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MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN MINH TUẤN DEVELOPMENT OF TEACHERS IN TECHNICAL SECTOR OF UNIVERSITIES IN MEKONG DELTA AREA ACCORDING TO CAPACITY ACCESS Major: Education Management Code: 9140114 SUMMARY THESIS OF DOCTOR OF EDUCATION SCIENCE NGHỆ AN - 2019 INTRODUCTION Reason to choose the topic Resolution No 23- Resolution / Government dated March 22, 2018 of the Politburo defining: By 2030; Vietnam has accomplished its goal of industrialization and modernization, basically becoming an industrialized country towards modernization; belongs to the top Asean countries in terms of industry, in which some industries are internationally competitive and deeply involved in global value chains To accomplish that goal, one of the important tasks is training human resources, especially high-quality technical human resources, who are competent and qualified to meet the needs of the labor market The Party and State have paid much attention and issued many guidelines and policies relating to lecturing staff development, including some typical policies such as: 1) The Prime Minister issued Decision No 09 / Decision-Gov dated January 11, 2005 on approval of the scheme "Building teachers and education management staff in the direction of standardization, quality improvement, ensuring sufficient quantity, synchronous structure, especially focusing on improving the political and qualities of ethics, lifestyle, professional conscience and professional qualifications of teachers that meet the increasing demands of education in the process of promoting industrialization and modernization of the country ” 2) Resolution No 29-Resolution / Gov of November 11, 2013 of the Party Central Committee affirmed, "Basic and comprehensive innovation of education and training" stated “Develop teachers and managers, meeting the requirements of education and training innovation, formulate plannings and plans on training and retraining of teachers and educational administrators in combination with the needs of socio-economic development, security, defense and international integration Implementing standardization of educators and educational managers according to each educational level and qualifications with the ability ", the new educational process" transfering from content to capacity access "is renewed 3) On 18/1/2019, the Prime Minister signed the decision "Approving the project to improve the capacity of lecturers and managers of higher education institutions to meet the requirements of comprehensive fundamental innovation of education and training in the period of 2019 - 2030", clearly stating viewpoint "Training and retraining to improve the capacity of lecturers and managers of higher education institutions should be valued because this is the determining factor of higher education quality" The Mekong Delta region has an important position in the country's economy and society, but the current practice of education and training in the region is still considered a "lowlying region" because the rate of university education or higher accounts for lowest rate (5.5%), rate of trained workers (12.2%), the rate of workers without technical expertise (87.8%) In recent years, the capacity of lecturing staffs in the technical fields in the Mekong Delta universities has not yet met the demand of training high-quality technical personnel to serve the cause of national renewal and the Industrial network 4.0 due to many objective and subjective reasons such as: The rapid change of technology, the impact of knowledge economy, individual capacity of each teacher has not been improved to meet the requirements set by the society and employers in the educating process From the above reasons, the author chooses the topic "Developing the contingent of technical staffs in the Mekong Delta Universities under the capacity approach" to study to find suitable solutions in developing lecturing staffs of technical universities, meeting the new requirements of the whole region Research purposes On the basis of studying the theory and results of research on the situation of developing lecturing staffs in the technical fields of the Mekong Delta universities according to the competency approach, the thesis proposes solutions to develop lecturing staffs of technical sectors of universities in the Mekong Delta region, meeting the requirements of renovating and improving the quality of higher education in the region Subject and object of research 3.1 Object of research: engineering teachers for universities 3.2 Subject of research: Developing lecturing staffs in the technical sector of Mekong Delta universities according to capacity approach Scientific hypothesis: The faculty of engineering sector of the Mekong Delta universities has made sure development in quantity and contributed significantly to the development of higher education in general However, this team also revealed the most inadequacies in quality before the requirement of fundamental, comprehensive innovation of education and the industrial revolution 4.0 is changing drastically in the areas of the region Research, propose and apply solutions to develop lecturing staff in technical areas of Mekong Delta universities according to capacity approach based on orientation of capacity framework with standards, criteria according to position of professional positions, simultaneously, synchronous implementation of solutions for lecturing staff development, focusing on solutions such as: planning, training fostering, recruitment, effective use, will help improve technical and professional capacity, teaching, scientific research, as well as other necessary competencies of lecturers in the technical fields of universities in the Mekong Delta, contributing to promoting the development of high-quality technical human resources of universities in the current reform of higher education Research task 5.1 Study the theoretical basis for developing lecturing staffs in the technical fields of universities according to capacity approach 5.2 Surveying, analyzing and clarifying the actual situation of developing lecturing staff in technical fields of universities in the Mekong Delta according to capacity-based approach 5.3 Proposing, exploring the urgency and feasibility and testing some solutions to develop lecturing staffs in the technical fields of Mekong Delta universities according to capacity approach Scope of research 6.1 Limitations on content: The thesis focuses on researching the components, relationships and solutions to develop lecturing staff in technical sector according to capacity approach 6.2 Limitations on surveying objects: The thesis examines objects such as managers; Faculty of engineering sector; Students are studying and graduated from 08 universities 6.3 Limitation on time of survey: Surveying and assessing the situation of developing lecturing staff of technical branches of Mekong Delta universities according to capacity approach, mainly in the period from 2015 to 2019 6.4 Limitations on testing solution: The author of the thesis organizes to test 01 solution at Can Tho University of Technology Approach of approach and research method 7.1 Approach perspective: Approaching the system; Access to human resource development; Access to management functions; Practical approach; Reaching capacity 7.2 Research methods: Methods of theoretical research: Analysis and synthesis of theoretical documents; Systematizing theoretical documents and current normative documents on higher education and teachers; Generalizing independent judgments; Modeling; Practical research methods: Written surveys; Direct interview: Direct interview; Expert; Testing, Statistical Methodology The points need to be protected 8.1 Developing lecturing staffs of technical sector according to competency approach is a field of developing lecturing staff of universities, so the target, content, modality of implementation are suitable with the development of lecturers in general and at the same time 3 consistent with the characteristics of lecturing staff in the technical sector of the Mekong Delta universities 8.2 In recent years, developing lecturing staffs in general and developing lecturing staff in the technical sector in particular the universities in the Mekong Delta have many changes according to the current fundamental innovation trends of education, however, in general, it still does not meet the requirements of innovation to improve the quality of higher education in general, higher education in the technical sector in particular of the whole region Evaluate and study the situation of the strengths, weaknesses, causes of limitations to find suitable solutions 8.3 Raising awareness, building capacity framework