Phát triển đội ngũ chuyên viên phòng giáo dục và đào tạo thành phố hồ chí minh tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY DƯƠNG VĂN THƯ STAFF DEVELOPMENT IN DISTRICT DIVISIONS OF EDUCATION AND TRAINING IN HO CHI MINH CITY Major: Educational Administration Code: 9140114 SUMMARY OF DOCTORAL THESIS IN EDUCATION NGHỆ AN – 2019 The thesis has been completed at: Vinh University Supervisors: Associate.Prof Dr Nguyễn Thị Hường Associate.Prof Dr Phạm Minh Hùng Examiner 1: Examiner 2: Examiner 3: The thesis will be defended at the meeting of the Ministerial-level Thesis Examination Council at: Vinh University At , date The thesis can be referred to as: - Vietnam National Library - Vinh University Library INTRODUCTION The rationale of the study The staff working at district divisions of education and training play a very important role in advising the leaders of the divisions, helping the district People's Committee fulfil the state management function of education at the local level Developing the staff of the district divisions of education and training in terms of quantity, quality assurance, and synchronous structure is an objective and urgent requirement to improve the quality of education in the district, meeting the requirements of the fundamental and comprehensive innovation in education Developing the staff of the district divisions of education and training is to develop the human resources of the state management of education It can be said that ethical qualities, qualifications and competencies of the staff of the district divisions of education and training have a great influence on the quality of education in the districts, especially in the context of the current education reform Therefore, there is an urgent need of the profound and comprehensive study of the position, role and competence framework of the district divisions of education and training, then based on the findings, solutions can be suggested to develop the staff to ensure the sufficient quantity, high quality, and appropriate structure to meet the requirements of the the current education reform Ho Chi Minh City is a big city, an important centre of economy, culture, education and training, science and technology, a hub for international exchange and integration, a driving and dynamic force which gains great attraction to the investors in the southern key economic region It also has an important political position in the whole country [3] Ho Chi Minh City is the most populous city in Vietnam with 24 districts, 322 wards, communes and towns; The total number of actual residents of the city is currently more than 10 million Ho Chi Minh City has 24 district divisions of education and training, which are decentralised, authorised to manage preschool, primary education, secondary and high school education and some other educational service units under districts Totally, there are 1,863 schools, 60,599 teachers, 1,345,574 students and other affiliated units [69] In addition, the district divisions of education and training are also responsible for the state management of education in the area for organisations, agencies, units and individuals operating in the field of education Currently in Ho Chi Minh City, due to the situation of natural population development along with migration, the scale of schools, teachers and students continues to increase rapidly every year, so the scope of impact of the education and training divisions to educational institutions and the development of education in Ho Chi Minh City district is very large However, given the current requirements for education innovation and the scale of education in the city, the staff of the district divisions of education and training is still in short supply in terms of quantity and inadequacy in quality To date, there has not been complete and comprehensive research on developing staff in the district divisions of education and training in Ho Chi Minh City Therefore, it is necessary to conduct an empirical study of solutions to develop the staff of the district divisions of education and training in accordance with Ho Chi Minh City's actual practice The solutions aim to develop the staff with requirements such as enough in quantity, synchronous in structure, high in quality; to promote the effectiveness of state management on education of the district divisions of education and training in Ho Chi Minh City in order to meet the requirements of the fundamental and comprehensive education reform and improve the quality of education Based on the mentioned reasons, the thesis entitled "Staff development in district divisions of education and training in Ho Chi Minh City" was conducted to contribute to the development of high-standard human resource for education in Ho Chi Minh City Aims of the study Based on a literature review and empirical evidence, the thesis suggested strategies to develop staff in district divisions of education and training and contributed to the improvement of the state managerial effectiveness in education in Ho Chi Minh City Subjects and objects of the study 3.1 Subjects of the study: staff in district divisions of education and training 3.2 Objects of the study: Staff development in district divisions of education and training Hypotheses If it is proposed and implemented synchronously solutions to