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MINISTRY OF EDUCATION AND TRAINING VIET NAM INSTITUTE OF SCIENCE AND EDUCATION LE NGOC HOA LÊ NGỌC H OA MANAGEMENT OF COMPETENCE-BASED TEACHING AT HIGH SCHOOLS IN HANOI CITY Major: Education management Code: 14 01 14 DOCTORAL THESIS OF EDUCATION MANAGEMENT Instructors: TrầnCôngPhong, Prof., Dr NguyễnXuânHải, Associate Prof., Dr Hà Nội - 2020 THE RESEARCH WORK WAS COMPLETED IN THE UNIVERSITY OF EDUCATION, VIETNAM NATIONAL UNIVERSITY, HA NOI Instructors: TrầnCôngPhong, Prof., Dr NguyễnXuânHải, Associate Prof., Dr Critic 1: PGS.TS Nguyễn Hữu Điển Critic 2: Critic 3: TS Nguyễn Chí Thành The thesis was defended before the Doctoral Dissertation Assessment Council held at the university of Education, Vietnam National University, Ha noi At 10:30 p.m., January 20, 2020 The thesis can be found at: - Vietnam National Library - Library Information Center, Hanoi National University INTRODUCTORY The reason for choosing the topic Education and training (Education and Training) is an area that always plays an important role for all countries and peoples, especially in the current trend of globalization and internationalization The quality of education has an impact on almost every field of social life Therefore, to today's comprehensive knowledge development, education - training is considered the top national policy of all countries, including Vietnam For the education career, people are both the goal and the motivation of the development In order for the society development, it is necessary to take care of people physically and mentally, especially in terms of education and awareness of the surrounding world to contribute to building and improving society With the profound attention of the Party and State, after more than thirty-three years of renewal, the education career has gained many achievements However, in addition to the great achievements of the education in general and upper secondary education in particular, the general education and upper secondary education also reveal many limitations and major shortcomings that significantly affect the goals, the output standards of upper secondary education in the new era that meet the social needs in the new situation These shortcomings can be seen as: Firstly, investment is rampant but ineffective Each year, the national budget spends a lot of money on the education, but it is worth mentioning that the money has been spent but the efficiency is not adequate Secondly, there is an imbalance between input and output At present, many upper secondary education institutions still experience cases of overcrowding or serious shortage of students and teachers because of their uneven investment in education over the years that leads to imbalance between supply and demand In the context of the general situation of general education and education in high schools across the country, Hanoi city and high schools are also gradually approaching and implementing teaching activities and teaching management activities based on competenceapproach Initially, this approach to learning and teaching management has achieved positive results, but those results are still not high and have not really met the desired expectations The management of competence-based teaching is capable of solving the inadequacies in teaching management based on current content approach,on the other hand, teaching management based on competence approach will promote the specifical application of the principles of scientific management in teaching management From the abovementioned reasons, we have selected the topic: "Teaching management based on competence approach in high schools in Hanoi city" for research Aims of the research To clarify some theoretical and practical issues of teaching, teaching management based on competence approach, on that basis, to propose teaching management solutions based on competence approach in order to meet teaching programs at high schools in Hanoi City Research task 3.1 To the research on the theoretical basis of the topic, including: theories on teaching and teaching managementf based on competence approach, the factors that affect the competence-based teaching in high schools 3.2 Study, survey and evaluate the current situation of teaching and teaching management based competence approach in high schools in Hanoi city 3.3 Suggest some solutions to teaching management based on competence approach in high schools in Hanoi city and some tests in order to identify the results of the study Object and subject of study 4.1 Object of the study Management of competence-based teaching in high schools 4.2 Subject of the study Solutions to management of teaching based on competence in high schools in Hanoi city Scientific hypothes Teaching and teaching management based on competence approach in general and in high schools in particular is both an orientation and a new approach in the fundamental and comprehensive innovation process of education and training in our country in the current period 6.Methodology and research methods 6.1 Methodology 6.1.1 Dialectical materialism method: 6.1.2 Overall approach: 6.1.3 Approach to change management: 6.1.4 Competence approach 6.2 Research methods 6.2.1 Theoretical research method: 6.2.2 Practical research method: - Methods of investigation (by questionnaire): - In-depth interview method: - Methods of observation - Professional solution: - Test Method: 6.3 Complementary methods Defensive thesis - Teaching and management of competence-based teaching is the direction suitable to the requirements of improving the quality of teaching at the high school level, meeting the practical requirements of fundamental and comprehensive innovation of education and training in our country in the current period - Teaching and management of teaching based on competence requires the conditions to ensure awareness of stakeholders, the quality of administrators and teachers, facilities, teaching equipment, - Synchronous application of basic and core solutions contribute to constantly improve the quality of competence-based teaching of the high schools in the current period New contributions of the thesis System of tool concept, especially the concept of competency, competence approach, competence-based teaching and manegement of competence-based teaching Provide a picture of the current situation of competence-based teaching and management competence-based teaching in high schools in Hanoi city in the general context of the process of fundamental and comprehensive innovation of education and training in country in the current period, the results achieved, limitations and the cause of the current situation Build 06 groups of solutions of teaching management based on competence approach at high schools in Hanoi city, which emphasizes the research results of the competency framework for high school students, serving as the basis and orientation for the entire teaching process and managing competence-based teaching at high schools in Hanoi city Structures of the thesis The topic of the thesis consist of: opening including chapters; conclusions and suggestios The three chapters include: Chapter 1: