Quản lý nhà nước về phát triển đội ngũ giảng viên các trường đại học công lập ở việt nam tt tiếng anh

MINSTRY OF EDUCATION AND TRAINING MINISTRY OF HOME AFFAIRS NATIONAL ACADEMY OF PUBLIC ADMINISTRATION NGUYEN VAN PHONG STATE MANAGEMENT ON DEVELOPMENT OF TEACHING STAFF IN PUBLIC UNIVERSITIES IN VIETNAM Major: PUBLIC MANAGEMENT Code: 340403 SUMMARY OF DOCTORAL THESIS IN PUBLIC MANAGEMENT HANOI, 2019 The thesis can be found at: The Vietnam National Library or Library of National Academy of Public Administration The work has been completed at: National Academy of Public Administration Supervisors: Associate Professor PhD Nguyen Thi Hong Hai Associate Professor PhD Nguyen Minh Phuong Reviewer 1: …………………………………………………………… ……………………………….…………………………… Reviewer 2: …………………………………………………………… ……………………………… …………………………… Reviewer 3: …………………………………………………………… ………………………………….………………………… The thesis is presented at the Academy-level Thesis Assessment Council At: Doctoral thesis defense Room – Meeting Room…… Building…… , National Academy of Public Administration No.77 Nguyen Chi Thanh Street, Dong Da District, Ha Noi Time: date…… month …… INTRODUCTION The urgency of the subject The Resolution of the 12th Congress of the Party, especially the Resolution No 29-NQ/TW dated November 4, 2013 by the Central Party Executive Committee, clearly indicated the need to fundamentally and comprehensively renovate Vietnam education according to direction of standardization, modernization, socialization, democratization and international integration In particular, the specific goals stated: “Higher education: focus on training skilled labour, cultivate the gifted, and develop the learners’ personal qualities, creativity, and ability of self-learning Complete the network of institutions of higher educations with occupational structure and training levels to suit the national manpower development plan, some of which reach the regional or international level Diversify the training institutions to serve the requirements for development of technology and professions, requirements for national development and international integration” University lecturers, “special production forces” playing an important role in the higher education system, are decisive factor in the quality and effectiveness of education The quality of teaching staff not only manifests itself in the professional qualifications and competence of teaching, foreign languages, informatics, etc., not only in the professional training but also in the ability to educate personality for learners Lecturers must satisfy high standards of qualifications, professional, social and ethical standards, be an exemplary role model for students to study and follow Therefore, state management on the development of teaching staff in public universities is one of the key tools of state management on education and training, is them most important and dicisive factor for the development of teaching staff, contributing to the development of universities A system of legal normative documents, plans, schemes, organization of implementing legal documents, organization of the state management apparatus with a policy regime to develop appropriate and synchronized teaching staff will have a strong impact on the development of teaching staff Implementing the Party’s Resolutions on education in general and higher education in particular, in recent years, the State has issued many legal normative documents to manage and develop university lecturers, creating favorable conditions and convenient legal environment for the organization and effective implementation of education and training activities Therefore, it has contributed significantly to attracting high quality human resources, increasing the scale, quality, structure, and the proportion of university lecturers However, due to many subjective and objective reasons, these legal normative documents, plans, schemes, and guidelines for organizing the implementation, the organization of the management apparatus, the regimes and policies for the development of university lecturers have not really met the requirements in the new situation The system of legal normative documents for state management on developing university lecturers is scattered in many different legal normative documents The plans, schemes of developing university network as well as teaching staff have not been close to the actual situation The guidance on the implementation of legal normative documents on the development of university lecturers is still tardy The organization of the state management apparatus on teaching staff development has not yet reached a consensus with many clues leading to the contradiction and overlap, and uniformity shortage Policies to attract and develop university lecturers are not strong enough, attractive enough for them to feel secure to devote, and have not yet created a strong motivation to attract foreign lecturers and successful entrepreneurs who meet teaching standards, and at the same time, not “deterrent” enough to screen and terminate contracts for lecturers who are not qualified and capable There is no overall planning for development of teaching staff in public universities in development plans and schemes of education sector, localities and the whole country The efficiency of state management on higher education is not high and still heavy on administration, has not yet oriented, created and promoted the autonomy, social responsibility, “autonomy” of universities, and has not created an academic liberal environment to promote democracy, creative freedom, self-affirmation of the quality, capacity, etc of teaching staff There are many causes and reasons for the above inadequacies and weaknesses, including the lack of a separate document regulating on the development of university lecturers, plans and schemes of developing teaching staff has not been suitable yet, the organization of the state management apparatus is not consistent, the policies are not strong and attractive enough, the activities of organizing inspection, examination and development of university lecturers have not been implemented regularly and seriously This is a matter of research both theoretical and practical Until now, there has not been any complete and comprehensive research work on state management on the development of university lecturers In the coming time, how is it necessary to have goals, viewpoints and solutions to improve the state management on the development of teaching staff in public universities in Vietnam? Studying and clarifying theoretical as well as practical state management on development of teaching staff in public universities in Vietnam currently are extremely urgent Stemming from the above reasons, doctoral students choose the topic “State management on development of teaching staff in public universities in Vietnam” as doctoral thesis of public management Research purposes and missions 2.1 Research purposes Research and clarify the theoretical basis for state management on the development of teaching staff in public universities Analyze and assess the current situation of the content of state management, propose solutions to improve the content of state management on the development of teaching staff in public universities in Vietnam today 2.2 Research missions - Overview of research situation related to the thesis topic - Interpret and systematize basic theoretical contents of state management on the development of teaching staff in public universities - Research the status of state management on the development of teaching staff in public universities in Vietnam today Analyze and assess the content of state management on the development of teaching staff in public universities, find out the issues that need to be addressed - Set goals, viewpoints, and orientations and propose solutions to improve the content of state management on the development of teaching staff in public universities in Vietnam Subjects and scope of the research 3.1 Subjects of the research The subject of the research is the state management on the development of teaching staff in public universities in Vietnam (excluding school in localities, schools of armed forces, cultural arts and physical education and politics), which only research universities directly under the management of ministries 3.2 Scope of the research - About space: The