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1 INTRODUCTION Reasons for choosing dissertation topic In the process of leading the revolution, the Communist Party of Vietnam always considers education and training to be the top national policy and the cause of the entire Party and people Directive No 40-CT/TW of June 15, 2004, of Secretariat of the Communist Party of Vietnam, stated: “The goal is to build a contingent of teachers and educational administrators in standardized, quality assurance, sufficient in number, uniform in structure, with particular emphasis on improving the political spirit, quality, lifestyle, conscience and skills of teachers, meeting the increasing demands of the industrialization career, modernize the country ” This demonstrates the beliefs and expectations of the Party and the State for teachers at all levels including preschool teachers In recent years, Hanoi City with the rapid development of non-public preschool education institutions, requiring key human resources is the teaching staff to meet that development However, the situation of non-public preschool teachers is still lacking in quantity, weak in quality, has not yet been structurally synchronized, and has not been thoroughly researched and addressed by management agencies The issue of management and development of teachers of non-public preschools in the direction of standardization lacks comprehensive, specific and in-depth studies to address inadequacies in practice plan of developing, training, fostering, recruiting, using, monitoring and evaluating the development of this team in the direction of standardization Therefore, it is necessary to research and develop the teaching staff of non-public preschools in the direction of standardization are now urgent requirements Stemming from the above fundamental reasons, PhD students choose the problem: "Management of teacher staff development of non-public preschools in Hanoi city in the direction of standardization" as the subject of the dissertation Research purpose and tasks * Research purpose: Overview of the theoretical issue of management and development of preschool teachers in the direction of standardization, clarifying the practical situation of management of teacher staff development in preschools in Hanoi city, thereby proposing management measures to develop a contingent of nonpublic preschool teachers in Hanoi city in the direction of standardization to meet the current educational renovation requirements * Research tasks Researching theoretical issues on the management of preschool teacher staff development in the direction of standardization 2 Research practical issues on the management of preschool teacher staff development in non-public schools in Hanoi city in the direction of standardization Proposing measures of the management of preschool teacher staff development in non-public schools in Hanoi city in the direction of standardization Conducting experiments and testing of the proposed measures in the dissertation The subject, object, scope of research * Research subject: The management of teacher staff development of preschools according to national standards * Research object: The management of preschool teacher staff development in nonpublic schools in Hanoi city in the direction of standardization * Scope of research: Scope of content: The research focuses on the management of teacher staff development of non-public preschools in Hanoi city in the direction of standardization as the focus Scope of the survey area: a contingent of preschool teachers of nonpublic schools; education managers at all levels (City, District, education department, School ) directly related to the management and development of non-public preschool teachers at the request of the study; Preschool parents concerned in some districts of Hanoi city Scientific hypothesis Developing human resources for preschool education in general, teacher staff in non-public preschools in the direction of standardization, in particular, is an urgent requirement of the preschools and society If the non-public preschool education management agencies have effective measures in the management of teacher staff development in the direction of standardization, from the quality assessment of the team, the planning, selection and compensation maintenance, use, inspection, supervision the teacher staff of non-public preschools will develop to meet the requirements of standardization, contributing to improving the quality of non-public preschool education in the city of Hanoi today Methodology and research methods * Methodology The study of management of non-public preschool teacher staff development in the direction of standardization in Hanoi city should be based on the points of view and methodological principles of Marxism- Leninism and Ho Chi Minh thought on education, training, education management, development of education human resources; At the same time apply the following approaches: System approach: Examining the relationship between management entities; management functions; teacher training and retraining establishments with facilities used by non-public preschools History - logic approach: Researching in the dissertation needs to inherit valuable knowledge, experience and achievements in the past In order for the management of development of non-public preschool teachers in the direction of standardization to be really effective, it is necessary to clearly identify strengths and weaknesses to promote and overcome Define team development management measures in a logical order, there is a close link between theory and practice Practical approach: The dissertation is studied based on the practical approach on the theory and current situation of the research issues, in order to increase the reliability of the statements, assessments and propose feasible measures in the dissertation Approaching human resource development: The stages of planning, recruiting, using, evaluating, training, fostering and policies Standardized approach: Standardized rules are issued by the State to teachers to achieve standards * Research methods: Theoretical research methods: Methods of analyzing and synthesizing theory: Reading books, newspapers, magazines and collecting practical materials, studying characteristics and properties of standardizing preschool teachers, analyzing and synthesizing theories related to the dissertation Practical research methods Observation method Survey method by questionnaire Methods of seminars and interviews to exchange and consult with survey subjects Methods of summarizing educational management experience Research method of