develop staff of district divisions of education and training based on the approach of human resource development, the position of employment and the current educational practice of Ho Chi Minh City, it is possible to develop the staff in terms of quantity and quality, synchronous structure adapted to the requirements of improving the efficiency of the on education in Ho Chi Minh City The focus of the study 5.1 Synthesising a literature review on developing the staff of the district divisions of education and training 5.2 Surveying and assessing the status of activities of developing the staff of the district divisions of education and training in Ho Chi Minh City 5.3 Proposing solutions to develop the staff of the district divisions of education and training in Ho Chi Minh City 5.4 Exploring and testing the possibility of the proposed solutions for developing the staff of the district divisions of education and training in Ho Chi Minh City The scope of the study - The thesis only focused on researching the development of the staff were responsible for professional issues in education (preschool, primary and secondary education) in Ho Chi Minh City - Surveying and assessing the status of activities of developing for developing the staff of the district divisions of education and training with empirical data collected in 2016 and 2017, exploring the necessity and feasibility of solutions for staff development in district divisions of education and training in Ho Chi Minh City Testing the proposed solutions in Ho Chi Minh City Research approaches and methodology 7.1 Research approaches 7.1.1 Human resource management approaches 7.1.2 Job position oriented approaches 7.1.3 Competency-based approaches 7.1.4 System-based approaches 7.1.5 Activity-personality approaches 7.1.6 Pragmatic approaches 7.1.7 Developmental approaches 7.2 Research methods 7.2.1 Theoretical research methods: Analysing, synthesising, systematising and generalising theories and previous research to construct a literature review of the study 7.2.2 Empirical research methods: Survey, interviews, expert interviews, case study, and experimental study methods 7.2.3 Statistics analysis methods Main arguments of the study 8.1 The staff of district divisions of education and training play a very important role in advising the leaders of the divisions, helping the district People's Committee to perform the function of state management of education in the districts Developing the staff of district divisions of education and training in terms of quantity, quality assurance and uniformity is an objective and urgent requirement in order to improve the quality of education in the districts, meet the requirements of the fundamental and comprehensive education reform Developing the staff of district divisions of education and training is to develop the human resources of the state management of education Therefore, developing the staff of district divisions of education and training must be based on the theory of human resource development and at the same time take into account their functions, tasks and professional characteristics 8.2 Activities to develop the staff of district divisions of education and training in Ho Chi Minh City in recent years have achieved certain results However, given the requirements of the current fundamental and comprehensive reform, the results have remained shortcomings and limitation Therefore, in order to support the staff in district divisions of education and training in implementing more effectively the function of advising and assisting the district People's Committees in state management of education in the districts, it is necessary to have synchronous, scientific and feasible solutions consistent with the city's economic, cultural, social and educational practices 8.3 The potential solutions of the staff development in district divisions of education and training in Ho Chi Minh City included the following ones: The thorough discussion on the need to develop the staff of the education and training district divisions for managers at all levels; Renovating plans for staff development; Strengthening training and retraining activities to improve the state management competencies of the staff and staff-to-be; Reforming the mechanism of recruitment, use and mobilisation of the staff in district divisions of education and training; Developing a selection of standards as a basis for assessing the staff in district divisions of education and training; Completing policies to motivate the staff in district divisions of education and training Contributions of the study - Clarifying and supplementing theories related to the staff development in district divisions of education and training in order to adapt to the requirements of the comprehensive reform in education; Clarifying the functions, responsibilities, professional features, competencies and qualities of staff in district divisions of education and training - Assessing and clarifying the current status of staff and staff development in district divisions of education and training in Ho Chi Minh City based on strategies to develop staff in general and develop state human resource in particular; as well as based on the functions, responsibilities, professional features, competencies and qualities of staff in district divisions