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MINISTRY OF EDUCATION AND TRANING VINH UNIVERSITY SIVONE RUEVAIBOUNTHAVY MANAGING THE QUALITY OF TEACHERS TRAINING OF UNIVERSITIES IN LAO PEOPLE’S DEMOCRATIC REPUBLIC Major: Education Management Code: 9140114 SUMMARY OF DOCTORAL THESIS IN SCIENTIFIC EDUCATION Nghe An, 2020 The work was completed in: VINH UNIVERSITY Science instructor: Assoc Prof Dr Nguyen Thi Huong Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be defended at the University-level Thesis Evaluation Council at: VINH UNIVERSITY At ………………., 2020 The thesis can be found at: National Library of Vietnam Centre for Information – Library Nguyen Thuc Hao - VINH UNIVERSITY INTRODUCTION Urgency of the research The quality of education has been a top concern of the whole society because of its special importance to the development of each person, each community and every nation in civilized and modern society Higher education in Lao People's Democratic Republic in recent years has made great progress in both quantity and quality, meeting the requirements of training high-quality human resources for the country However, compared with other developed countries in the world, in fact the quality of education in general and the quality of higher education in particular in Lao People's Democratic Republic is still weak and is failing to meet the requirements of training human resources for the cause of national development One of the main reasons for the low quality of higher education is the weaknesses in managing including quality management Therefore, the quality of teachers training of universities in the Lao PDR must be ensured or in other words, implemented comprehensively and effectively From the above reasons, we choose the research topic: Managing the quality of teachers training of Universities in Lao People’s Democratic republic Purpose of the research From theoretical and practical research, the thesis proposes management solutions to improve the quality of teacher training at universities in the People's Democratic Republic of Laos Object and subject of the research 3.1 Object of the research: The quality of teacher training of universities 3.2 Subject of the research: managing the quality of teachers training of Lao People's Democratic Republic universities Scientific hypothesis The quality of teachers training of universities in the Lao People's Democratic Republic still has certain limitations, which not meet the current educational renovation requirements of the country If the training quality management solutions are proposed based on the elements of training quality and overall quality management, it will improve the quality of teachers training, meeting the educationally innovational requirements of Lao People's Democratic Republic Tasks and scope of research 5.1 Research tasks 5.1.1 Researching the theoretical basis for the quality management of teachers training of universities 5.1.2 Surveying and evaluating the current management reality of the quality of teachers training at universities in People's Democratic Republic of Laos 5.1.3 Proposing solutions for managing the quality of teachers training at universities in People's Democratic Republic of Laos, exploring the feasibility of the solutions and testing some proposed solutions 5.2 Research scope The thesis researches on managing the quality of high school teachers training of some universities in People's Democratic Republic of Laos (Lao National University, Su Pha Nu Vong University and Cham Pa University) Sharp); Surveying the situation and testing solutions at the above universities Survey time: Survey, research with Charts from 2016 to 2018 Approaching perspective and research methods 6.1 Approaching perspective: Systematic approach - structure; Approach to history - logic; Operation approach; Access to human resource development; Approach to overall quality management 6.2 Research methods 6.2.1 Group theoretical research methods Including methods: Methods of analyzing - synthesizing documents; Methods of generalizing independent statements 6.2.2 Group of practical research methods: Methods of investigation by questionnaire; Methods of exchange and interview; Professional solution; Assay and experiment methods 6.2.3 Mathematically statistical methods: Using mathematically statistical formulas and informatics software such as Excel software, SPSS software to process the collected data The theoretical points need defending + Managing the quality of University Teacher Training is very important, meeting the requirements of higher educational development in the current context + The quality of teachers training at Universities in Lao People's Democratic Republic is currently not high compared with other regional and international countries + Building quality standards as a basis for universities of Lao People's Democratic Republic which can improve constantly and enhance the quality of training New contributions of the thesis - The thesis has contributed to further clarifying theoretical issues about teacher training quality - The thesis analyzes and assesses the status of training quality and quality management of teacher training; propose solutions with scientific basis, with high feasibility in order to improve the effectiveness of quality management of Teacher Training of Universities in the People's Democratic Republic of Laos The structure of the thesis Beside the introduction, conclusion, references, the structure of the thesis includes chapters: Chapter 1: Theoretical basis for managing the quality of teacher training of universities Chapter 2: The reality of managing the quality of teachers training of universities in Lao People's Democratic Republic Chapter 3: Solutions for managing the quality of teachers training of universities in the People's Democratic Republic of Laos Chapter THEORETICAL BASIS ON MANAGING THE QUALITY OF TEACHERS TRAINING OF UNIVERSITIES 1.1 Overview of the issue From the overview of the research works abroad and Lao People's Democratic Republic on the training quality and the management of the teacher training quality shows that: Although they are mentioned by the authors at different angles and the thesis