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MINISTRY OF EDUCATION AND TRAINING VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES - - NGUYEN DANG LANG DEVELOPMENT OF LECTURING STAFF AT THE RED RIVER DELTA COLLEGES IN THE CONTEXT OF VOCATIONAL EDUCATION INNOVATION Major: Education Management Code: 14 01 14 SUMMARY OF DOCTORAL THESIS OF SCIENCE EDUCATION Ha Noi, 2020 THIS THESIS IS COMPLETED AT VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES Supervisors: Assoc Prof Dr Ngo Quang Son Assoc Prof Dr Do Thi Bich Loan Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be defended by the author before the Thesis Assessment Board of Vietnam National Institute of Educational Sciences, at 101 Tran Hung Dao Street, Hanoi, Vietnam At , date month year Copies of this thesis are available at: - Library of Vietnam National Institute of Educational Sciences - National Library of Vietnam INTRODUCTION Rationale Lecturing staff has a very important position and role that determines the education quality assurance of college system Therefore, one of the contents of Vietnam Human Resource Development Strategy for the period of 2011-2020 is developing qualified lecturing staff to train highly qualified human resources for the country In 2015, the number of college lecturers is 39.5 thousand, of which about 38% have a master's degree or higher In 2020, the number of college lecturers is 53 thousand, of which 53.5% have a master's degree or higher The number of vocational teachers and lecturers in 2020 is 28 thousand In response to the human resource development requirement of the society and towards the process of integration with vocational education in the world, it is necessary to deploy qualified human resource training for the society to meet the requirements of vocational education renovation and meet the requirements of the th industrial revolution, Industry 4.0 For Vietnamese colleges, this issue requires appropriate investment and drastic guidance from the colleges in a methodical and scientific basis Actual implementation in this transition period at Vietnamese colleges is posing many issues to be solved, especially issues related to the development of lecturing staff There have been many works and research projects on the development of lecturing staff; however, the development of lecturing staff at colleges in the Red River Delta in the context of vocational education renovation has not been fully addressed and studied Facing the issues raised from theory and practice mentioned above, it shows that the selection of research topic “Development of lecturing staff at the Red River Delta colleges in the context of vocational education innovation” is a necessary and useful job, contributing to successful implementation of the task of fundamental and comprehensive innovation in education and training for the Red River Delta colleges in the context of vocational education renovation and international integration Research aims On the basis of theoretical research on lecturing staff, development of lecturing staff, and analysis results, the thesis aims to assess the actual situation of lecturing staff and the development of lecturing staff at the Red River Delta colleges, and propose solutions to develop lecturing staff for the Red River Delta colleges in the context of vocational education innovation Research objects and subject 3.1 Research objects: Lecturing staff at the Red River Delta colleges 3.2 Research subject: Development of lecturing staff at the Red River Delta colleges in the context of vocational education innovation Scientific hypothesis In recent years, lecturing staff at the Red River Delta colleges have basically met the immediate task requirements; however, in the current context of vocational education innovation, there are still certain shortcomings in terms of quantity, structure and quality If urgent and feasible solutions to develop lecturing staff can be proposed, it will contribute to improving the quality of lecturing staff at the Red River Delta colleges in the context of vocational education innovation Research tasks - To study the theoretical basis of the development of lecturing staff in the new period, the period of knowledge economy, the period of development of Industry 4.0 and meet the requirements of vocational education innovation; at the same time, to conduct a literature review of national and international researches on the topic and generalize the lessons learned about the development of lecturing staff in different countries around the world - To survey, analyze, and assess the actual situation of lecturing staff, the development of lecturing staff and the influence of such staff on the situation of vocational education in the Red River Delta - To propose solutions to develop lecturing staff at the Red River Delta colleges in the context of vocational education innovation - To test the feasibility and urgency of the solution groups to develop vocational education's lecturing staff proposed in the thesis At the same time, to test the solution “Organization of training - improvement of lecturers according to the vocational education lecturer title standards” Scope of research - In temporal terms: With regard to the actual situation of development of lecturing staff, the thesis uses statistics from 2016 to 2018, which focuses on the actual situation of lecturing staff, the development of lecturing staff, and proposes solutions to develop lecturing staff for the Red River Delta colleges in the context of vocational education innovation - In spatial terms: The thesis is limited to 07 colleges with similar training discipline (mainly technical - industrial discipline) in the Red River Delta - In terms of content: The development of lecturing staff at the Red River Delta colleges in the context of vocational education innovation has a very wide scope, including many colleges and management levels from the central government, ministries, localities, and colleges The thesis mainly researches at the regional level (mainly the state management issues that have a great impact on the development of lecturing staff at the Red River Delta colleges) and conducts in-depth research on the development of lecturing staff at the Red River Delta colleges - In terms of experiment: Experiments for general management solutions and lecturing staff development solutions are generally time-consuming and complicated Due to the time constraints of the thesis as well as the actual academic year plan of the colleges, the thesis selects only one solution to lecturing staff development among the proposed development solutions for experiment to verify the suitability and feasibility of the solution, prove the correctness of the scientific hypothesis in the thesis In order to facilitate the research, monitor and ensure the appropriate experiment time, the author chooses Ha Noi College of Electronic and Electro - Refrigeratory Technics as the experimental place Approach and research methods 7.1 Methods of approach The thesis uses the following methods to approach the research objects: - Systematic approach: studying and applying the content, systematic approach in management (all parts) of the organization, aiming to achieve the organization's overall goal set out in theoretical, practical research and proposing solutions to systematic and comprehensive development of lecturing staff, organic relationships, mutual assistance between factors related to the development of lecturing staff - Approach to management functions: studying and applying organizational management functions such as planning functions; organization and implementation functions; directing and operating functions; and inspecting and supervising functions to theoretical and practical research and proposing solutions to develop lecturing staff at the Red River Delta colleges in the context of vocational education innovation - Approach to human resource management: studying and applying theories on human resource management such as: human resource development; human resource employment; creation of environment for expanding human resources to research the content of lecturing staff development for the Red River Delta colleges in the context of vocational education innovation - Standardized approach: studying and proposing solutions to develop lecturing staff at the Red River Delta colleges aiming to meet the standards on structure, quantity and quality of lecturing staff in the context of vocational education innovation 7.2 Specific research methods 7.2.1 Theoretical research, document synthesis and analysis method 7.2.1 Practical research and experience summarizing method 7.2.3 Statistical and research result processing method Defending arguments 8.1 Lecturing staff plays a decisive role in creating the quality of vocational education and improving the efficiency of vocational education at the Red River Delta colleges The