educational products Assaying and testing methods Supporting methods: Expert method: consult with experts on measures to manage the development of non-public preschool teachers in the direction of standardization, including: experienced scientists, teachers managers Case study method: use this method to collect information from typical non-public pre-school schools in Hanoi on developing teachers of non-public pre-school schools towards standardization, from which there is a basis for making comments when analyzing practices and proposed measures … Mathematical statistical method: using SPSS software version 22.0 to analyze in-depth quantitative and qualitative results obtained New contributions of the dissertation Research results of the dissertation contribute to systematizing the theoretical basis for management of development of teachers of non-public preschool in the direction of standardization such as basic concepts, issues of standardizing preschool teachers, content and factors affecting the management of development of non-public preschool teachers, creating a basis for practical research orientation and proposing measures in practice The dissertation has proposed preschool teacher evaluation criteria including standards, 15 criteria and conducted a survey on this issue, analyzed, evaluated and clarified the situation of teachers, management of teaching staff development This is in non-public preschool schools in terms of scale, structure, training, retraining, recruitment as well as clarifying the advantages, limitations, causes and problems posed in management of teaching staff development in non-public preschools in Hanoi city From a scientific basis, the dissertation proposes measures to manage the development of non-public preschool teachers in the direction of standardization, contributing to improving the quality of preschool education in the capital city today Significances of the dissertation The research results of the dissertation have systematized the theoretical issues on the management of non-public preschool teacher development in the direction of standardization; overview of management contents and influencing factors Clarifying the picture of the situation of management of non-public preschool teachers development in Hanoi city, indicating limitations and causes and raised issues; Since then, propose measures that are scientifically based and verified on the management of non-public preschool teacher development in Hanoi City in the direction of standardization, contributing to improving the quality of education of preschools in Hanoi today Structure of the dissertation The dissertation includes introduction, five chapters (15 periods), conclusions, list of scientific works of the author related to the dissertation, list of references and appendices Chapter OVERVIEW OF RESEARCH ISSUES RELATED TO DISSERTATION 1.1 Scientific research works of non-public preschool teacher development in the direction of standardization 1.1.1 The research works of foreign authors Studies on developing a staff of preschool teachers Studies on the standardization of preschool teachers 1.1.2 The research works of authors in Vietnam 1.2 Scientific research works of the management of non-public preschool teacher development in the direction of standardization 1.2.1 The research works of foreign authors 1.2.2 The research works of authors in Vietnam The problem of management of teacher development in general, the development of teaching staff of preschools in the direction of standardization in particular, there are research works such as monographs, scientific research, dissertation, scientific articles published in specialized scientific journals, scientific seminars the author will study to inherit and develop in the dissertation 1.3 Overview of research results of published scientific works related to dissertation and issues that need to be solved 1.3.1 Overview of research results of published scientific works related to dissertation Due to different approaches, the authors explain the different theoretical and practical issues that create diversity in the study of teachers and teachers' development in the preschool in the direction of standardization Research results to develop teachers in the direction of adequate standardization in terms of quantity, assurance of professional quality and professional standards, structural synchronization; and that is the goal of the managers Research results on management of of teacher development in general and preschool teachers in the direction of standardization in particular, are issues that the author will inherit and continue to develop in theoretical formulation of the topic 1.3.2 The issues that dissertation to be solved Firstly, systematize theoretical issues about developing preschool teachers; standardize preschool teachers; and manage the development of non-public preschool teachers; overview of management contents and factors affecting the management of non-public preschool teacher development in Hanoi city in the direction of standardization 6 Secondly, the study clarifies the real situation of the contingent of teachers and manages the development of the teacher contingent of non-public preschools in Hanoi city in the direction of standardization, as a practical basis to propose measures of management of of the teacher contingent of non-public preschools in Hanoi city in the direction of standardization.Thirdly, the study clearly defines the orientation and proposes measures of the development of the teacher contingent of non-public preschools in Hanoi city in the direction of standardization, ensuring close practicality, suitable for each type of school, practical and highly feasible Conclusion of Chapter From the overview of the research situation related to the thesis topic, it is found that, about preschool teachers is a force with a position, a particularly important role for the development of children in the first years of life, contributing to the orientation, creating a solid premise for the formation and development of people in the golden period Therefore, the problem of developing preschool teachers in the direction of standardization is very urgent; If appropriate management measures will have a positive impact on the development of preschool teachers in terms of quantity, structure and quality The author will inherit the research results to explain and clarify theoretical and practical issues "Management of non-public preschool teacher development in Hanoi city in the direction of standardization" Chapter THEORETICAL BASIS OF MANAGEMENT OF NON-PUBLIC PRESCHOOL TEACHER DEVELOPMENT IN THE DIRECTION