can inherit and develop So far there has, however, been no research on managing of the teacher training quality of universities in Lao People's Democratic Republic The dissertation issues need to be researched and clarified: Theoretical research on the quality of teacher training in universities meets the requirements of educational innovation and international integration; Studying the current situation of training quality and managing the quality of teacher training of Lao People's Democratic Republic universities in the current context; studying solutions to manage the quality of teacher training at universities in the Lao People's Democratic Republic in the context of education innovation and international integration 1.2 Some basic concepts The thesis has clarified the concept of tools such as: Quality and quality of higher education; Quality of teacher training; Managing and managing the quality of teacher training The quality of university teacher training, which clarifies: The quality of university teacher training is consistent with the university's objective of training teachers, meeting the learning needs and the development of students, the quality needs of human resources for education, meet the prescribed standards 1.3 The teacher training quality of universities 1.3.1 Characteristics of teacher training quality of universities The thesis has clarified the characteristics of teacher training quality of universities such as: relative teacher training quality; quality of teacher training is periodical; The quality of teacher training is multi-level … 1.3.2 The basic elements of the quality of university teacher training Under the CIPO model, the basic components of the quality of teacher training of universities include: 1.3.2.1 Inputs include: Lecturers, managers; Student; Education program; Facilities and equipment for training 1.3.2.2 The training process includes: Training activities; Research and application of educational science and international cooperation; Organizational and managerial activities; Check and evaluate student learning results 1.3.2.3 Outputs: The outputs of the CIPO model include educational human products that are educated with the qualities and competencies they receive in their school years The outputs include knowledge, skills, and attitudes of learners in order to meet higher-order requirements or to participate in the labor market to a certain degree 1.3.2.4 Background: Background is the place where educational activities and the reception of educational products take place The context includes socio-economic conditions, state management of education, labor market demand, globalization of economies … 1.3.3 Standards for evaluating teacher training quality Standard 1: Lecturers and managers; Standard 2: The learner element; Standard 3: Training program; Standard 4: Facilities and learning equipment; Standard 4: Training activities; Standard 5: Organization and management; Criterion 7: Outputs 1.4 The issue of managing the quality of teacher training of universities 1.4.1 The necessity for managing the teacher training quality of universities - Managing teachers training quality to meet the requirements of renewing higher education in the period of international integration; manage the quality of training to meet the requirements of teacher development; Improve the quality of teacher training of universities 1.4.2 Content of managing the quality of teacher training of universities - Develop strategic plans and policies for school training quality - Develop quality management system and process of managing quality of teacher training of universities -Check the quality of teacher training of universities 1.4.3 The subject of managing the quality of teacher training of universities University presidents; Head of the department, functional departments of the university; Head of Teacher Training Department; Head of section; Pedagogy teacher 1.5 Factors affect the teacher training quality of universities 1.5.1 The objective factors Objective factors include: State management mechanism for teacher training; Social awareness of pedagogical training; Trends of globalization and international integration; Competitiveness in career and employment 1.5.2 Subjective factors Subjective factors include: Capacity of university administrators and teachers; Quality cultural environment of universities; International cooperation activities in the quality management of university teachers Conclusion of chapter 1 The quality of teacher training is always a top concern of universities and of society, greatly affecting the quality of general education Therefore, to improve the quality of general education, it is necessary to improve the quality of teacher training in universities In view of the system, when considering the quality of the whole education system, the structure of the entire system must be determined Therefore, the quality of university teacher training is made up of the inputs, the training process and the outputs in relation to the real context in which these three components operate Managing the quality of university teachers' training is an activity aimed at controlling, quality assurance, improving and improving the quality of teacher training of universities, meeting commune requirements Assembly for teacher qualifications and competencies and requirements for renovation of general education Therefore, the content of training quality management teachers need to closely follow the levels of quality management, the components of training quality, especially comprehensive quality management and continuous quality improvement Teacher training Participating in the quality management of teachers of universities with many subjects, each subject plays a different role Universities' quality of teacher training is influenced by various objective and subjective factors It is necessary to pay attention to these factors in researching the current situation and proposing solutions to manage the quality of teacher training of universities Chapter THE REALITY OF THE MANAGEMENT OF THE TEACHER TRAINING QUALITY OF UNIVERSITIES IN LAO PEOPLE’S DEMOCRACY REPUBLIC 2.1 Overview of the universities in