improvement of quality of lecturing staff will help improve the quality of vocational education in the context of vocational education innovation 8.2 In the context of vocational education innovation, lecturing staff at the Red River Delta colleges must be developed in terms of quantity and quality to closely grasp the current science and technology of the society in the direction of association between colleges, association between colleges and businesses in the fields of practice and internship for lecturing staff, involvement of businesses in teaching, etc This is a theoretical point that shows the peculiarities in the development of vocational education in general and the development of lecturing staff at colleges in the context of vocational education innovation in particular 8.3 The development of lecturing staff at the Red River Delta colleges requires both the attention to development of the staff (in terms of quality, quantity, structure) and the attention to personal development of lecturers (improvement of professional competencies, skills, operations) in the context of vocational education innovation; ensuring harmony between the interests, needs of lecturers and the common goals of the colleges 8.4 The proposed solutions for developing lecturing staff at the Red River Delta colleges must be built according to management function; the factors of quantity, structure and quality must be impacted synchronously, overcoming the shortage of lecturers in specific disciplines, new disciplines, and key disciplines, bringing efficiency in human resource training in the context of vocational education innovation New contributions of the thesis 9.1 The thesis has concretized and approached some points of view and contents of human resource management theory in the research, planning, projection of lecturing staff , the development of lecturing staff suitable to the context of vocational education innovation in Vietnam in general and the Red River Delta in particular; the development of vocational education lecturing staff has deeply focused on the issues such as: ideological education, recruitment; training - improvement; environment, motivation, etc In particular, the thesis has generalized experience on the development of lecturing staff in a number of countries around the world This is the basis for the colleges in the Red River Delta to actively and proactively build strategies for development of lecturing staff of vocational education in response to increasingly demanding requirements in the context of vocational education innovation 9.2 The thesis has assessed the actual situation of vocational education lecturing staff at the Red River Delta colleges, analyzed and indicated the level of success, strengths and weaknesses; causes and existing limitations, inadequacies of lecturing staff, and solutions to lecturing staff development that the Red River Delta colleges have applied in recent times 9.3 The thesis has introduced competency requirements for vocational education lectures aiming to meet the task in the context of vocational education innovation In particular, it has clearly identified urgent needs for training - improvement of vocational education lecturing staff at the Red River Delta colleges; which serves as a basis for building specific solutions to development of lecturing staff in order to improve the qualities and competencies of vocational education lecturing staff, meeting the standards of vocational education lecturers in the context of vocational education innovation and international integration 9.4 9.4 The thesis has proposed solutions for development of lecturing staff at the Red River Delta colleges, and conducted experiments showing the urgency and feasibility of the proposed solutions along with experiments on the practical effects of the training improvement solution according to the professional title standards and the competency in performing tasks of lecturers, contributing to improving the quality of lecturing staff at the Red River Delta colleges in the context of vocational education innovation 9.5 The findings of the thesis have given new ideas on management activities under the open mechanism, increasing autonomy and self-responsibility for the Red River Delta colleges in the field of lecturing staff development 10 Thesis structure Apart from the preamble, conclusions, recommendations, references and appendices, the thesis consists of chapters: Chapter 1: Theoretical basis for development of lecturing staff at colleges in the context of vocational education innovation Chapter 2: Actual situation of lecturing staff and development of lecturing staff at the Red River Delta colleges in the context of vocational education innovation Chapter 3: Solutions to develop lecturing staff at the Red River Delta colleges in the context of vocational education innovation CHAPTER THEORETICAL BASIS FOR DEVELOPMENT OF LECTURING STAFF AT COLLEGES IN THE CONTEXT OF VOCATIONAL EDUCATION INNOVATION 1.1 Literature review 1.1.1 International research works 1.1.1.1 Research works on human resources In the late 1960s of the twentieth century, the concepts of “human capital” and “human resources” appeared in the United States and then prevailed in the world (appeared in the late 1960s by the American economist Theodor Schoultz, then continued to be developed in the 70s and 80s by the American economist receiving the 1992 Nobel Prize in economics Gary Backer; the problem of lecturing staff development was also solved by him as the human resource development of a sector and field; however, the content and method of problem solving vary widely and depend greatly on the actual conditions of each country and each historical period 1.1.1.2 Research works on lecturers and lecturing staff Typical authors of research works on positions, roles and functions of lecturers include: Maurice Kogan and Ulrich Teichler (2007) with the works named “Key Challenges to the Academic Profession” [130]; Philip G Altbach (2003) with the works named " Higher Education in the Third World” [113]; Akira Arimoto (2013) with “The Academic Profession in International and Comparative Perspectives: Trends in Asia and the world” [115], The fact that lecturers have to be both professionals and leaders (classroom leaders and professional leaders) is also emphasized in the academic standards of Australia, Japan, Korea and many other countries In higher education, a similar approach: University lecturer = Lecturer + Scientist + Manager + Social supplier, has given the concept and requirements for lecturer development in the context of international integration 1.1.2 National research works 1.1.2.1 Research works mentioning the role of human resources Grasping the Party's Resolutions and the State's policies, over the years, there have been many research works on management of human resource development, serving the cause of industrialization and modernization in our country: [[59], [73], [77], [78], [95], [97], [98], [99], Each research works addresses different aspects, but the common points that can be drawn include: confirming the role of human resources in socio-economic development; basic agreement with the world's studies on the content of human resource development and proposed application, with innovative solutions to the actual situation of our country Overall, the above research works have generalized the basics of human resource development in Vietnam in the early years of the 21st century 1.1.2.2 Research works on higher education innovation and quality improvement Recently, the Vietnam Institute of Labor Science and Social Affairs, together with the World Bank, conducted a study on “Vietnam - higher education and skills for growth” This report addresses higher education access opportunities and system quality in Vietnam, which serves as a basis for the process of further development, successful implementation of the Higher Education Innovation Scheme and helps develop a feasible action plan for higher education, following the three main steps: (i) Building a comprehensive vision for higher education through identifying the main outcomes and outputs of a quality system, and Vietnam's current position in relation to such outcomes and outputs; (ii) Building a favorable environment to realize that vision and addressing major difficulties in building such an environment; (iii) Proposing the implementation process of transition to a high quality system, firstly the quality standards of lecturing staff 1.1.2.3 Research works on lecturing staff development The research works have gained significant achievements in the development of lecturing staff; many topics, research works and theses mentioned above have addressed different angles about human resource training, lecturing staff development, the roles, positions, functions and duties of lecturers of each type, and different specific conditions Scientists, experts, and