OF STANDARDIZATION 2.1 Standardization and problems raised in standardization of non-public preschool teachers 2.1.1 Preschool teachers Non-public preschool teachers 2.1.1.1 Preschool teachers Education Law 2005, Article 70 stipulates: "Teachers are the people who are responsible for teaching and educating in schools and other educational institutions Teachers teach at preschool and general education institutions, vocational education called teachers; higher education institutions are called lecturers, [84, p.56] Accordingly, preschool teachers who are in charge of caring and educating preschool children at an educational institution of a school level shall perform the functions, tasks and powers prescribed by the school's charter 2.1.1.2 Teachers of non-public preschools Concept of non-public preschool Schools, kindergartens, nursery groups and kindergarten classes which are set up by population communities, invested material foundations, ensured operation funding and supported by local administrations Schools, kindergartens, private preschools, private schools are established by social organizations, socio-professional organizations, economic organizations or individuals, to invest in building material foundations and ensure business operation fees with non-state budget capital Concept of non-public preschool teachers Preschool teachers of non-public preschools are people who take care of children at the preschool level at non-public preschool education institutions of grade level to perform functions, tasks and powers in accordance with the school charter The non-public preschool teachers The teachers of non-public preschools are a group of teachers who are responsible for nurturing, caring for and educating children aged between three months and six years old according to the program of education, training and other tasks in non-public educational institutions of preschool level 2.1.2 Standardization of preschool teachers Standardization of non-public preschool teachers 2.2.2.1 Standardization of preschool teachers According to the Vietnamese dictionary, "Standard" is a noun that is understood: The chosen thing is the basis for comparison, in which direction to be followed correctly; 2-The object selected as a model to represent a unit of measurement; The thing is recognized as being in accordance with regulations or habits in society [94, p.800] Standardization of teachers is a stage, playing a decisive role in the quality of education and training at educational institutions; standardization is the basis for evaluating, selecting and using teachers 2.1.2.2 Standardization of non-public preschool teachers Standardization of teacher contingent of non-public preschools is a planned, subjective activity of the subject in identifying solutions affecting each person and the whole teaching staff, in order to ensure the non-public preschools have the quantity and structure of teachers in accordance with the standards prescribed by the State 2.1.3 Management of preschool teacher development Management of non-public preschool teacher development in the direction of standardization 2.1.3.1 Concept of development and management of preschool teacher development Concept of development In Vietnamese dictionary, the concept of development is understood as the process of transforming or making transformations from less to more, from narrow to wide, low to high, simple to complex [94, p.769) Development of preschool teachers is the purposeful impact of managers on preschool teachers in order to make preschool teachers stable and sustainable development in quality, quantity, structure and well serve the cause of education and training of the country according to requirements of each period 2.1.3.2 Management of non-public preschool teacher development in the direction of standardization Management of non-public preschool teacher development in the direction of standardization is the intentional and planned impacts of management subjects on the development of teachers in order to ensure the teaching staff has been developed sustainably, contributing to make the teaching staff develop sufficiently in terms of quantity, quality improvement, structure suitability, and meet the standards of preschool teachers as prescribed by Government 2.2 Content of management of non-public preschool teacher development in the direction of standardization 2.2.1 Making plan of management of non-public preschool teacher development in the direction of standardization Making a plan for managing and developing teachers of non-public preschool schools is to build a long-term plan in training, fostering, arranging and arranging teachers at each school according to scope manage 2.2.2 Proactively building preschool teachers according to standards We come up with the solution: keeping the three evaluation criteria, rearranging the evaluation criteria in the standards, each standard has evaluation criteria 9 Political awareness, thought, good citizen responsibility Clean, healthy lifestyle and Ethics CHÍNH TRỊ, ĐẠO ĐỨC, LỐI SỐNG Good observance of laws and policies of the Party and State POLITICAL QUALITY, ETHICS, LIFESTYLE Good working discipline a clean, healthy lifestyle and ethics KNOWLEGDE PEDAGOGICA L SKILLS Knowledge of preschool education Educational planning skills Health care knowledge of preschool age Educational operation skills Specialized knowledge Educational operation skills Specialized knowledge Classroom management Knowledge of early childhood education methods General knowledge about economy, politics, culture, society related to preschool education Honest, devoted, solidarity skills Communication skills, behavior (with children, colleagues, parents) Chart 1: Standards and career criteria of preschool teachers 10 2.2.3 Train, self-train and foster preschool teachers according to standards Organizing training and retraining is the most important content to develop capacity, supplement knowledge, skills and political qualities of teachers' ethics according to standardized regulations; forms of regular training and fostering to raise the quality of teachers 2.2.4 Checking and evaluating preschool teachers according to standards This is the content that plays a particularly important role in managing and developing teachers of non-public preschool schools; it is the basis for evaluating all stages, steps from leadership, direction, planning, organization of recruitment, training, retraining Since then, detecting limitations, errors and inadequacies for timely adjustment and rectification measures 2.2.5 Reward and encourage preschool teachers to achieve good achievements in pedagogical