of education and training - Based on the theoretical review and pragmatic evidence, the thesis suggested strategies which had been confirmed their importance and feasibility in the interventions including renovating staff development plans, providing training, improving the recruitment, assigning and mobilising of the staff within the system; designing the rubrics to assess the staff's performance The results of the intervention with Strategy were very high 10 Structure of the thesis In addition to Introduction, Conclusion, References and Appendixes, the thesis comprises three chapters as follows: Chapter 1: Literature review on staff development in district divisions of education and training Chapter 2: The current status of the staff development in district divisions of education and training in Ho Chi Minh City Chapter 3: Solutions to develop the staff in district divisions of education and training in Ho Chi Minh City CHAPTER LITERATURE REVIEW ON STAFF DEVELOPMENT IN DISTRICT DIVISIONS OF EDUCATION AND TRAINING 1.1 Overview of the research problem 1.1.1 Findings in the previous study - Researchers have affirmed that teachers, officials and staff in education sector in general, managers and administrators of district divisions of education and training in particular have special positions and roles to ensure the effectiveness of state management of education, and quality of education They have also affirmed that staff development in district divisions of education and training is a crucial requirement in the current context - In recent years, the Communist Party and the government have built and implemented many guidelines and policies to develop teachers and officials in the education sector in general, managers and administrators of district divisions of education and training in particular That has created advantageous conditions for the research and development of the staff of district divisions of education and training 1.1.2 Gaps in the research field - In order to well perform the function of state management on education in districts, staff development of the district divisions of education and training is an issue that the researchers have paid their attention and appreciated, especially in the context of the fundamental and comprehensive education reform However, these studies are also general, not systematic and profound Particularly, there has not been any specific and independent research on developing the staff of the district divisions of education and training - There has not been any research which clarified the responsibilities and functions of the staff in the district divisions of education and training; their professional characteristics, qualities and competencies in the context of the fundamental and comprehensive education reform - There has not been any research which focuses on specific activities for staff development in the district divisions of education and training to ensure the staff would be sufficient in quantity, synchronous in structure, high in quality, with specific activities of management subjects to develop this team, there is no work yet research 1.1.3 The focus of the study - Roles, functions and responsibilities of the staff in the district divisions of education and training in the context of the fundamental and comprehensive education reform - Professional characteristics of the staff in the district divisions of education and training in the context of the fundamental and comprehensive - Qualities and competencies of the staff in the district divisions of education and training in the context of the fundamental and comprehensive education reform - Proposed solutions for staff development in the district divisions of education and training in order to adapt to the requirements of the context of the fundamental and comprehensive education reform 1.2 Staff in district divisions of education and training in the context of education reform 1.2.1 An administrator and staff in district divisions of education and training 1.2.1.1 An administrator and an administrator in district divisions of education and training An administrator in district divisions of education and training: an administrative staff who does not hold any managerial or lead positions has a background related to education and is working in state management system to support the leaders in managing educational activities in the localities The staff in district divisions of education and training have responsibilities to 17 The process of Amount 799 210 35 35 74.05 19.46 3.24 3.24 817 163 60 39 75.72 15.11 5.56 3.61 800 240 10 29 74.14 22.24 0.93 2.69 860 189 10 20 79.70 17.52 0.93 1.85 750 237 45 47 69.51 21.96 4.17 4.36 835 200 20 24 77.39 18.54 1.85 2.22 6589 1583 214 246 76.33 18.34 2.48 2.85 transforming the management mechanism from a centralised administrative mechanism to a socialist- Percentage (%) oriented market mechanism Requirements of the Amount fundamental and comprehensive education reform and the implementation of new general education Percentage (%) textbooks and curriculum after 2019 Policies on decentralisation of state management of education Amount Percentage (%) Perceptions, visions and Amount perspectives of senior Percentage leaders and managers (%) The needs to demonstrate Amount competencies of each Percentage staff (%) Family and health status Amount of the staff in district divisions of education and training Percentage (%) Amount Total Percentage (%) 18 2.3 General assessment 2.3.1 Advantages 2.3.2 Disadvantages 2.3.3 Causes Conclusions of Chapter In recent years, staff development in district divisions of education and training in Ho Chi Minh City City has been developing quickly in terms of their quality and quantity However, according to requirements of the current education reform, the staff in district divisions of education and training in Ho Chi Minh City City had many limitation on the following aspects: A large number of staff who did not qualify the requirements of political and moral qualities; the levels and competencies of the staff in state management of education are still limited, most of them fulfilled the tasks of state management of education based on their own experience, they had not been properly trained; lack of competencies in using information technology and foreign languages; the competencies in advising the management and guiding of STEM-oriented educational methods at schools were limited; not having a thorough understanding of application of interdisciplinary teaching, organising creative hands-on activities for students and assessing students based on their competencies The results of survey show that: Activities for staff development in district divisions of education and training in Ho Chi Minh City at district level still existed some limitation such as: Managers at different levels, managers and the staff in district divisions of education and training had not been yet fully and deeply awared of the position and important roles of the staff in district divisions of education and training in improving the quality of education and the effectiveness and efficiency of the state management of 19 education; they had not yet issued standards of the staff in district divisions of education and training in the current context; The development plans for the staff in district divisions of education and training was not good; training activities to improve the capacity of state management of education for staff, and staff-to-be district divisions of education and traininghave had not been highly effective; Policies for the staff within the system was still inadequate, had not yet improved the working motivation of the staff in district divisions of education and training, had not attracted many managers and teachers with good experience and professional skills to work at district divisions of education and training The results of the survey also showed that the objective and subjective factors had a significant influence on staff development in district divisions of education and training The results of the research status showed the necessity of the proposed solutions of the staff development in district divisions of education and training in Ho Chi Minh City to adapt to the requirements of the education reform CHAPTER SOLUTIONS FOR STAFF DEVELOPMENT IN DISTRICT DIVISIONS OF EDUCATION AND TRAINING IN HO CHI MINH CITY 3.1 Principles of proposing solutions 3.1.1 Principles to ensure the goals of the solutions 3.1.2 Principles to ensure the comprehensiveness of the solutions 3.1.3 Principles to ensure the practicality of the solutions 3.1.4 Principles to ensure the feasibility of the solutions 20 3.1.5 Principles to ensure the efficiency of the solutions 3.2 Solutions for staff development in district divisions of education and training 3.2.1 Organising activities to deliver the necessity of staff development in district divisions of education and training to managers at different levels 3.2.2 Renovating the development plan for staff development in district divisions of education and training 3.2.3 Developing the training programmes to improve the capacity of state management of education for the staff and staff-to-be in district divisions of education and training 3.2.4 Renovating the mechanism of recruitment, assigning and mobilising of the staff within the system 3.2.5 Design the rubrics for assessing the staff in district divisions of education and training 3.2.6 Completing policies, enhancing motivation for the staff in district divisions of education and training 3.3 Links between solutions 3.4 A Survey on the necessity and feasibility of solutions 3.4.1 Purpose of the survey 3.4.2 The content of the survey 3.4.3 Procedures of the survey 3.4.4 Participants 3.4.5 Survey results on the necessity and feasibility of the proposed solutions 3.4.5.1 The necessity of the proposed solutions: Table 3.2 Evaluation of the importance of the proposed solutions 21 The level of the necessity of the solution TT Solutions Very necessary Organise activities to Amount Necessary Slightly necessary Not necessary at all 715 255 100 66.27 23.63 9.27 0.83 820 210 44 76.00 19.46 4.08 0.46 940 110 26 87.12 10.19 2.41 0.28 799 220 50 10 74.05 20.39 4.63 0.93 deliver the necessity of staff development in district divisions of Percentage education and training to (%) managers at different levels Renovating the Amount development plan for staff development in Percentage district divisions of (%) education and training Develop the training Amount programmes to improve the competency of state management of education for staff, Percentage officers and officials who (%) are