Lao People's Democratic Republic The thesis has generalized the universities of the People's Democratic Republic of Laos with the following contents: About the university network; About the professional qualifications of lecturers; Regarding the content, training programs, scientific research and international cooperation; Regarding the management and capacity building of university managers; Regarding the facilities of the universities of the Lao People's Democratic Republic Thereby assessing the limitations and inadequacies in the People's Democratic Republic of Laos 2.2 Conducting a current situation survey 2.2.1 Purpose of the current situation survey: The purpose of the survey is to properly and objectively assess the quality of the training quality and manage the quality of teacher training of universities in the People's Democratic Republic of Laos to identify practical foundations of the topic 2.2.2 Content survey status The content of the survey focused on the following issues: Current situation of teacher training quality of universities in the People's Democratic Republic of Laos; Actual situation of managing the quality of teacher training of universities in the People's Democratic Republic of Laos; Situation affecting the factors of quality management activities in universities of the People's Democratic Republic of Laos 2.2.3 Object and area of survey 2.2.3.1 Object of survey - Principals and Vice Rectors of the universities: Lao National University, Cham Pa Sac University and Su Pha Nu Vong University (Subject 1): 09 people; - Head of pedagogy departments, functional departments, lecturers and experts of universities (Subject 2): 79 people; - University students (Subject 3): 101 people -Total: 189 people 2.2.3.2 Survey area, survey time - Universities of the Lao People's Democratic Republic (Laos National University, Cham Pa Sac University and Su Pha Nu Vong University) -All comments and questionnaires will be sent to survey training from the beginning of the first semester, the 2017-2018 school year and withdrawal of comments and surveys in October 2018 2.2.4 Survey method - Preparing questionnaire to solicit opinions of managers and teachers of the Lao People's Democratic Republic; Exchange and interview by topic; Researching the operation products of managers and teachers of Lao People's Democratic Republic universities 2.2.5 Evaluate the survey results Firstly, assessing awareness on levels: Very urgent, Urgent; Less urgent, Not urgent Secondly, assessing the quality of training by levels: Good; Rather; Dat; Not reached Thirdly, the specific evaluation of training quality management activities implemented under levels is: implemented but achieved high results; Already implemented but achieved low results; Done but no results; Unfulfilled 2.2.6 Method of data processing After aggregating the data from the raw votes collected: - For assessing the quality of training, set the levels according to each specific criteria and use the 4-level Likert scale method: Good, Fair, Pass, Not Passed, assign points for each level: Good: points ; Fair: points; Gaining: points; Not achieved: point - Regarding the evaluation of training quality management activities, levels have been implemented: achieved but achieved high results: points; Implemented but achieved not high results: points; Already implemented but not yet achieved results: points; Not implemented: point Processing the data according to 4-level likert (steps): The unsatisfactory average is between 1.00 and 1.75 The level reached, with an average value in the range of 1.76 to 2.57 Fair level, averaging between 2.52 and 3.27 Good level, with average values in the range of 3.27 to 2.3 Actual situation of teacher training quality in Lao PDR universities 2.3.1 Actual state of the inputs 2.3.1.1 Actual situation of lecturers and managers Chart 2.1 Results of the evaluation of the quality of teachers and managers of universities in the People's Democratic Republic of Laos Quality of teachers and managers of universities in the People's Democratic Republic of Laos through surveys and assessments of the quality of teachers and managers of universities in the Republic of Laos Lao people are at "good" levels, the average overall assessment of the quality of teachers and managers = 3.11, standard deviation 0.76) 2.3.1.2 Status of quality learners Chart 2.2 Results of the quality assessment of the universities of the People's Democratic Republic of Laos Survey results on the quality of learners show that the average of the assessment results of the quality of learners of Lao People's Democratic Republic is at a "good" level (average score = , 09, standard deviation = 0.72) 2.3.1.3 Actual situation of teacher training program 0% 0% 20,1% Has achived high results Achived results were not high Already done, no resutls 79,9% Unfulfilled Chart 2.4 Actual situation of developing strategic plans and quality policies Through the above survey results, only 20.1% of the respondents said that the formulation of strategic plans and policies for the quality of school training has achieved relatively high results Of which, 79.9% of donors have implemented but have not achieved results and no one said that they had done so yet The average point of this survey content is only at the Fair level (Average score = 3.2; Standard deviation = 0,401), the above results reflect the actual development of strategic plans and quality policies the amount of training for Lao PDR universities now 2.4.3 Actual situation of improving the management system of training activities of universities 2,6% 7,9% 20,6% Has achived high results Achived results were not high Already done, no results 68,8% Unfulfilled Chart 2.5 Actual situation of perfecting the management system of teacher training activities The average score is also in the Fair (Average score = 3.07; Standard deviation = 0.622) of which only 20.6% of the respondents think that the completion of the management system has achieved satisfactory results high fruit Meanwhile, 68.8% of people said that it was implemented but the results were not high, implemented but not yet achieved 7.9% and not implemented, 2.6% 2.4.4 Actual situation of evaluating