activities Commendation, encouragement in time cause the state of excitement, pride and satisfaction of the complimented people, motivating these people to make more efforts for the next activities 2.3 Factors affecting the management of nonpublic preschool teacher development in Hanoi city in the direction of standardization 2.3.1 Guidelines and policies of the Party and State 2.3.2 Direct and guide the Ministry of Education and Training and local education and training institutions 2.3.3 Leadership and direction of preschools 2.3.4 Qualities, personalities, career trends and qualifications of preschool teachers Conclusion of chapter Management of non-public preschool teacher development in Hanoi City directly contributes to the development of teachers in terms of quantity and structure; train teachers to form and develop pedagogical thinking capacity, knowledge, techniques, skills, experience in caring and educating children according to professional standards The content of the management of teacher staff development includes the following activities: Planning and developing teachers for preschool teachers Arranging and using; Retraining, inspection, examination and evaluation of teachers and the management of teachers, development management of teachers of nonpublic preschools in Hanoi City affected by objective and subjective 11 factors, but the most important factor is organization and management of the teacher staff at non-public preschools Chapter PRACTICAL BASIS OF THE MANAGEMENT OF NONPUBLIC PRESCHOOL TEACHER DEVELOPMENT IN HANOI CITY IN THE DIRECTION OF STANDARDIZATION 3.1 Overview of preschool education in Hanoi city The number of non-public preschools in Hanoi increased from 148 in 2011 to 267 in 2018, the number of schools increased by 119, far exceeding the rate of increasing the number of public preschools; The increase in the difference reflects the trend and stable development of nonpublic preschools in Hanoi city and the people's needs and living standards are being improved; Therefore, the authorities and educational management agencies should have appropriate forecasts and plans in developing the contingent of teachers of non-public preschool schools in the coming time 3.2 Organizing research of the situation 3.2.1 Purpose of studying the situation In order to comprehensively assess the situation of management of nonpublic preschool teacher development in the direction of standardization as a practical basis to propose measures to manage and develop teachers of nonpublic preschool in Hanoi city 3.2.2 Object, scope, time of survey 3.2.2.1 Respondents Total of surveyed people: 615 people: Teachers of non-public preschools: 305 teachers; Managers at non-public preschools, managers at education & training agencies in districts of Hanoi city: 75 people; Experts: 52 people; Parents: 185 people 3.2.2.2 Survey area A number of non-public preschools in Hanoi city, Hai Ba Trung, Hoang Mai, Ba Dinh, Thanh Tri and Dong Anh districts 3.2.2.3 Survey time From June to October 2018 3.2.3 Content of the research situation The actual situation of developing and managing the development of the contingent of teachers of non-public preschools in Hanoi city according to the following contents: planning, evaluation organization, arrangement, training create, foster, inspect, test 3.2.4 Research methodology 3.2.4.1 Pedagogy 3.2.4.2 Methods of seminars and interviews to exchange and consult the survey subjects 3.3.4.3 Questionnaire 12 3.2.4.4 Method of document research, summarizing experience 3.2.4.5 Method of processing data by mathematical statistics 3.3 The situation of management of non-public preschool teacher development in the direction of standardization 3.3.1 Situation of developing the number of non-public preschool teachers in Hanoi city Survey results show that in the period of 2011 - 2018, the number of non-public preschool teachers increased sharply with the rate of up to 256%, an annual increase of 36.57% The number of public preschool teachers only increased by 46% over the period and every year only increased by 6.57%, demonstrating the strong development of non-public preschool education 3.3.2 Situation of developing quality of non-public preschool teachers in Hanoi city Survey and exchange results show that a part of preschool teachers is knowledgeable, but can teach pedagogical thinking, organizational art, pedagogical practice skills Child education planning, communication and behavior skills for children and parents are limited 3.3.3 Situation of developing the structure of non-public preschool teachers in Hanoi city By 2018, the number of non-public preschool teachers with college or higher education accounts for only about 30% of the total number of teachers; The number of non-public preschool teachers who have not been trained at pre-school pedagogical level or preschool profession is quite large, accounting for approximately 40% of the total number of teachers 3.3.4 Situation of evaluating teachers according to professional standards Survey results show that: 100% of teachers meet the standards, of which above standard accounts for 44.5%; but the big shortage is about knowledge, practical experience; the solidity of knowledge is not high; The ability to think and apply knowledge in performing duties and tasks is still limited 3.4 The situation of management of non-public preschool teacher staff development in the direction of standardization 3.4.1 The actual situation of developing plans for non-public preschool teachers according to standards According to the survey results in 2018, the number of schools with teacher development plans accounts for a high proportion of 86%, while up to 40 schools account for nearly 15% of the total number of non-public preschool schools that not have short-term development plans However, if the total number of non-public preschools in Hanoi city is counted, the 13 number of schools without a five-year long-term teaching staff plan is up to 241 out of 267 schools, accounting for 90, 26%, so non-public preschools have not paid attention to building long-term plans in developing teachers 3.4.2 The situation of evaluating and arranging the contingent of teachers of non-public preschools according to standards Assessment of the implementation of the content in the organization of evaluation and arrangement of preschool teachers has a good overall assessment, with a good and fair rate of 68.57%, an average of 17.14%, weak 8.57% In particular, it is better than the reviews about: Organizing the arrangement of preschool teachers according to the prescribed standards, with 13 comments (86.67% of the respondents rated