Quản lý hoạt động bồi dưỡng nghiệp vụ sư phạm cho giảng viên của đại học quốc gia lào trong bối cảnh đổi mới giáo dục tt tieng anh

1 PREAMBLE The reason for choosing the topic Over the past years, training of pedagogical skill and pedagogical management of lecturers of Lao National University has created many obvious changes Special attention is paid to the capacity of lecturers, learning goes hand in hand with practice, theory associated with practice Facing the requirements of innovation, the National University of Laos deployed pedagogical training for the faculty and has achieved certain successes However, the training of pedagogical skills and management of pedagogical skills for lecturers still have shortcomings such as: The organization of the training is still too formal and content has not followed the reality, the method is not suitable, the instruments are not enough to meet the training demands, thus the quality of the training is not high Besides, the determination of the need to foster pedagogical skills for the lecturers has not been close to reality The development of output standards and design of the training program have not yet been renovated The implementation of training activities has not been effective, the management of pedagogical skill training classes for lecturers has not been strict There is no program of fostering pedagogical skills for each industry group, which is inadequate at present The evaluation of the results of the fostering activities has not been profound, mainly evaluated according to content, not evaluated by capacity This leads to the quality of fostering pedagogical skill that has not met the requirements of educational innovation That is why I have chosen the topic: "Management of pedagogical training activities for lecturers of Lao National University in the context of educational innovation" Purposes of the research On the basis of theoretical and practical research in managing pedagogical training activities for lecturers of Lao National University, discovering strengths and weaknesses propose solutions to management of vocational training activities Pedagogy for the lecturers of the National University of Laos meets the requirements of educational innovation Objectives and subjects of the Research 3.1 Research objective Activities of training pedagogical skills for university lecturers 3.2 Research subject Manage pedagogical training activities for lecturers of the National University of Laos in the innovation context Research hypothesis: If proposing and applying scientifically and appropriately solutions affecting the pedagogical training process for lecturers of the National University of Laos, determine the need to foster, manage the development of output standards , designing training programs, implementing fostering activities, and conditions for implementing fostering activities, a contingent of lecturers will be built to meet the educational innovation context Missions of the Research 5.1 Research on the rationale on management of pedagogical training activities for lecturers of the National University of Laos in the context of educational innovation 5.2 Surveying and evaluating the current status of pedagogical training and management of pedagogical training for lecturers of the National University of Laos in the context of educational innovation 5.3 Proposing solutions to managing training and fostering pedagogical skills for lecturers of Lao National University in the context of educational innovation 5.4 Tested and tested a number of management solutions to foster pedagogical skills for lecturers of Lao National University in the context of educational innovation proposed in the thesis Limit, scope of research The thesis focuses on researching and proposing solutions for managing pedagogical training activities for lecturers of Lao National University in the context of educational innovation Survey the status of the training and management of pedagogical training activities for the lecturers of the National University of Laos in the context of educational innovation Research subjects: Leaders, managers, lecturers of the Lao National University member schools Survey data for the period of 2013-2018 Research Methodology and Methods: 7.1 Methodology 7.1.1 Approach to capacity 7.1.2 Approach to the system 7.1.3 Practical approach 7.1.4 Approach according to CIDO 6.1.5 Approach according to CPD (continuing professional development) 7.2 Specific research methods 7.2.1 Group of theoretical research methods 7.2.2 Group of practical research methods Defense thesis - Lecturers have an important role to play in improving the quality of higher education, the goal of improving the training quality of Lao National University depends greatly on the quality and capacity of the faculty reflected in political quality, professional ethics, professional capacity, pedagogical profession ) - The renewal of management of training activities for pedagogical skills for university lecturers is an urgent issue The need of training pedagogical skills for university lecturers of each training sector is very different, it is necessary to have a comprehensive solution including specific implementation steps applicable to each training industry group, with the linkage, intertwining, and unity together to create should the sustainability and efficiency in managing this activity; - Innovating the management training activities for pedagogical skills for university lecturers by approaching capacity based on output products according to social needs in the context of international integration and global change will improve the efficiency of training pedagogical skills activities for university lecturers New contributions of the thesis: 9.1 In theory The thesis has codified the basic theoretical basis of the management of pedagogical training activities for the lecturers of the National University of Laos The author analyzes clearly the application of the systematic approach to the management of pedagogical training activities for university lecturers From there, clarifying the objective and content of training pedagogical skills for the lecturers of the National University of Laos in the context of educational innovation 9.2 In practice The thesis has clearly shown the survey results and assessment of the status of pedagogical training activities for lecturers of the National University of Laos in the context of educational innovation Objectively assess the management status of the training of pedagogical skills for the lecturers of the National University of Laos, point out the strengths, weaknesses and causes of inadequacies and limitations On that basis, the dissertation has proposed 07 solutions to manage pedagogical training activities for lecturers of the National University of Laos in the context of educational innovation The solutions proposed in the thesis are highly appreciated for the necessity and feasibility of the solutions 10 Structure of the Thesis: The thesis except from the introduction and conclusion includes 03 chapters Chapter 1: Theoretical basis for the management of