educational managers in any country are always properly aware of, and affirming, upholding the roles and positions of lecturing staff in the development of education and training, identifying the development of lecturing staff is to develop human resources for education and training, considering this a strategic task in each country However, the research results still have certain limitations, which mainly focus on the development of lecturing staff, but does not pay much attention to personal development of lecturers to have necessary qualities and competencies to meet the requirements of industrialization and modernization of the country and international integration There has not been any research works going into specific, comprehensive and in-depth research on vocational education and specifically mentioning the development of lecturing staff at the Red River Delta colleges The topic “Development of lecturing staff at the Red River Delta colleges in the context of vocational education innovation” continues to inherit the above-mentioned research results, and conducts in-depth research on the development of lecturing staff at the Red River Delta colleges in the current period 1.2 Some basic concepts related to research topic 1.2.1 Management, educational management, school management, lecturing staff management 1.2.1.1 Management Management is both a knowledge-based science of various natural and social sciences and humanities such as: mathematics, statistics, economics, psychology, sociology and an “art” Therefore, managers in the management process must always be proactive, skillful, flexible in organizing, controlling and guiding all members of their organizations toward the defined goals, avoiding confusion and instability of the organizations and being able to stimulate and promote the competencies of all members of the organizations 1.2.1.2 Educational management 1.2.1.3 School management 1.2.1.4 Lecturing staff management Lecturing staff management is a content of educational management in general It is a system of impacts (management solutions) that are purposeful, planned, organized and consistent with the rules of managing subjects imposed on lecturing objects That system includes the training planning, reception and use of lecturing staff, testing and evaluation of lecturing staff, professional training, and implementation of remuneration, incentive policies… 1.2.2 Lecturers, staff, lecturing staff 1.2.2.1 Lecturers A lecturer mean a teacher (teaching staff) who performs teaching tasks in a certain subject or major at a university (national university, regional university), academy, or college 1.2.2.2 Staff General Vietnamese dictionary explains the concept of „staff” as “a collection of a large number of people with the same function or career consituting a force”, such as: young writing staff, teaching staff, [85, p.302] 1.2.2.3 Lecturing staff Lecturing staff brings together teachers who are responsible for teaching and doing scientific research at colleges and universities; they are linked together by an educational target system; directly teaching and educating students, and being bound by the administrative rules of the education sector and the state 1.2.3 Development of lecturing staff 1.2.3.1 Development In general, development is the upward movement of all things and phenomena following their objective internal laws All phenomena, people, and societies will either be transformed to increase in quantity, change in quality, or under external influence to make the transformation increase, which is considered development 1.2.3.2 Development of lecturing staff Development of lecturing staff at colleges is a process of perfecting or constantly changing the existing situation of the lecturing staff in order to help them grow in all aspects 1.3 Colleges in the context of vocational education innovation 1.3.1 Context of vocational education innovation In terms of mechanism, policy: it proceeds to give comprehensive autonomy to institutions on human resources, finance, training organizations; gradually shifts the mechanism of regular funding for institutions towards the mechanism of training ordering and bidding according to outputs, regardless of public or private institutions with the training service price mechanism on the basis of correct and full calculation according to economic - technical norms, cost norms of each discipline, profession, and training level 1.3.2 Position of colleges in the context of vocational education innovation According to the Law on Vocational Education 2014 [92], “Vocational education means a level of national education system which provides workers with elementary-level, intermediate-level, college-level vocational training and other vocational training programs in order to meet the needs of direct human resources in production, businesses and services, including: formal training and continuing training” 1.3.3 Role of colleges in the context of vocational education innovation The Action Programme of the Government implementing the Resolution at the 8th Conference of the 11th Central Executive Committee on radical and comprehensive innovation in education and training has identified key tasks and solutions for improvement of the national education system, including reviewing the implementation of planning of network of higher education institutions and vocational education institutions according to discipline, occupational structure, and level of training in accordance with the national human resource development plan, which clearly indicates the classification of higher education institutions in the direction of research, application and practice [24] This direction shows that colleges in the national education system must inevitably develop in the direction of vocational education and attach great importance to development of skills, application and practice competencies for learners, and this is the right direction in line with reality to solve the problem of “redundant teachers, redundant manpower under the form of training in the direction of research, academic theory”, lack of workers, “lack of human resources trained in the direction of development of skills, professional application and practice competencies” to meet the needs of human resource training in the industrialization and modernization period of the country in the current context 1.4 College lecturing staff in the context of vocational education innovation 1.4.1 Position and role of college lecturers in the context of vocational education innovation College lecturing staff in the context of vocational education innovation is a decisive factor for the quality of human resource training, and plays a role as a participant in human resource development and socio-economic development; thus, development of lecturing staff according to standards will contribute to meeting the needs of human resource training and socio-economic development in the current period 1.4.2 Requirements for lecturer standards, professional title standards, qualities and competencies of lecturers in the context of vocational education innovation Lecturer standards, professional title standards, and qualities and competencies of lecturers are requirements that the vocational education lecturers should achieve as prescribed, which will serve as a basis for building training objectives, training and improvement programs aimed at enhancing the quality of vocational education lecturers; help vocational education lecturers self-assess political qualities, lifestyle ethics, and professional competencies, thereby developing study plans, practicing and striving to improve ethical qualities, professional competencies; serve as a basis for annually evaluating vocational education lecturers for planning, employment, training and improvement of vocational education lecturers and also serve as a basis for formulating policies and regimes for with vocational education lecturers In particular, the standards of vocational skills are the characteristics of vocational education lecturers that need to be paid attention in the current period 1.4.2.1 College lecturer standards in the context of vocational education innovation Standards of vocational teachers and lecturers as prescribed in the Circular 03/2018/TT- BLĐTBXH dated 15 June 2018 by the Ministry of Labor, War Invalids and Social Affairs include the following content [23]: “Standards of vocational lecturers” mean a system of basic requirements for political qualities, ethics, lifestyles, professional competencies that a vocational education lecturer must satisfy to achieve the vocational education targets (Standards in professional qualifications of vocational education lecturers of each vocational education lecturer are detailed in Appendix 1) 1.4.2.2 College lecturer professional title standards in the context of vocational education innovation Senior vocational education lecturers (Grade I); major vocational education lecturers (Grade II); theoretical vocational education lecturers (Grade III); practical vocational education lecturers (Grade III) (Specific professional title standards of each of the above vocational education lecturers are detailed in Appendix 2) 1.4.2.3 Requirements on qualities and competencies of college lecturers in the context of vocational education innovation a) Requirements on qualities of college lecturers in the context of vocational education innovation b) Requirements on competencies of college lecturers in the context of vocational education innovation 1.4.2.4 Requirements on the model of college lecturers in the context of vocational education innovation The personality of a vocational education lecturer should be considered in terms of practical teaching activities at the college and of communication with the professional and social environment It is a new approach to form the model of vocational education lecturers Two outstanding factors, the core of this model, are the value and the action relation shown in many components These factors represent the typical competencies of vocational education lecturers, reflected in their professional knowledge, skills, professional attitudes and typical qualities of teaching profession They are closely related and manifest within each other That is the unity in the personality structure of vocational education lecturers 1.5 Requirements for development of lecturing staff 1.5.1 Quantity assurance 1.5.2 Structural assurance 1.5.3 Assurance of quality of lecturing staff Thus, the quality of lecturing staff is reflected in their qualities, competencies and professional qualifications Quantity Quality Structure Figure 1.2 Content of building and development of lecturing staff 1.6 Content of development of vocational education lecturing staff The content of development of lecturing staff must also fully implement the contents of human resource management process such as: planning, recruitment, selection, improvement, sustainable development, evaluation, remuneration At the same time, the approach that needs to be ensured throughout the development of lecturing staff is to comply with the basic functions of management: planning, organization, direction and examination 11 Content of lecturer training and improvement: training and improvement for enhancement of teaching competencies, enhancement of professional qualifications and skills to meet the requirements of lecturers' tasks 1.6.5 Evaluation of competencies in performing tasks of vocational education lecturers It is required that the evaluators efficiently use evaluation methods to conduct measurement, review and evaluatation of the performance of lecturers' tasks according to the standards and criteria mentioned above 1.6.6 Improvement of quantity and quality of lecturers through business association Association between colleges and businesses in the context of vocational education renovation is an urgent issue, contributing to improving the quality of vocational education lecturing staff, standardizing lecturing staff, and improving the quality of human resources in the current period 1.6.7 Policy implementation - creation of motivation for lecturing staff development In addition to the implementation of remuneration policy for lecturers in terms of salaries, allowances, leave regime, and awarding of the noble titles as mentioned above, the creation of a favorable environment for lecturers to work and be creative must also be properly invested The goal of creating a favorable environment for lecturers is to: Create a legal corridor for lecturing staff to feel assured to perform assigned tasks; Build an organizational culture at college so that all members of the college can trust, share with each other, work together to complete the set goal; Complete the work of human resource management, strengthen the autonomy and self-responsibility in managing lecturing staff, training and improving the competencies of lecturing staff; Facilitate teaching, learning and research infrastructure and facilities for lecturers, apply reasonable socio-economic policies to contribute to improving lecturers' lives [70] 1.7 Factors affecting the development of vocational education lecturing staff 1.7.1 Management environment - External environment - Internal environment 1.7.2 Managing subjects The subjects managing the development of lecturing staff include the management apparatus, management staff, and departments responsible for the development of lecturing staff 1.7.3 Lecturers themselves In summary, the development of college lecturing staff in the context of vocational education innovation is facing new requirements, new challenges, and subject to the influence of managing subjects to ensure that lecturing staff meet the standards and meet the requirements in terms of quantity, quality and structure as prescribed, at the same time affected by factors of management environment, managing subjects and lecturers themselves in the market economy, regional and national integration, which requires colleges to find solutions and apply the solutions to each college in the most effective way 12 Factors affecting the development of lecturing staff Management environment - External environment: Socioeconomic conditions; Sciencetechnology achievements; State policy mechanisms - Internal environment: Pedagogical environment; Organizational culture; School prestige; Remuneration policy Managing subjects - Management apparatus - Management staff - Departments assisting the development of lecturing staff Lecturers themselves of lecturers - Qualities and attitude of lecturers - Qualifications of lecturers - Conditions of lecturers - Awareness Figure 1.7 Factors affecting the development of lecturing staff Conclusions of chapter The research topic has identified and clarified the literature review of the research issue as well as the significant position of the research issue, based on which a theoretical framework for the research issue of development of lecturing staff in the context of vocational education renovation has been built, including the following key contents: - Clarifying the concepts used in the research topic, referring to the theoretical framework of vocational education, lecturers and lecturing staff; in particular, specifying “the requirements for lecturers and development of lecturing staff in the context of vocational education renovation” The development of college lecturing staff is aimed at building a lecturing staff that is sufficient in quantity, rational in structure and assured in quality; at the same time, meeting the requirements of professional title standards and task performance competencies for lecturers in the context of vocational education renovation - Experience drawn from the research and analysis of national and international authors, through the approach and analysis of human resource management and human resource management diagrams, has shown that the content of lecturing staff development includes: Planning for development of lecturing staff; Lecturer recruitment; Lecturer employment arrangement; Lecturer training - improvement; Policy implementation, creation of working environment for lecturing staff; Business association to improve the quantity and quality of lecturing staff; Evaluation of performance of lecturers‟ tasks - Factors affecting the development of lecturing staff include managing subjects, management environment, and especially lecturers themselves 13 CHAPTER ACTUAL SITUATION OF LECTURING STAFF AND DEVELOPMENT OF LECTURING STAFF AT THE RED RIVER DELTA COLLEGES IN THE CONTEXT OF VOCATIONAL EDUCATION INNOVATION 2.1 Overview of socio-economy, education & training, and technical - industrial colleges in the Red River Delta 2.1.1 Socio-economic and education situation in the Red River Delta Table 2.1 Population and population density in 2016 in the RRD Population Area Population Locality (thousand (Km ) density (People/ people) Km2) Red River Delta 21260.3 21133.8 994 Hanoi 3358.9 7328.4 2182 Vinh Phuc 1235.3 1066.0 863 Bac Ninh 822.8 1178.6 1432 Quang Ninh 6177.7 1224.6 198 Hai Duong 1668.3 1785.8 1070 Hai Phong 1561.7 1980.8 1268 7.Hung Yen 930.3 1170.2 1258 Thai Bonh 1586.5 1790.0 1128 Ha Nam 862.0 803.7 932 10 Nam Dinh 1668.5 1852.6 1110 11 Ninh Binh 1386.8 953.1 687 Source: General Statistics Office - Statistical Yearbook 2016 2.1.2 Overview of vocational education in the Red River Delta 2.1.2.1 Overview of vocational education natiowide a) Vocational education institutions: As of December 2017, there are 3006 vocational education institutions nationwide In which, there are 388 colleges, 513 intermediate school, 939 vocational training centers, and 1,166 other vocational education institutions, accounting for 12.9%, 17.07%, 31.23%, and 38.80%, respectively Table 2.2 Quantity of vocational education institutions nationwide No