teacher training quality of universities In this situation, up to 43.3% of people assessing the implementation of training quality assessment at universities with relatively high results; 56.6% of reviewers implemented the results was low; No comments have been implemented yet to achieve 11 and not yet implemented The average score in this content is at Good level (Average score = 3.43; Standard deviation = 0.496), this result also reflects the true state of accreditation and evaluation of teacher training quality of schools University is analyzed above This is reflected in the fact that the training quality assessment of universities is better than the above activities 2.4.5 Actual situation of implementing the activities of improving the training quality of universities In this situation, up to 40.2% of people assessed the implementation of training quality improvement activities at the implemented and high-performing schools; 59.8% of the assessors have implemented but the results are not high; There are no reviews that have been implemented but no results and not yet implemented This is a good result showing that universities have actively implemented training quality improvement and the percentage of high performance also accounts for a relative percentage 2.4.6 Actual situation of building quality culture in universities In this situation, the number of donors who achieved high results only accounted for 25.4%; The number of donors who have implemented it but achieved low results accounts for the majority (74.6%) This result objectively reflects on the creation of quality culture of the current Lao People's Democratic Republic universities The work of building a quality culture at the Lao People's Democratic Republic has been concerned, but it has not achieved high results and quality assurance has been ensured 2.4.7 Situation of building criteria for evaluating teacher training quality of universities The survey results showed that the number of donors who achieved high results only accounted for 21.7%; the number of university establishments that have implemented but not achieved high results accounts for approximately 57.1% Meanwhile, 11.1% of reviewers have implemented but no results and 10.1% of reviewers have not done This result reflects objectively the fact that setting up criteria for evaluating the quality of training at universities is still limited, achieved high and low results, mostly implemented but not yet brought results Some schools have not had results and some have not yet been implemented 2.4.8 Situation of building a specialized apparatus for quality management of universities From the survey data showed that only 30.7% of the respondents assessed the construction of a specialized system for managing the quality of training at universities with high results; As many as 69.3% of the respondents assessed that the establishment had been established, but the results were not high This result objectively reflects the 12 current situation of building a specialized apparatus for managing the quality of training in universities in Laos today 2.4.9 Actual conditions to ensure the quality of training of universities According to the survey, only 18.5% of the respondents said that the universities had made sure the funding, facilities and equipment for training activities achieved high results Of which, 51.3% of the total number of people said that they had ensured funding, facilities and equipment for training activities but the results were not high and 2.6% of people said that implemented but no results and 27.5% of people said that they did not ensure the funding, facilities and equipment for training quality management activities 2.5 Situation of the influence of factors on the quality of teacher training of universities in the People's Democratic Republic of Laos The objective factors mentioned in questionnaire 2.13 were evaluated to have a great influence (average score = 3.48; standard deviation = 0.59) on the training quality management activities of universities studied in Lao People's Democratic Republic and there are no comments that not affect 2.6 General assessment of the situation From the survey results, the thesis has a general assessment of the situation, showing the strengths, limitations and clearly pointing out the causes of the situation Conclusion of chapter From a quality perspective to consider and evaluate, the SP training industry in particular and the quality of training universities across the country in general still have many limitations that need to be overcome if they want to reach the same level Regional and International training quality In recent years, universities have had many activities to improve the quality of teacher training However, overall, the quality of teacher training at universities has not met the basic and comprehensive innovation requirements of education in general and higher education in particular Universities have implemented many quality management activities for teacher training, and these activities have contributed significantly to ensuring and improving the quality of training, helping cán s, teachers and students The school can adapt to the quality management models suitable for higher education in the Lao People's Democratic Republic in the current period The quality management activities of teachers training at universities still face many difficulties and limitations that need to be overcome and addressed, which is the perception of officials, teachers and students about the operation quality management 13 is still weak, inadequate and inadequate; The organizational system for managing the quality of internal teacher training of universities has not yet been operated smoothly and effectively; The establishment of standards and goals for managing the quality of teacher training in universities has not been paid enough attention and attention Chapter SOLUTIONS FOR THE MANAGEMENT OF THE TEACHER TRAINING QUALITY OF THE UNIVERSITIES IN LAO PEOPLE’S DEMOCRACY REPUBLIC 3.1 Principle of proposed solutions Proposed solutions must ensure the principles: objectives, practicality, systematicity, efficiency, feasibility 3.2 Some solutions for