pedagogical training activities for lecturers in the context of educational innovation Chapter 2: Current situation of management of pedagogical training activities for lecturers of the National University of Laos Chapter 3: The solution to manage pedagogical training activities for lecturers of Laos National University in the context of educational innovation 4 Chapter THEORETICAL BASIS OF MANAGEMENT OF TEACHING TRAINING ACTIVITIES FOR UNIVERSITY LECTURERS IN THE CONTEXT OF EDUCATION INNOVATION 1.1 Overview of the Research issue 1.1.1 Research on activities of fostering pedagogical skills for university lecturers 1.1.2 Research on the management of pedagogical training activities for university lecturers 1.2 Related concepts 1.2.1 Management Management is the purposeful activity of the managerial subject (the manager) to the managing object (the person being managed) in the organization in order to make the organization operate and achieve the organization's purpose 1.2.2 Education Management Educational management is a purposeful and planned effect on all educational forces in order to organize and coordinate the activities of all of these forces, properly using resources and methods ensuring the effective implementation of the developmental targets in terms of quantity and quality of education in the direction of the educational goals 1.2.3 University lecturers Teachers who teach at preschool, general education and vocational education establishments are called teachers; In higher education institutions, colleges are called lecturers ” 1.2.4 Pedagogic Pedagogical profession is a professional job of teaching and education profession For any job in society, it is necessary to have specific regulations on a certain professional job, sometimes it is normative, requiring the person doing this job to have full professional elements subject The specific requirements for the specialized jobs that are required may include a system of specific knowledge, competencies or attitudes to ensure that the person doing the job is efficient and productive 1.2.5 Fostering pedagogical skills for university lecturers Fostering pedagogical skills for university lecturers is an organized activity, done in a time, a space, a program and a defined form to equip the necessary knowledge and skills is designed for lecturers to supplement and enhance their professional skills, qualifications, experience and professional qualities to meet the job requirements they are undertaking, or the expectations set by the organization 1.2.6 Pedagogical training activities for university lecturers The Pedagogical skills training activity is the process of adding knowledge and skills to enhance the capacity and quality of the fostered subjects space, a space, a program and a defined form to equip lecturers with the necessary knowledge and skills to supplement and enhance their professional qualifications, skills, experience and professional quality meet the job requirements they are undertaking, or the expectations set by the organization 1.2.7 Managing the training of pedagogical skills for university lecturers Managing the training of pedagogical skills for university lecturers is the process of implementing the planning work (including defining specific objectives, setting plans, defining evaluation standards and institutionalization), organizational arrangement (organizational arrangement, human resource coordination, assignment of work, coordination of financial and technical resources ), direction, administration, control and evaluation of results , correcting errors (if any) to ensure the completion of the goal of improving the qualifications and capabilities of the school's faculty 1.3 Pedagogical training activities for university lecturers in the context of educational innovation 1.3.1 The background of educational innovation of the Lao People's Democratic Republic 1.3.2 Fostering pedagogical skills for university lecturers - The goal of fostering pedagogical skills for university lecturers - Content of the training pedagogical skills for university lecturers - Forms and methods of fostering pedagogical skills for university lecturers - Principles of pedagogical training activities for university lecturers 1.4 Managing the training of pedagogical skills for university lecturers 1.4.1 Managing the determination of training needs of pedagogical skills for university lecturers - Find out the awareness of managers and lecturers about the purpose of training: Can interview or directly consult managers and lecturers about the purpose and meaning of fostering to improve pedagogical skill; - Evaluate the needs and make conclusions about the contents to be fostering pedagogical skills for university lecturers After the survey, the collected information was analyzed Based on the results of analysis, orientation on the necessary content to be fostered, deploying on a large scale according to the plan 1.4.2 Managing pedagogical output standards for university lecturers The building of standards on pedagogical skills for university lecturers requires having the highest management agency in charge of higher education in charge of formulation and promulgation In the context of the current socialistoriented market economy development, the training of human resources to meet the development requirements of the society needs to be paid special attention, because for each group of training industries, there is a need to Common demand also has its own specific requirements for development 6 1.4.3 Managing and designing programs for fostering pedagogical skills for university lecturers CDIO is an approach to build and organize a training program that inherits the achievements and experiences of traditional approaches, combined with the development trends of the times Ideas (also known as Initiative) CDIO is a system of methods and forms of accumulation of knowledge and skills CDIO is a solution to improve the quality of training to meet social requirements on the basis of defining output standards to design training programs and methods according to a scientific process CDIO is an acronym abbreviated by Conceive - Figuring ideas; Design - design ideas; Implement implementation; Operate - operation This is a new initiative for education, is a system of methods and forms of accumulating knowledge and skills in training to meet the requirements of businesses and society 1.4.4 Managing the deployment of pedagogical training activities for university lecturers -Directing the compilation of documents and the preparation of facilities and equipment for training sessions - Balance and allocate funding from sources belonging to the state budget, targeted projects, projects and programs serving the fostering work - Organize to learn from experience, evaluate the results of fostering work implementation - The schools directly under the Laos National University - On the basis of the planning framework of the National University of Laos, the affiliated training institutions are responsible for developing plans for training of pedagogical skills for their own lecturers to submit to the relevant