and criteria for assessing and developing lecturing staff in technical fields of Mekong Delta universities Organize the implementation of basic solutions to develop lecturing staffs in technical areas of Mekong Delta universities according to capacity approach New contributions of the thesis - The thesis contributes to clarify the theoretical issues of developing lecturing staff in the technical sector in general, lecturing staff of technical areas of Mekong Delta universities according to capacity approach; clarifying the role and characteristics of labor, personality models of technical teachers in the current context - Research to clarify the current situation of developing lecturing staff in the technical fields of Mekong Delta universities according to capacity approach - Develop a system of solutions to develop lecturing staff in technical areas of Mekong Delta universities according to capacity approach - Developing faculty capacity framework for technical subjects at universities in accordance with the characteristics of the Mekong Delta region; propose a fostering program to meet the capacity building needs of faculty members in the technical sector 10 The thesis structure In addition to the Introduction; Conclude; Recommendations; References; Research annex; The thesis includes 03 chapters: Chapter The rationale of developing the faculty of engineering sectors of universities according to capacity approach Chapter Current situation of developing the contingent of lecturers in technical fields of universities in the Mekong Delta region according to capacity approach Chapter Solutions to develop teaching staffs of engineering majors in Mekong Delta universities according to capacity approach Chapter THE RATIONALE OF DEVELOPING THE FACULTY OF ENGINEERING SECTORS OF UNIVERSITIES ACCORDING TO CAPACITY APPROACH 1.1 Overview of the problem study 1.1.1 Overseas research projects: Since the end of the twentieth century, studies on developing lecturing staffs according to professional standards have been conducted in many countries around the world Many countries have developed standards for their education, including: Quality standards, school standards, management standards, teachers' standards In general, the research works have considered lecturing staffs, developing lecturing staffs is one of the basic conditions to ensure the quality and development of education, viewpoints and perceptions about the position and role of teachers on the day The more correct, more comprehensive At the same time, the research also offers many different solutions to develop lecturing staffs such as: Develop professional standards, criteria, requirements, methods of testing and evaluating, using modern technology and techniques 1.1.2 Research works in the country: The domestic research projects on lecturing staffs development have affirmed the position and role of deciding the quality of education and training of lecturing staffs, researching on planning, training, fostering and using teachers and managers ; studying the situation and assessing teachers' standards 1.1.3 General assessment 1.1.3.1 Issues to acquire: Through studies of foreign and domestic authors, it has shown the approach in management, development of teachers according to capacity approach, proposing solutions to develop teachers in general, and technical teachers in particular to improve the quality of training in higher education institutions and universities 1.1.3.2 Unresolved issues: The research works are still general, overall, there are no specific studies mentioning the necessary aspects to develop the technical teaching staffs at universities (especially in the Mekong Delta) according to capacity approach 1.1.3.3 Thesis issues must be resolved: In the doctoral dissertation, it is necessary to clarify the basic elements that form the foundation and develop lecturing staff of the technical departments of universities according to capacity approach; thereby finding strategic solutions to bring efficiency and quality in the management of lecturing staff in the technical fields of universities in the Mekong Delta, improve and promote the capacity of teachers to improve the quality of training high quality technical human resources for each locality and for the whole region 1.2 The basic concepts 1.2.1 Technical sector 1.2.1.1 Technology: is the overall means of human activity created to carry out the production processes and serve the non-productive needs of society In the technical knowledge and experience accumulated in the process of production development of society has been materialized The main mission of technology is to mitigate labor and improve its effectiveness, expand human ability in the process of labor, liberation (partly or entirely) people escape from tough and dangerous work Today's technology is characterized by very rapid strides on the path of modernization, automation, unification, and standardization 1.2.1.2 Engineering: The industry is a collection of professional knowledge and skills within the scope of professional, scientific and technological activities, which are classified and classified by the Ministry of Education and Training The engineering industry is understood to be: extremely broad, it encompasses a variety of more specific technical areas, each emphasizing the areas of technology and specific types of applications Technical sector is a special industry group with many specialties such as: mechanical engineering, crazy engineering, electronics, construction engineering, architecture, electronics and telecommunications, road and bridge construction, engineering aviation, oil, automation, ship engineering, nuclear engineering, environmental engineering 1.2.2 Technical teacher 1.2.2.1 Lecturers: Teachers are understood to be teachers at universities that have standards, responsibilities and powers according to State regulations and specific regulations of each university 1.2.2.2 Teachers in the technical field: It is understood that teachers teach subjects / modules of technical fields in faculties, departments and centers of universities, with teaching and teaching functions, education, research and dissemination of science and technology sector, organizing technical pedagogical activities to contribute to training students in technical fields to become engineers, providing technical human resources for the labor market 1.2.3 Technical staff members 1.2.3.1 Team: As a mass of people with professional functions, gathered and organized into a force 1.2.3.2 Teachers of technical sector: is a collection of teachers who are responsible for teaching, scientific research and technology transfer of the engineering sector at the university They have standards, tasks, powers and operational goals They stick with each other with responsibilities and benefits as prescribed by law and by competent state agencies 1.2.4 Developing the force of teachers in the engineering industry 1.2.4.1 Development: Is changing or making changes from little to many, narrow to wide, low to high, simple to complex 1.2.4.2 Development of technical faculty members: It is the process of building, completing or changing the status of lecturing staff in universities, helping teachers to grow in all aspects: The quantity, quality and reasonable structure have the professional and technical qualifications and pedagogical skills to fulfill the tasks according to the regulations on rights, obligations and standards according to the title of teachers in the Higher Education Law 1.2.5 Developing teachers of technical disciplines according to capacity approach 1.2.5.1 Reaching capacity: A modern approach in the process of training and use, capacity development Accordingly, focusing on the formation and development of implementation capacity of the object 1.2.5.2 Development of technical faculty members according to capacity approach: It is the standardization of integrating the knowledge, skills and attitude components into a standard system of professional competence of teachers of the technical sector In order to implement the management method of lecturing staff development in the technical fields of universities according to capacity approach, it is necessary to have a set of professional competence standards; Next is "standardize" the content of management and development of lecturing staffs in the technical sector according to the process from planning, development planning, recruitment, assignment of use, evaluation, training and retraining of teachers , policies of reward, remuneration, motivation for the team, etc., all based on the standard of professional capacity of technical teachers 1.3 The teacher in the engineering field at the universities in the current context 1.3.1 The position and role of