Theoretical basis on management of competence-based teaching at high schools Chapter 2:The current situation of teaching and management of competence-based teaching in Hanoi city Chapter 3: Solutions of management of competence-based teaching at high schools in Hanoi city Chapter THEORETICAL BASIS ON MANAGEMENT OF COMPETENCEBASED TEACHING AT HIGH SCHOOLS 1.1 An overview of the topic: 1.1.1 Study on teaching and management of competence-based teaching in the world In the context of globalization in which international integration is taking place today, advanced education in countries around the world is also changing to suit the new requirements of reality Education is learner-centered, oriented towards the capacity of learners On that basis, there are a lot of research works on education of competence approach, management of competence-based teaching, including practical activities and typical studies related to this field such as: Boyatzis, Rausch, Sherman and Washbush, Paprock, Jean- Marc Denommé, Madeleine Roy etc Especially, the interactive pedagogical thought was introduced by JMDenommé and M.Roy first in Vietnam in 2000 [37] In their research, the authors introduced the following results: - Teaching activities: teaching is the interaction among three factors: teacher, learners and environment - Define the function of each factor (learner; teacher - instructor; environment and environmental influences) - Determine the relationships among elements and among the parts of an element - Especially, has carefully analyzed the cognitive neurological basis (learning machine) and other conditions (such as living capital, emotions, learning and teaching styles, ) of learners as the basis for the effective pedagogy - Confirm the indispensable components of interactive pedagogy that is excitement pedagogy, collaboration pedagogy, and success pedagogy, stages of teaching activities (such as planning, organizing activities and collaborating) A recent report of the survey of education program from about 30 countries found that Québec of Canada has its program built based on competency approach, which is considered to be the most perfecct of the countries that claim to develop their program under in this direction [72] 1.1.2 Researching on teaching and management of competence-based teaching in Vietnam In Vietnam, researches on teaching and teaching management in general, as well as teaching and management of competence-based teaching, have been interested to be studied a lot since earlier periods However, the researches on management of competence-based teachinghave been most developed since the Party and State's undertakings and policies directed this issue The modern teaching model has been pointed out by Vietnamese theorists that, first of all, it shows the point of view that teaching is student-centered instead of traditionally teacher-centered Dang QuocBao, Nguyen Ngoc Bao, Nguyen Quoc Chi, Nguyen My Loc, Nguyen CanhToan, Nguyen Ky, Le Khanh Bang, Vu Van Tao, Nguyen ThiBichHanh etc emphasized the role of self-study and practice of individual self-study skills Others have focused on forming creation capacities for learners including not only being creative in the way of learning but also in thinking methods, problem solving, and creating learning products Thus, from the researches on teaching and management of competence-based teaching, it can be seen that the issue of teaching and management of competence-based teaching is a very interesting one There are some researches and articles have mentioned the problem of managing teaching activities based on competence approach; however, most of these studies just mention the role of management of competencebased teaching, not mention the management situation or offer solutions to effective management of teaching activities based on competence approach 1.1.3 Overall assessment of researching trends 1.2 Some basic concepts 1.2.1 Competence, competence approach and competence-based teaching 1.2.1.1 Competence On the basis of inheriting the preceding views, we use the concept of competency in this research as follows: “Competence is the capacity to perform appropriately and effectively a human action or duty, formed through the path of learning, training, to serve the purpose of learning, working and living " 1.2.1.2 Competence approach Since the 90s of the last century, when the international comparison of educational curriculum design is made, two main approaches are pointed out: they are the content or topic based approach and the outcome - based approach or outcome focues curriculum That is the content approach and the output approach The competency-based approach is actually an outcome-based approach, which means that it must output the abilities or skills the student wants to achieve at the end of each learning phase in school In other words, the competence approach is actually solving the problem we want students to know and be able to 1.2.1.3 Teaching based on comptence approach Teaching based on approaching competence is an activity consisting of all organized and oriented actions to help learners step by step have the capacity to think and act.Through the process of creation, the learnersthemselves can self-explore, discover, self-form their understanding, capacities and cultural values that humanity has achieved [62] In that process, the teacher is the person who organizes, leads, and supports the learners – students, who are the center of that teaching process, to have a way of self-study and comprehension of knowledge, 1.2.2 Management of teaching and management of competence-based teaching 1.2.2.1 Management of teaching 1.2.2.2 Management of competence-based teaching On the basis of the above concepts and conceptscompetence-based teaching, in our opinion: “management of competency- based teaching is a system of purposeful, planned, consistent impacts of the subject of teaching management on the management object during teaching process to achieve the set goals” 1.3 Theory of competence-based teaching at high schools 1.3.1 Competence and competence frame of high school students 1.3.2 Aim of competence-based teaching 1.3.3 The curriculum and content of competence-based teaching 1.3.4 Organizational form of competence-based teaching 1.3.5 Evaluation of students’ learning results based on competence approach 1.3.6 The conditions to ensure competence-based teaching 1.3.6.1 Teachers and managers of educational institutions - About the teachers: - About the managers of educational institutions: 1.3.6.2 Facilities for competence-based teaching 1.3.6.3 System of legal documents to ensure competence-based teaching 1.4 Management of competence-based teaching at high schools 1.4.1 Characteristics of management of competence-based teaching Firstly, the goal of teaching management based on TCNL is to ensure the teaching process that is towards and can achieve the student's competency (outputs – goal management) Secondly, management of competence-based teaching requires the change of the entire educational / teaching program including design and implementation of the program Thirdly, management of competence-based teaching requires a change in