managing the teacher training quality of universities in Lao People's Democratic Republic 3.2.1 Awareness organization for managers, teachers and experts on the importance of quality and quality of teacher training 3.2.1.1 The goal of the solution Create commitment and enthusiasm of managers, teachers, experts and their views on the implementation of quality management activities under TQM Demonstrate the responsible role of managers, teachers and experts for the quality management of training at universities In order to change the mindset and perceptions of managers, teachers and experts 3.2.1.2 Content of the solution The first content, helps managers and members of the university clearly see the need for quality management training The second content is to change the perceptions of quality management in training of managers and university members 3.2.1.3 How to implement the solution Firstly, thoroughly organize and raise awareness among managers and members about the need for training quality management in universities Secondly, the quality of teacher training must be considered as both a political task and a professional task at universities Once the management of teacher training is a political task, it is inevitable that the entire political system of universities must be involved Thirdly, it is necessary to diversify the dissemination and propagation so that officials, teachers and students can have a full awareness of the quality of teacher training 14 Fourthly, it is necessary to overcome the inadequate and complete perceptions of the quality management activities of teacher training in universities Fifthly, develop indicators to assess the level of awareness of managers, teachers and experts in teacher training quality management 3.2.1.4 Conditions for implementing the solution University presidents should direct the development of awareness raising plans for managers and members of the university on training quality management activities through motivational forms of impact on the awareness of administrators, teachers and experts At the same time, it is necessary to examine and supervise the training to raise the awareness of managers and members of the school on the training quality management activities through the development of awareness-level indicators 3.2.2 Strategic planning, policies and tools for managing the quality of teacher training of universities in the People's Democratic Republic of Laos 3.2.2.1 The goal of the solution - Develop a specific strategic plan and offer effective tools and policies to impact and comprehensively renovate the quality of training management at universities These tools and policies must ensure conformity with the goals and practices of the universities To provide guidance on the planning of quality management and the quality development policies appropriate for the training of university teachers 3.2.2.2 The meaning of the solution First: For universities, the development of strategic plans and quality assurance policies is particularly important in shaping school goals as well as using tools to Completing the planned targets Secondly, the training quality management activities is a thorough, long-term process and is carried out regularly and permanently; Continuously in every aspect, therefore, each managerial staff, teachers and school staff must actively perform their work in the right direction, which is the basis for evaluating the achieved results Thirdly, the clear, accurate and specific plan will help the school encourage collective individuals to organize and promote emulation movements and promote the quality of education 3.2.2.3 Content and how to implement the solution Firstly, strategic planning and quality management policies train teachers into the overall development strategy of universities Two, strategic planning and training policies for teachers Third, organize the development and implementation of strategic training plans and policies for teachers 3.2.2.4 Conditions for implementing the solution 15 The school leadership needs to develop a general direction followed by a discussion with each department, gathering the opinions of teachers, based on which the current situation of the school is assessed and specific planning based on the educational development orientation of the state and the education ministry 3.2.3 Completing the training quality management system of Lao People's Democratic Republic universities 3.2.3.1 Target Help the school ensure the quality of inputs and outputs Students have the knowledge and skills to meet the requirements of society 3.2.3.2 Content In each stage, the universities of the Lao People's Democratic Republic have all built a system of quality assurance processes In developing this process, the Lao People's Democratic Republic universities have relied on legal, scientific and practical bases (SWOT model, PDCA process) to analyze and clarify the face strong and present aspects of training programs and activities; a team of teachers and management staff, applied science and technology research students and international cooperation; organization and management of training, output quality management Thereby identifying training program management activities at Lao People's Democratic Republic universities based on the overall quality should be implemented and promoted 3.2.3.3 How to perform Firstly, the solutions improve the input management process Secondly, the solution is to improve the training process management processes and improve the teaching method innovation processes Third, solutions to complete the output management process Fourthly, the solutions to establish the system of managing processes by statistics 3.2.3.4 Conditions for implementing the solution Rector of the university with the advice of functional departments such as training rooms, quality assurance centers, training faculties The determination and perseverance of school leaders is necessary in the operation of the quality management system There is a day-to-day management of all processes, processes that are operating in the school, and are carefully documented to provide a basis for the improvement of processes Adequate information technology