the teacher in the engineering field at the universities 1.3.1.1 Position: Teachers of universities have a very important position in the university and in the training process of a university 1.3.1.2 Role: Teacher is the main person in organizing innovation of teaching methods Nowadays, science and technology are increasingly developing, which basically changes the social system Therefore, the position, function, role of the university and teachers also have many changes UNESCO has changed the perception of teachers' positions, roles and tasks, that is today teachers are not only tasked with transmitting knowledge simply but also perform the function of organizing and controlling teachers education and teaching to aim for personality formation for students to meet social requirements 1.3.2 Functions and tasks of university engineering faculty in the current context: Teaching staff of the technical sector at universities have functions and must perform diverse and complicated tasks and tasks with the following basic contents: Implementing teaching tasks; perform scientific research, study and self-training tasks; performing production and service tasks; performing social tasks 1.3.3 Labor characteristics of technical sector teachers: The knowledge, organizational capacity and management of pedagogical activities, scientific and technological research, professional activities and social activities of teachers is an important factor in reflecting teachers' qualifications and capabilities For technical teachers, there are other specific factors that are teaching activities associated with the production process 1.3.4 Competency framework of university technical teachers 1.3.4.1 Capacity model of technical teacher: Technical teachers have the capacity to teach as an educator, with the ability, the ability to organize and manage daily vocational and educational activities, in addition, they have the professional and technical capacity as a skilled technical worker with a certain level of professional and technical expertise in a technical career, they also have the ability to manage as as a manager able to manage the teaching process at the university as well as the internship process in the enterprise In this dissertation, the researcher gives a model of competency of faculty members in the technical sector as shown below: Technical pedagogy Career Development Technical expertise Technical teacher capacity Relations with businesses Scientific research Diagram 1.1 Model of human capacity and technical teacher 1.3.4.2 The professional competence of technical faculty a Technical pedagogical capacity: Teaching design capacity; Capacity to implement teaching (including: Competence in using proficiently and effectively teaching methods; Capacity of using equipment and teaching facilities; Competence to guide students to implement essays and projects; Ability to use language in teaching; Pedagogical communication capacity; Ability to test and evaluate learning results of students); Capacity for program development and document processing; Education capacity for students b Technical capacity: Competence of professional knowledge; Technical thinking capacity; Practical capacity of technical fields;Production and management capacity c Scientific research capacity: The scientific research capacity of the technical staff is the ability to effectively carry out scientific research activities according to the identified issues and objectives d Relationship capacity with enterprises: It is an important capacity to help teachers perform the role of bridging the school and business, to perform the following tasks: Establish long-term relationships with businesses in training skills and professional attitudes for students through practical experience, visiting lecturers of experts, collecting feedback from businesses e Career development capacity: As an important basis to implement standardization and improve the quality of lecturing staff in the technical sector, is the basis for developing working capacities to meet the requirements of innovation and improve the quality of training 7 1.4 The problem of developing the faculty of engineering sector in universities according to capacity approach 1.4.1 The necessity to develop a team of technical trainers according to competency approach: Teacher is one of the factors determining the success of education and training In addition, science and technology have made great progress, setting strict requirements for high-quality technical personnel Therefore, lecturers in the technical sector need to be developed according to the capacity approach, thus meeting the current requirements of the process of training high-quality technical human resources 1.4.2 A number of theory of human resource development applied to develop technical faculty according to capacity approach 1.4.2.1 Model of Leonard Nadler: Human resource management has main tasks with an inseparable relationship (with other component tasks): 1) Human resource development (including training, retraining, development, research and service); 2) Use of human resources (including recruitment, screening, layout, evaluation, remuneration, labor force planning); 3) Human resources environment (including expansion of types of jobs, expansion of employment, organization development) Applying to Human Resource Management based on Leonard Nadler's ability to develop lecturing staff in the technical sector according to capacity approach, it is necessary to fully implement the contents such as: Education, training, retraining, capacity development, recruitment, use, remuneration policies 1.4.2.2 Model of R Wayne's Mondy and Rober M.Noe: Job analysis is the first step of important significance and is the most basic tool in every stage of human resource management; This is the start of a human resource development process in an organization 1.4.3 The goal of developing technical faculty members according to capacity approach: The goal of developing lecturing staff in technical sector according to capacity approach is that the lecturers are sufficient in quantity, quality assurance, meeting the requirements of technical and professional competencies and other capacities of faculty members in the technical sector Quality assurance and technical expertise of lecturing staff plays a decisive role in success, quality assurance in the training of technical disciplines, providing for the labor market and business establishments using highly qualified technical human resources 1.4.4 Content of developing technical faculty members according to capacity approach From the above models of human resource development, the author has combined to provide a theoretical framework on the content of lecturing staff development of technical sector according to capacity approach, as shown by the following elements: 1.4.4.1 Planning for development of technical faculty members: Planning is a very important task in the management and planning always ahead of schedule In the development of lecturing staff in general and faculty staff in the technical fields of universities in particular, the planning work has a particularly important role, correct planning will make lecturers develop comprehensively both politically, professionally, technical pedagogical capacity, scientific research capacity of technical branches 1.4.4.2 Recruiting and using lecturers in the technical sector: Recruitment of technical teachers is an activity to supplement the important human resources of the university This is a very important stage in developing lecturing staff in the technical sector, it not only helps to increase the number but also a condition to achieve the goal of having a reasonable and quality structure of high-tech sector teachers 1.4.4.3 Training and retraining of technical faculty members: Training, fostering and developing teachers of technical disciplines related to improving the capacity of technical teachers; training and retraining to form the system of knowledge, pedagogical capacity and professional attitudes according to the prescribed professional standards The training and retraining of lecturing staff in the technical sector must be based on the standard framework of lecturing staff capacity for the technical sector to determine the content of training and retraining Competency framework is also a measure to help each technical teacher to be proactive and autonomous, to create a driving force to fulfill the role of teacher, scientist, social and cultural activist, teacher manager sex, at the same time can control and measure the capacity of individuals compared to the requirements, tasks and orientations for training and retraining to offset the lack of capacity 1.4.4.4 Evaluating and classifying lecturers in