well and fairly; Implementing the assessment process rating for preschool teachers with 13 comments (86.67%) rated them as good and rather good 3.4.3 Actual situation of organizing training and self-training of non-public preschool teachers according to standards The training and retraining of preschool teachers with qualified qualifications has made progress, meeting the requirements of renewing preschool education In particular, the "Organization sending training and retraining of preschool teachers according to standards" is not done generically, with an average score = 3,2803 The content "Organizing on-the-spot training and retraining on the spot of preschool teachers according to the standard" has been paid adequate attention by the schools, with an average score = 3,8504, achieved a Fair level However, the survey results show that the management of training methods and methods ”is still limited 33.4.4 Situation of organizing inspection and evaluation of the development of non-public preschool teachers according to standards The results of assessment and classification of preschool teachers were evaluated according to professional standards of preschool teachers reaching a rating of fairly or higher with the difference between teachers' self-assessment (75.7%), professional group evaluation (72.8%) and principal's comments (65.5% rate) According to the managers' assessment, 50% of the opinion that preschool teachers use information technology facilities are not proficient, need more training 3.4.5 General assessment of the situation of development management of the contingent of teachers of non-public preschools in Hanoi city today Advantages and reasons: The development of non-public preschool teachers according to professional standards has been concerned by educational management levels, paying attention to developing teachers' development plans Every year, the contingent of non-public preschool teachers has increased in number, step by step ensuring the staffing of teachers in classrooms and teachers on children according to the characteristics of each preschool education institution trying to arrange teachers appropriately in the scale of the school network, non-public class… 14 Cause advantages: Having the above results due to the management and development of teachers of non-public preschool schools are concerned and directed by the management levels The Hanoi Department of Education and Training has been active in advising the City to issue a mechanism of equal interest for teachers in general and non-public preschool teachers in particular Strengthen the decentralization of preschool education management and raise the State management responsibilities of the People's Committees of communes, wards and townships for non-public preschool education institutions 3.4.6 Issues for development management of non-public preschool teachers in Hanoi city Firstly, non-public preschool schools should build a long-term basic strategy for developing teachers Secondly, it is necessary to have a strong "participation" of education and training management agencies Thirdly, it is necessary to solve the problem of quantity with improving quality, ensuring a reasonable structure, paying attention to the quality of teachers, regularly performing good teacher selection Fourthly, it is necessary to continue researching and proposing the State to supplement and perfect the policy system for preschool teachers Conclusion of Chapter From analysis and assessment of the situation, it is necessary to identify the characteristics, the status of the team and the status of development of the teaching staff in non-public preschool education management current non-public preschool schools; help the subject clearly see the factors, favorable conditions, difficulties and challenges; besides the advantages there are still many shortcomings; identify issues raised on the development management of teachers in terms of quantity, structure, quality, competence and educational level To develop the contingent of teachers of non-public preschool schools, it is necessary to have practical, flexible and creative measures to solve these problems Chapter ORIENTATIONS AND MEASURES OF THE MANAGEMENT OF NON-PUBLIC PRESCHOOL TEACHER DEVELOPMENT IN HANOI CITY IN THE DIRECTION OF STANDARDIZATION 4.1 Orientation for development of teachers of non-public preschools in Hanoi City in the direction of standardization 4.1.1 General orientation General orientations for development of teachers of non-public preschool schools in the direction of standardization are: Developing teachers of non-public preschool schools in the direction of standardization 15 must be put in the renovation strategy and comprehensive education and training; develop on the basis of fully grasping the Party's viewpoints and policies, the State's policies and laws on developing the contingent of teachers and managers to meet the requirements of renewing education and training; programs and plans of the Hanoi People's Committee on early childhood education development in Hanoi up to 2020 and subsequent years; standardize the teaching staff to meet the requirements of expanding the preschool education system in all residential areas in Hanoi City 4.1.2 Specific orientations 4.1.2.1 Maintain political orientation in developing teachers of nonpublic preschool schools in Hanoi City 4.1.2.2 Ensuring the comprehensiveness, effectiveness, and optimization in developing the contingent of teachers of non-public preschool schools in Hanoi City 4.1.2.3 Exploiting the capabilities of resources into developing teachers of non-public preschool schools in Hanoi City 4.2 Measures of the management of non-public preschool teacher development in hanoi city in the direction of standardization 4.2.1 Assess non-public preschool teachers in the direction of standardization Objectives and meanings of the measure: In order to help teachers promote their strengths, overcome defects, improve political quality, revolutionary morality, capacity and work efficiency, as a basis for selection, planning, training and fostering nurturing, arranging, using and implementing policies and policies, contributing to developing the contingent of teachers of non-public preschool schools in sufficient numbers, rational in structure and of high quality Content measures Bases for evaluating the contingent of teachers of non-public preschools according to standards and 15 criteria are presented in chapter Subjects for evaluating teachers of non-public preschool schools be the leader and manager of non-public preschools; management agencies are responsible for guiding, directing, inspecting