conditions for implementation of the solution: Leaders of UPF must provide full support for the development of training programs and facilitate access to information related to the QA system, conduct regular inspections and supervision of the development of training programs, obtain agreement from all members of the school, and actively participate in the development of training programs They should also strengthen the role of stakeholders in the management of training programs to meet AUN-QA quality standards 3.2.3 Renovation of learning QM and student learning support services according to AUN-QA approach - Objectives of the solution: raising awareness and responsibility of all lecturers in student support activities, innovating academic QM of students and academic support services, and fostering close, regular, and indepth coordination between departments, functional units, and faculties/institutes to enhance the quality of learning and student support services 15 - The significance of the solution: Enhance the quality of student learning by improving learning efficiency and outcomes Additionally, it seeks to create opportunities for students to develop their social skills, improve their quality of life, enhance physical health, and gain valuable experiences that will benefit them in their future endeavors - Content and methods of implementing solutions: Improving the quality of learning, enhancing the organization of learning consultation, and strengthening learning support services - Conditions for implementation of solutions: The rectors of UPF should develop plans to enhance the knowledge and qualifications of teachers working as academic advisors, officials in charge of youth unions and associations, and other members of the school to improve the quality of service provision for students Additionally, managers should set an example and lead the way in building and renewing the culture of support and communication with students 3.2.4 Organizing capacity-building training programs for lecturers to improve their skills in training PST according to the AUN-QA approach - Objective of the solution: Lecturers play an important role in improving the quality of training Therefore, it is essential to emphasize planning for UPF with adequate quantity, a synchronized structure, and standardization of qualifications The focus should be on training, fostering, and developing universities with sufficient ethical, talented, and professionally qualified personnel to serve effectively in managing PST according to the AUN-QA approach - The significance of the solution: It is essential to ensure that the teaching staff meets the requirements of the training process This involves providing necessary conditions for the university to develop professional knowledge and skills Moreover, the UPF should create opportunities for staff to share professional experiences, and receive training from prestigious educational institutions in the region and worldwide - Content and implementation of solutions: Lecturers play an important role in improving the quality of PST' training Therefore, in developing the teaching staff at UPF, it is crucial to ensure sufficient quantity, a synchronous structure, and standardization of qualifications in 16 the planning process According to AUN-QA's guidance on the development of lecturers is shown as follows: Establishment of teaching staff; managing teaching staff; and TT - Conditions for implementing the solution: It is essential to have strong commitment from the leaders of the UPF and the agreement of all members of the school Additionally, there should be a budget allocation to improve the skills of teachers The participation of all members of the school in the training of PST according to the AUN-QA approach is also crucial for success 3.2.5 Improving the management and assessment of learning outcomes of primary education students according to AUN-QA approach and feedback on improvement - Objectives of the solution: improving the methods of testing and evaluation to align with the AUN-QA approach, diversifying evaluation methods, and improving the teaching quality of lecturers and the learning quality of students - The significance of the solution: To help students develop skills and competencies associated with real life; To show good ability of themselves, confidence in their work and ability to quickly meet social needs - Content and method of implementing solutions: Directing the innovation of testing and evaluation methods; Organizing the correct implementation of the student assessment process - Conditions for implementing the solution: The commitment and perseverance of the leadership, along with the agreement of all members of UPF, are essential in implementing and deploying a student inspection and evaluation management system during the training process 3.2.6 Building up conditions to ensure the effectiveness of QM of PST training according to the AUN-QA approach - The goal of the solution: to ensure the conditions of facilities and means to maximize support for teaching and learning activities at the educational insitutions - The significance of the solution: establish a system of facilities and resources that meet the needs of teaching and learning activities at the university This includes developing a modern and well-equipped library system and providing high-quality learning materials that meet the standards of PTT according to AUN-QA 17 - Content and methods of implementing solutions: QM of facilities and equipment, improving the quality of libraries and learning resources for training and research activities, and ensuring sufficient financial resources for investment - Conditions for implementation of solutions: UPF must create documents for management, including guidelines for equipment usage, schedules for maintenance and repair, and policies for managing electronic learning resources and databases They should also invest in building an electronic