awareness and capacity of the team, conditions to ensure implementation, test and evaluation of educational / teaching results Fourthly, management of teaching by TCNL requires the coordination of educational forces inside and outside the school, in which the school plays a key role in this coordination 1.4.2 Content of management of competence-based teaching at high schools 1.4.2.1.Management of goals of competence-based teaching 1.4.2.2 Management of the curriculumn and content of competence-based teaching 1.4.3.3 Management form of teaching 1.4.2.4 Management of evaluation of students’ learning results based on competence approach 1.4.2.5 Management of the conditions to ensure competence-based teaching 1.5 Factors that affect management of competence-based teaching at high schools 1.5.1 Objective factors 1.5.2 Subjective factors Conclusion of chapter From this first chapter, we conclude some basic concepts as follows: Firstly, about competence: Competence is the capacity to perform appropriately and effectively a human action or duty, formed through the path of learning, training, to serve the purpose of learning, working and living Secondly, in terms of competence approach, Competence Approach is the way of education that is implemented on the basis of learner-centered competence, considering learner competence is the aim of the educational program Thirdly, competence-based teaching: competence-based teaching is an activity consisting of all organized and oriented operations to help learners step by step have capacity to think and to act Through the process of constructing the learners themselves can self-explore, discover, self-form their understanding, capacities and cultural values that humanity has achieved Fourthly, on the management of competency- based teaching: management of competency- based teaching is a system of purposeful, planned, consistent impacts of the subject of teaching management on the management object during teaching process to achieve the set goals Chapter CURRENT SITUATION OF TEACHING AND MANAGEMENT OF COMPETENCY- BASED TEACHING AT HIGH SCHOOLS IN HANOI CITY 2.1 General introduction of high schools in Hanoi city 2.2 Survey 2.2.1 Aim of the survey 2.2.2 Survey locations and subjects Table 2.1 The objects surveyed: educational managers and teachers Age Level Working Ord Object Tot Fema time (years) er s al le 5 Bachel Mast Doct 1 0 or er or 10 40 50 Manag 50 20 12 23 16 20 25 15 20 25 ers Teache 400 150 70 20 10 30 230 170 17 19 35 rs 0 Total 450 170 82 22 11 39 250 195 18 21 60 5 Table 2.2 Subjects surveyed: students Gender Age Ord er Cont Fem ent ale 16 Ma num le ber 5 17 Percent Num age % ber 50.0 Percenta ge% 50.0 Tot al 18 Num ber Percenta ge% 50.0 Grade 10 10 Grade 5 50.0 50.0 50.0 10 11 Grade 5 50.0 50.0 50.0 10 12 50.0 50.0 50.0 Total 15 15 15 15 15 30 2.2.3 Content, set of survey tool and evaluation criteria 2.2.4 Survey method - The first step is to build a survey form with closed and open questions for the objects surveyed Step two, hand out questionnaires to selected subjects - Step three, process and count according to the mathematical formula 2.2.5 Methods of evaluating survey results The process of evaluating the survey results is conducted objectively, honestly with fairness, based entirely on the surveyed data, through specific survey samples and through the unit of measure The data collected from the questionnaire was processed according to the percentage and calculated by the average scale The average grade point (X) in the tables is performed according to the mathematical formula XTB= ∑𝑿𝒊 𝑲𝒊 ∑𝑲𝒊 = ∑𝑿𝒊 𝑲𝒊 𝑵 The quantities are specified XTB: average score; K is the scorer; X and N are the participants in the assessment 2.3 The reality of competency- based teaching in high schools in Hanoi city 2.3.1 The reality of Awareness of teachers and students about competency- based teaching 2.3.2 The reality of implementing the objectives of competency- based teaching 2.3.3 The reality of Implementing the curriculum, the content of competency- based teaching 2.3.4 The reality of the forms of competency- based teaching organization 2.3.5 The reality of assessing the learning results of students based on competence approach at high schools and sustainable development of each country The Party and State have also determined that education and training are the top national policy, the driving force foundation for socio-economic development in the period of accelerating industrialization and modernization of the country 3.1.2 Ensuring the goals of competency-based teaching Ensuring the objectives requires that proposed measures must be implemented based on competencies and contribute to the formation of teaching capacity, teaching management, and improving effectiveness of teaching This is an important principle directing the whole process of theoretical and practical research to propose solutions 3.1.3 Ensure systematic Ensuring systematic means that the proposed measures must demonstrate an organic relationship between all measures, between measure and status, between the set context and movement tendency This is an important principle, fully understanding this principle will help the proposed measures become comprehensive and effective, the requirement is set as follows: The process of competency- based teaching at high schools in Hanoi city must be a process of ensuring the integrity of the structural elements with close relationship with each other Therefore, the proposed measures clearly reflect the content aspects, the goals, the way of organizing, implementing, creating a system of synergy of a unified whole 3.1.4 Ensure inheritance and development For the principle of inheritance guarantee, in the process of proposing measures, it is necessary to grasp the development process of things, phenomena, the new does not arise from general conclusions, but from within crush the old, from the previous 3.1.5 Ensure practicality and feasibility On the basis of the basic principles of Marxism-Leninism, at the very core of which is the structure of dialectical materialism and historical materialism, practice plays a very important role Practice is the basis of purpose, motivation to check truth Ensuring practicality requires that proposed measures, and requiresto be based on the results of an objective and positive assessment of the current situation 3.2 Proposing solutions to management of competency- based teaching at high schools in Hanoi city 3.2.1 Develop output standards of the local high school education program (Hanoi) in the direction of focusing on improving the general capacity, the teaching capacity framework of high school teachers and the capacity framework of teaching management for managers at high school level Firstly, standardize the output competence framework of high school students * In terms of principle of building the quality and competency framework for high school students 11 The building of the framework for the quality and competencies of high school students should be implemented according to the following basic principles: The framework of students' qualities and competencies High schools in Hanoi, in our opinion, must