the technical sector: Examination and assessment of lecturing staff of technical sector is the process of reviewing activities, he results of implementing the tasks of each technical teacher in accordance with the standards and objectives that the University is aiming to serve the management requirements and help the technical teachers have more information to self-assess the version Since then, there has been a tendency to train, strive and better meet the requirements of standards, tasks and capacity frameworks according to regulations 1.4.4.5 Implementing regimes and policies to develop teaching staff in the technical sector: Implementing remuneration and remuneration policies for teachers in the technical sector means creating an optimal environment for maintaining and developing lecturers in the technical sector These remuneration policies have created great motivation for the development of lecturers in the technical sector Each university should pay attention to maximizing the resources and conditions from its own internal forces to apply to the implementation of remuneration policies for technical teachers in order to motivate the development of lecturing staff in the field of engineering, creating great strength for university development 1.4.5 Subjects develop the faculty of engineering sector in universities according to capacity approach: The management subjects are the Government, Ministry of Education and Training and relevant Ministries, People's Committees of provinces and cities directly under the Central Government, and Rectors of universities with technical training 1.5 Factors affecting the development of the faculty of engineering sector in universities according to capacity approach 1.5.1 Objective factors 1.5.1.1 The leadership and direction of the management subjects in developing the faculty of engineering departments of universities: University education institutions want to thrive, need the leadership of the party on the right policy, placing the Party leadership's leadership on developing faculty staff in the technical sector towards the capacity approach 1.5.1.2 Cultural, scientific and technological factors: Nowadays science - technology develops like a storm creating an ever-stricter world link, at the same time, it also poses to the nations greater challenges, opening up many opportunities for cooperation with the outside world including capital, experience and human resource development 1.5.1.3 Environmental factors, organizational and management mechanisms of universities: The stronger the prestige and the university brand, the more attracting teachers and the better the development of lecturing staff in the technical sector Any teacher who wants to work in a prestigious organization, is well known, the teacher himself is afraid to leave the organization When universities have "brands", the more the relationship between teachers and universities is, the better the management of teachers Staff policy is also one of the factors affecting strongly the development of faculty staff in the technical sector The level of management staff in universities has a great influence on university management In order to create a good pedagogical environment, to improve the quality of lecturers in the technical sector, university management officials must be the leaders in teaching, firmly grasp and deeply understand the objectives, programs and contents training, directing and organizing effective teaching and learning, is a center to attract lecturers to the technical sector, students and to be respected by colleagues 1.5.2 Subjective subjective factors 1.5.2.1 Passion, the sense of responsibility of technical faculty in work: The passion, creativity, and passion for work together with the sense of responsibility of teachers for education and training tasks in schools are very important factors, affecting the striving, understanding and voluntarily cultivate professional skills and skills of the technical teachers themselves 1.5.2.2 Awareness of personal obligations: Consciousness is the form of reflecting the highest psychology only in humans, personal consciousness is the high level of consciousness development and the ability to self-awareness, to have a clear attitude to oneself, to self-control, to adjust behaviors according to the purpose of self-awareness, thereby self-educating and self-improvement 1.5.2.3 Conscience, professional ethics: The moral mind is the root of the personality in general and the personality of teachers in the technical sector in particular Any individual who is involved in professional activities, to bring about quality and sustainable performance, besides professional competence, must have professional ethics 1.5.2.4 The ability of self-study and self-improvement of lecturers in the technical sector: The ability of self-study, self-improvement of professional and technical competencies, professional ethics, scientific research is one of the core factors to improve individual capacity of each teacher, especially teachers in universities 1.6 Experience in developing teaching staff in the engineering sector of some countries in the world 1.6.1 USA: In the US education system, the government directly intervenes in vocational training through the law of vocational training ("Carl D Perkins Career and Technical Education Act") and provides funding to support support general training policy The United States is at the forefront of developing teacher professional standards: in 1989, the National Board for Professional Teaching Standards, (NBPTS) issued documents on what teachers must know and be able to do, considering it a price system foundation to build teacher career standards, meeting the requirements of American education reform for the 21st century NBPTS builds advanced standards of teachers 1.6.2 Australia: Training program for teachers built by universities under the guidance and standards of national and state teacher training In Australia, the formal training of technical teachers' texts has been paid attention to widely and diversely 1.6.3 Federal Republic of Germany: Germany has a tradition and a lot of experience in training teachers in general and technical teachers in particular with a high quality method 1.6.4 South Korea: Teachers are divided into ranks: Teachers are divided into main teachers, level 1, level 2, teaching assistants, educational advisors, library members, technical teachers and nursing teachers Every teacher must test to get a certificate The government continuously reforms education in which there are forms of assessment such as sending comments to teachers, comments from students and those reforms must have the unity of teachers' associations 1.6.5 China: For nearly a decade, the Chinese government has basically built a system of vocational training facilities from high school, technical, advanced and non-governmental institutions 10 1.6.6 Japan: Teachers training system in Japan has basically changed The main changes are shown in the following two points: 1) Teacher training program is designed with parts: General education, specialized education and vocational education teacher (main content for teacher certification) ); 2) Pedagogical universities are reorganized into universities to train teachers in four years and teacher training can also be conducted in other universities Conclusion on chapter Through studying the theoretical basis of developing lecturing staff in the technical fields of universities, the thesis has made the following comments: Developing lecturing staff of technical departments of universities is an essential and important work in the period of fundamental and comprehensive innovation of Vietnamese education at the same time, also in line with the current trend industrial revolution 4.0 In order to meet the demand of training high-quality workforce, which requires the training of technical disciplines at universities, it is necessary to ensure the quality of training of technical disciplines according to the output standards Developing lecturing staff in general and lecturing staff in the technical sector in particular have sufficient capacity to well perform the technical teaching work that needs to develop lecturers in the technical fields of universities according to the following contents:1) Planning, specific plans, suitable to actual requirements; 2) Training and retraining work should enhance and improve the technical and professional training and retraining programs.3) Identify criteria, standards, and indicators of capacity of technical sector teachers; 4) Policies and mechanisms, creating favorable conditions for the development of lecturing staff in the technical fields of universities The management of lecturing staff in the technical fields