and monitoring teacher evaluation activities; Every teacher appreciates himself The object of evaluation is the contingent of teachers of non-public preschools The forces participating in the evaluation of the teachers of non-public preschools include colleagues; Parents Time limit for teachers' evaluation according to semester, school year; at the end of an assigned task; It is necessary to proceed in a strict, scientific, meticulous, careful, democratic, fair, objective, honest and scientific order with scientific methods Method of implementation of the measure Determining the evaluation process, applying uniformly to the 16 activities of the subjects and organizations, forces in teacher evaluation Teachers write their own comments and assessments; self-classification according to the degree of good, quite average, poor Collecting comments from colleagues and parents; Board of Directors, Board of Management commented, assessed and presented discussions; Teachers' comments and reviews are saved in the file… 2.2 Develop and implement master plans and plans for development of preschool teachers in non-public schools in the direction of standardization Objectives and significance of the measure In order to create a basis for training, fostering, arranging, arranging and using teachers systematically with content, manner, order and time of quality assurance in the direction of standardization Content measures Define the master plan for teacher development in terms of quality, education, and industry as a basis for training and retraining according to standards; identify sources for developing teachers of non-public preschool schools The planning on structure and quality ensures teachers' qualifications, competencies and qualities are standardized, creating successive generations of teachers, without being inadequate Method of implementation of the measure Step 1: The Board of Directors, the Principal study the city's early childhood education development strategy and the education and training sector Step 2: Identify additional sources for teachers Step 3: Develop a process for teacher selection Step 4: The school principal needs to have a comprehensive macro plan to train and foster teachers to meet the standardization requirements Step Evaluation and finalization of planning work … 4.2.3 Organize the selection, use and screening of non-public preschool teachers in the direction of standardization Objectives and significance of the measure Aiming at selecting, using and screening the right teachers to have enough teachers with good moral and political qualities, knowledge and competency, pedagogy according to standardized requirements Measure content Strictly following the steps in organizing the selection based on teacher standards; requirements on quantity, quality, team structure; Must attach special importance to quality, not because of quantity or structure but imitating quality Method of implementation of the measure 17 Assigning, specific, clear, transparent and clearly defining responsibilities and competence in the examination, admission and decision making for using and dismissing preschool teachers 4.2.4 Improving the quality of teacher training and retraining; renovate content, form and encourage teachers to foster themselves according to standards Objectives and significance of the measure Training and fostering teachers in order to instill, supplement and update knowledge, experience, train skills, political qualities, ethics, professional qualities, and improve the staff structure Content of measures Renewing the training and retraining of preschool teachers must be addressed in a synchronous, multi-faceted and multi-faceted manner: objectives, contents, programs, management organizations, facilities and technical facilities to ensure for training and retraining of preschool teachers Closely coordinating between pedagogical schools and nonpublic preschool schools in training and fostering teachers Method of implementation of the measure Regarding the renovation of preschool teachers training work: In terms of content innovation, the form of non-public preschool teacher training is standard On encouraging non-public preschool teachers to foster themselves according to standards 4.2.5 Develop and perfect policies for teachers of non-public preschools Objectives and significance of the measure In order to motivate and attract qualified and enthusiastic teachers to work in the school Content of the measure Identify the right policies that impact the delivery process and teacher income Policy group on residence and teacher's housing Social policy group affecting teachers' political and cultural life Method of implementation of the measure The Board of Directors, the Management Board of non-public preschools should pay attention to the conditions of accommodation, living conditions of teachers 4.2.6 Improving the quality of inspection, examination and evaluation of results of management and development of non-public preschool teachers in the direction of standardization Objectives and significance of the measure 18 In order to help the managing entity identify advantages and disadvantages, detect arising for adjustment and supplementation; and resolving mistakes, deviations and shortcomings in teacher development management Content of measures Ensuring accuracy, objectivity, democracy, publicity and transparency in the examination, inspection and management of teachers development Ensuring the comprehensiveness of the inspection and examination of management and development of the contingent of teachers of non-public preschool education schools Implementing democracy well in checking, inspecting and evaluating the management and development of teachers of non-public preschool schools Method of implementation of the measure Well implement forms of checking and inspecting the management and development of the contingent of teachers of non-public preschool schools on a regular and irregular basis Organize well implementation of decisions and conclusions on examination and inspection of management and development of teachers according to standards Conclusion of chapter Each measure of management of teacher staff development of nonpublic preschool schools in Hanoi city in the direction of standardization of one-sided and one-content management; This measure impacts, supports, is the condition and premise to implement the other solution On the basis of evaluating the quality of teachers' staff to formulate master plans and plans for teachers development, ensuring the structure as well as performing well the selection and use of teachers In order for the