Vocational Total Public Non-public Centrally education managed institution College 388 305 83 125 12.90% 78.60% 21.40% 32.21% Intermediate 513 271 242 61 school 17.07% 52.82% 41.18% 11.89% Vocational training 939 660 279 26 center 31.23% 70.28% 29.72% 2.76% Other vocational 1.166 338 828 57 education 38.80% 28.98% 71.02% 48.88% institution Tổng cộng 3.006 1.574 1.432 269 52.36% 47.64% 8.9% Source: Directorate of Vocational Education and Training as of 31 December 2017 (Appendix 5) b) Quantity of vocational education teachers, lecturers c) Quantity of vocational education students 14 2.1.2.1 Overview of vocational education in the Red River Delta a) Quantity of vocational training institutions in the Red River Delta b) Quantity of vocational education teachers, lecturers in the Red River Delta c) Quantity of vocational education students in the Red River Delta 2.1.3 Colleges in the Red River Delta subject to the thesis's survey In order to focus on going into a specific training discipline, the thesis focuses on surveying 07 colleges of technical-industrial discipline according to Table 2.8: Table 2.8 Technical - industrial colleges in the Red River Delta subject to the survey No Province, city Name of institution Former name Hanoi Ha Noi College of Electronic Ha Noi Intermediate and Electro - Refrigeratory School of Electronic and Technics Electro - Refrigeratory Technics Hanoi Hanoi Industrial Vocational Hanoi Industrial College Vocational Intermediate School Vinh Phuc College of Industry and Phuc Yen Industrial Trade College Hung Yen Hung Yen Industrial College Industrial economics management school Bac Ninh Bac Ninh Industrial College Ha Bac Industrial School Nam Dinh Nam Dinh Industrial College Industrial Intermediate School II Hai Phong Hai Phong Industrial College Hai Phong Industrial Intermediate School Most public technical - industrial colleges are decentralized to localities (provinces and cities directly under the central government) and the Ministry of Industry and Trade to directly manage to undertake the mission of training human resources for socio-economic development tasks in localities, sectors and surrounding areas; - In terms of structure: College type, college characteristics - In terms of training capacity and training scale: - In terms of development trend of technical-industrial colleges in the context of vocational education renovation: Facing the development trend that has been posed for technical - industrial colleges, the issue of lecturing staff development is considered as a breakthrough and a key step to create a solid premise for the development and integration of technical-industrial colleges in the context of vocational education renovation 2.2 Actual situation of lecturing staff and development of lecturing staff at technical - industrial colleges in the Red River Delta Survey content: - Surveying and evaluating the actual situation of lecturing staff at technical industrial colleges in the Red River Delta in terms of training scale, quantity, structure, quality of lecturing staff, level of meeting the requirements on lecturer professional title standards and competencies in perform tasks of vocational education lecturers - Surveying and evaluating the actual situation of development of lecturing staff at technical - industrial colleges; evaluating achievements, limitations, causes; factors affecting the development of lecturing staff 2.2.1 Training scale, structure and quantity of lecturing staff 2.2.1.1 Training scale and structure 15 2.8 35.5 56.1 5.7 Intermediate economic sect or Intermediate technical and industrial sector Associate economic sector Associate t echnical and industrial sector Figure 2.2 Training structure of disciplines at some colleges in the Red River Delta 2.2.1.2 Quantity of lecturing staff at technical - industrial colleges 2.2.2 Structure of lecturing staff 2.2.2.1 Structure of professional qualifications Figure 2.3 Professional qualifications of lecturing staff at technical - industrial colleges subject to the survey 2.2.2.2 Structure of lecturing staff by occupation, age, gender 2.2.3 Pedagogical competencies 2.2.4 Qualities of lecturing staff 2.2.5 Management work 2.3.6 General comments 2.3.6.1 Strengths - Lecturing staff has a relatively large scale, high quality of lecturers being recruited; most of them are young, formally trained, and reach the standards of professional qualifications - Having good moral qualities, teaching competencies and experience, showing the spirit of solidarity and dedication to the profession, following training curricula well, - Having a good command of foreign language and informatics, quickly approaching new things - Lecturing staff is regularly trained and improved to enhance their professional 16 qualifications, most of them comply with the regulations of the discipline and the unit - Having relatively good working environment, policies and conditions - The majority of vocational education teachers and lecturers have been standardized in terms of pedagogical qualifications, national vocational skills and professional competencies - Some vocational education lecturers actively exploit multimedia materials, apply information technology to lesson plan design, electronic lectures Some of the foregoing strengths of lecturing staff are not only the advantages but also necessary prerequisites in the process of building and developing lecturing staff at technical - industrial colleges in the context of vocational education renovation today 2.3.6.2 Weaknesses Also according to the above survey results, besides the strengths of the lecturing staff, there are weaknesses that need to be removed to contribute to promoting the development of lecturing staff to meet the requirements of lecturer‟s standards and duties in the current period as follows: - Some lecturers are trained to enhance professional qualifications not in line with their teaching majors, affecting the quality of lecturing staff Young lecturers lack experience and capacity to apply professional practices - There is a lack of leading lecturers in some technology majors and artisans in traditional occupations Lecturers have not been proactive in high academic activities - Foreign language proficiency, skills, and self-study ability to update new knowledge are still limited Pedagogical qualifications and skills are not high; the ability to handle pedagogical situations of lecturing staff is weak; - Activeness, creativity, and the spirit of international cooperation are still limited; - The professional exchange and scientific research of lecturing staff have not been promoted - The working environment and conditions have not promoted the lecturing staff The salary and bonus regime applied to lecturing staff still does not meet current living needs The surveys on actual situation of lecturing staff at technical - industrial colleges in the Red River Delta and the analysis of strengths and weaknesses of lecturing staff have shown us the overall view of the lecturing staff at the Red River Delta colleges in the current period, making premise to build solutions to develop vocational education lecturing staff who are fully capable, qualified in accordance with regulations and in line with the requirements of local human resource training in the coming period 2.3 Actual situation of development of lecturing staff at technical - industrial colleges in the Red River Delta 2.3.1 Actual situation of improvement of management capacity, application of information technology in development of lecturing staff 2.3.2 Actual situation of lecturing staff planning at the Red River Delta colleges in the context of vocational education renovation 2.3.3 Actual situation of recruitment and employment of lecturing staff 2.3.4 Actual situation of training and improvement of lecturing staff 2.3.5 Actual situation of implementation of policy mechanisms, creation of favorable environment for development of lecturing staff at technical - industrial colleges 2.3.6 Actual situation of business association for improvement of quality and quantity of lecturing staff at technical - industrial colleges 2.3.7 Actual situation of examination and evaluation of lecturing staff 2.3.8 General comments on strengths and causes of limitations in the development of lecturing staff at technical - industrial colleges in the Red River Delta - In terms of strengths: 17 The vast majority of technical - industrial colleges are established on the basis of upgrading from intermediate schools; therefore, the colleges have a process of investing in construction and development of guaranteed conditions to become technical - industrial colleges; develop lecturing staff basically sufficient in quantity, meet the requirements of training qualifications, and at the same time achieve a reasonable structure (professional structure) to meet the requirements for opening of training major/profession code and organize