Aims of the research: On the basis of theoretical and practical research, solutions to develop faculty leaders of pedagogical universities or faculties according to competence-based approach are proposed to improve the quality of teacher training meeting the demand for educational innovation.
1 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LA THANH TRUNG GOVERNANCE OF PUBLIC UNIVERSITIES IN THE PRESENT CONTEXT Major: Aducation Management Code: 9140114 DEVELOPING THE FACULTY LEADERS OF PEDAGOGICAL FACULTIES OR UNIVERSITIES ACCORDING TO COMPETENCE - BASED APPROACH NGHE AN - 2020 THE DISSERTATION WAS COMPLETED AT VINH UNIVERSITY Dissertation advisor: Prof Dr Thái Văn Thành The dissertation will be defended before Vinh University examination committeee At AM, , 2020 The dissertation can be found at: - Vietnam National Library - Nguyen Thuc Hao Center for information and library, Vinh University INTRODUCTION RATIONALE In the digital era, the education sector has to change rapidly from a knowledge-based education to an education that develops competencies, promotes innovation and creativity for learners In order to adapt to this innovation, Vietnam's higher education inevitably needs educational administrators with professional qualifications, skills, and real capacity to their duties effectively This raises requirements in which capacity factor should be front and center in building and developing the educational management staff It becomes a thread throughout the entire organizational system, from planning to recruiting, organizing performing, rewarding, and disciplining The Deans of Faculties or Institutions of Education are key figures in the faculties holding leadership roles in professional knowledge, academic programs, scientific research, technology transfer and other activities of the colleges/universities In order to perform such tasks, it is necessary that faculty leaders have many important qualities and competencies especially in the context of pedagogical training facing many difficulties at present However, in the past few years, the appointment of the deans at the universities or faculties of Education has still many shortcomings For example, the deans of faculties have been appointed mainly according to age, qualifications, majors In other words, they have been named as the deans because of the factor of seniority rather than competences.In the context where capacity factors are essential, the development of the faculty leaders of educational faculties or universities has not focused on the competency corresponding with the task yet Therefore, we have carried out the research on “Developing the faculty leaders of pedagogical faculties or universities according to competence-based approach with the aim of overcoming limitations on developing the faculty heads of pedagogical faculties or universities to meet the new requirements and contribute to improving the training quality of pedagogical institutions in the new context Aims of the research On the basis of theoretical and practical research, solutions to develop faculty leaders of pedagogical universities or faculties according to competence-based approach are proposed to improve the quality of teacher training meeting the demand for educational innovation Research population and subjects 3.1 Research population Research population of the resarh is faculty leaders of pedagogical faculties or universities 3.2 Research subjects Developing the faculty leaders of pedagogical faculties or universities according to competence-based approach Hypothesis If proposed solutions affecting structural elements of the development process of faculty leaders according to competence-based approach such as focusing on the competency framework with standards and criteria based on position and professional titles are implemented synchronously with planning solutions to create resources, train, evaluate, create motivation for capacity development etc., faculty heads in pedagogical universities or faculties will develop sufficiently in number, have a reasonable organisation and ensure quality, contributing to improving the quality of teacher training, and meeting the requirements of educational innovation Research task 5.1 Researching the theoretical basis of developing faculty heads of pedagogical faculties or universities according to competence-based approach 5.2 Researching the practical basis of developing faculty heads of pedagogical faculties or universities according to competence-based approach 5.3 Proposing solutions to develop faculty heads of pedagogical faculties or universities according to competence-based approach 5.4 Testing some solutions Scope of the research - In terms of content: The dissertation only focuses on researching issues related to the development of faculty heads of pedagogical faculties or universities according to competence-based approach - In terms of space: the survey was conducted in a number of pedagogical universities and universities which have pedagogical faculties - In terms of time: from May 2018 to May 2019 Methodology and Research Methods 7.1 Approach point of view The system-structure approach; Operational point of view; Practical point of view; Capacity access perspective; Human resources development approach 7.2 Research Methods 7.2.1 Theoretical research methods: Analysis and generalization of theoretical research documents; resolutions of the Party, State; regulations of the education and training sector related to the topic; policies and guidelines for pedagogical training and developing the educational administrators; human resource management according to competence-based approach 7.2.2 Practical research methods: Investigation method through opinion forms; Conversation method, expert method; Experimental method; Experience summary method: 7.2.3 Mathematical statistical methods Analysing statistics and processing the collected data in order to make general conclusions Theses 8.1 The development of faculty heads in pedagogical universities or faculties is an objective and urgent requirement in order to improve the quality of teacher training, meeting the requirements of fundamental and comprehensive innovation of education 8.2 Dean of faculties at pedagogical universities / faculties still have shortcomings, limitations in management and leadership