measures to be implemented effectively, in the implementation process, it is required that the education administration authorities should apply flexibly and appropriately to the conditions and characteristics of each school to ensure sustainable development of teachers of non-public preschools Chapter TESTING MEASURES OF THE MANAGEMENT OF NON-PUBLIC PRESCHOOL TEACHER DEVELOPMENT IN HANOI CITY IN THE DIRECTION OF STANDARDIZATION 5.1 Testing and analyzing results 5.1.1 General issues about testing Purpose of testing: Content of testing: 19 Testing method: Testing subjects: 5.1.2 Analysis and evaluation of test results 5.1.2.1 Result of surveys The results of the test show that there is a fairly high consensus on the necessity of the six proposed thesis management measures Shown at the average point of the solutions from 2.22 to 2.72 The results of the test show that the evaluation of the feasibility of the measures proposed by the author is relatively high and expressed at the highest point is 2.75 and the lowest is 2.15 Comparing the correlation between the necessity and feasibility of measures to manage the development of teachers of non-public preschool schools in Hanoi city in the direction of standardization, the dissertation use the Spearman formula to check; After changing numbers, the necessity and feasibility are positively correlated, meaning that it is both necessary and feasible; The result is R = 0.5 5.1.2.2 Results of discussion The exchanged opinions said that the reason for the development of teachers of non-public preschools is limited due to inappropriate mechanisms and policies Public preschools are invested in facilities by the state, ensure the number of teachers, and non-public preschools must be self-control, selfaccounting for their existence and development, so there are many difficulties While the policy of spiritual encouragement and material remuneration for teachers of public preschools is concerned by the state, all levels of government and social organizations, this issue is at schools non-public preschool education has not been given adequate attention 5.2 Testing and analysis of test results 5.2.1 Test purpose In order to verify the effectiveness and feasibility of the method "Improving the quality of teacher training; deploying formative content, diversifying ways to encourage preschool teachers to train themselves according to the standards ”proposed 5.2.2 Experimental hypothesis It is possible to improve the effectiveness of development management and of teachers of non-public preschools in Hanoi city in the direction of standardization if applying the method "Improving the quality of teacher training; deploying formative content, diversifying ways to encourage preschool teachers to self-train and foster themselves according to standards ”proposed by the dissertation 5.2.3 Content, objects and test duration 20 Content and method of conducting the test Test object Including 80 preschool teachers We divide 80 preschool teachers into classes: test class, control class, each class has 40 preschool teachers Trial period: From June 2018 to July 2018 Test procedure Select City-based pre-school teacher training classes to organize a test (one for a pilot and one for a control class), specifically: The trial class has 40 preschool teachers; The control class has 40 preschool teachers Both classes have similarities in terms of factors Content of test measures Phase 1: Developing contents of fostering non-public preschool teachers in the direction of standardization Phase 2: Direct the training of preschool teachers in the direction of diversifying content and forms; pay attention to encouraging preschool teachers' self-training and fostering according to standards Phase 3: Completing the test: Measuring the level of educational knowledge and skills of early childhood education of preschool teachers participating in the trial and the control class after the test with standardized evaluation sheets 5.2.4 Standards, rating scales and test variables The test results are evaluated based on the criteria of the progress of knowledge and skills in implementation of early childhood education of preschool teachers through indicators 5.2.5 Analyze the test results 5.2.5.1 Analyze test input results Survey the initial level of knowledge and skills in caring, educating children of preschool teachers in both classes 5.2.5.2 Analyze the test results Evaluation of the progress of knowledge and skills in caring, educating children of preschool teachers after impact testing From the test results, conclusions: Thanks to the impact measures, knowledge and skills of child care and education of preschool teachers in the pilot class, there has been more progress than the control class and higher development compared to the test layer itself before impact measures The variables related to the knowledge and skills of child care and education of preschool teachers are controlled to a certain extent At the same operating environment, at the same time, the basic difference between the test and control classes is the impact measure Therefore, this result shows that the effectiveness of the experimental impact measure can 21 improve the management effectiveness of non-public preschool teachers in Hanoi city in the direction of standardization to meet current educational innovation requirements Figure 5.2: Progress of knowledge, skills of care, education for preschool teachers after impact test Measures to manage the development of teachers of non-public preschool schools in Hanoi City in the direction of standardizing the thesis in accordance with the Party's and State's guidelines on fundamental innovation of comprehensive education and training associated with the characteristics and status of management and development of the contingent of teachers of non-public preschool schools in the area of Hanoi City today Each measure addresses one side, one content of the process of managing and developing teachers of non-public preschool schools in the direction of standardization Improving the quality of pedagogical schools, will be a premise for preschool teachers to self-foster according to standards, promote the self-improvement process of teachers, help teachers constantly learning, fostering to improve ethical qualities and professional qualifications according to standards Strengthening the examination and evaluation of the development of non-public preschool teachers in the direction of standardization will ensure the development of quality and effective teachers So the measures should be implemented synchronously, without taking any measures lightly Educational