authorities of the Ministry for approval 1.4.5 Manage lecturers of pedagogical skill classes and forces participating in fostering activities of pedagogical skill Requirements for lecturers and teaching methods in fostering classes are as follows: - Lecturers with specialized qualifications in vocational training, seniority and experience in teaching theory and practice guidance - Lecturers have foreign language and computer skills to update new knowledge and apply them in their expertise and innovate teaching methods - Lecturers must be proficient in the stages of building detailed programs, compiling lecture textbooks, preparing lesson plans and evaluating teaching results * Manage the forces involved in fostering NVSP - Agencies attached to the Ministry shall direct the training and retraining of education and training establishments directly under the Ministry - School administrators directly direct and supervise fostering activities - The functional units assigned by the director to plan and implement training activities - The entire team involved in teaching, both part-time and organic lecturers 1.4.6 Management and evaluation of pedagogical training activities for university lecturers - Organize the development of assessment standards for each activity of the vocational training institution - Organize the selection of evaluation methods, how to measure performance and compare with training objectives - Monitoring evaluation and measurement activities to identify the assessment activity is objective, honest and achieve desired results - Handling inspection and evaluation results: making decisions to promote good results, overcome limitations and handle mistakes 1.5 Factors affecting the management of pedagogical training activities of university lecturers 1.5.1 Subjective factors - Qualifications, competencies, and managerial qualifications of principals: - Awareness of universities under national university, lecturers, administrators and students participating in fostering pedagogical skills 1.5.2 Objective factors - Factors of law, policy, charter, regulations, education management mechanism - Organizational apparatus and human resources - Resources and material resources - Educational environment factors - Factors of information technology and communication Summary of chapter In Chapter 1, the author has analyzed and clarified the theoretical issues about the administration of the activities of professional training for lecturers pedagogical universities in the context of educational reform from which made the content management The training of pedagogical skills for university lecturers includes: Managing the determination of needs of pedagogical fostering for university lecturers; Managing pedagogical output standards for university lecturers; Managing and designing programs for fostering pedagogical skills for university lecturers; Manage lecturers of pedagogical skill classes and forces participating in fostering activities of pedagogical skill; Managing and evaluating the training of pedagogical skills for university lecturers; Managing the deployment of pedagogical training activities for university lecturers Chapter THE CURRENT SITUATION OF MANAGEMENT OF PEDAGOGICAL TRAINING ACTIVITIES FOR LECTURERS OF LAO NATIONAL UNIVERSITY 2.1 Overview of Lao National University 2.1.1 General Overview 2.1.2 The quantity and quality of the contingent of managers and lecturers Table 2.1 Summing up the number and training qualifications of the contingent of managers and lecturers Qualification training Other levels SL % SL % SL % SL % SL % Management staff 514 112 21.79 402 78.21 0 0 0 Lecturers 1451 66 4.55 509 35.08 876 60.37 0 0 2.1.3 International experience of university faculty training in several countries Subjects Total Doctor Master University Colleges 2.2 Current state research organization 2.2.1 Sample survey of the thesis 2.2.2 Survey content 2.2.4 The reliability of the survey tool 2.2.5 Organize the survey results to be reliable 2.3 Actual situation of pedagogical training for university lecturers of Laos National University 2.3.1 The real importance of perception of the pedagogical training activities for university lecturers of the National University of Laos Chart 2.1 Synthesized opinions to assess the real situation of awareness of importance of the pedagogical training activities for lecturers of the National University of Laos 2.3.2 The situation of participating in training courses on pedagogical skills of the lecturers of the National University of Laos Overall assessment of the status of participating in training courses on pedagogical skills is the difference between the training sector, training structure and level 2.3.3 Current status of implementing pedagogical skill training objectives for lecturers at Laos National University The above fact shows that, when the National University of Laos develops a training plan, it also has not set a specific goal close to the reality that needs to be fostered, the problem for us is how to understand the The need to be fostered and self-taught by lecturers of the National University of Laos today and must be consistent with the characteristics of each major in the National University 2.3.4 Current status of implementing activities of pedagogical skill training for lecturers at Laos National University Currently, the school's enrichment program has improved a lot to meet the current innovation requirements, but due to the increasing diversity of industries, each industry has its own unique teaching methods and ways because Therefore, there are program contents that are not really suitable for each industry 2.3.5 The situation of using the method of pedagogical skill training for the lecturers of the National University of Laos The majority of respondents evaluate the implementation of methods of fostering pedagogical skills for university lecturers at a very good and good level However, there are still methods of assessment that perform not very well or not well 2.3.6 The reality of using forms of professional training for university lecturers In general, the status of professional training activities for university lecturers is regularly evaluated by the majority of lecturers and administrators, but the results have not been as expected 2.4 Current situation of management of pedagogical training activities for university lecturers of the National University of Laos 2.4.1 Current status of awareness of the importance of pedagogical training activities for university lecturers of Laos National University 2.4.1.1 Some evaluation opinions of managers in charge of pedagogic training Most of the opinions of the management staff highly appreciate the fostering activities of pedagogical skill for the faculty Specifically, the first criterion: "The importance of training pedagogical skills for trainers" 81.82% rated it as good and very good, while up to 63.64% rated the criteria: "Characteristic understanding of fostering activities for adults" 2.4.1.2 Some assessments and comments from the perspective of lecturers directly teaching the pedagogical skill fostering