be built on the manifestations of the quality and competencies of students specified in the overall general education program ( referred to as "new student portraits") Secondly, the output standards are based on the proposed teaching competency framework for teachers based on competence approach The first standard: Teaching design competencies Criterion 1, Capacity to prepare lessons Criterion 2, lesson design capacity Criterion 3, Capacity to write teaching objectives Criterion 4, Capacity to define teaching activities The second standard, the capacity to conduct teaching Criterion 1, Capacityto use teaching methods Criterion 2, Capacityto use teaching facilities and equipment for practice Criterion 3, Performance of skills (sample manipulation) The third standard, the c to organize learning in groups Criterion 1, Preparation capacity: Criterion 2, Organization and management capacity: The fourth standard, capacity to communicate and use language Criterion In terms of content: Criteria on form: The fifth standard, the capacity to handle pedagogical situations Criterion 1, handling situations of knowledge and skills; Criterion 2, handling situations about postures, manners and costumes of teachers like teachers; Criterion 3, situations of student behavior Sixth standard, capacity to test and evaluate teaching Criterion 1: capacity to compile evaluation tools, capacity to use evaluation tools, ability to analyze evaluation proofs Criterion proficiently and flexibly applies testing and evaluation methods and techniques according to the competency approach Seventh standard, teaching management capacity Criterion knowing how to mobilize, distribute, organize resources, and manage classrooms to perform well teaching activities (implementation organization); Criterion guiding and managing learning in classes and groups, ensuring the teaching process and time for teaching to reach the set teaching objectives (directing and controlling) 12 Criterion testing and evaluating to learn from our own teaching experience The teaching capacity system of vocational education teachers is a reflection of all the teacher's daily teaching tasks and tasks in a unified, coherent and logical system This will be an important basis for designing and constructing training content Third, the output standards based on the proposed teaching-learning management capacity framework First, the standards of morality and manners: (includes six criteria) Be clearly aware of required responsibilities and authorities Keep the characteristics, honor and prestige of the organization Live properly, love, respect, help, and protect the legitimate rights and interests of the organization Fairness and objectivity in teaching management evaluation Pedagogical, scientific and exemplary manners The clothes should be simple, suitable, in teaching, practice should be neat, there should be protection Second, professional standards (including criteria) - Strong professional knowledge; - Broad interdisciplinary knowledge; - Good knowledge and communication skills Third, the standard of management practice capacity includes criteria Determine well and build appropriate teaching management objectives, contents, methods, means and forms Identify and build a learning environment according to the concept of competencebased teaching Strictly managing teaching records, complying with regulations on documents, records, books, format of lesson plans, preservation and archival Fourth standard on organizational capacity, teaching control (including criteria): 1, Managing the competency-based teaching organization for each student object, fully implement the plan, correct program, content Implementing good management of theory / practice / integration lessons in accordance with lesson plans, ensuring standards of knowledge, skills and attitudes according to regulations Knowing how to apply and coordinate teaching management methods in order to promote the activeness, creativity and development of learners' self-learning capacity to well exploit the potential of the teaching environment, especially the multimedia in teaching Exploiting and using information effectively to expand knowledge and make practical contact 13 Solving problems arising in teaching, adjust and perfect teaching management activities in the direction of enhancing students to practice and experience local technology Fifth, professional development standards, specialized research on management science (including criteria) Regularly self-studying and participating in fostering and training courses to improve the level of updating knowledge, skills and technology Having basic knowledge and skills in scientific and technological research Sixth, the standard for long-term strategic planning of management of competency-based teaching This standard includes the following three criteria: Criteria for selecting the missions and objectives in the plan Criteria to set up tactics to achieve the mission and goals Criteria to distribute and use resources to achieve the goal Seventh, management of competency-based teaching organization This standard is the manager's ability to arrange resources including assigning teachers to the expertise that have been trained according to the quality of teaching requirements; managing the development of curriculum distribution, teaching plans to ensure the knowledge content and skills specified in the program of each subject, not mitigating, not improving or expanding than the requirement of the chapter submit; managing homework and class preparation Eighthly, the standard of competence to direct teaching activities means that the manager uses the impact measures to achieve the goals Criterion To approve the development of professional regulations; organize attendance, class visits to grasp the actual teaching situation in the direction of integration and organize to draw lessons from lessons; Coordinate with organizations inside and outside the school to improve the quality of integrated teaching; direct the assurance of material foundations to ensure teaching activities in the direction of integration Direct the realization of students' learning practices in extracurricular activities and in the classroom in an integrated direction and direct the student's self-study instruction process Ninth, standards of competency in testing and evaluation: The process of evaluating and adjusting to ensure activities that reach the goals of the organization, which include: - standard determination, - develop test plans, - analysis of measurement results for comparison with standards to have the effects that motivate or shape experience 3.2.2 Raising awareness and capacity for management staff and teachers at high schools in Hanoi about competence-based teaching 14 High schools in Hanoi city need to focus on directing and propagating to all teachers to help teachers deeply realize their responsibility and mission in the renovation Especially, organize training classes on using a number of active teaching methods and techniques, teaching methods in the direction of developing the capacity and qualities of learners Every year, schools must send a sufficient number of