of universities according to capacity approach is influenced by many factors This is also one of the issues that need to be considered when proposing solutions to the development of lecturers in the technical fields of universities CHAPTER CURRENT SITUATION OF DEVELOPING TEACHERS OF TECHNICAL SECTOR OF MEKONG DELTA AREA’S UNIVERSITIES UNDER CAPACITY APPROACH 2.1 Organize a survey of the situation 2.1.1 Purpose of survey: Surveying and surveying practices is aimed at collecting data to assess the situation of developing lecturing staff in the technical fields of Mekong Delta universities following an approach to competency objectively 2.1.2 Survey content: Assessing the status of lecturing staff according to the criteria; Considering and assessing the actual capacity of lecturing staff in technical fields of Mekong Delta universities according to capacity groups and assessing the status of lecturing staff development of technical areas of Mekong Delta universities according to capacity approach with 06 contents 2.1.3 Subject of survey: 145 managers; 580 teachers; 1550 students and 300 students graduated from 08 Mekong Delta universities (including: Can Tho University; Can Tho University of Technology; An Giang University; Kien Giang University Tien Giang University Bac Lieu University, Tra Vinh University, Vinh Long University of Technical Education 2.1.4 Survey tools and methods 2.1.4.1 Survey toolkit: Including the questionnaires of the survey walls 2.1.4.2 Survey method: 11 Guide managers; Teacher; Technical students of 08 Mekong Delta universities fill in the survey forms; In-depth interviews with managers and technical teachers of 08 Mekong Delta universities 2.1.5 Survey time: From February to September 2018 2.1.6 Handling survey results: Table 2.1 Subjects and number of surveys on lecturing staff development belongs to the engineering sector at 08 universities in the Mekong Delta Object Number of Number of Number of No votes after votes issued votes collected processing Management staff of Organization and Personnel 08 08 08 Department of 08 universities Managers 150 145 145 Teachers 590 587 580 Students 1.560 1.555 1.550 Graduated students 320 310 300 Total 2.628 2.605 2.583 2.2 Overview of geographical, economic and social characteristics, education and training and technical sector at universities in the Mekong Delta 2.2.1 Natural geography and socio-economic characteristics of the Mekong Delta About natural geographical position: The Mekong Delta region has a total area of about 40,816.3 km2, accounting for about 12.2% of the whole country area Mekong Delta consists of 13 administrative agencies: including the entire administrative boundaries of Can Tho city and 12 provinces: Long An, Tien Giang, Ben Tre, Dong Thap, Vinh Long, Tra Vinh, Hau Giang, An Giang and Soc Moon, Kien Giang, Bac Lieu and Ca Mau Economic: There are important roles and positions in the socio-economic development, cooperation and international exchange of the country Socially: The total population in the region in 2017 is 17,738,0 thousand people, the majority of the young population is in the "golden population" period 2.2.2 Education and training in the Mekong Delta The quality of education and training, especially university training is generally low, has not really met the requirements, is one of the reasons that limits the quality of human resources, and does not resolve the relationship between quantity and quality From the above situation, it is required that the localities in the Mekong Delta need effective solutions: support training institutions in technical training; Encouraging people, especially the young labor force, to study to build a high quality workforce for industrialization and modernization and international integration 2.2.3 The development of engineering sector in universities in the Mekong Delta 2.2.3.1 History of technical sector development of universities in the Mekong Delta: According to statistics in the Mekong Delta region there are 17 universities (including nonpublic universities) However, the technical sector only focuses on training in some universities in the Mekong Delta region, therefore, in this thesis, there are 08 universities in the Mekong Delta including: 1) Can Tho University; 2) Can Tho University of Technology; 3) An Giang University; 4) Kien Giang University; 5) Tien Giang University; 6) Bac Lieu University; 7) Tra Vinh University; 8) Vinh Long University of Technical Education As a region with strengths in agriculture, the precursors of universities also formed and thrived on agricultural faculties In the period of accelerating industrialization and modernization of the country, the Mekong Delta universities began to promote and set up faculties and departments of technical branches 12 2.2.3.2 Technical branches and training scale: The number of branches and the scale of training in the technical sector of 08 universities in the Mekong Delta show an increase in the scale of training over three years from the academic year 2015 - 2016 to the 2017-2018 school year Table 2.2 Statistics of sectors and sizes of technical students in years Number of training branches Scale training (people) Năm Năm Năm Dự Năm Năm Năm Dự TT Universities học học học kiến học học học kiến 2015 - 2016 - 2017 - 2020 2015 - 2016 - 20172020 2016 2017 2018 2016 2017 2018 Can Tho University 13 13 14 18 5.141 6.053 7.636 9.350 Can Tho University of 11 11 11 14 1.596 1.362 1.546 1.920 Technology An Giang University 04 05 07 10 978 1.178 1.278 1.340 Kien Giang University 05 09 11 13 755 978 1.055 1.260 Tien Giang University 06 08 08 10 1.525 1.705 2.005 2.300 Bac Lieu University 02 02 02 05 125 185 220 660 Tra Vinh University 11 15 15 18 3.741 5.653 8.738 9.430 Vinh Long University of Technical 08 08 08 10 2.819 3.019 4.769 5.210 Education Total 16.680 20.133 27.247 2.2.3.3 Facilities: The universities in the Mekong Delta ensure the facilities to better serve the training process of the university, especially those in the technical sector 2.2.3.4 Training quality: According to the evaluation of Mekong Delta universities about training and evaluation of training quality in the sectors, in particular, the technical sector ensures the training quality of high-quality human resources, meeting social needs 2.2.3.5 Characteristics of teaching staff of technical sector in Mekong Delta: Training resources of lecturers of technical sector from various sources, from universities of technical education, from universities of natural sciences, from other universities, there are some teachers who are trained from technical workers and then learn university degree in order to upgrade qualifications to university therefore, with a variety of training resources, the technical and professional competencies, technical pedagogical skills, scientific research capacity, relationship relations with enterprises have uneven differences between teachers; Lecturers in the technical sector between training disciplines are not synchronized in terms of the number and structure of lecturing staff, some training sectors still lack teachers with high qualifications; there is a similar proportion of age structure between young and enthusiastic teachers who are easily accessible to new changes in science and technology and technology with teachers with much experience in age and occupation age 2.3 Current situation of teachers in the technical sector of universities in the Mekong Delta 2.3.1 Current situation of quantity, gender and age of faculty of technical sector: Regarding the structure of age and sex of lecturing staff, the technical sector at universities in the Mekong Delta is having a relatively reasonable structure with 78 , 0% of teachers aged 31-50 (48.5% aged 31-40, 29.5% aged 41-50) 2.3.2 Current situation of training and professional qualification structure 2.3.2.1 Structure of training level of technical faculty members: The proportion of teachers with a master's degree accounts for the majority (68.6%), 13 teachers in the technical sector have a doctorate degree or higher accounting for 16.7% (of which 0.1% of Professor; 1, 2% of Associate Professor, 15.4% of PhD) 2.3.2.2 Structure of pedagogical, informatics and foreign language skills of lecturers of technical sector: Approximately 33.8% of teachers in the technical sector are trained in technical pedagogical universities, 3.0% of technical teachers are graduates of technical pedagogical colleges and study to universities of engineering Most of technical teachers (accounting for about 45.8%) have a certificate of pedagogical teaching and college The remaining 17.4% of technical teachers are trained at other universities and have other professional certificates 2.3.3 Current situation of professional capacity of lecturers in technical