system and store all data for easy access 3.2.4 Develop standards to evaluate the effectiveness of training quality management at universities in the Lao People's Democratic Republic 16 3.2.4.1 The goal of the solution -Direction for managers, teachers and staff to perform the work according to the set standards - As a basis for evaluating the effectiveness of the training quality management of teachers at the school - Help universities to objectively assess the quality of training; On that basis, propose solutions to improve and improve the quality of training 3.2.4.2 Content of the solution Develop standards for evaluating the effectiveness of training quality management to ensure that all fields of school work must have sets of standards to assess the quality and standardize aspects of work in the school List the jobs of each department and department, describe in detail the tasks to be done of the jobs Then assign specific to each individual, department to complete the work Conducting a process to perform each task, with the attached forms and forms, creating favorable conditions and consistency in the process of performing the jobs Functional departments in the school (offices, departments, faculties, subjects, centers, libraries ) are the place to implement the training quality management activities directly and the school must establish a department responsible for the quality assurance management 3.2.4.3 How to implement the solution The school needs to implement specific quality standards that are appropriate to each of its activities and actual capacity Principals need to be aware of the situation of the school and should not set goals too high compared to the capacity and resources of the school because if so, it is not guaranteed to meet the goals and meet the standards 3.2.4.4 Conditions for implementing the solution University presidents should direct units to gradually standardize their fields of activity; building a system of policies and regulations for the members to make efforts to implement, while encouraging the creativity of members in the school 3.2.5 Organizing training courses to improve the professional capacity and pedagogical skills for teachers of universities 3.2.5.1 The goal of the solution Improving the pedagogical capacity of teachers is a work that contributes to the effectiveness of teaching activities of teachers, thereby asserting the status of university for society, the region and the world When training, creating a professional working environment, quality and assurance for learners Creating an overall improvement motivation for universities, aiming to gradually 17 integrate training fields with other countries in the region and internationally 3.2.5.2 Content and how to implement the solution i) Regarding capacity building, professional qualifications of teachers of pedagogy ii) Regarding pedagogical training iii) Methods of training: Step 1: Based on the practical situation in universities, re-examine the qualifications of the teachers in the universities Step 2: Classify teachers' qualifications and competencies at universities Step 3: Develop a detailed and specific training and retraining plan according to the roadmap of the professional competence and pedagogy program Clearly assign tasks and responsibilities of training quality management agencies and management staff Step 4: Develop regular training programs for teachers according to the issued professional standards On that basis, implementing teacher training in accordance with regulations in order to improve the capacity of the team, gradually meet the requirements of professional skills, to meet the requirements of education in the new period 3.2.5.3 Conditions for implementing the solution - It is necessary to have the determination of the school leaders, the consent of all members; - Need a team of independent inspectors, trained in a methodical manner, the departments, divisions and faculties of the school are trained on the purpose, how to file, report the check the training periodically; -Have budget and capital to upgrade the conditions to ensure the teaching The universities must ensure the training conditions so that the members of the university can rest assured and believe in completing the work in each stage of the training process, promoting creativity, continually improving quality to achieve the goal of managing the quality of training at universities 3.2.6 Establishing training quality assurance conditions in Lao PDR 3.2.6.1 The goal of the solution First, be aware that quality is the only challenge in maintaining quality assurance Secondly, building a friendly, comfortable and dynamic environment to create an atmosphere for all members who are inspired to work and towards the quality of the school Third, the university members understand the law of "supply and demand" in the current market mechanism and the role of customers in the development and 18 development of universities From that, every member can self-consciously and proactively work with high responsibility, positive and cooperative spirit 3.2.6.2 Content of the solution - Need to respect learners and treat learners as the "customer" number one in the process of enrollment and training - Construction of "school culture" in managing the quality of training in universities - Ensure C students, equipment for the training - Develop mechanisms and policies from the state towards universities with teacher training - Promote international cooperation in training, scientific research, and implementation of educational socialization in teacher training 3.2.6.3 How to perform - The school management and leadership board focuses on directing the development of internal regulations on the implementation of quality culture - Create conditions for officials, teachers and staff throughout the school to understand the importance of training pedagogical culture for students -Public information 3.2.6.4 Conditions for implementing the solution -Must be supported by all levels, including the highest leader who has a leading role in leading activities - Managers need to be exemplary, if the mirror takes the lead in carrying out cultural construction and renovation -The school principal is always close and determined in every action -Every member in the school is unanimous, united, constructive and positively responded -All people have a sense of voluntarily complying with the prescribed, organized activities set out 3.3 Investigating the urgency and feasibility of the proposed solutions 3.3.1 Survey purpose In order to collect and synthesize the evaluation information on the urgency and feasibility of the university's training quality management solutions 3.3.2 Survey content and methods 3.3.2.1 Survey content The urgency and feasibility of solutions for managing the quality of training of Lao People's Democratic Republic University 3.3.2.2 Survey method: Survey method to exchange questionnaires with levels 19 of evaluation on the urgency and feasibility of the solutions 3.3.2.3 Survey subjects: managers (schools, faculties, departments), teachers, experts and students of Lao PDR (Lao National University, Champa University) Sac and the University of Su Pha Nu Vong) 3.3.3 Survey results on the urgency and feasibility of the proposed solutions 3.3.3.1 The urgency of the proposed solutions The results of the statistical evaluation of 189 surveys were investigated on the urgency of solutions to manage the quality of teacher training of universities in the People's Democratic Republic of Laos Survey results show that respondents have a high appreciation for the urgency (average score of 3.14; standard deviation = 0.65) of the proposed solutions In particular, the number of reviews is very necessary and needs a high proportion No comments are not considered critical This evaluation proves that the proposed solutions are urgent in managing the quality of training at Lao PDR universities 3.3.3.2 Feasibility of the proposed solutions The results of the evaluation of 189 surveys were evaluated on the feasibility of solutions for quality management of teacher training of universities in the People's Democratic Republic of Laos Compared to the evaluation of urgency, the feasibility of the proposed solutions is also quite high (average score = 3.23, standard deviation = 0.71) 3.4 Experiment 3.4.1 Testing organization 3.4.1.1 Test purpose The purpose of the test is to determine the effectiveness, feasibility and necessary conditions to deploy one of the proposed solutions 3.4.1.2 Experimental hypothesis This test aims to assume that the solutions have been applied to universities in the People's Democratic Republic of Laos in order to improve the quality management of teachers and teachers Price results achieved from the given solutions 3.4.1.3 Content and testing method Testing the solution "Organizing fostering and improving pedagogical capacity for university lecturers" Experimental location and time: Lao National University, Su Pa Nong University, Cham Pa Sac University, these are the places chosen for the study because of typical Dividing 189 people into groups: group is Lao National University and Su Pa Nong University is testing (experimental) with 129 people, group of Cham Pa Sac University is the control (control) with 60 people 20 3.4.2 Describing the content of the test process Faculty leaders and all teachers conduct an analysis of the school's mission, vision and core values to determine Organizing communication for 189 teachers and students in the school and the outside community The Faculty conducted surveys through the number of subjects in Table 3.7 to understand and evaluate the pedagogical competence of teachers objectively through state leaders, department heads / functional offices, lecturers , experts and students From the survey results, develop appropriate program content to improve pedagogical competence for teachers according to each teacher level in the survey results table Survey the results after the test, collect and evaluate the content of the solution through the test results 3.4.3 Analyzing the test results 3.4.3.1 Analyze the input results Firstly, the survey results on the level of pedagogical competence in the content of teacher qualifications Second, the results of the survey on the entry level of pedagogical skills Thirdly, the results of the survey on the input level of foreign language and information technology Fourthly, the results of the input level survey on teaching knowledge about organizational design capacity, evaluation of curriculum, development of training programs, and enrollment counseling for students 3.4.3.2 Test results Firstly, the results after testing pedagogical qualification Chart 3.1 Results after testing pedagogical qualifications The results now show that there is a big difference and change between the two groups with training in pedagogical competencies and those without training In the control group, the results of the pedagogical competency survey have an average score (average score = 2.43), and in the experimental group the survey results are at a fairly good level (average score = 3.05) 21 Second, the results after testing pedagogical skills Chart 3.2 Results after testing pedagogical skills The results showed that there is a big difference and change between the two groups trained in pedagogical skills and the group not trained In the control group, the results of the pedagogical competency survey have an average score (average score = 2.13), and in the experimental group the survey results are at a fairly good level (average score = 2.79) The third result is after testing the computer skills and foreign languages Through the testing results, it showed that the IT and foreign language proficiency of the test individuals increased markedly, different from before and after training Before training, the level of informatics and foreign languages of teachers was mostly at the average level (average score = 2.13) However, after being trained, teachers' IT and foreign language levels have changed for the better, reaching a good level (average score = 3.00) Conclusion of chapter In chapter 3, the thesis has proposed solutions suitable to the actual situation to improve the quality of teacher training in universities The solutions for managing the quality of teacher training of universities in the People's Democratic Republic