training at the college level in technical and technological disciplines as prescribed by the Directorate of Vocational Education and Training Most colleges have plans for development of lecturing staff in the direction of meeting the requirements of development tasks of multi-discipline and multi-level public colleges with prestige in terms of training scale and quality in the locality and surrounding areas Basically, lecturing staff at technical - industrial colleges in recent years has grown rapidly in quantity, with the percentage of lecturers having postgraduate qualifications increasing and exceeding the required norms for colleges stipulated by the Ministry of Labor, War Invalids and Social Affairs and the Directorate of Vocational Education and Training (the percentage of lecturers with postgraduate qualifications is over 50%) The vast majority of lecturing staff have political qualities, good lifestyle ethics, and love their jobs, with a dynamic, enthusiastic young structure at work The development of lecturing staff has been deployed, implemented quite comprehensively in terms of specific stages and solutions in the development of lecturing staff; In particular, in each lecturing staff development solution, the colleges have also implemented quite well the organizational measures to implement effectively each solution of lecturing staff development The technical - industrial colleges in the Red River Delta have actively cooperated with businesses to improve the quality and effectiveness of training associated with human resource needs The factor of business-associated training is affirmed through the participation of businesses in developing, evaluating vocational training programs and materials at the colleges, participating in teaching and assessing learning results, training of vocational skills for students, The aspects in the development of lecturing staff at technical - industrial colleges are important bases that need to be continued, inherited and promoted in the process of researching, proposing and implementing solutions to develop lecturing staff at technical industrial colleges in the context of vocational education renovation - In terms of causes of limitations: Lecturing staff at technical - industrial colleges has not developed synchronously The quantity has increased but the structure is still inadequate, especially the structure of professional qualifications and disciplines that are still imbalanced resulting in the local redundancy and lack in each falcuty, each college, in each specific development stage; although the lecturing staff has achieved a high percentage of postgraduate qualifications, when switching to vocational education, based on the lecturer qualification standards (college lecturer title standards), it shows that there are still many shortcomings such as foreign language proficiency, informatics skills, vocational pedagogical skills, and vocational skills; political theorizing level, state management knowledge; shortcomings in the capacities to perform tasks of lecturers according to standard requirements; the lecturers' tasks are still inadequate compared to the practical teaching requirements of lecturers as well as to the requirements according to the standards of qualifications and duties of college lecturers as prescribed by the state management authorities (the Ministry of Labor, War Invalids and Social Affairs, Directorate of Vocational Education and Training,…) The technical - industrial colleges have not fully promoted their own particular 18 strengths, and their own policies have not yet been developed to encourage and motivate to recruit talented people to be vocational education lecturers, especially in high-tech discipline and social disciplines that the society is in need The limitations in the development of lecturing staff at technical - industrial colleges are important information and lessons that need to be considered and researched as a basis for proposing solutions to develop lecturing staff at technical - industrial colleges in the context of vocational education renovation Conclusions of chapter The colleges under the vocational education system in the Red River Delta have identified one of the key issues to improve the training quality which is the development of lecturing staff Through surveys, interviews and literature review to collect data on the acual situation of the vocational education lecturing staff and the management of development of vocational education lecturing staff at technical - industrial colleges in the Red River Delta, it has also achieved some initial results, mainly from the cognitive perspective Some contents of development of vocational education lecturing staff include structure, quantity of lecturing staff, quality, competencies, vocational skills and qualities of lecturers, Through surveys, it shows that the actual situation of lecturing staff and the development of vocational education lecturing staff at the Red River Delta colleges are extremely important factors which are significantly related to the quality of the colleges's training Although mechanisms, regimes, policies, planning, training-improvement, examination-evaluation, enhancement of management capacity, IT application and especially creation of favorable environment for the development of vocational education lecturing staff have made great efforts, there are still certain limitations and shortcomings The business association in training, access to science and technology, one of the important factors in the context of vocational education renovation, contributing to improving the quality of colleges's training, has not been well implemented By analyzing and evaluating the actual situation of vocational education lecturing staff and the development of vocational education lecturing staff in the Red River Delta, comparing with the requirements for development of vocational education lecturing staff until 2020, with orientations towards 2025 in the direction of achieving the standards and meeting the needs of human resource training, it will serve as a basis for the author to formulate and propose solutions to develop vocational education lecturing staff at the Red River Delta colleges in the context of suitable and feasible vocational education innovation In order to further improve the training quality of the Red River Delta colleges in the context of vocational education innovation, it is necessary to have specific solutions, comprehensive coordination of solutions between functional units at the colleges, and the determination of leaders as well as officers, lecturing staff at each college 19 CHAPTER SOLUTIONS TO DEVELOP LECTURING STAFF AT THE RED RIVER DELTA COLLEGES IN THE CONTEXT OF VOCATIONAL EDUCATION INNOVATION 3.1 Principles for formulation of solutions to develop lecturing staff at the Red River Delta colleges For the solutions to develop lecturing staff at the Red River Delta colleges to ensure feasibility when being put into practice, during the process of formulation of the solutions, we have thoroughly grasped the following basic principles: 3.1.1 Principles of systematic assurance 3.1.2 Principles of practical assurance 3.1.3 Principles of inheritance, efficiency and development 3.1.4 Principles of maximizing internal force, taking advantage of external force and harmoniously combining internal force with external force 3.1.5 Principles of employment orientation 3.2 Solutions to develop lecturing staff at the Red River Delta colleges in the context of vocational education innovation 3.2.1 Group of solutions to improve management capacity to meet the development of college lecturing staff in the context of vocational education innovation 3.2.1.1 Purposes 3.2.1.2 Contents and methods of implementation Solution 1: Raising awareness of managers and lecturing staff about the mission, strategic tasks, training goals of the colleges, roles and tasks of lecturers Solution 2: Improving management capacity for managers Solution 3: Applying IT in management 3.2.1.3 Conditions for solution implementation 3.2.2 Group of solutions to perfect mechanisms and policies on recruitment, remuneration, employment, and protection of rights for lecturing staff 3.2.2.1 Purposes 3.2.2.2 Contents and methods of implementation Solution 1: Adjusting salaries, allowances, overtime pay Solution 2: Implementing leave regime (illness, maternity, summer, ) in accordance with regulations Solution 3: Establishing reasonable working rules Solution 4: Establishing a clear rewarding and and disciplinary regime 3.2.2.3 Conditions for solution implementation 3.2.3 Group of solutions for planning of lecturing staff at the Red River Delta colleges in the context of vocational education innovation 3.2.3.1 Purposes 3.2.3.2 Contents and methods of implementation Solution 1: Planning on quantity and structure of lecturing staff Solution 2: Planning on quality 3.2.3.3 Conditions