planned to become staff of district divisions of education and training Renovating the Amount mechanism of recruitment, assigning Percentage and mobilizing of the (%) staff within the system 22 Design the rubrics for Amount assessing the staff in district divisions of education and training Completing Percentage (%) policies, Amount 800 211 65 74.14 19.56 6.02 0.28 911 160 84.43 14.83 0.74 0.00 4985 1166 293 30 77.00 18.01 4.53 0.46 improving motivation for staff in district divisions of education and training Percentage (%) Amount Total Percentage (%) The survey results in Table 3.2 show that respondents had a high appreciation of the necessity of the proposed solutions In particular, the number of responses of “very necessary” and “necessary” in all 06 solutions accounted for a high proportion (from 89.9% to 99.26%); Especially, the solution "Completing policies, improving motivation for staff in district divisions of education and training" made up 99.26% of the respondents who considered it very necessary and necessary This affirms the inadequacy and unsuitability in implementing policies for the staff in district divisions of education and training currently Only a very small amount of responses was “not necessary at all” (less than 1%) The results proved that the proposed solutions are essential for staff development in district divisions of education and training in Ho Chi Minh city 23 3.4.5.2 The feasibility of the proposed solutions Table 3.3 Evaluate the feasibility of the proposed solutions The level of the feasibility of the solutions TT Solutions Very feasible Feasible Slightly feasible Not feasible at all Organise activities to deliver the necessity of staff development in district divisions of education and Amount 213 146 66.08 19.74 13.53 0.65 837 200 38 77.57 18.54 3.52 0.37 900 149 27 83.41 13.81 2.50 0.28 799 218 56 74.05 20.2 5.19 0.56 801 201 72 74.24 18.63 6.67 0.46 879 155 38 81.46 14.37 3.52 0.65 4929 1136 377 32 76.14 17.55 5.82 0.49 training to managers at different levels Percentage (%) Renovating development plans for 713 Amount staff development in district divisions Percentage of education and training (%) Develop training programmes to Amount improve the capacity of state management of education for the Percentage staff and staff-to-be in district (%) divisions of education and training Renovating the mechanism of Amount recruitment, assigning and mobilising Percentage of the staff within the system (%) Design the rubrics for assessing the Amount staff in district divisions of education Percentage and training (%) Completing policies, generating Amount motivation for staff in district Percentage divisions of education and training (%) Amount TOTAL Percentage (%) 24 The survey results in Table 3.3 show that respondents also had a high appreciation of the feasibility of the proposed solutions In particular, the number of responses of “very feasible” and “feasible” in all 06 solutions accounted for a high proportion (from 85.82% to 97.22%); The solutions that had a higher amount of people appreciating about feasibility are: Developing the training programmes to improve the competency of state management of education for the staff and staff-to-be in district divisions of education and training, Renovating the development plan for staff development in district divisions of education and training, Completing policies, improving motivation for staff in district divisions of education and training; the remaining solutions had a lower rate of assessment of feasibility compared to the above solutions but still have a high rating of feasibility These assessments demonstrate that the proposed solutions are feasible for staff development in district divisions of education and training in Ho Chi Minh city 3.5 The experiment 3.5.1 Organise the experiment 3.5.1.1 Purpose of the experiment 3.5.1.2 Experimental hypotheses 3.5.1.3 The content of the experiment 3.5.1.4 Procedures to conduct the experiment 3.5.1.5 Standards and test scales 3.5.1.6 Data analysis of the experiment 3.5.2 Analysis of the results of the experiment 3.5.2.1 Analysis of the input results 3.5.2.2 Analysis of the quantitative results of the experiment 3.5.2.3 Analysis of the qualitative results of the experiment 25 The conclusion of Chapter On the basis of theoretical and pragmatic research, the author has proposed solutions for staff development in district divisions of education and training in Ho Chi Minh city: Organize to understand the necessity of the staff development in district divisions of education and training for managers in all levels; Renovating the development plan for staff development in district divisions of education and training; Develop the training programmes to improve the competency of State management of education for staff, officers and officials who are planned to become staff of district divisions of education and training; Reform the mechanism of recruitment, assigning and mobilization of the staff in district divisions of education and training; Design the rubrics for assessing the staff in district divisions of education and training; Completing policies, generate motivation for staff in district divisions of education and training The solutions had a close relationship with each other and support each other to achieve the goal of each solution, and