sector 2.3.3.1 Actual situation of technical pedagogical capacity: The criteria of technical pedagogical competence are rated average from 2.34 to 2.78 The technical pedagogical capacity of lecturers in the technical fields of universities in the Mekong Delta is quite good Current status of program development and document processing capacity: Capacity to develop and implement training program of lecturers in technical fields of Mekong Delta universities at a fairly high level, with the average of criteria from , 10 to 2.65 Situation assessing the level of satisfaction of students: students assess at normal level from 64.8% to 68.4%; satisfaction level from 10.1% to 11.1%; less satisfied from 12.1% to 12.2% This shows that, students are still not satisfied and appreciate the lectures, materials, according to the results of direct interviews with some students, the students said that the level between lecture theory and technical practice of the subjects in the technical training has not yet met the reality of production Heavy in theory, light practice, especially not close to the reality of production, business and service of production facilities and practical skills of students have not met the requirements set by job positions at human resource-using establishments Students assess the level of satisfaction about organization and management of teaching and use of teaching methods and organizational forms of teaching of technical teachers in the normal range from 10.5% to 70.2% , less satisfied from 11.1% to 20.6%, partial satisfaction from 8.8% to 59.4%, according to students, the organization of learning experience of lecturing staff is still limited, not regularly implemented to help students grasp specific practical skills combined with professional knowledge The organization guides learning at production, business and service facilities; Guidance on scientific thesis and research for students of technical sector is assessed by students at normal level from 42.54% to 57.9%, the level of satisfaction from 7.3% to 37.3%, the level satisfied partly from 4.0% to 28.7%, according to the students' guidance on the production practice and the thesis of lecturing staff in the technical fields of the Mekong Delta universities have not been specifically instructed with production practices, some training sectors of the technical sector students also face difficulties in the practice process to practice in practice because students have not been directly involved in production, business and service activities at the interns At the same time, teachers are not deep and specific instructions on the actual production process of enterprises, this is a limitation that requires lecturers to participate directly in the practical activities of the training industry 2.3.3.2 Status of technical and professional capacity: Teachers of the technical sector of Mekong Delta universities have good capacity: Ability to update professional knowledge and information and techniques (average score of 3.13); Proficient in professional skills of the professional field and regularly update new vocational skills in technical expertise (3.08) Besides, the most limited capacities are those such as: Practical understanding and ability to contact and apply to teaching and scientific research activities (2.60); Organization of technological processes, production organization and technical management (2.57); Solving 14 problems arising in production and research using new technology (2.41) 2.3.3.3 Current status of scientific research capacity: The specific capacities of faculty research of lecturers in the technical fields at the Mekong Delta universities are assessed at a fairly high level, with the average of criteria from 2.18 to 2.87, assessing the lowest average score of 1.96 in the criteria of deploying research results and transferring research results to the parties to use Evaluation results of students on the capacity of guiding the thesis and scientific research for students of lecturing staff are not high, scientific research activities of students have not yet developed strongly, teachers of technical disciplines in guiding activities of thesis and Scientific research for students is still limited, there needs to be changes and development in the future 2.3.3.4 Actual relationship capacity with enterprises: The capacity of business relations with lecturers of the technical departments of the Mekong Delta universities is assessed as quite good, with the average of criteria from 2.15 to 2.24 2.3.3.5 Actual situation of professional development capacity: The criteria of professional development capacity of lecturers in the technical sector reached a good level, with the average score of criteria from 2.53 to 2.83 2.3 Current situation of developing the faculty of engineering sector in the Mekong Delta region 2.3.1 Current situation of awareness of management levels on development of technical faculty members: According to the survey results 145 managers of 08 universities in the Mekong Delta have realized the importance of developing lecturing staff in technical fields of Mekong Delta universities Most managers said that it is very important to develop faculty staff in the technical fields of universities (accounting for 52.3%), less important (accounting for 27.3%), not important (accounting for 20.4%) According to the interview results, some managers believe that the development of lecturing staff in the technical fields at the Mekong Delta universities is now necessary and important because this development is suitable for the development of technical training disciplines 2.3.2 Current status of planning and recruiting technical faculty members: Through the survey results, the managers and teachers said that analyzing the current situation of lecturing staff is the most necessary because it is necessary to know the current situation and the necessary needs to implement the construction of the lecturing staff management plan of the technical sector and organize the implementation of plans and assess the management plan for lecturing staff development of technical fields at universities However, managers and teachers not pay much attention to disseminating the plan to all teachers, civil servants and officials in the university and at the same time forecasting the need of lecturing staff resources for the technical sector In terms of recruitment, the criteria to be assessed at fair, average score from 2.49 to 2.77 2.3.3 Current status of layout and use of technical faculty members: The work of arranging and using lecturing staff of technical fields at universities in Mekong Delta is relatively good Most teachers are assigned to teach in the right majors and are arranged in departments, disciplines, promote the capacity in teaching, scientific research and application of IT in lectures However, through interviews, some people said that the arrangement and use of lecturing staff in technical fields at some universities is still not really suitable, many departments still happen with teachers' surpluses and lack of teaching periods due to reduced number of students Some teachers have not been properly equipped, especially the lack of lecturers in high-tech sector This is also a problem that the Mekong Delta universities need to consider 2.3.4 Current situation of training and retraining of lecturers in the technical sector: 15 Training and retraining of lecturers in the technical fields of the Mekong Delta universities are evaluated at a fairly good level, the average score from 3.06 to 2.10 Some criteria to assess low level such as: Training on management and evaluation of training plans, contents and programs; Fostering professional development capacity; Fostering the capacity of relations with production, business and service establishments 2.3.5 Current status of evaluation and development of technical faculty members: The evaluation of lecturing staff in the technical sector is done quite well, with the average score of criteria from 2.52 to 3.05 The inspection and evaluation of the Mekong Delta universities are carried out In addition to these achievements, the inspection and assessment of lecturing staff in the technical sector also have difficulties, some of the biggest difficulties in testing and assessing lecturing staff in the technical fields of universities in the Mekong Delta are: self-study and self-study skills; Practical skills; Social activities and development of personal energy According to interviewing some managers, it is very difficult to evaluate selfstudy and self-studying skills of lecturers in the technical sector; Practical skills are also said to be difficult for lecturers in the technical sector 2.3.6 Current status of implementing remuneration policies