thesis focuses on the Public Universities under the management of Ministries nationwide Does not research on public universities under the Ministry of Defense and Ministry of Public Security - About time: The content of state management on the development of teaching staff in public universities in Vietnam, within the period of time from 2005 to 2017 Research orientation to 2020 and vision to 2030 - Content: The thesis focuses on researching into state management of the development of teaching staff in public universities including: (1) Developing plans and schemes for the development of teaching staff; (2) Developing, issuing and organizing the implementation of legal documents on the development of teaching staff; (3) Organizing the state management apparatus on development of lecturers; (4) Implementing the regulations and policies on developing lecturers; (5) Inspecting, examining and handling violations of regulations on development of lecturers; (6) International cooperation on developing teaching staff Methodology and research methods 4.1 Research methodology The approach is based on the dialectical materialism principles and methodologies of Marxism - Leninism, Ho Chi Minh ideology, viewpoints, guidelines and policies of the Party, which are institutionalized by the State’s legal policies and laws on education and training in general and higher education in particular, especially on teaching staff at public universities to recognize, objectively assess and orient research contents Combining the theory of public policy and public administration under the reform and development model with practical research on the ability to provide public services of the State and social resources Selecting a practical approach based on the results of inspection, surveys, expert interviews, and representative research to analyze and assess the content of the thesis 4.2 Research methods 4.2.1 Document research methods group Methods of analysis, synthesis, comparison, systematization, generalization of documents, books, newspapers, magazines, scientific information on specific research results related to the thesis topic published in publications and scientific reports; documents on the Party’s guidelines and policies and the State’s legal documents on the development of teaching staff in public universities, as a basis for research and interpretation of thesis’s issues 4.2.2 Inspection and survey methods group - Methods of sociological inspection: Setting up survey forms and actual surveys; Inspecting by questionnaire and in-depth interview - Expert method: Exchanging, discussing and consulting scientists, managers and experts on higher education Research questions and scientific hypotheses of the thesis topic 5.1 Research questions What is the situation of state management on development of teaching staff in public universities in Vietnam today? What factors affect the state management on the development of teaching staff in public universities today? Has the situation that of teaching staff at public universities met the requirements on quantity, quality and structure? What are the solutions to improve the state management on development of teaching staff in public universities in Vietnam today? 5.2 Research hypotheses Currently, the state management on developing university lecturers still has limitations; There are many factors affecting the state management on the development of teaching staff in public universities; teaching staff at public universities currently not guarantee the quantity, quality and structure; The synchronous implementation of views and systems of state management solutions on development of teaching staff in public universities in the coming time will be able to develop teaching staff with quantity sufficient, quality and structure assurance New contributions of the thesis 6.1 About the theory The thesis focuses on researching generally and systematically basic theoretical issues, the scientific approach to state management on the development of teaching staff in public universities, academically supplements concepts, connotation of lecturer, lecturer development, management, state management, state management on the development of university lecturers, the content of state management on the development of teaching staff in public universities Based on the Party’s viewpoints and orientations on developing lecturers, the thesis builds up viewpoints and solutions to complete the state management on the development of teaching staff in public universities in accordance with current practice 6.2 About practice Analyze and assess the state management on the development of university lecturers on an objective, comprehensive, comprehensive and appropriate basis: identifying the irrationalities and “gaps and blanks” of state management Propose group of solutions to complete state management on the development of lecturers at public universities in the current period and vision to 2030 7 The significance of the thesis - The thesis analyzes and assesses the status of state management, points out subjective and objective reasons, proposes perspectives and solutions to improve the state management on the development of lecturers at public universities in the near future more reasonably, more realistically - The thesis’s research results can serve as a reference for policy-makers in formulating the state management policy on developing teaching staff at public universities in Vietnam The structure of the thesis Chapter 1: Overview of research situation; Chapter 2: Theoretical basis for state management on the development of teaching staff in public universities in Vietnam; Chapter 3: Current situation of state management on the development of teaching staff in public universities in Vietnam; Chapter 4: Viewpoints and solutions to improve state management on the development of teaching staff in public universities in Vietnam Chapter OVERVIEW OF RESEARCH SITUATION 1.1 Domestic and foreign studies related to the thesis topic: The thesis has overviewed the research situation according to groups of issues including: 1.1.1 Overview of research works on management, development and state management on human resources in general 1.1.2 Overview of research projects on management and development of lecturers at public universities 1.1.3 Overview of research works on state management on the development of teaching staff in public universities 1.2 Assessment of the overviewed research works In Chapter 1, basing on the study of research works in the world and in the country on state management on the development of teaching staff in public universities, the thesis shows the achieved results and the issues related to the thesis topic that the previous authors’s research works have not been studied in depth 1.2.3 Research orientation of the thesis On the basis of inheriting the results of the research works related to the thesis, from the approach perspective of the public management science, administrative science, the thesis continues to go into the state management on the development of teaching staff in public universities in Vietnam currently according to the following directions: - Research the status of quantity and quality of teaching staff at public universities; - The reality of state management on the development of teaching staff in public universities; - Factors affecting the state management on the development of teaching staff in public universities; - Develop viewpoints and solutions to improve state management on the development of teaching staff in public universities Chapter SCIENTIFIC BASIS FOR STATE MANAGEMENT ON THE DEVELPMENT OF TEACHING STAFF IN PUBLIC UNIVERSITY IN VIETNAM 2.1 Teaching staff in public universities and the development of teaching staff in public universities 2.1.1 Teaching staff in public universities 2.1.1.1 Concept of lecturers in public universities Lecturers in public university are professional officers who meet professional standards and are appointed to career titles of lecturers working at public higher education institutions in charge of teaching and scientific research 2.1.1.2 Concept of teaching staff in public universities Teaching staff in public universities are a group of people who meet professional qualification standard and are appointed to the title of lecturers working at public higher education institutions