classes One of the issues that the author chooses to survey the lecturers directly involved in teaching is the level of interest in the content to improve the quality of training that is: “lecturers participate in scientific research tasks; lecturers participating in fostering are regularly updated with new knowledge; Additional 10 training materials; Processing information must be retrieved from learners; Evaluate lessons learned after each training session; Developing contingent of lecturers ”survey results are shown in the following table: 2.4.2 Management situation of determining the needs of fostering pedagogical skills for lecturers by group of training disciplines Table 2.20 Synthesize assessment opinion of management status to determine the needs of fostering pedagogical skills of groups of training branches Humanities Natural Technical Economics and Social science science (98) TT Content Sciences (100) (76) (74) SL % SL % SL % SL % Want more fostering 25.6 19 19.00 15 19.74 19 9.18 pedagogical skills classes Fostering the teaching method of modern 13 13.00 11.84 9.46 11 11.22 teaching Fostering the teaching method of traditional 2.00 5.26 6.76 3.06 teaching Fostering the method of 13.5 8.00 10 13.16 10 5.10 scientific research Fostering soft skills 7.00 7.89 4.05 22 22.45 Fostering content 14.8 12 12.00 11.84 11 17 17.35 attaches to reality There are foreign foster 9.00 10.53 9.46 15 15.31 experts Using technology in 10 10.00 7.89 6.76 11 11.22 teaching Training short-term fostering pedagogical 12 12.00 6.58 4.05 4.08 skills courses Check and evaluate 10 fostering pedagogical 8.00 5.26 5.41 1.02 skills activities Total From the synthesis of the data in the table above, we can see that each training sector has a need to foster different content The need for more training courses on pedagogical skill is highly appreciated 2.4.3 The situation of managing output standards pedagogical skills for the lecturers of the National University of Laos The comments all said that the current situation of checking and evaluating the implementation of output standards as a form leading to low efficiency, the 11 review and conclusion of lessons learned is not effective These are the reasons to overcome to improve this content 2.4.4 Design status of the program on fostering pedagogical skills of the trainers participating in the fostering TT Table 2.22 The situation of the organization and design of the program of fostering pedagogical skills of the trainers participating in the fostering Performance level Very Not quite Not Content Suitable suitable suitable suitable SL % SL % SL % SL % General psychology 45.46 54.54 0 0 Age psychology 36.36 45.46 9.09 9.09 Educational psychology 54.54 45.46 0 0 Evaluation in education 45.46 27.27 27.27 0 Education learning and 27.27 45.46 18.18 9.09 pedagogical practice In addition to the contents that are directly fostered by lecturers of pedagogical skills for lecturers of the National University of Laos, there are also assessment contents that are not particularly relevant: “Education learning and pedagogical practice; Evaluation in education; Age psychology ”accounts for the inappropriate rate (4%, 8%, 12%) respectively This confirms that these programs need to be reviewed and adjusted to suit the current stage of educational innovation Especially in the current period, pedagogical practice and evaluation in education need to pay attention to develop students' competencies 2.4.5 Organization and implementation of pedagogical skill training activities for lecturers Table 2.24 The results of the investigation on the current situation of organizing pedagogical training activities for university lecturers Level Forms and organization of activities of Not TT Suitable pedagogical training activities Suitable SL % SL % Organizing training classes for the entire lecturers 325 93.39 2.30 staff gathered in the summer Organize training classes for the entire faculty team according to the mode of self-study and discussion 321 92.24 27 7.76 at room and faculty levels during the school year Organize advanced training for a part of the faculty 332 95.40 16 4.60 of short-term focused classes in the summer Organize advanced training for a part of the faculty 287 82.47 61 17.53 of short-term focused classes in the school year Other forms 150 43.10 198 56.90 Through table 2.24 we see, most forms of fostering pedagogical skills for 12 lecturers are evaluated appropriately However, there are still forms with a high rate of nonconformity 2.4.6 Current status of management and assessment of pedagogical skill fostering activities for university lecturers 2.4.6.1 Some assessments of managers in charge of pedagogical training classes on the real situation of implementing content of training pedagogic skills for university lecturers The author studies the situation on the level of interest in the content of pedagogical skills fostering for the Lao National University lecturers The survey results are summarized in the following table: Table 2.25 Current status of evaluating the pedagogical skill fostering activities of the trainers participating in the fostering Level TT Content evaluation criteria Lecturers participate in scientific research tasks lecturers participating in fostering are regularly updated with new knowledge Additional training materials Processing information retrieved from learners Evaluate from experience after each training session Pedagogical skill training institutions organize the assessment to draw experience Develop a contingent of future lecturers Very good good Normal Not so good SL % Not good SL % SL % SL % SL % 45.46 36.36 9.09 9.09 0 45.46 36.36 9.09 9.09 0 45.46 27.27 27.27 0 0 36.36 45.46 18.81 0 0 27.27 45.46 18.81 9.09 0 36.36 36.36 27.27 0 0 45.46 27.27 27.27 0 0 Go to Table 2.25 We can see, most of the opinions are rated good and very good, accounting for a high percentage This shows that, the management staff has closely directed the implementation of the contents serving activities of vocational training service for university lecturers However, the content "Assessment to learn from experience after each training session" is still rated as normal Through here, the management team continues to organize and direct the assessment to learn from experience more seriously and effectively to find out 13 the limitations and propose solutions to overcome Evaluate lessons learned after each training session; Supplementing training materials, accounting for 4% and 8% respectively That raises the management staff need to direct to better this content Talking about this issue, lecturers who have been in training for many years said that their assessment is not so good because in the process of fostering training materials provided to students is still limited, in the process the evaluation of learning from experience after each training session has not been seriously implemented 2.4.6.2 Some assessments and comments from the perspective of lecturers directly teaching the pedagogical skill fostering classes Evaluate lessons learned after each training session; Supplementing training materials, accounting