capacity, which have not yet met the requirements of fundamental and comprehensive renovation of higher education in the current context This hinders the improvement of management effectiveness in pedagogical faculties in universities 8.3 In order to develop deans of pedagogical universities or faculties according to competence-based approach, it is essential to have a set of competency standards of deans of pedagogic universities or faculties based on job titles Moreover, this set of standards must be transformed into the content, operational processes of the development of faculty leaders of pedagogical universities / faculties New contributions of the dissertation 9.1 In theory - Raising and systematizing theoretical bases for the development of faculty leaders of pedagogical universities / faculties according to competency-based approach - Proposing the content structure of the competency framework of the deans of the faculties 9.2 In practice - Evaluating the current situation and giving an overall picture of the faculty heads of pedagogical schools or faculties in Vietnamese pedagogical training institutions - Proposing five solutions to develop the faculty heads of pedagogical universities or faculties 10 The organisation of the dissertation In addition to the Introduction, Conclusion, References, Appendices, the dissertation includes 03 chapters 5 CHAPTER THEORETICAL BACKGROUND OF DEVELOPING FACULTY LEADERS OF PEDAGOGICAL FACULTIES OR UNIVERSITIES ACCORDING TO COMPETENCY-BASED APPROACH 1.1 Literature review 1.1.1 In the world - Research on the development of school administrators - Research on developing faculty leaders in universities 1.1.2 In Vietnam - Research on the development of university administrators - Research on developing faculty leaders in universities Up to now, there have not been many researches on the development of faculty leaders in universities in the world as well as in Vietnam The authors have found out several researches related to the topic such as Managing foreign language teaching activities of the Dean at Hai Duong University of Economics and Technology in the context of international integration by Dinh Thi Hong Van (2012); Documents for Fostering faculty / department managers for universities and colleges (2014) (in the Program for Fostering faculty / department managers for universities and colleges) 1.1.3 General assessment 1.1.3.1 The studied issues - Researchers have affirmed that the educational administrators in general and heads of faculties of pedagogical faculties or universities in particular have a very important role and directly influence the effectiveness of leadership, administration and the quality of pedagogical training in the universities - In recent years, the management approach based on the capacity of the management staff has been focused, considering it a scientific and effective direction to best promote the capacity of the staff which corresponds to the job position assigned 1.1.3.2 The unstudied issues - Up to present, there has not been any research which focuses on the development of the faculty heads of pedagogical faculties or universities - There has not been any research which clarifies the position, role, characteristics of labor, personality model, and proposes competency framework of the faculty heads of pedagogical faculties or universities to meet the job position in the current innovation context -There has been no research proposing solutions to develop the faculty heads of pedagogical faculties or universities according to competency-based approach 1.1.3.3 Issues need studying - In order to develop the faculty heads of pedagogical faculties or universities according to competency-based approach, it is necessary to focus on innovative solutions to planning, training, evaluating, applying the remuneration policy, creating a favorable environment for faculty heads to promote their capabilities, improving work efficiency - It is also crucial to clarify roles and labor characteristics, personality models, competency frameworks and build standards for faculty leaders of pedagogical faculties or universities in the context of fundamental innovation of education and international integration 1.2 Basic concepts 1.2.1 Deans of pedagogical faculties or universities The Deans of of pedagogical faculties or universities are key figures in the faculties holding leadership roles in professional knowledge, academic programs, scientific research, technology transfer and other activities of the colleges/universities The Deans are responsible to the Principals for comprehensive management of the faculty according to the educational institutions’ decentralization regulations 1.2.2 Competence "Competence" is mentioned in the research is the capacity to perform work "Competence" in this sense is the characteristics that individuals have and use appropriately and consistently to achieve results as desired Competency-based human resource management is always associated with defining competencies, building a competency framework and using that framework as a basis for recruiting, managing, and developing employees as well as other activities of human resource management 1.2.3 Developing the faculty leaders of pedagogical faculties or universities according to competence-based approach Competency approach is a standardized method integrating knowledge, skills and attitudes into a standard professional competency system Developing the faculty leaders of pedagogical faculties or universities according to competence-based approach is a combination of the purposeful effects of the management subjects at all levels through policies and solutions to make the staff of faculty leaders develop their capacity in management and profession, achieve efficiency in job performance, meets the requirements of the management of the training department in the current educational innovation context 1.3 Faculty heads of pedagogical universities or faculties in current context 1.3.1 Roles of faculty heads of pedagogical universities or faculties - Position of Deans: Deans of Faculties are key figures in the faculties holding leadership roles in professional knowledge, academic programs, scientific research, technology transfer and other activities of the colleges/universities - Role of Deans: The Deans must build a