in charge of teaching and scientific research 2.1.1.3 Characteristics of the teaching staff in public universities First, teaching staff in public universities are under the direct management of the public universities; Second, teaching staff in public universities must meet the requirements on criteria for lecturers’ titles in accordance with the Law on Higher Education 2012; Third, teaching staff in public universities are public employees and enjoy the benefits and policies prescribed by the Law on Public Employees in 2010; Fourth, teaching staff in public universities perform two main functions of teaching and scientific research; Fifth, teaching staff in public universities are different from primary, secondary and high school teachers, and different from private university lecturers 2.1.2 Developing teaching staff in public universities 2.1.2.1 Developing teaching staff in public universities Developing teaching staff in public universities is a process of growing up, increasing and expanding in terms of quantity, quality, structure, professional qualifications, and occupational skills to complete the teaching and scientific research tasks 2.1.2.2 Requirements for developing teaching staff in public universities Developing teaching staff in public universities includes three main issues: quantity, quality and structure Therefore, state management agencies, public universities should focus on ensuring that lecturers are sufficient in quantity, reasonable structure and standard quality (with good professional qualifications; good teaching skills; effective scientific research; good professional ethics and attitude) to be able to implement effectively objectives, training plans, scientific research and service activities according to social needs 2.2 State management on the development of teaching staff in public universities 2.2.1 Concept of state management on the development of teaching staff Thus, state management on the development of teaching staff in public universities is an organized and oriented impact process of state management subject to public universities conducted on legal basis to develop teaching staff in public universities sufficient in quantity and quality, reasonable structure with high professional qualifications to complete the teaching and scientific research tasks 2.2.2 Characteristics of state management on the development of teaching staff in public universities First, the subject of state management on the development of teaching staff in public universities is the competent state management agency as prescribed by law; Second, state management on the development of teaching staff in public universities is governed by Law on Education, Law on Higher Education and implementing documents; Third, state management on the development of teaching staff in public universities must be based on the plans and schemes for development of public universities approved by the competent authority; Fourth, the regulations and policies on state management of the development of teaching staff in public universities in accordance with the provisions of the State; Fifth, state management on the development of teaching staff in public universities is implemented from the state budget 2.2.3 Contents of state management on development of teaching staff in public universities The thesis focuses on clarifying the concept, position and role around contents of state management of the development of teaching staff in public universities including: (1) Developing plans and schemes for the development of teaching staff; (2) Developing, issuing and organizing the implementation of legal documents on the development of teaching staff; (3) Organizing the state management apparatus on development of teaching staff; (4) Implementing the regulations and policies on teaching staff development; (5) Inspecting, examining and handling violations of regulations on development of teaching staff; (6) International cooperation on developing teaching staff 2.2.4 Factors affecting state management on developing teaching staff of public universities 2.2.4.1 State management institutions: All changes of institutions and policies have a great impact and lead to alternation in social development in general and in the development of teaching staff of public universities in particular 2.2.3.2 Financial resources and facilities: It can be seen that financial resources and facilities have a critical position and role to the state management of the development of teaching staff in public universities If public financial resources and facilities are not guaranteed, it will limit the effectiveness of implementation of policies related to the development of teaching staff 2.2.3.3 International integration and globalization: In the current globalization and integration world, sustainable competitive advantage is a key factor for the success of an organization For public universities, the qualifications and competencies of teaching staff are the keys to achieve sustainable competitive advantage 2.2.3.4 The boom of science and technology, especially information technology: teaching staff must thoroughly understand and master the modern technology to teach and evaluate its impact on the nature changing the process of education, teaching and the position of the teacher The educational institutions must apply information technology in management, teaching staff must be proficient in using information technology and communication in teaching 2.2.4.5 Capacity of the contingent of management officials: Management officials related to educational activities from grassroots level to national level need to have knowledge and high professional skills Therefore, they need to be well-trained in a program designed specifically for those who will later work in educational management positions They must be experts in higher education in order to advise the leadership to develop policies strong enough to ensure the development of teaching staff in public universities worthy of regional and international standards 2.2.4.6 Factors belong to teaching staff: Passion, sense of responsibility at work, sense of personal obligations and conscience, professional ethics of teaching staff 2.2.4.7 Socio-economic conditions: In the current conditions, university lecturers have many opportunities to choose jobs at universities (according to their qualifications, competencies and interests), yet they also have to face with many challenges, even unemployment, because of the relative stability of employment Therefore, teaching staff need to be trained and retrained to better teach and research, have more professional working styles at the aim to meet the increasing requirements of the education market 2.3 Experiences of state management on developing teaching staff of countries around the world and reference value for Vietnam 2.3.1 Experiences of state management on developing teaching staff of some countries in the world: The thesis generalizes and analyzes the experience of state management on the development of teaching staff of some countries in the world and the region such as the experiences of the US, China and Singapore 2.3.2 Some values that can be applied for state management on development teaching staff in public universities in Vietnam Based on the experience of state management on the development of teaching staff of some countries in the world and the region such as the experiences of the US, China and Singapore, the thesis has drawn some valuable lessons for reference in Vietnam: Firstly, the State needs to attach importance to investment in national development, and must really consider higher education to be the top national policy by specific and practical policies Secondly, developing plans and schemes for development of teaching staff in public universities close to the practical situation Thirdly, the State should have strong and attractive regelations and policies to attract and recruit qualified lecturers Fourthly, training and retraining to improve the quality of teaching staff in public universities Fifthly, the State needs to reform the salary regime for the contingent of cadres, civil servants and officials in general and teaching staff in public universities in particular Sixthly, decentralizing management for the development of teaching staff in public universities Seventhly, increasing