for 4% and 8% respectively That raises the management staff need to direct to better this content Talking about this issue, lecturers who have been in training for many years said that their assessment is not so good because in the process of fostering training materials provided to students is still limited, in the process the evaluation of learning from experience after each training session has not been seriously implemented 2.5 Actual situation of effects of factors implementing activities of training pedagogical skills for university lecturers The above factors have a great influence on the management of pedagogical training activities for lecturers of the National University of Laos Most of the opinions evaluate the factors that have many and many influences on the training of pedagogical skills for lecturers However, there are still judgments as of little influence, especially no influence 2.6 Overall assessment of management of pedagogical training activities for lecturers at the moment 2.6.1 Advantages Lecturers actively participated in the training process The school management staff is interested in improving pedagogical skills for lecturers ; Most lecturers are aware of the importance of managing pedagogical skill training activities ; Lecturers consciously apply the content of pedagogical vocational training program to the educational process The contents are used a lot in teaching such as: Examining and evaluating the students' learning results, using modern teaching equipment, the opinions of this content are used a lot and a lot, respectively (84.77%; 83, 08%) fostering pedagogical skills activities for Lecturers in higher education establishments are held quite often 2.6.2 Disadvantages Some lecturers are not fully aware of the importance of management of pedagogical skill training activities ; The survey and assessment of the need for high-quality human resources training for the society before building the fostering pedagogical skill program for university lecturers have not been focused, so the 14 quality of the fostering program is not close to the needs of specific learners, up to , 57% of the assessment did not follow the needs of learners Lecturers have not exploited the knowledge from the documents of developed countries Foreign language and computer skills have not brought into play all the utilities to best serve the teaching process Many lecturers go to school mainly to get certificates to be appointed to higher professional titles without paying attention to acquiring the content fostering for their professional expertise In addition, the organization is not reasonable, the directive activities have been conducted but not closely The work of examining and evaluating the lecturers's vocational training activities is still formalistic and has not evaluated the effectiveness and capacity of the staff after training 2.6.3 Reasons Most of the fostering pedagogical skills activities in universities today are mainly focused on young lecturers, those who are bachelors or masters, but not have the proper and timely attention to the proficient lecturers with a lot of teaching years The facilities have not yet met the demand, thus not ensuring practical skills for the lecturers Another reason is that the management staff has not really paid attention to the work of raising the staff's awareness about the problem of fostering The management of teacher assessment has not created a differentiation, which still leads to a lack of desire to participate in training classes Summary of chapter On the basis of the research on the current situation of the management of pedagogical training activities for the lecturers of the National University of Laos, the author found that: In the management of pedagogical training activities for lecturers of the National University of Laos, there are still many limitations such as: There is no standard of pedagogical skill for university lecturers, the program is designed to provide general training for lecturers of all sectors There is no program of fostering pedagogical skills for each industry group, which is inadequate at present The evaluation of the results of the fostering activities has not been profound, mainly evaluated according to content, not evaluated by capacity This leads to the poor quality of pedagogical skill training In addition to the difficulties in the infrastructure conditions, the awareness of the educational forces, the capacity of the management staff, the lecturers and the information and communication technology elements in the current period These are the necessary arguments as the basis for the author to propose solutions to manage pedagogical skills training for lecturers of Lao National University in the context of innovation in chapter to contribute to improving the quality of training of the National University of Laos 15 Chapter SOLUTIONS FOR MANAGEMENT OF TEACHING TRAINING ACTIVITIES FOR LECTURERS OF LAO NATIONAL UNIVERSITY IN THE CONTEXT OF EDUCATION INNOVATION 3.1 Principles of creating solutions 3.1.1 Ensure inheritance and development 3.1.2 Ensuring quality and efficiency 3.1.3 Ensure feasibility and modernity 3.1.4 Ensure practicality 3.2 Some management solutions to foster pedagogical skills for teachers of the National University of Laos 3.2.1 Solution Design organization of professional pedagogical standards for university lecturers 3.2.1.1 The purpose and significance of the solution The design of pedagogical standards for university lecturers plays an important role in improving the quality of the team Through the standards, it is possible to evaluate the attainment level of the faculty after the training 3.2.1.2 Content of the Solution Content 1: The knowledge and pedagogical skills should be provided to all lecturers; Content 2: The knowledge and specialized pedagogical skills should be provided to teachers by training groups Specified as follows: When fostering content of content is obtained, teachers will gain knowledge and skills as the goal of fostering pedagogical skills program for teachers issued by the Ministry of Education and Training: 3.2.1.3 How to implement the solution - National University of Laos and related member units based on survey results, assessing practical needs of society, lecturers, capacity of higher education institutions and managers' expectations about pedagogical skill skills of university lecturers to develop draft pedagogical skills standards for university lecturers; 3.2.1.4 Conditions for implementing the solution Based on the documents prescribed by the Ministry of Education and Sports on university lecturers' standards The schools direct to thoroughly grasp the documents on renewing the work of fostering pedagogical skills for lecturers 3.2.2 Solution 2: Determine the need to foster pedagogical skills for lecturers at the National University of Laos 3.2.2.1 The purpose and significance of the solution To grasp the current situation and the training needs, the survey plays an important role Through the survey, the needs of the society for the quality of 16 human resources to serve the