library and improving learning resources Staff and lecturers must be dedicated, responsible, and able to use teaching equipment and create electronic learning resources effectively 3.4 Investigate the need and feasibility of the proposed solutions 3.4.1 Purpose of the survey: Collecting information is essential to assess the feasibility and necessity of proposed solutions for managing the quality of PST training in universities and pedagogical faculties On that basis, it is important to adjust any solutions that are found to be inappropriate and to affirm the reliability of solutions that have been highly appreciated by many people 3.4.2 Content and methods of the survey - Survey content: the feasibility and urgency of implementing QM solutions for PST in accordance with the AUN-QA approach A questionnaire with four levels of response options - "Very necessary", "Necessary", "Less necessary", "Unnecessary" and "Very feasible", "Feasible", "Less feasible", "Not feasible" will be used to assess the urgency and feasibility of QM solutions for PST according to the AUNQA approach - Survey subjects: Managers of schools, faculties, departments, and centers, as well as teachers from five PTT institutions, including Hanoi Pedagogy University, Vinh University, Da Nang University of Education, Ha Tinh University, and Quang Binh University 3.4.3 Survey results: a high level of appreciation for the proposed solutions presented in the thesis The survey results show that a high proportion (80%) of the respondents consider the proposed solutions of the thesis to be essential and necessary Additionally, none of the respondents consider the proposed solutions unnecessary 18 3.5 Experiment 3.5.1 The organization of the experiment 3.5.1.1 Purpose of the experiment: To assess the effectiveness, feasibility, and necessary conditions for implementing one of the proposed solutions in the thesis 3.5.1.2 Experiment's hypothesis: Applying the solution of organizing capacity building training for lecturers according to the AUN-QA approach can potentially improve the knowledge and skills of teachers in UPF training PST, thereby contributing to the effectiveness of training QM in these institutions 3.5.1.3 Contents and methods of conducting the experiment - Content: The solution "Organize capacity building training for lecturers according to the AUN-QA approach" was selected for experimentation as it was identified as the most crucial solution among the proposed ones The effective implementation of the solution "Organizing training to improve the capacity of lecturers according to the AUN-QA approach" can serve as a foundation for the successful implementation of other proposed solutions - Experiment's method: The experiment will be conducted twice, with a parallel design for both the first and second times Experimental and control groups will be established for each time to compare the effectiveness of the proposed solution 3.5.1.4 Standards and evaluation scale for the experiment: The results will be based on the development of knowledge and skills of lecturers in UPF involved in PST training, after they undergo the capacitybuilding training according to the AUN-QA approach 3.5.1.5 Locations, time and subjects of the experiment - Quang Binh University and College of Education - Vinh University - Semester of the school year 2020-2021: Baseline survey and the first experimental implementation Semester of the academic year 20212022: Second experimental implementation - The experimental sample consists of 83 lecturers specializing in primary education from the Faculty of Pedagogy at Quang Binh University and the College of Education, Vinh University 3.5.1.6 The experiment's results were processed using formulas to calculate the mean, variance, standard deviation, and coefficient of variation 3.5.2.2 Analyze experiment's results quantitatively 19 Results of training on the level of knowledge of lecturers 16 14 12 10 DC_VINH TTN_QB STN_QB 4 10 Figure 3.1 Frequency distribution chart (Histogram) before and after the experiment fi 120,000 100,000 80,000 DC_VINH 60,000 TN_QB 40,000 20,000 ,000 10 Figure 3.2 Cumulative frequency chart after the experiment 20 fi With the above results, it can be seen that the knowledge level of Quang Binh University (experimental group) is higher than Vinh University (control group) ii) Experiement's results of lecturers' skills QB uni before experiment 18,820 % QB uni after experiment 8,250 % 23,340 % 43,70 0% 57,840 % Fairly good Average Weak Fairly good 48,05 0% Average Weak 3.5.2.3 Analyze test results qualitatively By investigating the situation at Departments/Centers of Quality Assurance, UPF, we have found that: - The capacity building training for lecturers has contributed to improving the quality of this team in PST training according to the AUNQA approach - The training provided to improve the capacity of lecturers has resulted in a better understanding of the management of the quality of PST according to the AUN-QA approach Lecturers are now equipped with the knowledge and skills necessary to effectively implement PST training activities in UPF, and are better able to meet the social requirements of quality and professional capacity Conclusion of Chapter The thesis conducted an experiment on solutions, with 150 lecturers and managers from universities participating The experiment involved deploying, collecting, and processing data using SPSS and Excel software, as well as evaluating solutions and conducting a survey The results of the analysis and survey show that the proposed solutions are necessary and 21 highly feasible In order to improve the QM and training of PST according to the AUN-QA approach, it is necessary to synchronously implement the proposed solutions To validate the effectiveness of the proposed solutions, the thesis selects one of the most highly appreciated solutions, which is to improve the capacity of lecturers in training PST according to the AUN-QA