the state budget to develop higher education in general and develop teaching staff in public universities in particular Chapter CURRENT SITUATION OF STATE MANAGEMENT ON THE DEVELOPMENT OF TEACHING STAFF IN PUBLIC UNIVERSITIES IN VIETNAM 3.1 Overview of the situation of teaching staff in public universities 3.1.1 Regarding the number of teaching staff in public universities From 1986 to 2016, the number of higher education lecturers increased by 4.4 times while that of students was 23 times From 1986 to 2016, the number of public universities increased by 2.7 times, covering 62/63 cities and provinces across the country With the rapid increasing speed of university establishment, mainly upgraded from college to university (especially from 1996 to 2016) the number of students increased by 23 times while the number of lecturers increased only 4.4 times, showing that the number of public university lecturers has not yet met the training needs of learners The number of students mainly concentrating on the economic sector, leading to an imbalance with the proportion of lecturers, resulting in unemployed graduates While almost no students enroll in engineering and social management sectors, etc Moreover, the number of universities is mainly located in big provinces and cities (especially in Hanoi and Ho Chi Minh City), causing imbalance in human resource training for underdeveloped areas such as the Northwest, Central Highlands and Southwest 3.1.2 Regarding the quality of teaching staff in public universities The quality of teaching staff in public universities is currently insufficient, not really commensurate with the country’s development requirements and international integration In 30 years, according to the chart below, the index of the number of masters is continuously increasing at a commensurate level, but the number of doctorates has just gradually increased until the period of 2010-2015, the number of professors and associate professors has not increased significantly, but the number of teachers with university and college degrees increased significantly, yet decreasing gradually in the period of 2011 - 2012 Table of quality of public university lecturers in 2006 - 2015 period Total lecturers Number Professor % 20062007 53518 418 0.78 20072008 56120 403 0.72 20082009 61190 459 0.75 20092010 70558 466 0.66 20102011 74753 432 0.58 20112012 85275 400 0.47 20122013 90617 517 0.57 20132014 90981 515 0.57 20142015 91183 521 0.57 Associate Professor Doctor Master Bachelor Others Number % Number % Number % Number % 1979 3.69 3485 6.51 18272 34.14 28893 1905 3.39 3578 6.38 20275 36.13 29959 2015 3.29 3743 6.12 22831 37.31 31746 2151 3.05 4487 6.36 26715 37.86 36339 2213 2.96 5279 7.06 30374 40.63 36069 2328 2.73 9152 10.73 34351 40.28 38675 2966 3.27 9562 10.55 40762 44.98 36444 2989 3.29 9851 10.82 42145 46.32 35127 4194 4.60 10997 12.06 42318 46.41 33360 53.98 53.38 51.88 51.50 48.25 45.35 40.22 38.61 36.59 Number % 471 0.88 459 0.82 396 0.65 400 0.57 386 0.52 369 0.44 366 0.41 354 0.39 314 0.34 Source: Ministry of Education and Training’s annual higher education statistics and author’s calculations Capacity of teaching and scientific research of a part of teaching staff is still low Teaching methods, examination, testing and evaluation of teaching staff are slow to be renewed The productivity quality of the public university lecturers is that graduates have jobs and get jobs However, according to the Ministry of Labor, War Invalids and Social Affairs, the number of unemployed university-level employees in the working age has increased higher than the number of graduates and employed ones; the number of employees with university or higher education were unemployed in 2014, increasing by 103% in comparison that in 2010 In the third quarter of 2016, about 225,000 engineers and graduates with bachelors or higher were unemployed 3.1.3 Regarding the proportion, the structure of teaching staff in public universities The ratio of students/lecturers in 1986 was 4.4/1, after 30 years of development, the ratio of students/lecturers in 2016 was 21.85/1, increasing 4.97 times Number of public universities, lecturers and students in period of 2006 - 2016 20062007 University Lecturer Student The ratio of student/ lecturer 20072008 20082009 20092010 20102011 20112012 20122013 20132014 20142015 20152016 109 120 124 127 138 150 153 156 159 163 31.431 34.947 37.016 40.086 43.396 49.472 51.674 52.500 65.664 69.591 1.185.253 1.246.356 1.413.134 1.453.067 1.493.354 1.596.754 1.520.807 28,56 28,12 28,44 24,32 21,85 1.015.997 1.037.115 1.091.426 32,32 29,68 29,49 29,57 28,72 Source: Ministry of Education and Training’s annual higher education statistics and author’s calculations In the academic year 2015-2016, there were 219 universities (public and non-public); 91,183 lecturers and 1,824,328 students Public universities played a leading role, accounting for 72.60% of educational institutions, 87.53% of students and 72.01% of lecturers; the number of students increased on average of 3.87%; the number of lecturers increased by an average of 4.92%; The number of students/ten thousand people was 194, still not yet reaching the target of 200 Of which, the number of lecturers and students in public universities respectively were 69,591 and 1,520,807 Compared with the academic year 2006-2007, the number of lecturers increased by 2.21 times, the number of students increased by 1.49 times, the number of educational institutions increased by 1.49 times From the academic year 1995-1996 to the academic year 2012-2013, the gap in the number of students/lecturers gradually widened at a galloping, uncontrolled speed, the highest period of 2001-2006 was 32.7/1.While the world’s leading universities such as Harvard University had a student proportion of 13/2 (of which the ratio of student/lecturer was 3.5/1), countries with advanced higher education in general had the ratio of student/lecturer was in the range of 15-20/1 ▪Public University ▪Lecturers in Public University ▪Students in Public University Chart of university size, lecturers and students in public universities in period of 1986 - 2016 (in 5-year periods) Source: Collect from Ministry of Education and Training’s data and author’s calculations 3.2 Analyze the situation of state management on the development of teaching staff in public universities in Vietnam 3.2.1 Regarding the formultion of plans and schemes for development of teaching staff in public universities Decision No 47/2001/QD-TTg dated April 4, 2001 of the Prime Minister approving the “planning on the network of universities and colleges in the 2001-2010 period”; Resolution No.14/2005/NQ-CP dated November 2, 2005 of the Government on substantial and comprehensive renewal of Vietnam’s university education in the 2006-2020 period; Decision No.121/2007/QD-TTg dated July 27, 2007 of the Prime Minister approving the master plan on the university and college network during 2006-2020; Decision No 579/2011/QD-TTg dated April 19, 2011 of the Prime Minister approving Vietnam’s human resource development strategy for the 2011-2020 period; Decision No.1216/2011/QD-TTg dated July 22, 2011 of the Prime Minister approving the master plan on development of Vietnam’s human resources for the period of 20112020; Decision No 6639/QD-BGDĐT dated December 29, 2011 of the Minister of Education and Training approving the master plan on development of human resources for education in the 20112020 period; Decision No 37/2013/QD-TTg dated June 26, 2013 of the Prime Minister adjusting the master plan on the university and college network during 2006-2020 Due to the unreasonable planning of the Vietnamese public university lecturers, the implementation process has not been adjusted in time; other documents related to the development plan of teaching staff and educational managers are at a certain level, not really suitable to the reality, mainly focusing on solving emerging issues, without considering the long-term strategic scope of the education sector and the country This has a significant impact on the development of our university’s lecturers in the process of integration and training of high quality human resources according to international standards 3.2.2 Regarding the formulation and organization of the implementation of legal normative documents on development of teaching staff in public