industrialization and modernization of the country will be determined and the needs of the lecturers themselves in the teaching of pedagogical skills for teaching 3.2.2.2 Content of the Solution Firstly, survey and evaluate the needs of foster pedagogical skills of university lecturers Second, survey and evaluate the needs of the society for high quality human resources training to meet the needs of socio-economic development 3.2.2.3 How to implement the solution - Organize regular conferences to propagate and implement the Party's directives and resolutions, and the State's legal policies on education Disseminate the regulations widely on the standards of lecturers in general and the standards of lecturers at Laos National University in particular - Organize a test survey for a number of subjects before giving the survey questionnaires widely, so that managers can evaluate whether the questionnaire is appropriate or must be supplemented or modified - Organize investigations and surveys according to the right purposes and requirements of education managers - Synthesize and process questionnaires according to appropriate methods After the survey results are available, education managers need to publicly inform lecturers and at the same time make plans on foster pedagogical skills for lecturers according to the survey results obtained 3.2.2.4 Conditions for implementing the solution Conducting survey for the right subjects, with analyzing instructions so that the subjects understand the purpose of the survey 3.2.3 Solution 3: Develop training programs on pedagogical skills for university lecturers for each group of training disciplines (based on standards of pedagogical skills for university lecturers) 3.2.3.1 The purpose and significance of the solution Building fostering pedagogical skills program for university lecturers according to each training sector is the process of building fostering content, plan, requirements and conditions to implement fostering pedagogical skills program for university lecturers 3.2.3.2 Content of the Solution a) General pedagogical knowledge and skills; b) Specialized pedagogical knowledge and skills, divided into groups: 3.2.3.3 How to implement the solution - Establish a group of experts to build content of fostering pedagogical skills program for university lecturers suitable for each group of training disciplines; - Organizing the first evaluation of the draft content of the fostering pedagogical skills program for university lecturers, inviting higher education 17 institutions with the group of training majors and educational experts, lecturers to participate; - Editing and supplementing comments on the draft content of fostering pedagogical skills program for university lecturers according to each industry group and organizing the second appraisal; 3.2.4 Solution 4: Develop a plan to foster pedagogical skills for university lecturers 3.2.4.1 The purpose and significance of the solution The goal of building foster pedagogical skills plan for university lecturers is bringing the implementation of foster pedagogical skills activities to university lecturers on the plan to effectively manage this activity 3.2.4.2 Implementation content of the solution - Ensuring the plan of foster pedagogical skills for university lecturers is practical, effective - Ensuring the conditions and process of building foster pedagogical skills plans for university lecturers 3.2.4.3 How to implement the solution + Develop a plan of foster pedagogical skills for university lecturers including long-term strategic plan and short-term plan, ensuring the necessity of the content needs to be fostered The plan must be unified, comprehensive, enhancing the practicality in the content and method of fostering A comprehensive training plan must be developed by the management staff over the years - Ensuring the conditions and process of building foster pedagogical skills plans for university + Clearly define the requirements and wants to be achieved for the factors participating in the training process such as the content, the method and the form of the training organization, the instructions of the trainers, how to evaluate the results results of fostering activities, to perform fostering pedagogical skills activities for university lecturers quality and efficiency 3.2.4.4 Conditions for implementing the solution School units, faculties, and disciplines create favorable conditions and spend reasonable time for individuals participating in fostering classes, selftraining to improve their skills, to update new knowledge and information New science news 3.2.5 Solution 5: Direct investment in facilities, equipment to ensure the implementation of fostering pedagogical skills activities for university lecturers 3.2.5.1 The purpose and significance of the solution Mobilize and effectively use resources in improving the quality of pedagogical skill fostering activities After building the plan of fostering pedagogical skills activities for university lecturers, university lecturers need 18 conditions for operating and implementing the plan The organization's investment and support and other conditions such as human resources, resources, facilities, equipment, environment are indispensable components to ensure successful implementation of the operation of fostering pedagogical skills activities for university lecturers 3.2.5.2 Implementation content of the solution - Consolidate, upgrade and purchase new equipment, models, textbooks, documents, etc used for training activities - Develop rules and regulations on the use and exploitation of equipment Organize and guide trainers, managers, how to use and operate new equipment 3.2.5.3 How to implement the solution a) For higher education institutions leaders, managers need to pay attention and invest in the following tasks: Secondly, about financial resources: Annually, higher education institutions rely on the fostering pedagogical skills plan to build funding for this activity In addition to the State policy regime, higher education institutions need to proactively deduct funds from the welfare fund to support lecturers when participating and achieving high academic achievements Thirdly, in terms of facilities, teaching equipment, this is an important condition for lecturers during and after being trained by the fostering pedagogical skills to demonstrate the skills of pedagogical skills that have been equipped into activities career in the most effective way Fourth, on the environment inside and outside the higher education institution To ensure the effective implementation of the fostering pedagogical skills plan for lecturers, managers need to create an environment for organizing, managing, supporting: b) For educational institutions assigned by the Ministry of Education and Training to organize fostering pedagogical skills activities for university lecturers When organizing the implementation of fostering pedagogical skills activities for university lecturers, the educational institutions should pay attention to perform the following tasks: 3.2.5.4 Conditions for implementing the solution