management levels need to apply flexibly and appropriately to the conditions and characteristics of each school to ensure the sustainable development of teachers of nonpublic preschool schools CONCLUSIONS AND RECOMMENDATIONS Conclusion 22 1.1 Preschool teachers are persons in charge of caring and educating preschool children aged between three months and six years old at educational establishments of grade levels to perform the functions, tasks and powers of the school's charter Teachers of non-public preschool schools are preschool teachers on the task of nurturing, caring for and educating children aged between three months and six years old according to the prescribed program of Education and Training and other tasks at non-public educational institutions 1.2 Managing of developing teachers of non-public preschools in the direction of standardization are the intended, planned impacts of management subjects on the development of teachers' teachers in order to ensure The teaching staff has been developed sustainably, contributing to the development of the teaching staff in terms of quantity, quality improvement, structure, and meeting the standards of preschool teachers in accordance with the Government 1.3 From Decision 02/2008 of the Ministry of Education and Training and recently Circular 26/2018 / TT-B Training and Education "Regulation of preschool teacher professional standards" In order to make the preschool teachers easy to remember, easy to implement through surveys, scientific exchanges with mature teachers on this issue, we have proposed “Standards and career criteria of preschool teachers ”includes standards and 15 criteria: i) Standards of political quality, ethics, lifestyle; ii) Standard knowledge and iii) Standard pedagogical skills Each standard has criteria Implementation of these standards and criteria requires the coordination of all levels, branches and preschool managers Need careful training for preschool teachers to perform most effectively 1.4 The content of development management of non-public preschool teachers in the direction of standardization is a combination of pedagogical activities, carried out by the leaders of preschools and the whole group of preschool teachers, including: i) Making plans for management and development of preschool teachers at non-public schools; ii) Proactively arrange preschool teachers according to standards; iii) Train, self-train and foster preschool teachers according to standards; iv) Examine and evaluate preschool teachers according to standards and v) Commend, encourage and timely encourage preschool teachers to achieve good achievements in pedagogical activities 23 1.5 The dissertation also identifies factors affecting the development of non-public preschool teachers in the direction of standardization, including: i) Factors related to the Party's guidelines and policies and Government; ii) Factors related to the direction and leadership of the BCE and local education and training institutions; iii) Factors related to leadership, specific direction of the leadership of non-public preschool schools and iv) Factors related to quality, personality, career trends and qualifications occupation of non-public preschool teacher 1.6 In order to manage the development teacher contingent of nonpublic preschools in Hanoi city, it is necessary to master and implement the solutions: Assess the contingent of non-public preschool teachers in the direction of standardization Developing and implementing master plans and plans to develop teachers of non-public preschool schools in the direction of standardization Organize the selection, use and screening of non-public preschool teachers in the direction of standardization Improving the quality of teacher training and retraining; renovate content, form and encourage teachers to foster themselves according to standards Develop and perfect policies and policies for teachers of nonpublic preschools Improving the quality of inspection, examination and evaluation of results of management and development of teachers of non-public preschool schools in the direction of standardization Each measure aims to solve a stage, a content of management and development of teachers of non-public preschool schools in Hanoi city in the direction of standardization So they must be done synchronously, without taking any measures 1.7 Testing and testing of management measures for the development of non-public preschool teachers in Hanoi city in the direction of standardization has been implemented in order to confirm the stated points Kiến nghị 2.1 Với Nhà nước, Bộ Giáo dục Đào tạo Recommendations For the Ministry of Education and Training To adopt policies to provide financial support to ensure effective training and retraining for the development of teachers of non-public preschool schools To advise the Government on the policy of training and developing the contingent of teachers of non-public preschools to meet the needs of childcare 24 education in the context of globalization and international integration The Ministry of Education and Training will continue to organize training courses on preschool teacher assessment in the direction of standardization to promote non-public preschools in general and in particular to implement them 2.2 For Hanoi city To adopt policies to provide financial support to ensure the training and retraining for the development of teachers of non-public preschool schools in the direction of standardization with high efficiency 2.3 For non-public preschools Propagate, educate and disseminate to teachers, school staff, parents, students and the community about the management and development of teachers in a standardized way to create a consensus on awareness movement of self-study, self-fostering, with appropriate form of commendation for those who make great efforts and strive for In the course of use, it is necessary to detect and screen preschool teachers in a timely manner with limited qualifications and pedagogical capacity to take measures for timely fostering  ... clarify theoretical and practical issues "Management of non- public preschool teacher development in Hanoi city in the direction of standardization" Chapter THEORETICAL BASIS OF MANAGEMENT OF NON- PUBLIC... fees with non- state budget capital Concept of non- public preschool teachers Preschool teachers of non- public preschools are people who take care of children at the preschool level at non- public... Parents: 185 people 3.2.2.2 Survey area A number of non- public preschools in Hanoi city, Hai Ba Trung, Hoang Mai, Ba Dinh, Thanh Tri and Dong Anh districts 3.2.2.3 Survey time From June to October