universities Firstly, the competent state management agencies have developed and issued a system of legal normative documents related to the development of teaching staff in public universities Secondly, many legal normative documents have been adjusted and supplemented in accordance with practical requirements related to the construction and development of teaching staff in public universities to meet the requirements of the country’s development as well as the integration trend with global and regional higher education Thirdly, the system of legal normative documents on building and developing teaching staff is becoming more complete and comprehensive Fourthly, the development and issuance of legal normative documents on higher education in general and related to the development of teaching staff in particular is still slow and not synchronized Fifthly, many regulations related to the development of teaching staff lack specificity and feasibility, therefore they have been amended right after issuance Sixthly, teaching staff in public universities are now governed by various laws and legal normative documents Seventhly, regulations on management and development teaching staff in public universities currently not cover uniformly on one document 3.2.3 Regarding the organization of the state management apparatus on the development of teaching staff Organization of the state management apparatus of higher education in general and state management on the development of teaching staff in public universities in particular are duplicated, overlapped in functions, tasks, powers and lack unification The real situation in Vietnam has clearly reflected that there are universities under the management of the Ministry of Education and Training, there are universities under the management of Ministries, Departments, and there are specialized universities under the management of the Ministry of Public Securty and Minsitry of Defence, some others are under the management of socio-political organizations, some are under the management of the People’s Committees of provinces and cities directly under the Central Government Therefore, it causes a lot of difficulties in implementing the state management policies on the development of teaching staff in public universities in Vietnam today 3.2.4 Regarding the issuance and implementation of policies on developing the teaching staff in public universities Regimes and policies to attract and recruit lecturers: In fact, the policies to attract lecturers in public universities in our country are ineffective, inadequate due to the needs of material, spiritual and other conditions are not attractive enough; Regime, policies for using and evaluating lecturers: Policies on using and evaluating lecturers, regulations on rights and obligations of lecturers, etc as well as for officials and public servants in the state agencies are not consistent with the nature and characteristics of teaching staff; this will lead to the “heavy administrative” organization and operation of universities The policies lacks orientation, creativity and practicality, at the same time has not created a favorable environment and working conditions for lecturers, has not connected lecturers in the same professional training across the country; there is no policy to rotate lecturers to support newly established universities; the proportion of time for teaching, scientific research, training, retraining and field trips has not been balanced Regulations and policies for treatment and honor: From 1980 to 2015, after 24 reviews, in 36 years, the total number of Professors and Associate Professors recognized in our country was 11,619, including 1,680 Professors and 9,939 Associate Professors In 2016, for the 25th time of recognition, after admission at three council levels, 65 Professors and 638 Associate Professors (reaching 75.51% of the total number of participating in the review) were conferred The average age when appointed Professors in Vietnam from 1980 to 2016 was 57.13 and Associate Professors was 50.14; these were older than the Professors and Associate Professors in developed countries In 2017, for the 26th of recognition under Decision 06 signed by the Minister of Education and Training, Chairman of the State Council of Professor Titlle, 1,13 individuals were recognized to have met the standards of Professor and Associate Professor in 2017, among these, 74 individuals were accredited Professors and 1,057 individuals were accredited Associate Professor 3.2.5 Regarding inspection, examination and handling of violations of regulations on development of teaching staff Through the inspection and examination activities, inspectors of the Ministry of Education and Training have discovered many mistakes in the recruitment and appointment of teaching staff who have not been met the requirements Despite the training regulations, regulations on conditions of lecturers, inspection and examination of the Ministry of Education and Training in 2014, discovered that many universities have implemented the wrong regulations, leading to uninsurrance of training quality Specifically, through a review of universities in 2013, the average ratio of university and college students per the number of convertible teachers (students/lecturers) reached 22.7, many universities had a higher ratio of students/lecturers, exceeding regulations (45 universities with more than 30-50 students /lecturers), 09 universities with more than 50 students/teachers In addition to the achieved results, the inspection, examination and handling of violations related to the development of teaching staff in public universities still have many limitations such as: the inspection is irregularly conducted and passively, only when having opinions of the press or public Therefore, only the tops, not the root handled 3.2.6 Regarding international cooperation on developing teaching staff International cooperation in developing teaching staff of universities is an important task to improve the quality of this staff Recognizing that importance, the Government, the Prime Minister have issued many important decisions to create a legal basis for international cooperation with famous universities in the world to train and foster teaching staff in public universities The first one to be mentioned is the Decision 322/2000/QD-TTg, dated April 19, 2000 of the Prime Minister on “Training scientific human resource at HEIs and research institutes abroad (322 Program) Decision No 356/2005/QD-TTg dated April 28, 2005 of the Prime Minister on renaming the project into “Training staff at foreign institutes with the state budget” According to the summary of the Ministry of Education and Training, after 10 years of implementation of 322 Program, the country has sent to abroad 7,129 people, of which, 3,838 PhDs, 2042 masters for training; 416 apprentices; 833 graduates, with a total budget of more than VND 2,500 billion Specially, the Decision No 911/QD-TTg, dated June 17, 2010 of the Prime Minister, approving the scheme of training PhD lecturers for universities and colleges in the 2010-2020 period (911 Program) The overall objective of the program: To increase the proportion of lecturers at PhDs level in universities nationwide, striving to 2020, at least 20,000 doctors will be additionally trained making contribution to improving the quality of Vietnamese higher education 3.3 Assess the status of state management on the development of teaching staff in public universities in Vietnam 3.3.1 Strong points of state management on the development of teaching staff in public universities Firstly, the state management agencies with their respective powers have issued the institutional system related to the state management on the development of teaching staff in public universities Secondly, the building of master and schemes for development of teaching staff in public universities has been increasingly paid much attention to and achieved significant results Thirdly, organizing the state management apparatus on higher education in general and development of teaching staff in public universities in particular has been increasingly improving in the direction of assigning and closely coordinating between the Ministry of Education and Training with the ministries, branches and provincial-level People’s Committees Fourthly, the state has