approach, and conducts an experiment Through the testing of the solution, the results have confirmed its effectiveness in improving the knowledge and skills of teachers, and its positive impact on the QM of PTT according to the AUN-QA approach in UPF 22 CONCLUSIONS AND RECOMMENDATIONS Conclusions The thesis has the following fundamental contributions: 1.1 Enhancing the theoretical basis of QM in PTT according to the AUN-QA approach by developing a system of conceptual tools, particularly the concept of QM in PTT according to the AUN-QA approach; clarifying the QM of PTT according to the AUN-QA approach as a part of the overall QA in education The AUN-QA approach as a system has been applied to study the contents of the thesis topic 1.2 The thesis conducted a comprehensive survey and analysis of the current status of PTT and QM in UPF according to the AUN-QA approach Based on the survey and analysis of the current situation of training and management of the quality of PTT of UPF according to the AUN-QA approach, the thesis has identified the strengths and weaknesses of the current system This provides a practical basis for proposing solutions to manage the quality of PTT of UPF according to the AUN-QA approach in Chapter 1.3 Proposing solutions to manage the quality of PTT of UPF according to the AUN-QA approach Through exploration by a survey, all six proposed solutions are urgent, highly feasible and closely correlated By conducting an experiment of one solution, the effectiveness of this proposed solution has been demonstrated 1.4 From the results of the experiment, it was found that the proposed solutions in the thesis have contributed to improving the quality of human resource training for PST in the context of integration and fundamental renovation of education and training The solutions have also helped in the successful implementation of the new general education curriculum and textbooks in 2018, meeting the requirements of international integration and the fourth industrial revolution Moreover, these solutions have contributed to achieving the set goals of the program "Development of education quality assurance and accreditation systems for higher education and pedagogical colleges in the period of 2022-2030" 1.5 The theoretical and practical results demonstrate that the research task has been successfully completed, the scientific hypothesis is supported, and the thesis has fulfilled its intended purpose 23 Recommendations 2.1 To the Ministry of Education and Training 2.1.1 The Ministry of Education and Training should encourage TT institutions to adopt and implement new approaches such as the AUN-QA approach and CDIO approach to build and manage the quality of TT 2.1.2 Strengthening the inspection and supervision of PST training QM, while continuously improving the set of criteria for assessing the quality of PST, can help to ensure and maintain high standards of TT 2.1.3 Promote the transparency of PST quality and establish systems for managing the quality of PST in educational institutions 2.2 For UPF 2.2.1 There are specific regulations on the development, appraisal, issuance and application of a QM system for PST according to the AUNQA approach for lecturers and support staff 2.2.2 The organization of management of the quality of PST according to the AUN-QA approach 2.2.3 Improve training QA conditions to improve the QM of PST 2.2.4 Develop a strategic plan that considers TT quality as both a goal and a means to improve the overall quality of education, with a focus on assessing the quality of PST' training according to the AUN-QA approach and other international standards The plan should be developed in stages to ensure effective implementation 2.2.4 Develop and regularly update OS that incorporate the quality improvement and management of PST training based on the AUN-QA approach 2.2.5 Develop and cultivate a highly competent and professional teaching staff with exceptional qualities to effectively fulfill the responsibilities and tasks of training PST amidst the era of extensive international integration 2.2.6 Develop an effective system of mechanisms and policies, and strengthen coordination with relevant stakeholders to ensure QM of PST training 24 LIST OF SCIENTIFIC PUBLICATIONS BY THE AUTHOR Vuong Kim Thanh (2018) Renovating teacher training programs in accordance to capacity-based approach at Quang Binh University Teacher of Vietnam Scientific Journal No 132 Vuong Kim Thanh (2019) Developing the professional capacity of pedagogical students through creative experiential activities Proceedings of the Scientific Conference "Developing programs, organizing regular training and retraining of teachers and managers according to capacity-based approach" Vinh University Vuong Kim Thanh (2018) Some solutions to improve the quality of lecturers of Quang Binh University to meet social requirements Journal of Teaching and Learning Today No.7 Vuong Kim Thanh (2020) Study of renovation on competency - based curriculum management of primary education sector at Quang Binh Uiniversity The 1st International Conference on Education Innovatoin and Development for Classrooons in the 21st Century Udon Thani, Thai Lan Vuong Kim Thanh (2021) AUN-QA based curriculum management of the primary education sector at Quang Binh University Proceedings of 1st Hanoi forum on pedagogical and educational sciences Vietnam national university press, Ha Noi Vuong Kim Thanh (2022) Current situation of quality management of PTT at Quang Binh University according to AUN-QA approach Journal of Science - Vinh University Volume 51- No 2/2022 Vuong Kim Thanh (2022) Situation of quality management of primary school teacher training according to AUN-QA approach Journal of Educational Science Volume 18 Number 10, 2022 Vuong Kim Thanh (2022) Proposing some solutions to manage the quality of primary school teachers' training according to the AUN-QA approach Vietnam Journal of Education, No 19, October 2022 25