teachers to participate in training classes organized by the Ministry of Education and Education Department Each teacher participating in the training goes to the school to organize the retraining at the unit Training materials are brought to the school library for teaching and learning Principals of upper secondary schools in Hanoi must prove and motivate teachers in the area they manage to realize that the development of competency- based teaching has really made a strong change In terms of expertise, the quality of teaching, and the level of students really improve Since then, the teachers must always be in the proactive trend, preparing the spirit of self-awareness to be ready to perform well the curriculum based on competence Principals must help teachers realize that developing an competency-based teaching curriculum is to implement the school's plan as an environment for teachers, students, and administrators to interact Since then, the implementation of the competency-based teaching program has become the lofty spiritual responsibility of each teacher and staff member in a common career 3.2.3 Building pilot models and replicating good models of management of the organizational form of competency-based teaching at high schools in Hanoi in the direction of overcoming weak limitations and pressing phenomena in society In our opinion, it is necessary to propose and replicate three models of management of the form of competency-based teaching organization at high schools in Hanoi in the direction of overcoming weak limitations and pressing phenomena in the society, which is described below: First: Managing the organization of group teaching in high schools, the administrators and teachers of high schools in Hanoi must demonstrate the organizational form of group teaching at high schools Create a close connection between collectivity and individuality under the direction of teachers, giving students the ability and ability to combine teamwork, integrated thinking, knowledge sharing and skill Secondly, managing the model of extracurricular teaching in high schools, this is a form of teaching outside the classroom, so the higher the requirements for managers and teachers This is a form that allows students to naturally deepen their knowledge with the direct impact of practice to help them supplement their rich knowledge and personal abilities Thirdly, the managing teaching model in the direction of sightseeing This model is intended to help students have the conditions to directly observe real phenomena and phenomena in nature, and more importantly, for students to directly observe the work and production processes outside of the school This is a model that requires a very strict management process 15 3.2.4 Pilot and replicate the method of assessing the learning outcomes of high school students (firstly, the 10th grade exam) in the direction of assessing competency and reducing pressure on students, teachers and managers in Hanoi in teaching and managing learning results Firstly, determine the main purpose of evaluating the learning outcomes of high school students (first of all, the entrance exam for grade 10) in the direction of evaluating competency by comparing students' competency with level requirements of the knowledge and skills required by the subject and basic exams Secondly, evaluate the learning results of students in the order from collecting information to analyzing and processing information and determining the results Thirdly, reduce the pressure by the method of examining transcripts, although still maintaining the method of enrollment exam combined with admission (taking exam results and assessment results for students at lower secondary level), but for Hanoi allowing more than 100 non-public and autonomous public schools to enroll 10th grade with transcripts Of these, only about 15 schools choose to take part in the city's entrance exam, the rest enroll in the form of transcripts Fourth, each candidate has two aspirations for admission into public high schools Each candidate taking the 10th grade entrance exam in Hanoi has two aspirations to enter public high schools But both of these aspirations must have the same selection area The whole city has 12 screening areas spread evenly across districts Each area has representatives of schools, classified relatively by the top, depending on attractiveness, prestige and benchmark level for many consecutive years 3.2.5 Managing the innovation of competency-based teaching organization at high schools The research results show that, awareness and skills to develop management programs of teachers and managers at high schools in Hanoi city are not high, so it is necessary to continue reforming organization of competency-based teaching and learning at high schools In addition, it is necessary to improve the effectiveness of the management and development of competency-based cteaching curriculum Method of teaching organization management in schools should be innovated In order to successfully manage and innovate competency-based teaching organization, it is required that the high school education system in the city must clearly define the role of managers, this is an important factor The importance of the innovation process, in which the role of high school principals must be clarified, especially in the period where there is a need for a fundamental and comprehensive renovation of the current teaching method, each principal has to stand around and deal with all three basic elements -Building a team of teachers - Teaching and managing the quality of teaching 16 - Applying scientific and technical advances and teaching organization Team building is a fundamental element, the role of principals here is not just mere managers, they must first be an educator, moreover, they must be a teaching designer, applying proficiently in both management science and education science The principal not only plays the role of leader to lead the pedagogical council, but also is a person who knows how to inspire and encourage the team as coaches On the other hand, in order for each high school to create its own brand, the principal must know how to create a culture of teaching organization Principals only on the basis of organizing all school activities, of both teachers and students, must be in an atmosphere of honoring core values, by working together to create sustainable development for the whole personality of teacher and students For each teacher and manager, to fulfill their responsibility, it is the principals of the high schools, not anyone else that are the powerful supporters of each teacher to succeed in the innovation process of teaching content and form In particular, school principals and managers must be imbued with the standard requirements of managers in the new trend, which in our opinion to successfully innovate in the management of teaching organizations The managers must satisfy the following basic criteria: Approach to appropriate professional development to always be the leaders, managers, leaders with great ambition and experience Be skillful in developing and well implementing common goals and visions Have the ability