concurrently contribute to achieving the goal of the staff development in district divisions of education and training in Ho Chi Minh city Through the survey, the solutions were considered to be very necessary, necessary and very feasible, feasible; can be deployed for staff development in district divisions of education and training in Ho Chi Minh city The author conducted the experiment on the third solution: "Develop the training programmes to improve the competency of State management of education for staff, officers and officials who are planned to become the staff of district divisions of education and training" Experimental results have confirmed the effectiveness of the solution in improving the competency of State management of education for the staff of district divisions of education and training, meeting the fundamental and comprehensive requirements of education reform 26 CONCLUSION AND RECOMMENDATION CONCLUSION 1.1 The staff in district divisions of Education and training are specialized officers who play an important role in advising leaders of the district divisions of education and training, helping the People's Committee in districts fulfil the function of State management of education in the locality This team has its own labour characteristics, with requirements of certain competencies and qualities Staff development in district divisions of education and training includes several policies, programmes and strategies which aim to ensure the quantity, quality and structure of the staff; from these results, the staff can adapt to the requirements of state educational management at the district level in the the current education reform Staff development in district divisions of education and training should be based on the theory of human resource management with specific areas such as making plans for staff development; designing and implementing training programmes for staff; recruiting, assigning and mobilising staff; establishing policies for staff, evaluating staff's performance Participating in the development of the staff in district divisions of education and training includes many stakeholders with different roles 1.2 The results of survey and analysis of the current status have shown the whole picture of the staff development in district divisions of education and training including the quantity, the quality and the structure of the staff, the training programmes done for the staff The staff in district divisions of education and training in Ho Chi Minh City had been developing quickly in terms of their quality and quantity recently However, in the current education reform, the quantity and quality of the staff still have limitation Staff development in district divisions of education and training in Ho Chi Minh City in recent years had been concerned by the leaders and managers 27 but there had been no scientific, feasible and synchronous solutions for the staff to be sufficient in quantity, good at their quality and structure in order to meet the city's educational development requirements in the context of the national reform and international integration This situation is due to different objective and subjective causes such as managers' awareness, mechanisms, policies, and each employee itself 1.3 Based on the theoretical review and pragmatic evidence, the thesis suggested strategies: Organising activities to deliver the necessity of the development of staff in district divisions of education and training to managers at different levels; renovating the staff development plans; organising training programmes for the staff; renovating the mechanism of recruitment, assigning and mobilising of the staff within the system; designing the rubrics to assess the staff's performance; improving the policies to motivate the staff These strategies had been appreciated in terms of their necessity and feasibility, which had been confirmed by the interventions related to training programmes for the current and potential staff in district divisions of education and training about State management of education RECOMMENDATION 2.1 For the Ministry of Education and training - Coordinating with the Ministry of Home Affairs to soon build and issue legal documents on the system of professional criteria and working regimes; Regulations on honouring the staff who perform the task of state management of education - Early establishing standards of the staff in district divisions of education and training; completing the curriculum of training programmes for the staff in district divisions of education and training to meet the requirements of improving the quality of the staff in the context of the fundamental and comprehensive reform in education and training - Implementing regulations and reasonable policies for the staff in district divisions of education and training which are suitable to the context of 28 the regions and areas; Additional benefits for teachers being responsible for the state management of education at the district divisions of education and training, the Department of Education and training, the Ministry of Education and training - Coordinating with localities to develop and implement the training plans for staff to adapt to the requirements of state management of education at the district level in the fundamental and comprehensive