Strictly direct the units to well perform the review of conditions for implementing fostering pedagogical skills activities for university lecturers 3.2.6 Solution 6: Direct the implementation, examination and evaluation of pedagogical training activities for university lecturers 3.2.6.1 The purpose and significance of the solution Strengthening the direction and monitoring of fostering pedagogical skills activities for university lecturers is a solution that needs to be implemented regularly, specifically to control the progress, quality and objectives of the fostering pedagogical skills program for university lecturers 3.2.6.2 Content of the Solution 19 In order to effectively manage the work of vocational training for lecturers of the school, annually the University organizes professional activities for lecturers such as: organize contests for excellent lecturers, educational inspections from faculty to school, on the basis of which it is possible to evaluate and classify lecturers, find out the shortcomings at all stages of the whole process fostering pedagogical skills for the school's faculty to determine fostering needs for the coming years 3.2.6.3 How to implement the solution - Planning the monitoring (including: content, time, performer, product, proposal, etc) The monitoring plan should follow the goal of fostering pedagogical skills program for university lecturers; - Implement monitoring according to the set plan; - Synthesize reports on monitoring results; 3.2.6.4 Conditions for implementing the solution Reality shows that many problems can arise and be considered and solved in the process of direction and supervision of managers Therefore, this work is not done only once, but needs to be done regularly in the process of implementing fostering pedagogical skills activities for university lecturers 3.2.7 Solution 7: Directing the implementation of policy regimes and enhancing the sense of self-fostering pedagogical skills for lecturers 3.2.7.1 The purpose and significance of the solution Strengthening the quality of teaching professional training activities for lecturers through encouraging lecturers to self-study and self-study 3.2.7.2 Implementation content of the solution - Encourage the self-study awareness for lecturers 3.2.7.3 How to implement the solution - Self-researching and fostering pedagogical skills for lecturers is of great significance to the professional training It is necessary to create self-fostering movements, continuous fostering according to the necessary needs of each lecturer, encouraging the spirit of self-discipline, enthusiasm, sense of learning to foster pedagogical skills for lecturers 3.2.7.4 Conditions for implementing the solution - Principals of schools should encourage and encourage lecturers in selftraining - Principals and lecturers must have a clear orientation on self-training, have to develop themselves a specific and detailed plan for self-training 3.3 Testing 3.3.1 Purposes, subjects, time and place of the test a) Purposes b) Test subjects Test subjects of 250 people include: 20 + Management staff of the faculties of the National University of Laos: 150 people + Lecturers teaching in faculties of the University of Laos: 64 + Administrators and lecturers of the Faculty of Education participate in fostering: 36 c) Time of survey location: 3.3.2 Test methods 3.3.3 Test results 3.3.3.1 The necessity of the solutions The author shows the correlation between the necessity and the feasibility of the proposed new solutions by the chart below: Chart 3.1 Correlation between the necessity and the feasibility of the proposed new solutions 3.4 Organize to test the solution Table 3.6 Deviation between experimental group and control group before trial TT Criteria Professional capacity, teaching capacity The capacity to evaluate the student's learning results Capacity to develop learning and training environment for students Educational capacity and educational consulting, Ability to learn the development Control group / Experimental Difference group Lev Total Level Total Total el 111 2.22 110 2.2 -1 -0.02 108 2.16 109 2.18 +1 +0.02 107 2.14 104 2.08 -3 -0.6 105 2.1 108 2.16 +3 0.06 99 1.98 98 1.94 -1 -0.04 21 10 of learners after graduation Capacity to develop training 100 programs Research capacity in scientific education and specialized 96 science Ability to work in an 91 internationalized environment, Career development capacity 95 Capacity to cooperate with stakeholders, cooperate with the 90 community for community development 2.0 101 2.02 0.02 1.92 98 1.96 0.04 1.82 93 1.86 0.04 1.90 95 1.9 0 1.8 10 92 1.84 0.04 Comment: Summarizing the survey of faculty competency of the National University of Laos before the test of two basic groups of subjects is equivalent to the smallest deviation in the criteria between two groups of subjects (+0.06) the smallest is (-0.6) 3.4.9.2 Pedagogical skill competencies of university lecturers after the test Table 3.8 Synthesize evaluation comments on professional pedagogical competencies of university lecturers after the test TT 10 Criteria Professional capacity, teaching capacity The capacity to evaluate the student's learning results Capacity to develop learning and training environment for students Educational capacity and educational consulting, Ability to learn the development of learners after graduation Capacity to develop training programs Research capacity in scientific education and specialized science Ability to work in an internationalized environment, Career development capacity Capacity to cooperate with stakeholders, cooperate with the community for community good Experimental group Average Weak Total Level 31 62.0 18 36.0 2.0 130 2.6 29 58.0 19 38.0 4.0 127 2.54 26 52.0 21 42.0 6.0 123 2.46 25 50.0 22 44.0 6.0 122 2.44 20 60.0 25 50.0 10.0 115 2.3 24 48.0 21 42.0 10.0 119 2.38 25 50.0 20 40.0 10.0 120 2.4 20 40.0 21 42.0 18.0 111 2.22 10 22 44.0 21 42.0 20 40.0 20 40.0 16.0 18.0 114 112 2.28 2.24 22 development 3.4.9.3 Test conclusion The test has confirmed the feasibility of the solution: Building fostering pedagogical skills program for university lecturers according to each training sector As such, the solution application: "Building fostering pedagogical skills program for university lecturers according to each group of training disciplines" is highly effective in managing and fostering pedagogical skills for university lecturers Summary of chapter Proposed solutions to influence the management subjects and stages of the management process from planning development, organizing and implementing monitoring, to conditions for implementing activities of fostering pedagogical skills to direct solutions further impact on activities of vocational training for lecturers such as: develop the design of pedagogical skill standards for university lecturers, this is the basis for building the vocational training program for lecturers by each industry group, evaluating the program, how to organize the implementation of fostering pedagogical skills activities for university lecturers and draw lessons learning experience in order to develop