to adapt, have high self-confidence with clear purpose Having skills in effective communication, intelligence in relationships Be the leading leaders in pedagogy Understand and well operate the management system Place and expect on yourself, your staff, and your students Have the ability to integrate deeply Build collective culture and spirit 10 Build and develop partnerships 11 Can get great responsibilities 12 Well support for colleagues, officers and employees 13 Respect and encourage flexibility, creativity and innovation 3.2.6 Renovate the management of facilities and teaching facilities in the direction of increasing the equipment of modern teaching facilities, effective methods of using in competency-based teaching at high schools in Hanoi Managing facilities, teaching facilities in the direction of increasing equipment of modern teaching facilities, effective methods of using in competency-based teaching at high schools has a particularly important role in creating ability to build, form, consolidate, systematize, apply knowledge into practice, contribute to improving pedagogical capacity for teachers At the same time, it helps teachers and students 17 improve their ability to cooperate, create practical ability, consolidate knowledge, practice skills, foster self-study, self-occupy knowledge, improve forms of pedagogical work in a scientific way In addition, technical means also increase the pedagogical labor productivity of teachers and learners, helping teachers reduce pedagogical manipulations, shorten the time, and deliver lectures deeply and vividly and more efficiently 3.2.7 Completing the system of legal regulations and guidance on management of competency-based teaching (high school level) in Hanoi In terms of content, the system of legal normative documents on education must ensure consistency In terms of form, the system of legal documents in the education sector must show the structure, arrangement, hierarchy, and effectiveness of the legal normative in a reasonable manner, that is, the regulations They regulate the same relationship, but uniformity requires that legal norms set forth in the Constitution have the highest legal validity, followed by legal norms contained in the laws and regulations and then the legal provisions contained in other legal documents 3.3 Test the necessity and feasibility of the proposed solutions 3.3.1 General problems about the test There are two major fundamental problems in the test: Firstly, are the proposed solutions really necessary for the management of competencybased teaching at high schools in Hanoi? Secondly, in the present condition, the proposed solutions ensure feasibility when applied to teaching practice in high schools in Hanoi city? 3.3.2 Test results and analysis Firstly, on the solution: in terms of building the output standards of the local high school education program (Hanoi) in the direction of focusing on improving the general capacity, the teaching capacity framework of high school teachers and the capacity Framework of Teaching Management of high school managers, 52% of the ratio is very necessary, 39% of the margin is necessary, these two indicators account for 91% of the very necessary and necessary criteria, only 11% is less necessary and no intention is unnecessary Secondly, on solutions to Raising awareness and capacity for management staff and teachers at high schools in Hanoi in terms of competency-based teaching 52% of the ratio is necessary and 44% The proportion of both criteria is up to 96%, only 4% is less necessary and 0% is not necessary Thirdly, on solutions to building pilot models and replicating good models of managing the organizational form of competency-based teaching at high schools in Hanoi in the direction of overcoming weak limitations, a phenomenon of social frustration 47% is very necessary, 49% is necessary, 4% is less necessary, 0% is not necessary 18 Fourthly, on the solution pilot and replicating the method of assessing the learning outcomes of high school students (firstly, the 10th grade entrance exam) in the direction of assessing capacity and reducing the pressure on students, teachers and managers in Hanoi in teaching and managing learning results are 46% essential, 50% necessary and 4% less, 0% unnecessary Fifthly, on solutions to renovate the management of facilities and teaching facilities in the direction of increasing the equipment of modern teaching facilities, the method of effective use in competency-based teaching at high schools, 45% of the ratios were much needed, 50 needed, and 5% less needed Sixth on solutions to perfecting the system of legal documents and guidance on competency-based teaching management (high school level) at high schools in Hanoi, 40% are very necessary, 55% need necessary and 5% less necessary Table 3.7 Test the feasibility of the proposed solutions feasibility of the proposed solutions Very Little Order Solutions Possible Impossible possible possible % % % % Building the teaching capacity framework of high school teachers and the teaching management 49 35 16 00 capacity framework of high school managers Awareness raising for educational forces and students on the role and importance of teaching and teaching 48 40 12 00 management based on comptetence approach Implement a teaching process management system based on 45 55 10 00 competency-based approach Build a contingent of qualified teachers, mechanically synchronous 47 39 14 00 and qualified for teaching quality based on their competence approach Innovate the assement of the 45 52 00 competency-based teaching process Direct the development of facilities and financial investment in service of 38 50 12 00 competency-based teaching at high schools According to the results of analyzing the test of the feasibility of competency-based teaching management measures of high schools in Hanoi city, it shows: Firstly, on solutions to building output standards of the local high school education 19 program (Hanoi) in the direction of focusing on improving the general capacity, the teaching capacity framework of high school teachers and the management capacity framework, 49% of high school managers' teaching management is very feasible, 35% feasible, and 16% less feasible Secondly, to raise awareness and capacity for management staff and teachers in high schools in Hanoi, 49% of them, very feasible and 35% of both feasible rates This lice accounts for 84% only 16% is less feasible and 0% is not feasible Thirdly, building pilot models and replicating good models of managing the organizational form of competency-based teaching at high schools in Hanoi in the direction of overcoming weak limitations and phenomena of Social frustration, 45% of them very feasible, 55% feasible and 10% less feasible Fourth, on piloting and replicating the method of assessing the learning outcomes of high school students (first of all, the entrance exam for grade 10) in the direction of assessing competencies and reducing pressure on students, teachers and Management officials in Hanoi in teaching and managing learning results, 47% of the ratio is very feasible, 39% of the margin is feasible, these two indicators