for solution implementation 3.2.4 Group of solutions to promote training and improvement of College lecturing staff according to vocational education lecturer professional title standards 20 3.2.4.1 Purposes 3.2.4.2 Contents and methods of implementation Solution 1: Making plans and strategies for training, improvement of lecturing staff Solution 2: Developing contents and forms of training, improvement for lecturing staff Solution 3: Ensuring conditions for training, improvement (time, infrastructure, financial budget ) 3.2.4.3 Conditions for solution implementation 3.2.5 Group of solutions to create favorable environment for development of college lecturing staff in the context of vocational education innovation 3.2.5.1 Purposes 3.2.5.2 Contents and methods of implementation Solution 1: Legal environment Solution 2: Pedagogical environment Solution 3: Working environment in the unique style of each college Solution 4: Investing in infrastructure, equipment, IT facilities Solution 5: Building relationships in training cooperation between colleges and businesses 3.2.5.3 Conditions for solution implementation 3.2.6 Group of solutions to build a mechanism for examination and evaluation of college lecturing staff in the context of vocational education innovation 3.2.6.1 Purposes 3.2.6.2 Contents and methods of implementation Solution 1: Developing standards for evaluation of lecturing staff Solution 2: Developing plans for examination and evaluation of lecturing staff Solution 3: Organizing examination and evaluation 3.2.6.3 Conditions for solution implementation Above are the main groups of solutions that we would like to raise aiming to develop lecturing staff at the Red River Delta colleges These solutions have a close relationship with each other and are concretized through the contents of development of lecturing staff including: Improvement of management capacity, improvement of mechanisms and policies on recruitment, remuneration, employment, and protection of rights for lecturing staff, planning for lecturing staff, promotion of training - improvement, creation of favorable environment for development, establishment of a mechanism for examination and evaluation 3.3 Experiment on urgency and feasibility of solution groups 3.3.1 Purposes 3.3.2 Experimental objects and methods 3.3.3 Experimental contents, methods and results 21 Figure 3.3 Correlation between the urgency and feasibility of solution groups for management and development of lecturing staff at technical - industrial colleges Thus, the experimental results of the six solution groups proposed above show that the degrees of urgency and feasibility of the solutions to develop lecturing staff at technical - industrial colleges are relatively high If implemented in a methodical and right manner, it will surely gain results in the development of lecturing staff in particular and the development of technical - industrial colleges in general These may also be the solution groups that colleges with similar situations can apply in developing lecturing staff of each college The proposed solution groups ensure objectivity, scientificity and practicality Each solution group is both comprehensive and deeply focused on each aspect of development of lecturing staff at technical - industrial colleges in the Red River Delta The proposed solutions are supported each other and intertwined throughout the implementation process, covering all aspects of the development of lecturing staff, requiring managers not to too highly appreciate any solution but implement synchronously all the proposed solutions to develope lecturing staff 3.4 Experiment on group of solutions to promote training and improvement of College lecturing staff according to vocational education lecturer professional title standards 3.4.1 Purposes of experiment 3.4.2 Basis for selection of experimental solution 3.4.3 Experimental hypothesis 3.4.4 Experimental sample and evaluation criteri The experimental sample is the lecturing staff at Ha Noi College of Electronic and Electro - Refrigeratory Technics The sample consists of 60 lecturers among the lecturing staff, who represent lecturers of departments in the faculties of the surveyed colleges as a control sample The experiment is conducted on 60 lecturers among the lecturing staff, under which the sampled lecturers are organized to participate in lecturer training classes according to vocational education lecturer professional title standards according to the following contents: Training aimed at standardizing lecturers and raising the standard of lecturers at technical - industrial colleges (postgraduate training); Improvement of foreign language and informatics skills Improvement of national vocational skills (55 lecturers) 22 Improvement of vocational pedagogical skills (60 lecturers) 3.4.5 Experimental methods 3.4.6 Experimental results Content 1: Training aimed at standardizing lecturers and raising the standard of lecturers at technical - industrial colleges (postgraduate training) Content 2: Improvement of national vocational skills Content 3: Improvement of vocational pedagogical skills and scientific research competencies Content 4: Improvement of professional skills Compared to 2017 when the content of Improvement of professional skills has not been organized, professional vocational skills and qualifications of lecturing staff at the colleges have been raised The leading lecturers trained under the project has contributed to improving vocational skills for newly recruited lecturers; Managers at the colleges are planned and professionally improved according to standards In 2018, there were 55 lecturers with certificates of national vocational skills level With the achieved results, the researcher evaluated the experimental content 4: Improvement of professional skills and it showed good efficiency The colleges made a list of lecturers sent to training in 2019 according to the key occupations approved A list of managers who have not received professional training in 2019 under the planning were made Conclusions of chapter Based on the theories and practices mentioned in Chapter I and Chapter II, we propose groups of solutions to develop lecturing staff at the Red River Delta colleges The solution groups focus on solving problems of improvement of management capacity; Planning for lecturing staff; Promotion of training and improvement of lecturing staff; Creation of favorable environment for development of lecturing staff; Esablishment of a mechanism for examination and evaluation of lecturing staff The system of solutions has partly shown the high degrees of feasibility and urgency, which is the foundation for the system of solutions to strongly develop the colleges' lecturing staff In each solution group, the researcher clearly expressed his/her views by raising the significance and objectives of the solution group, at the same time, presented the methods and conditions for implementation of the solution group In particular, the implementation of each solution group is a collection of various solutions (20 solutions in total) to affect the structural components of the development of lecturing staff at each college as well as for the whole Red River Delta If the above groups of solutions are implemented synchronously and there is the determination, change of views of the college leadership as well as certain preparatory steps required to raise awareness and increase performance, the quality of education and training at the colleges will be improved The researcher organized a survey of experts, managers, and vocational education lecturers at vocational education management units, technical - industrial colleges in the Red River Delta The survey results confirm that the proposed solutions are urgent and feasible The experimental results also confirm that the solution groups proposed by the researcher bring good results in the development of lecturing staff at technical - industrial colleges and meet the needs of human resource training in the Red River Delta in the context of vocational education renovation 23 CONCLUSIONS AND RECOMMENDATIONS Conclusions 1.1 Theoretically, the development of lecturing staff belongs to the category of development of high-quality human resources of a sector or field From a systematic perspective, the contents of lecturing staff development need to be comprehensively addressed, with dialectical relationships on three aspects: staff development, human resource employment, and human resource environment In particular, the in-depth research and the proposed solutions must emphasize the development of lecturing staff (including recruitment; education, training, improvement; sustainable development of each lecturer and the whole staff; relevant policies aimed at improving labor efficiency) The thesis has presented the theoretical framework of lecturing staff development, and pointed out the content and