university lecturers with sufficient quantity, consistency in structure and quality assurance to meet the needs of human resource training The author organized polls of experts, managers, lecturers at Laos National Universities The survey results confirm that the proposed solutions are necessary and feasible The test results also confirm that the solutions proposed by the author bring good efficiency in managing fostering pedagogical skills activities for university lecturers CONCLUSIONS AND RECOMMENDATIONS Conclusion Management of pedagogical training activities for university lecturers is systematic, based on the correct understanding of the nature of fostering, recognizing the role of management subjects, the role of lecturers and the lawsuits for the fostering process to organize the training of pedagogical skills for the target university lecturers , contents and programs as prescribed, by applying appropriate training method practice of the National University That process shows the impact of the manager who is the Rector of the Lao National University using the management functions: Planning, directing, examining and evaluating the implementation in management contents , including: Managing the determination of the need of fostering pedagogical skills for university lecturers; Managing pedagogical output standards for university lecturers; 23 Managing and designing programs for fostering pedagogical skills for university lecturers; Manage lecturers of pedagogical skill classes and forces participating in fostering activities of pedagogical skill; Managing and evaluating the training of pedagogical skills for university lecturers; Managing the deployment of pedagogical training activities for university lecturers Managing pedagogical training activities of university lecturers is affected by many influencing factors such as: The quality, capacity, and qualifications of the managerial staff; Awareness of universities under national universities, lecturers, administrators and students participating in fostering pedagogical skills; Legal factors, policies, rules, regulations, education management mechanism; Organizational apparatus and human resources; Resources and material resources; Educational environment factors; Information technology and communication factors; During the management process, the Principal must choose the management measures that are suitable for the school conditions and ensure the scientific requirements The survey results on the status of the management of pedagogic training activities for the lecturers of the National University of Laos showed that the managers had some practical solutions, but the implementation results were limited; there are no practical measures Specifically, studying the current situation of managing pedagogical training activities for Lao National University lecturers, the author found that: The management of pedagogical training activities for the lecturers of the National University of Laos has achieved certain results The awareness of the importance of training activities has been carried out; pedagogical training activities for lecturers in higher education establishments are held quite often; The application of contents of pedagogical vocational training program in the teaching process is strictly implemented However, a part of lecturers force is not fully aware of the importance of training activities In the management of pedagogical training activities for lecturers of the National University of Laos, there are still many limitations such as: There is no standard of pedagogical skill for university lecturers, the program is designed to provide general training for lecturers of all sectors There is no program of fostering pedagogical skills for each industry group, which is inadequate at present The evaluation of the results of the fostering activities has not been profound, mainly evaluated according to content, not evaluated by capacity This leads to the poor quality of pedagogical skill training In addition to the difficulties in the infrastructure conditions, the awareness of the educational forces, the capacity of the management staff, the lecturers and the information and communication technology elements in the current period To overcome the shortcomings and improve the lecturers of the National University of Laos, the thesis has proposed 07 management solutions of the Rectors of the National University of Laos These solutions focus on overcoming weak points in the management of vocational training services for the lecturers 24 of the National University of Laos The results of polls of managers, lecturers, institutions participating in training, Experts and scientists showed that the proposed solutions are necessary and feasible The test results also confirm that the proposed solutions bring high efficiency in managing fostering pedagogical skills for National University of Laos lecturers to meet the needs of human resource training for the National University of Laos Recommendations 2.1 With the Government Having proper and effective investment policies aiming at socio-economic development of the provinces and cities Especially preferential policy for the National University of Laos 2.2 With the Ministry of Education and Sports The Ministry of Education and Information develops training programs, fostering a contingent of lecturers in accordance with current requirements On the basis of pedagogical skill standards for university lecturers, the Ministry of Education and Information authorizes a number of units to design the program of pedagogical skill training for each group of branches 2.3 With National University of Laos - Actively coordinate with higher education institutions assigned to organize activities of vocational training services for lecturers to exchange, propose additional contents that schools need to equip lecturers outside the program prescribed by the Ministry of Education and Information 2.4 With the lecturers at Laos National University - Raising the sense of responsibility of the individual and collective faculty of faculty for the training and fostering according to the standardization of faculty staff, meeting the needs of training high-quality human resources at the National University of Laos Develop learning and retraining plans of individuals and groups of faculties and subjects to improve pedagogical capacity, professional development capacity, scientific research, and moral qualities of lecturers who deserve to be a good example for students to follow  ... suitable suitable suitable SL % SL % SL % SL % General psychology 45.46 54.54 0 0 Age psychology 36.36 45.46 9.09 9.09 Educational psychology 54.54 45.46 0 0 Evaluation in education 45.46 27.27... fostering NVSP - Agencies attached to the Ministry shall direct the training and retraining of education and training establishments directly under the Ministry - School administrators directly... serve the teaching process Many lecturers go to school mainly to get certificates to be appointed to higher professional titles without paying attention to acquiring the content fostering for