account for 86% of the very necessary criteria, only 14% is less feasible and necessary and not necessarily not feasible Fifthly, on solutions to innovate the management of facilities and teaching facilities in the direction of increasing the equipment of modern teaching facilities, effective method of using in competency-based teaching at high schools, 45% of the ratio is very feasible, 52% is possible, 3% is less feasible, 0% is not feasible Sixthly, on the solution of completing the system of legal documents and guidance on competency-based teaching management skills (high school level) in Hanoi, 38% is very feasible, 50% feasible, Less feasible is 12%, not feasible is% Thus, overall, all six criteria, the very feasible and feasible level accounts for a very high rate, the overall is 89.4%, while 10.6% is less feasible and there is no non-feasible rate, thereby showing the the feasibility of the proposed measures is very high 3.4 Testing management solutions of competency-based teaching at high schools 3.4.1 Test purpose 3.4.2 Test limit 3.4.3 Tools, methods and testing process 3.4.4 Test results Table 3.8.Testing teaching management solutions according to competency-based approaches in high schools Survey group Total Percentage Rather Trung Managing Excellent Good Bad 11 good bình staff SL, % SL, % SL, % SL, % 545.4% 215.25% Results 11 218.1%% 215.25% 20 3.4.5 Evaluate the test results The experimental results for high school officials in Hanoi city show: Through training and implementation of the experimental program, awareness of the factors being fostered has been significantly improved along with the training in management knowledge, the management ministries are experimented and exchanged deeply and carefully about the standards and criteria of the management ministries of vocational training schools, including the criteria of core values, vision, development planning capacity, pedagogical skills, appreciation and flexibility, creativity and innovation are both valued and deeply realized Before the experiment, most of the managers of the schools were quite active in making management plans, competency-based teaching, but after the experiment, the capacity to plan, set out the management program , the organization and examination of principals had a very clear change Obviously, the method of building and using the management capacity framework has a great influence on the results of teaching management under the vocational recognition, the more it proves that the managers in high schools are an extremely important part , in competency-based teaching management The development of the team of school management staff will be very decisive for the competency-based teaching management process at high schools in Hanoi city CONCLUSION OF CHAPTER Firstly, in chapter three, the thesis author has analyzed the current educational innovation requirements and the principle of proposing solutions, in which there are four major principles in proposing solutions: objectives of competency-based teaching, ensuring the systematic, ensuring inheritance and development, ensuring practicality and feasibility Secondly, in this chapter, the thesis has proposed six groups of basic solutions for their topic, including: Building output standards of the local high school education program (Hanoi) in the direction of focusing on improving the skills general capacity, the teaching capacity framework of high school teachers and the teaching management capacity framework of high school administrators; raise awareness and capacity for management staff and teachers in high schools in Hanoi on competency-based teaching, build pilot models and replicate good models of model management organizing the competency-based teaching method at high schools in Hanoi in the direction of overcoming weak limitations and pressing phenomenon in the society; piloting and replicating the method of assessing the learning outcomes of high school students (first of all, the entrance exam in grade 10) in the direction of assessing competencies and reducing pressure on students, teachers and administrators management in Hanoi in teaching and managing learning results; Thirdly, this chapter has focused on testing the necessity and feasibility of the proposed 21 solutions in which two major fundamental problems in the test are solved: First, the proposed solutions are really necessary for the management of competency-based teaching in Hanoi high schools and in the current conditions, the proposed solutions ensure feasibility when applied to the practical teaching of high schools in the area the city of Hanoi Fourth, in this chapter, the thesis has tested teaching management solutions based on competency-based approach in high schools, in which results of an objective evaluation of the results are the basis for the author to go to conclude and propose a number of recommendations to a number of relevant levels and departments CONCLUSION AND RECOMMENDATION Conclusion Competency-based teaching is derived from the point of view that education is the process of imparting knowledge that teachers and learners need to have and towards, the educational objective is the knowledge content of the subjects that teachers must teach and students must comprehend, according to the output standards of the program, which mainly focuses on content criteria Building a curriculum based on the competency is essentially answering the question of what students are innovated, what can be applied through the competency-based teaching program to apply to life Competency development does not mean equipping students with the knowledge and skills to have action capacities to manipulate the trained knowledge into real life The competencyoriented approach is actually the approach to output that trend, which is associated with the movement trend of the children both inside and outside the school, helping them to have over-total capacities from their general competencies and abilities expertise, to the specialized competencies, especially the creative and thinking capacities Through surveying the current status of competency-based teaching in Hanoi city, we found that most of the management ministries, teachers and high school students have good awareness of the position, your own role and responsibility in the city's general education program, in the current competency-based teaching program High schools in Hanoi city have also actively implemented many different measures and action programs to improve the quality and efficiency of competency-based teaching and learning That is the result of tireless work, and extremely serious work of managers, teachers and students, that result is very encouraging However, there are still some certain limitations in the actual situation of competencybased teaching and teaching management in high schools in Hanoi, which we surveyed and analyzed in chapter These limitations are substantially due to cognitive limitations, limitations on qualifications and the next level of this new curriculum In order to improve the quality of competency-based teaching management of high schools, thereby contributing to improving the quality of