many important regimes and policies to pay attention to and develop teaching staff in public universities Fifthly, inspection, examination and handling of violations of law on development of teaching staff in public universities is conducted regularly and orderly by the Ministry of Education and Training, Ministries and branches Sixthly, training and retraining activities for lecturers domestically and especially international cooperation on training and fostering lecturers at leading universities in the world have contributed significantly to the increase in the number and quality of lecturers with PhD degrees at universities 3.3.2 Limitations and causes of limitations on state management of the development on teaching staff in public universities 3.3.2.1 Limitations of limitations on state management of the development on teaching staff in public universities Firstly, the role of state management on the development of teaching staff in public universities has not been fully reflected in management activities Secondly, the institution of state management of the development on teaching staff in public universities is still complicated, overlapping, and the formulation and promulgation are still slow and passive, unable to keep up with the actual situation Thirdly, the plans and schemes for development of teaching staff in public universities are still limited Fourthly, the state management apparatus for developing teaching staff in public universities is still fragmented Fifthly, the implementation of regimes, policies of honor and treatment for teaching staff in public universities is not attractive enough Sixthly, in that context, the mechanism of inspection, examination and handling of violations of the law on the development of lecturers has not been effective conducted Seventhly, international cooperation on training and fostering to develop teaching staff in public universities has not brought practical results Eighthly, the state management legal normative documents on developing lecturers have not been issued in time, or not close to reality Ninthly, the model of higher education management in general and the development of lecturers in particular in our country today is both centralized and dispersed Tenthly, the management has not created full and real autonomy for universities leading to the situation of not creating favorable conditions for the development of lecturers Eleventhly, state management activities on the development of teaching staff in public universities not have a mechanism to attract the participation of social community 3.3.2.2 Causes of limitations on state management of the development on teaching staff in public universities in Vietnam today Firstly, globalization and international integration have a great influence on the formulation of state management policies on the development of teaching staff in public universities; Secondly, science and technology, especially information technology, have fundamentally changed higher education in the world; Thirdly, socio-economic conditions, socioeconomic development level; Fourthly, the thinking of state management on higher education is still slow to be renewed in the direction of quality management; Fifthly, the capacity of the contingent of civil servants working on state management of higher education is limited; Sixthly, financial resources to invest in building universities locations, especially for the development of teaching staff in public universities, are limited; Seventhly, the participation in constructing and reviewing policies of the teaching staff not yet been attracted Chapter VIEWPONTS AND SOLUTION TO IMPROVE STATE MANAGEMENT ON THE DEVELOPMENT OF TEACHING STAFF IN PUBLIC UNIVERSITIES IN VIETNAM 4.1 Viewpoints on improving state management on development of teaching staff in public Universities in Vietnam 4.1.1 Improving the state management on the development of teaching staff in public universities should thoroughly grasp the Party’s and State’s viewpoints on fundamental and comprehensive renovation of higher education 4.1.2 Improving the state management of the development of teaching staff in public universities must be based on the context and set forth requirements 4.1.3 Improving the state management of the development on teaching staff in public universities must be based on the reorganization of public non-business units 4.1.4 Improving the state management of the development on teaching staff in public universities must be based on promoting university autonomy according to the process of integration and development 4.1.5 Improving the state management of the development on teaching staff in public universities must be based on a system of synchronous solutions, with appropriate roadmap implementation 4.2 Solutions for improving state management on development of teaching staff in public Universities in Vietnam 4.2.1 Reforming the management role of the state combined with expanding autonomy and social responsibility of public universities First, the State unifies the macro management of higher education to ensure the quantity, quality and structure of universities as well as the quantity, quality and structure of teaching staff in public universities; Second, the State does not interfere deeply in the internal affairs of public universities In order to effectively and efficiently carry out the above two principles, the State should focus on performing the following four main tasks: Firstly, the State establishes the institutional system and policies to supervise the autonomy of public universities; Secondly, guide long-term development for public universities; Thirdly, continue to increase state investment in association with renewing the mode and state investment mechanism in higher education development in line with the general trend of the world and specific conditions of Vietnam; Fourthly, university autonomy in aspects such as finance, organizational structure, personnel but still subject to the state management of Laws and legal normative documents 4.2.2 Complete the legal system on the development of teaching staff in public Universities Firstly, continue to amend and supplement the Law on Higher Education to create an important legal corridor for the fundamental and comprehensive innovation of higher education and development of lecturers Secondly, soon promulgating a Decree on university autonomy to replace Resolution No.77/NQ-CP, formalizing university autonomy is the indispensable way of higher education in Vietnam Thirdly, conducting a review of the system of state management regulations on development of teaching staff in public universities in order to evaluate and eliminate conflicting, overlapping provisions, amending and supplementing new regulations on developing lectures in line with current practical requirements, towards such regulations must ensure regional and international standards Fourthly, the development and promulgation of the Law on Lecturers of universities or at least a Decree stipulating the development of teaching staff in public universities shall be promulgated Fifthly, improve the quality of development and promulgation of legal normative documents related to higher education in general and develop teaching staff in public universities in particular Sixthly, in the process of developing and promulgating legal normative documents on the development of teaching staff in public universities, it is necessary to ask the opinions of the teaching staff 4.2.3 Complete the plans and schemes for the development of teaching staff in public universities Teaching staff is the most important resource of each higher education institution The planning for development of teaching staff is to ensure the maintenance of sufficient quantity, a balanced structure of qualifications, occupations, age, gender, etc with adequate qualifications, capabilities and qualities as prescribed and meet the universities’ educational goals Planning for quantitative assurance: Based on forecasts of the education institutions’ training scale and schedule to plan the number of lecturers, ensure the lecturer/student ratio according to the quality assurance criteria for lecturers to complete teaching tasks and have time for scientific research, self-study and self-research activities to improve their professional capacity Planning for structure assurance: Based on the forecast of the needs of each training profession, retirement policy, work rotation, etc to build the plan, create a synchronous and balanced structure of teaching staff in the education institution, avoiding the shortage of lecturers Planning for quality assurance: Based on the standard of competence and the strategic development orientation of the education institution to plan the quality of the teaching staff to ensure adequate qualifications, capacity and quality to complete the functions, skills, tasks, meet the strategic goals of the education institution 4.2.4 Complete the state management apparatus on developing teaching staff in public universities Firstly, renovate the functions and operation modes of the National Board of Education chaired by the Prime Minister in the direction of helping the Prime Minister to direct the strategy for higher education development in general and the strategy for the development of teaching staff in public universities in particular Secondly, the Ministry of Education and Training carries out the state management function as assigned by the Government, focusing on three main tasks: developing strategies, planning and plans for developing teaching staff in public universities; formulating mechanisms and policies and regulations on content management on development of teaching staff; organizing inspection and examination In particular, attention should be paid to examining and inspecting quality assurance and effectiveness of teaching staff development Thirdly, develop a mechanism to attach higher education with scientific research and labor market Fourthly, decentralize the management of planning and investing for the development teaching staff in public universities Fifthly, decentralization of state budget management and other revenue sources Sixthly, decentralization of management on assets and facilities Seventhly, decentralization of management on organization and personnel Eighthly, with the increasingly expanding scale of the current university system, the state management of the development of teaching staff in public universities should have a sufficiently large apparatus capable of performing management work, quality assurance in terms of quantity and reasonable structure of teaching staff 4.2.5 Continue to formulate and complete the treatment and honor policy to develop the teaching staff in public universities Firstly, continue to develop and complete policies to attract and recruit teaching staff in public universities Secondly, continue to develop and complete the policy of using and evaluating lecturers Thirdly, continue to develop and complete the policy of training and fostering teaching staff Fourthly, continue to develop and complete the treatment and honor policy for teaching staff 4.2.6 Improve the quality of the contingent of civil servants working on state management on the development of teaching staff in public universities The quality of the contingent of cadres and civil servants determines the quality and efficiency of state management on the development of teaching staff in public universities In order to create a new step in the state management on the development of university teaching staff, the contingent of cadres and civil servants needs to be upgraded appropriately Improving the quality of the contingent of cadres and civil servants has a direct impact on the institutional quality and the effectiveness of the state management institution implementation on the development quality of university teaching staff in practice State management on the development of teaching staff associates with the development of policies, standards, appraisals, assessments, announcement of inspection results and development of policies related to the inspection activity Therefore, improving the quality of the contingent of cadres and civil servants charging of state management is an issue of decisive importance to the efficiency of state management The quality of cadres and civil servants includes knowledge, skills and attitudes In which, the first attention should be attached to improve qualifications in legislative and regulatory activities, legal qualifications, law quality, law feasibility related to state management on the development of teaching staff 4.2.7 Strengthen the inspection, examination and handling of violations of the law on developing teaching staff in public universities First, strengthen the inspection and examination of the implementation of regimes and policies related to the development of teaching staff in pubic universities Second, maintain disciplines and ensure the principle of state management on the development of teaching staff in pubic universities Third, the Ministry of Education and Training and other Ministries and localities having higher education institutions need to annually develop a plan for inspection and examination The inspection and examination units need to have an inspection and examination plans Fourth, it is necessary to focus on building a team of inspectors and examiners with sufficient capacity, experiences; are enterprising, not afraid of collision and have ethical qualities through professional training and fostering; are equipped and updated the knowledge, skills; regularly learn experiences of countries with advanced education to successfully complete their tasks Fifth, the higher education institutions under the Ministry of Education and Training strengthen the organization of inspection in accordance with the provisions of the Circular No.51/2012/TT-BGDĐT dated December 18, 2012 of the Minister of Education and Training on the organization and inspection activities of higher education institutions, colleges and professional secondary schools 4.2.8 Promote international cooperation on developing teaching staff in public universities Firstly, promote international cooperation, import training and fostering programs in order to build and develop teaching staff in public universities in accordance with the requirements of fundamental reform of higher education Secondly, the education institutions should continue to expand and associate with prestigious universities and institutes in the world for staff training Thirdly, complete the State’s policies on international cooperation in order to train and foster teaching staff in public universities Fourthly, in the accreditation of higher education quality, the Ministry of Education and Training sets the criterion that compel higher education institutions to have at least one or more cooperative training programs linking with prestigious universities in the world Fifthly, promote socialization of investment resources for development of public universities and strengthen international cooperation activities from the funding of domestic and foreign organizations and individuals, universities in the world Sixthly, there are annual plans for training and fostering teaching staff in public universities at universities in the world and in the region Seventhly, make a strategy to develop international cooperation in training and scientific research with major training institutions in countries in the region and in the world, in which priority is given to expanding cooperation with countries in Europe and America Eighthly, appoint teaching staff in public universities to study masters and PhDs at famous universities in developed countries in the world and in the region Ninthly, organize training courses to improve foreign language skills for teaching staff in public universities (with priority given to improving English proficiency), to meet the increasing requirements of the period of development and international integration CONCLUSION State management on the development of teaching staff in public universities in Vietnam is an urgent requirement today To achieve this goal, it is necessary to research, supplement and complete mechanisms and policies, making contribution to ensuring the effective and efficient implementation of state management, creating a favorable legal corridor for promote the development of teaching staff in public universities in the coming time At present, many scientific works have been published, researching and referring on related issues However, there has not been any works approaching, analyzing and assessing the state management activities on developing of teaching