of Laos towards efficiency, a synchronous system based on the point of view focusing on raising awareness and capacity of staff management ministries, teachers, experts on the urgency to manage the quality of training The above-mentioned solutions have been comprehensively and synchronously feasible, suitable to the practical situation in order to meet and solve the shortcomings in order to improve the quality of teacher training management in University CONCLUSIONS AND RECOMMENDATIONS Conclusion From the results of the thesis, the following conclusions can be drawn: 1.1 The quality of teacher training is always a top concern of universities and of 22 society In order to improve the quality of general education, it is necessary to improve the quality of teacher training in universities Managing the quality of university teachers' training is an activity aimed at controlling, quality assurance, improving and improving the quality of teacher training of universities, meeting social requirements for with the qualities and competencies of teachers and the requirements for renovation of general education 1.2 In recent years, universities in the Lao People's Democratic Republic have had many activities to improve the quality of teacher training In each field of training quality, in addition to the criteria that the universities have achieved at a good level, there are still many criteria that are considered to be unfulfilled or just met 1.3 From the results of theoretical research and current situation survey, the thesis has proposed solutions for managing the quality of teacher training of the University of the Lao People's Democratic Republic: - Awareness raising for managers, lecturers and experts about the need for quality and quality management of teacher training - Strategic planning, policies and quality management tools for teacher training of universities in the Lao People's Democratic Republic - Improve the training quality management system of universities in the Lao People's Democratic Republic - Developing standards to evaluate the effectiveness of the training quality management at universities in the Lao People's Democratic Republic - Organize training courses to improve professional capacity and pedagogical career for university lecturers - Establishing conditions to ensure the quality of teacher training in the Lao People's Democratic Republic Test results show that the solutions are considered to be very urgent and quite feasible This is again confirmed by the results of testing the solution of Organizing training courses to improve professional capacity and pedagogy for university lecturers Proposal 2.1 For the Ministry of Education and Sports Laos - Continuing to pay attention to investing in material facilities and training equipment such as: investing and upgrading universities so that they have adequate modern facilities and equipment for training teacher and manager - Facilitating the organization of international cooperation relationships for schools with capital projects, technology transfer and inviting good experts from countries to teach - It is necessary to foster adequate knowledge about the conditions, procedures 23 for building and operating the quality management system for teacher training of universities in the People's Democratic Republic of Laos 2.2 For universities - First, it is necessary to thoroughly organize the awareness raising for university managers, teachers and experts about the urgency and importance of managing the quality of teacher training in the context of The current - The school should pay attention to fostering and improving the qualifications of managers, teachers and experts Invest in facilities and equipment to meet the requirements of innovation in pedagogical content and methods - Establishing the "training goals" standards in combination with improving the quality and managing the quality of university teacher training on a regular and effective basis 2.3 For recruiting units and educational institutions - Keep close, regular relationship with universities, creating favorable conditions for teachers and students to visit, learn, pedagogical training, pedagogical practice access to scientific and technological advances - Actively responding accurately to the quality of human resources of the training schools currently working at the units and educational institutions so that universities are aware of the limitations and shortcomings Since then, there has been an adjustment in training quality management - The employer and educational institutions also need to identify the obligation to actively contribute ideas for the development of content and training programs of schools 24 PUBLISHED SCIENTIFIC WORKS OF RESEARCH RELATED TO THE THESIS THEMES Sivone Ruevaibounthavy (2017), “Improve the quality of teacher training of Lao People's Democratic Republic Universities”, Report at the International Scientific Conference "Training, fostering general teachers, general manager of educational institutions and pedagogical teachers", Vinh University, 11/2017 Sivone Ruevaibounthavy (2018), “Quality management issues training teachers of the University of Lao People's Democratic Republic”, Journal of Vietnamese Education Science, No 4, 04/2018 Sivone Ruevaibounthavy (2018), “Some quality management solutions for teachers training of Lao People's Democratic Republic”, Journal of Education Science in Vietnam, No 12, 12/2018 Sivone Ruevaibounthavy (2019), “Building quality culture in Lao People's Democratic Republic Universities”, Scientific Journal of Vinh University, No 3B, 2019 ... goals for managing the quality of teacher training in universities has not been paid enough attention and attention Chapter SOLUTIONS FOR THE MANAGEMENT OF THE TEACHER TRAINING QUALITY OF THE UNIVERSITIES... teacher training is influenced by various objective and subjective factors It is necessary to pay attention to these factors in researching the current situation and proposing solutions to manage... analyzed above This is reflected in the fact that the training quality assessment of universities is better than the above activities 2.4.5 Actual situation of implementing the activities of improving