and working environment: The criteria are evaluated at a quite good level, this shows that managers and teachers all realize the implementation of remuneration policies and policies and the working environment is very important In fact, the development and promulgation of mechanisms and policies to attract teachers, especially teachers in the technical sector is one of the first important tasks for the Mekong Delta University to develop the technical sector teachers to achieve quality, meet current requirements and tasks 2.4 Current situation of the impact of factors to develop the faculty of engineering sector in the Mekong Delta region by approaching capacity: Through the survey, all the impact factors affect the development of lecturing staff in technical fields of Mekong Delta universities In particular, the most influential factors are: On the environment, the organizational and management mechanism of technical universities; the leadership and direction of guidelines and policies of the Party and State from central to local levels; Development of science, technology 2.5 Overall assessment of the situation 2.5.1 Strengths: Teachers of the technical sector of the Mekong Delta universities now have relatively reasonable age structure In particular, teachers are aged 31 to 50 years old The lecturers of the technical branches of the Mekong Delta universities have good moral qualities and a strong ideological stance The qualifications and capacity of lecturers in the technical sector are evaluated at a fairly good level, basically meeting the teaching needs of engineering and scientific research 2.5.2 Limit: Percentage of teachers with qualifications and diplomas is not high; Foreign language and computer skills are still limited, the number of lecturers who have high qualifications of Mekong Delta universities is still small The number of teachers who are trained in pedagogical education is very limited, the majority of teachers are trained through pedagogical training classes to certify pedagogical skills Scientific research activities of lecturing staff in technical sector are still weak compared to the requirements set out The planning of lecturing staff in the technical sector has not been built uniformly, yet has not yet proved the professional competency standards associated with the job title of the teacher The layout and use of teachers in the technical disciplines at some universities in the Mekong Delta are not really suitable, many departments also happen to have a shortage of teachers and lack of teaching due to the number of students reduced 2.5.3 Cause problems and limitations of the situation: 16 The Mekong Delta universities have not yet developed a plan to develop lecturing staff in the technical sector in a scientific way, close to reality No professional competence framework has been developed and issued The comment and evaluation of the current technical faculty in the Mekong Delta universities are not based on the standard of teaching technical skills, scientific research, and are still formative so they not encourage and motivate teachers of techniques to train, improve the capacity, qualifications and quality of their teaching activities Conclusion on chapter In the current situation, the capacity of faculty members in the technical sector has not met the demand for high-quality technical personnel training The reality shows that lecturers of the technical sector of universities in the Mekong Delta have some shortcomings that need solutions Training and retraining in technical and professional skills are not many, not yet diversifying forms of training and fostering professional and technical competencies for lecturers in technical fields of Mekong delta’s universities There are no specific criteria and standards on capacity of lecturing staff in technical sector From the actual analysis of the development of lecturing staff in the technical fields of Mekong Delta universities in the whole chapter and the rationale for developing lecturing staff in the technical fields of Mekong Delta universities in chapter 1, the thesis found it necessary There are effective solutions to help managers well the development of lecturing staff in technical fields of Mekong Delta universities according to the capacity approach CHAPTER SOLUTIONS TO DEVELOP TEACHERS IN THE TECHNICAL SECTOR OF UNIVERSITIES IN MEKONG DELTA AREA ACCORDING TO CAPACITY ACCESS 3.1 Principles for proposing solutions: Principles to ensure purpose; Ensure systematic; Ensuring practicality; Ensuring efficiency; Ensure feasibility 3.2 Solutions to develop teaching staff of engineering majors in universities in the Mekong Delta region according to capacity approach 3.2.1 Organize awareness raising for managers and lecturers on the importance of developing technical faculty members according to capacity approach 3.2.1.1 Solution objectives: The organization of raising awareness of leaders, managers and lecturers in the technical sector will contribute to boosting management activities in order to create favorable conditions to promote lecturing staff capacity of the technical sector and meet the tasks training high quality technical human resources 3.2.1.2 Content and how to implement the solution - Strengthening the contents of education and information dissemination, strongly changing the awareness of lecturers of the technical sector on their roles and responsibilities; on the requirement to improve comprehensive technical and professional qualifications - Managers and leaders need to clearly identify the development of lecturing staff in the technical fields of Mekong Delta universities according to their ability to approach, which is an important task in leadership, direction and management decisions 3.2.1.3 Conditions for implementing the solution - Must work well in planning and coordinating to organize the implementation of education and information dissemination contents - Must create a democratic, open atmosphere, responsibility, willpower, determination and self-discipline in faculty members of the technical sector 3.2.2 Building the capacity framework of lecturers in engineering 3.2.2.1 Solution objectives: The framework is a scientific basis for determining the standards, tasks and requirements 17 of that position, and also serves as a basis for recruitment, employment, job placement, management and training, fostering, assessing, developing cadres, civil servants and employees including teachers in general and teachers of the technical sector in particular 3.2.2.2 Content and how to implement the solution: Proposing the professional competence framework of lecturing staff of technical colleges in the Mekong Delta region with 05 competency standards including 14 criteria: 1) Technical and professional capacity with criteria; 2) Technical pedagogical capacity with criteria; 3) scientific research capacity with criteria; 4) Capacity to develop and implement technical sector training program with criteria; 5) Capacity of business relations and professional development with criteria In each standard and the criteria for analyzing the requirements are as follows: Standard Technical and professional competence (Criteria Technical and professional knowledge; Criteria Competency in practice; Criteria • Production and management capacity; Standard Technical pedagogical competence (Criteria Understanding learners and supporting learners' capacity development; Criteria Formulating objectives, plans for teaching and teaching materials of technical sector; Criteria Using methods and means of technical teaching; Criteria Check and evaluate the learning results of students in technical sector; Criteria Building learning environment); Standard Scientific research capacity (Criterion Carry out scientific research and transfer of research results; Criteria 10 Guiding students in engineering sector to conduct scientific research); Standard Capacity to develop and implement training programs for technical sectors (Criteria 11 Development of training programs for technical sectors; Criteria 12 Implement training programs engineering sector); Standard 5: Competence with enterprises and professional development capacity (Criteria 13 Competence with enterprises; Criteria 14 Professional development capacity) Evaluation of technical teachers must be based on the actual needs of the university, while also being used to set goals for each individual and of departments and disciplines of engineering in the university during the year 3.2.2.3 Conditions for implementing the solution: The professional competence framework of lecturers in the technical fields of universities in the Mekong Delta must meet the standards and duties of teachers prescribed in the Education Law, the university charter must