staff in public universities, as well as the connection, fairness and synchronization among contents of state management on the development of teaching staff in public universities in Vietnam today The thesis has reviewed the research situation related to the topic, including the overview of related domestic and foreign research works; overview of research works on management, development and state management of human resources in general; overview of research works on management and development of teaching staff in public universities; overview of research works on state management of the development of teaching staff in public universities By the review, it can be seen that there is currently no work that fully and comprehensively researches on state management on the development of teaching staff in public universities from the perspective of approaching from the State From that practice, there has appeared a gap in both theory and practice that needs the state management research on the development of teaching staff in public universities in Vietnam today To solve practical research issues with scientific basis, it is necessary to clarify: The concept of lecturers in public universities; teaching staff in public universities; the content of development of teaching staff in public universities; the concept of state management; The concept of state management on development of teaching staff in public universities; the content of state management on development of teaching staff in public universities, etc.; supplement the theory on: the role and the influencing factor of state management on development of teaching staff in public universities, etc., from a practical perspective, the thesis has mentioned state management experience in developing teaching staff of countries around the world and reference values for Vietnam From that point, draw lessons that can be applied to state management on development of teaching staff in public universities in Vietnam The thesis has studied, surveyed, interviewed and generalized the development process of the teaching staff in public universities in the past 30 years (1986-2016) to analyze and evaluate the development status of public university lecturers in terms of quantity, quality, structure and ratio Especially studying the status of state management on development teaching staff in public universities, analyzing and evaluating the content of state management on development teaching staff in public universities on aspects (Promulgating legal documents on teaching staff development; Developing master plans and schemes for teaching staff development; Organizing the state management apparatus for teaching staff development; Implementing the regulation and policies on developing teaching staff; Inspecting, examining and handling violations of teaching staff development; International cooperation on teaching staff development) and assessing the status of state management on development of teaching staff in public universities in Vietnam Since then identifying gaps and blanks of the current state management including limitations as follows: i) The role of state management on development of teaching staff has not been clearly shown; ii) Institutional state management of development of teaching staff is still inadequate: effectiveness, efficiency, longevity of policies is low; policies are overlapping, spreading and difficult to implement; iii) The plans and schemes for the development of teaching staff is not close to reality; iiii) The organization of the state management apparatus on teaching staff development is overlapping; iiiii) The regulations and policies of teaching staff are not attractive enough; iiiiii) Activities of inspection and examination of teaching staff development have not been conducted regularly; iiiiiii) International cooperation on teaching staff development has not been really effective Identify, analyze and assess subjective and objective causes affecting state management on the development of teaching staff in public universities In order to develop teaching staff, the State needs to develop mechanisms and policies to resolve the relationship arising from the state management on teaching staff, learners and society Special attention should be paid to the close, inseparable and synchronous relationship of the contents of state management on the development of teaching staff in public universities today Improving the content of state management on the development of teaching staff is significant for the stability and development of teaching staff in the current period and subsequent years From the perspective of fully grasping the Party’s guidelines and policies, the author of the thesis has raised the issues posed to the state management activities on developing teaching staff in public universities in Vietnam in the period of integration and development Recommend groups of solutions to improve the state management on developing teaching staff in public universities in Vietnam such as: Reforming the management role of the state combined with expanding autonomy and social responsibility of public universities; Completing the legal system of developing teaching staff in public universities; Completing master plans and schemes for teaching staff development; Completing the state management apparatus on developing teaching staff in public universities; Continuing to build and improve the regulations and policies of treatment and honor to develop the teaching staff; Improving the quality of the contingent of cadres and civil servants performing the state management on teaching staff; Strengthening the inspection, examination and handling of violations of the law on developing teaching staff in public universities; Promoting international cooperation on the development teaching staff LIST OF AUTHOR’S WORKS “Recommendations for building and developing the Hanoi University of Home Affairs at the request of the Home Affairs sector in the new period”, Celebrating the 40th anniversary of school establishment in 2012; “Regarding the quality of the contingent of cadres and civil servants today”, Journal of State Management, No 8/2014; “The necessity of fostering the title of Chairman of the People’s Committee to meet the requirements of social management and development in the new situation”, Scientific Workshop on the role of commune authorities in social development and social development management theoretical and practical basis, in December 2014; “Training and fostering of division -level leading public servants in localities in current period”, Journal of State Management No 8/2015; “Improving the quality of training and fostering of cadres, civil servants and public employees in our country today”, Journal of State Organization No 8/2016; “Current status and solutions for streamlining the staff in public sector agencies and units in Vietnam today”, Proceedings of the Scientific Workshop on streamlining staff, challenges and solutions of the Department of Organization and Human Resource Management, National Academy of Public Administration in March 2017; “Increasing staff and streamlining staff solutions in public sector agencies and units in Vietnam”, Journal of State Organization No 6/ 2017; “Regarding the implementation of regulations and policies for developing teaching staff in public universities”, Journal of State Organization No 4/2018; “Actual situation of teaching staff in public universities in Vietnam”, Journal of State Organization No 4/2018; 10 “Training and fostering teaching staff in public universities in Vietnam today", Journal of Internal Science No.5/2018; 11 “Improving the state management on the development of teaching staff in public universities”, Journal of Interior Science, No 7/2019  ... Policies to attract and develop university lecturers are not strong enough, attractive enough for them to feel secure to devote, and have not yet created a strong motivation to attract foreign... Decision No 579/2011/QD-TTg dated April 19, 2011 of the Prime Minister approving Vietnam’s human resource development strategy for the 2011-2020 period; Decision No.1216/2011/QD-TTg dated July 22,... The quality of cadres and civil servants includes knowledge, skills and attitudes In which, the first attention should be attached to improve qualifications in legislative and regulatory activities,