education reform Direct localities in developing and implementing regulations on significant decentralisation of state management of education at the district level, more clearly stipulating the powers and responsibilities of the staff in district divisions of education and training 2.2 The People's Committee and the Department of Education and training of Ho Chi Minh City - Coordinating with the Ministry of Education and training to implement training plans for staff being responsible for state management of education to meet the requirements of the fundamental and comprehensive education reform - Design a plan and a system of guiding documents to define tasks, responsibilities, and contents of implementing staff development in district divisions of education Conduct research to implement solutions for staff development in district divisions of education and training in a synchronous manner - Facilitating learning and experience exchange for the staff in district divisions of education; organising visits for the staff and providing abroad training in management for the staff Developing specific local regimes and policies to ensure higher income when teachers are transferred to the district divisions of education and training instead of working at school, improving motivation of the staff in district divisions of education and training to meet new requirements and tasks - Completing the documents stipulating the decentralisation of state 29 management of education for district divisions of education and training Assigning tasks to the training institutions of Ho Chi Minh City which coordinated with the relevant units to implement training programmes for the staffand staff-to-be in district divisions of education 2.3 For the district People's Committees, district divisions of education and training in Ho Chi Minh City - Providing financial and mental support, creating a favourable environment for staff development in district divisions of education and training to fulfil their tasks in state management of education at the district level and contribute to the successful implementation of the local education reform - Building the management culture, environment of democratic and friendly management to help the staff understand the evaluation of the staff development in district divisions of education and training and ensure the objective assessment and achieve good results - Having a thorough understanding of the functions, responsibilities and professional characteristics, professional requirements of the staff development in district divisions of education and training in the context of the comprehensive and fundamental education reform; and training curriculum of the staff in district divisions of education, design a plan for training and self-directed learning for the staff to meet requirements of the fundamental and comprehensive education reform 2.4 For the staff in district divisions of education and training of Ho Chi Minh City - Having the full perceptions on: positions and functions of the staff in district divisions of education and training; professional characteristics of the staff in district divisions of education and training; requirements of qualities and competencies of the staff in district divisions of education and training, challenges for the staff in district divisions of education and training in the context of the fundamental and comprehensive reform in education today 30 - From the full perceptions of the above issues, the staff in district divisions of education and training should determine the tasks of constantly selfdirected learning, actively participating in training to improve their competencies of all aspects to adapt to requirements of the current education reform PUBLICATIONS RELATED TO THE THESIS HAVE BEEN PUBLISHED BY AUTHOR Dương Văn Thư (2015), Improving the quality of the staff in district divisions of education and training in the current period, Proceedings of the National Scientific Conference "Improving the quality of training teachers and staff of education management”, Vinh University Press Dương Văn Thư (2017), "Factors affecting staff development in district divisionss of education and training in Ho Chi Minh City", Journal of Education, Special Edition 3 Dương Văn Thư (2017), "Labor characteristics of the staff in district divisionss of education and training in the context of fundamental and comprehensive reform in education", Journal of Educational Science, No 145 Dương Văn Thư (2018), "The qualities and competencies of the staff in district divisionss of education and training to adap to requirements of fundamental and comprehensive reform in education and training", Vietnam Education Science Journal, No 02 ... dynamic force which gains great attraction to the investors in the southern key economic region It also has an important political position in the whole country [3] Ho Chi Minh City is the most populous... Ho Chi Minh City Therefore, it is necessary to conduct an empirical study of solutions to develop the staff of the district divisions of education and training in accordance with Ho Chi Minh City's... divisions of education and training in Ho Chi Minh City" was conducted to contribute to the development of high-standard human resource for education in Ho Chi Minh City Aims of the study Based on a