process of approach and the impact factors as well as international experience on the development of lecturing staff in the new era in our country In particular, the thesis has clearly identified the position of lecturers and given the requirements on qualities and competencies for lecturers to meet the task of radical and comprehensive vocational education renovation 1.2 The actual situation of development of lecturing staff in the Red River Delta has been analyzed and synthesized by the thesis with SWOT diagram, with the following main findings: (1) Strengths: The lecturing staff at technical - industrial colleges in the Red River Delta has good moral qualities, firm ideological stance, and faithful to the socialist orientation; each technical - industrial college in the Red River Delta has its own strengths, in which technical - industrial colleges participating in the survey have a high rate of young lecturers who are qualified, ambitious, enthusiastic, eager to learn, formally trained, modern, in their way to reach the high level of education, and aspirational to assert themselves, which creates the appearance of a dynamic and creative teaching staff; some contents of lecturing staff development have been formed at the colleges, initially creating a routine in management and direction (2) Weaknesses: The employment of lecturers is overloaded in terms of time; therefore, other important activities such as scientific research, innovation of teaching methods, etc are difficult to be implemented; lecturers not have much time to update new information, prepare curricula, reference materials; the quality of lecturing staff is not commensurate with the tasks they undertake; lecturing staff development activities have not kept up with the requirements of vocational education renovation; for a long time, the lecturing staff at technical - industrial colleges in the region still lack the connection and support from each other (3) Opportunities: The Government has made great efforts to continuously increase investment in vocational education, including from the national budget and international sources of loans or aid; The Vietnamese vocational education revovation scheme is supported and actively responded to be implemented by the society and technical industrial colleges in general as well as in the Red River Delta in particular; The economic, cultural and social gap between the Red River Delta and other regions has been increasingly narrowed (4) Challenges: The Red River Delta is in a highly developed area with many prestigious higher education institutions; therefore, the attraction of lecturers with high academic titles and high degrees to work at technical - industrial colleges is difficult as they have many other opportunities at higher education institutions 1.3 On the basis of theoretical and practical issues on lecturing staff and the development of lecturing staff at technical - industrial colleges, the thesis proposes groups of specific systematic and comprehensive implementation solutions suitable to the characteristics of technical - industrial colleges in the Red River Delta, including the 24 solution to organize training and improvement of lecturers according to vocational education lecturer professional title standards which is considered a breakthrough (solution), a basic and regular task during the process of building and developing lecturing staff at technical - industrial colleges in the context of vocational education renovation Qualifications and competencies in performing lecturers' tasks are a decisive factor to the strength and affirmation of the lecturers in response to the development and integration requirements of the colleges; In particular, in response to the need for radical and comprehensive innovation in education and training in the current context, it shows that the training and improvement solution which standardizes qualifications and competencies in performing tasks for lecturers to contribute to the performance of lecturing staff development has become an urgent requirement, and it is also a key and breakthrough task to radically and comprehensively renovate education and training for technical - industrial colleges in the context of vocational education renovation 1.4 The experiment to assess the reliability of the urgency and feasibility of the solution groups to develop lecturing staff at technical - industrial colleges in the context of vocational education renovation has been conducted at technical - industrial colleges representing the Red River Delta, with participants being lecturing staff directly teaching, managers at technical - industrial colleges, and experts, educational managers at central and local agencies and units; Simultaneously with the implementation of an experimental (sample) solution group to organize training-improvement of lecturers according to vocational education ecturer professional title standards, one of six solution groups has been proposed in the thesis, aiming to show that the proposed solution to develop lecturing staff at technical - industrial colleges is urgent, feasible, and has practical effects on technical - industrial colleges in the context of vocational education renovation 1.5 The content system proposed in the thesis has sufficient basis for mass deployment at technical - industrial colleges in the Red River Delta in particular and at other colleges in the context of vocational education renovation Recommendations 2.1 For the Ministry of Labor, War Invalids and Social Affairs, the People's Committees of provinces and cities directly under the Central Government - Increasing autonomy for rectors of colleges; Rectors should have the right to make decisions on salaries of lecturers; at the same time, the salary payment must be linked to the responsibility and contribution of each lecturer, in order to retain the lecturing staff and implement the contents for improvement of the quality of training - The Ministry of Labor, War Invalids and Social Affairs should review the colleges that in recent years have not recruited enough students, failed to meet the minimum requirements for training (especially requirements for lecturing staff), or failed to ensure infrastructure, then resolutely suspend enrollment, or merge such colleges 2.2 For the Red River Delta colleges - Strictly implementing the establishment of a College Council with the participation of stakeholders inside and outside the college For external representatives, there should be the participation of businesses, economic sectors, management authorities and professional associations in order to bring the college to develop comprehensively, including the development of lecturing staff - There should be a mechanism of leadership arrangement between colleges and businesses to support the development of lecturing staff at the colleges - Annually, the Red River Delta colleges should spend at least weeks to open classes for training and improvement of lecturers in order to grasp policies and guidelines, unify awareness and actions, and improve professional qualifications and research competencies LIST OF SCIENTIFIC WORKS BY AUTHOR ANNOUNCED BY THE THESIS THEME Nguyen Dang Lang (2008), Solution of managing and developing lecturers of Hanoi Electronics and Refrigeration College, Hanoi National University of Education Nguyen Dang Lang (2011), Main directions of approaching human resource for developing lecturing staff of technical junior colleger, Educational Review (vol 266, Jul 2011, pp 6-8) Nguyen Dang Lang, Luu Xuan Moi (2011), Training the high – quality teachers in universities, colleges under the approach of human resource development, Journal of Education Management, (vol 27, Aug 2011, pp 5-9) Nguyen Dang Lang (2014), The new role of lecturers at universities and colleges in training under the credit system Journal of Educational Sciences, Vietnam Institute of Educational science (Oct 2014, pp 41-42) Nguyen Dang Lang (2014), Management and development of college lecturers in the context of vocational education innovation, Educational Equipment Magazine (vol 184, Jan 2019, pp 89-91) Nguyen Dang Lang (2014), Factors affecting the development of college lecturing staff in the context of professional education innovation, Journal of Ethnic Minorities Research (vol 8, Mar 2019, pp 99-101) ... at the Red River Delta colleges requires both the attention to development of the staff (in terms of quality, quantity, structure) and the attention to personal development of lecturers (improvement... ensuring quantity, rationality, synchronization, structural balance and strong quality, it is necessary to pay proper attention to the recruitment of lecturing staff On the basis of job steps... Government implementing the Resolution at the 8th Conference of the 11th Central Executive Committee on radical and comprehensive innovation in education and training has identified key tasks