conform to the characteristics of the training activities in engineering field aims to develop lecturing staff in the technical field of universities in the Mekong Delta region to meet the requirements of current education innovation 3.2.3 Improving planning, plans to develop faculty of technical sector according to capacity approach 3.2.3.1 Solution objectives: Developing planning and plans to develop lecturing staff in technical sector according to capacity approach is one of the important contents of universities in the Mekong Delta region 3.2.3.2 Content and how to implement the solution: The planning of lecturing staff in the technical sector should be conducted starting from forecasting, determining the scale and training sectors of the technical sector, the structure of technical human resources, analyze the current situation of lecturing staff in the technical sector 3.2.3.3 Conditions for implementing the solution: Developing strategies, planning lecturing staff of technical branches according to capacity approach must be carried out regularly, interested from source creation, recruitment, training and retraining until layout and using - ensuring continuous inheritance 3.2.4 Develop and organize the implementation of the process of recruiting and employing technical lectures according to competency approach 3.2.4.1 Solution objectives: Recruiting and using lecturing staff in the technical sector is a very important content, requiring the personnel demand for lecturing staff in technical fields for Mekong Delta universities in each specific period 18 3.2.4.2 Content and how to implement the solution: The university needs to promulgate regulations, standards, criteria and recruitment procedures clearly to select the lecturers of the quality engineering sector and use the faculty staff for the technical sector to achieve the highest efficiency Recruitment of lecturers in technical sector need to pay attention to contents such as: 1) Attracting human resources to select, refine and choose; 2) After recruiting, the use includes many activities from assigning, arranging work to match with capacity; 3) Universities need policies, promotion and career development 3.2.4.3 Conditions for implementing the solution: The determination and recruitment of faculty members in the technical sector must be done in accordance with the Government regulations on guiding the implementation of the Law on Public Employees Reasonable use of lecturing staff in technical sector is indispensable in organization, improving the quality of lecturing staff in technical sector 3.2.5 Organize training and retraining to improve the capacity of technical lecturers according to their competence approach 3.2.5.1 Solution objectives: Training to improve capacity, qualification of lecturing staff in the technical sector to meet the requirements of technical training of universities in the Mekong Delta region 3.2.5.2 Content and organization of implementing solutions: It must be based on the training and retraining goals of lecturers in the technical sector to improve the technical and professional capacity, technical pedagogical capacity, scientific research and other activities of lecturing staff in the technical sector to meet the requirements in terms of qualifications and standards of professional titles for teaching officers in public higher education institutions 3.2.5.3 Conditions for implementing the solution: The training of professional and technical skills of teachers in the technical field must be really practical and serve the teaching work of teachers in the technical branch or other jobs that will take responsibility Avoiding professional training is just a legalization of the structure, the number of training participants 3.2.6 Ensuring the implementation of policies and regimes for development of technical faculty members 3.2.6.1 Solution objectives: Ensuring the regimes and policies for developing lecturing staff in the technical fields of universities in the Mekong Delta region are fully entitled to regulations, improving the spiritual and material life, fully equipped with facilities, creating a healthy working environment for lecturers of the technical sector to be assured of their work 3.2.6.2 Content and how to implement the solution: Universities within the scope of authority decentralized management should have internal policies for lecturing staff in the technical sector such as: 1) Regarding the working conditions of the faculty in general, the faculty members of the technical sector in particular, especially the professors and associate professors of the engineering sector; 2) Policies for teachers of good teaching techniques, there are many contributions to university innovation; 3) Some material remuneration regimes to attract teachers of good technical disciplines and attract talented people to work full-time or part-time, part-time for teaching technical training disciplines for universities 3.2.6.3 Conditions for implementing the solution: Promoting and making full use of investment from projects, interest in creating conditions of leaders of provinces, cities and related industries both in terms of material and spirit to support teachers well in university of engineering in Mekong Delta region 3.3 Test results of urgency and feasibility of solutions 3.3.1 Testing the urgency and feasibility 3.3.1.1 Overview of the test 19 a) Test purpose: to survey, explore the necessity and feasibility of solutions b) Subjects of test: 145 Managers; 580 teachers of technical disciplines c) Test content: Solutions to develop lecturing staff in the technical field of Mekong Delta universities according to the capacity developed and proposed include: Solution (Solution 1): Organize awareness raising for managers and lecturers on the importance of developing technical faculty members according to competency approach; Solution (Solution 2): Building the competence framework of the engineering faculty; Solution (Solution 3): Improve planning, plans to develop technical faculty members according to capacity approach; Solution (Solution 4): Innovating recruitment, arranging the use of technical faculty members according to capacity approach; Solution (Solution 5): Organize training and retraining for capacity building for technical faculty members; Solution (Solution 6): Ensuring the implementation of policies and regimes for development of technical faculty members d) Test method: The comments are evaluated by scoring according to the scale, shown in the evaluation of the test results e) Evaluation of test results Evaluation of test results is calculated according to the following points: - The urgency is calculated on a scale of to points: points - Very urgent; points Less critical; point - Not urgent - The feasibility is calculated on a scale of to points: points - Feasible; points Less feasible; point - Not feasible 3.3.1.2 Test results The results after processing the following data are shown: Table 3.1 Test results on the urgency of solutions Not Average The level Very urgent No Solutions urgent Score (X) Xi urgent Solution 479 246 2,66 Solution 674 51 2,93 Solution 592 133 2,82 4 Solution 534 191 2,74 5 Solution 661 64 2,91 Solution 618 107 2,85 Table 3.2 Test results on the feasibility of solutions Very urgen Not Average The level No Solutions urgent t urgent Score (X) Xi Solution 624 101 2,86 Solution 702 23 2,97 Solution 645 80 2,89 Solution 675 50 2,93 Solution 692 33 2,95 Solution 654 71 2,90 3.3.2 Analyzing and evaluating test results 3.3.2.1 Regarding the urgency of the solutions: The average score of the comments on the proposed solutions is highly appreciated, with the score from 2.66 points to 2.93 points 3.3.2.2 About the feasibility of the solutions: High opinion on feasibility, from 2.86 points to 2.97 points 3.4 Test solution 3.4.1 The purpose of testing: Verify the effectiveness and influence of the solution of organizing training and retraining to improve the capacity of technical teachers 20 3.4.2 Content of the experiment: The dissertation experimented to train and foster content in the program "technical pedagogical profession" proposed in the thesis 3.4.3 Limit testing 3.4.3.1 Limitation on content: Testing solution 5: Organizing training and retraining to improve the capacity of teachers in the technical sector 3.4.3.2 Limitation on test subjects: 50 teachers of Can Tho University of Technology belong to faculties and departments of engineering majors selected in the whole university to conduct testing 3.4.3.3 Limit on testing time: Deploy in months (April to June 2018) 3.4.3.4 Limitation on testing locations: At Can Tho University of Technology 3.4.4 Evaluation criteria: Technical pedagogical capacity of teachers is classified as follows: Achievements