education for Hanoi city, we have proposed six groups of basic solutions such as: : Develop output standards of the 22 local high school education program (Hanoi) in the direction of focusing on improving the general capacity, the teaching capacity framework of high school teachers and the capacity framework for teaching management of staff Ministry of management at high school level; Raising awareness and capacity for the contingent of managers and teachers at high schools in Hanoi on competency-based teaching; Building pilot models and replicating good models of management of the organizational form of teaching based on vocational skills in high schools in Hanoi in the direction of overcoming weak limitations and pressing phenomena in The social; Pilot and replicating the method of assessing the learning outcomes of high school students (first of all, the entrance exam for grade 10) in the direction of assessing competencies and reducing pressure on students, teachers and managers in Hanoi in teaching and managing learning results; Managing the innovation of teaching organization according to the specialized skills in high schools; Complete the system of legal regulations and instructions on competencybased teaching management However, the career of education is a long, long, arduous and challenging work, requiring a combination, dedication, contribution of merit, contribution of many departments, many generations, difficult perseverance and hard work of those who are "at the top of the pole", typically principals of high schools, the ultimate goal is to achieve long-term and sustainable values The research results of the thesis are expected to make a small contribution to the general education cause of the capital area Recommendation 2.1 For high schools in Hanoi city High schools in Hanoi city need to pay more attention in researching and developing competency-based teaching programs In the organization, implementing action programs on education should have a new and more open approach to create all conditions to promote the creative spirit of teachers, administrators, and children and the student 2.2 For the Department of Education and Training of Hanoi City First, focus on the quality management of education, implement high-quality education, determined to competency-based at high schools on the table Second, creating quality education must be a work with a high determination of the whole system The people who directly make the quality of education are the educational and training institutions under the management of the City Department of Education and Training, which must fully grasp the quality of education, which is the vital reason of education, of each family schools, if the quality of education is lacking, the education and educational institutions will be gradually eliminated before the law of social development The Department of Education and Training must take the quality of education as the foundation and management purposes 23 Third, the Hanoi Department of Education and Training needs to create conditions and strengthen powers and autonomy for high school principals in the process of competency-based teaching management High school principals are not just managers, they must be dedicated educators themselves, playing the leading role of pedagogical boards in high schools, they must be the team inspires fire, encourages the collective and is determined to implement the educational program 2.3 For the Ministry of Education and Training Firstly, to meet the requirements of the innovation of education and competency-based teaching management, the Ministry of Education and Training must really pay more attention to program orientation and implementation of the program to improve capacity and qualifications for management staff in the orientation of education competence approach, in addition, the Ministry of Education and Training soon gives a framework of evaluation criteria for teachers and administrators in competencybased teaching Second, the Ministry of Education and Training must conduct a serious and effective survey of the teaching management team in high schools towards the focus of competence approach to provide breakthrough directions and solutions for general education in the coming time Third, organize the deployment and compilation of documents on competency-based teaching development based on a reference system to ensure a number of requirements such as: - Programs and documents must clearly show the competency framework for high school students, teaching competency frameworks, and management capacity framework for competency-based teaching These criteria framework must ensure cultural traditions of the Vietnamese people, consistent with the conditions of the country, not stereotyped, mechanically under a capacity framework of other countries - The general capacity framework in education must be evaluated and agreed upon by many ministries, sectors and the whole society, not just framed and under the responsibility of the Ministry of Education and Training only - Competency framework must show the comprehensiveness with philosophical basis in a scientific and reasonable way Competency frameworks in education must reflect the continuity and ceaseless movement of education, allowing continuous research to complement and complete 24 LIST OF SCIENTIFIC WORKS RELATED TO THE THESIS PUBLISHED Le Ngoc Hoa - Assoc TS Pham Minh Muc (2015), "Managing teaching activities according to approaching the Principal's capacity", Journal of Special Education, July 2015 Le Ngoc Hoa (2015), "Developing the contingent of high school principals in Hanoi in the context of educational innovation", Journal of Teacher Equipment, No 120, August 2015 Le Ngoc Hoa (2016), "Teaching management by approaching competency at high schools: Prospects and challenges", Education Journal No 121, October 2016 Le Ngoc Hoa (2017), "Managing school issues from building a network of school social work", Journal of Education and Society, No 70, January 2017 Le Ngoc Hoa (2017), "Competency-based Teaching management in high schools", Scientific Proceedings of the Vietnam Academy of Educational Sciences, October 2017 6.Ngọc (2017), "System of Pedagogical Universities in the context of national education reform", Scientific Proceedings of Hanoi Pedagogical University 2, December 2017 (2019), "Basic characteristics in teaching management according to competency-based approach in high schools", Vietnam Education Science Journal, No 14, February 2019 25 ... QuocBao, Nguyen Ngoc Bao, Nguyen Quoc Chi, Nguyen My Loc, Nguyen CanhToan, Nguyen Ky, Le Khanh Bang, Vu Van Tao, Nguyen ThiBichHanh etc emphasized the role of self-study and practice of individual... programs at high schools in Hanoi City Research task 3.1 To the research on the theoretical basis of the topic, including: theories on teaching and teaching managementf based on competence approach,... NguyễnXuânHải, Associate Prof., Dr Critic 1: PGS.TS Nguyễn Hữu Điển Critic 2: Critic 3: TS Nguyễn Chí Thành The thesis was defended before the Doctoral Dissertation Assessment Council held at the university
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