comprehensive personality model including the roles of a teacher, a researcher an educational administrator 1.3.2 Labor characteristics of faculty heads of pedagogical universities or faculties Firstly, there is a close combination between the science and the arts in management Secondly, the managerial responsibilities of faculty heads requires assertiveness, acumen and innovative bravery Thirdly, their managerial labor is highly practical 1.3.3 The current context poses competency requirements for deans of pedagogical faculties or universities In the current educational innovation roadmap, pedagogical universities in particular and the pedagogical school system in general have to meet the requirement of compulsory renovation of all aspects Facing such challenges, the deans themselves and the university leaders need to have solutions to help the faculty heads to overcome their limitations, improve their quality and capacity, which helps them to assume responsibilities for managing pedagogical universities or faculties in the current period, contributing to improving the quality of management and training pedagogical human resources in the new context 1.4 The issues of developing the faculty heads of pedagogical faculties or universities according to competene-based approach 1.4.1 The need to develop the faculty heads of pedagogical faculties or universities The need to develop the faculty heads of pedagogical faculties or universities derives from: - The urgent need to renovate higher education in general and to renovate pedagogical training in Vietnam in particular - The position and important role of the leaders in pedagogic faculties or universities - The limitations and shortcomings in the development of educational administrators in general and faculty heads at pedagogical faculties or universities in particular in recent years 1.4.2 The content of developing the faculty heads of pedagogical faculties or universities according to competene-based approach 1.4.2.1 Building a professional competency framework for the position of the deans Competency framework for the position of deans (or professional competency system) is a system of fundamental and core competencies to perform the roles of educators, scientific researchers and education administrators 1.4.2.2 Planing and developing the faculty heads of pedagogical faculties or universities It is to help university leaders perform well the human resource management, recruit high-quality faculty leaders, create synchronous and inherit the development between generations of department heads 7 1.4.2.3 Selecting, appointing and using faculty leaders of pedagogical faculties or universities Selecting, appointing appropriate deans is an important basis for the effective direction of educational activities in schools In order to select and appoint the appropriate deans, principals need to receive lots of information which is from faculty members, pedagogic boards and students 1.4.2.4 Training and retraining faculty heads of pedagogical faculties or universities Retraining the quality and capacity of faculty leaders is the principals’ key task in improving the quality of human resources Developing faculty leaders is one of the positive solutions that enhances the university's adaptability to environmental changes and the advancement of science and technology 1.4.2.5 Evaluating faculty heads of pedagogical faculties or universities Inspecting and evaluating are very necessary activities to help the school board grasp advantages, limitations and difficulties of the faculty leaders then find out the causes and solutions to overcome 1.4.2.6 Creating motivation for faculty heads of pedagogical faculties or universities Motivating to encourage the deans to work hard, increasing the quality of education 1.4.3 The management subjects of the development of faculty heads The subjects administering the development of faculty heads of pedagogical faculties or universities according to competene-based approach are the Party Committee, the administrators of universities, especially rectots of universities 1.4.4 Factors affecting the development of faculty heads of pedagogical faculties or universities according to competene-based approach 1.4.4.1 Objective factors - The Party and State's policies on developing education managers - The context of international integration in higher education: globalization trends, knowledge economy requirements - The renewal process of pedagogical faculties or universities in Vietnam today 1.4.4.2 Subjective factors - Solutions for developing faculty heads of pedagogical faculties or universities - Faculty heads of pedagogical faculties or universities Conclusion The Deans of of pedagogical faculties or universities are key figures in the faculties holding leadership roles in professional knowledge, academic programs, scientific research, technology transfer and other activities of the colleges/universities In the current challenging context of pedagogical training, in order to perform such tasks, it is necessary for the faculty leaders to have many important qualities and competencies, which requires a strategy to develop faculty leaders based on competencies A competency-based human resource management system focuses on identifying the competencies needed to achieve effective performance and develop those competencies in the workforce In particular, the capacity thinking becomes a thread throughout the entire organizational system, including planning, recruiting, implementing, rewarding, and disciplining In higher education, the management of human development - including faculty and education administrators towards competency-based approach is an inevitable consequence Developing heads of faculties in pedagogical faculties or universities according to competency-based approach is to synthesize the purposeful effects of the management subjects at all levels via policies and solutions to make the leaders sufficient in quantity, reasonable in structure and standard in quality Moreover, it is vital to focus on improving knowledge and skills in management of the educational process, creating a comprehensive transformation of the faculty heads according to competency standards to meet requirements and tasks of educational development in the new era 8 Chapter THE REALITY OF DEVELOPING FACULTY LEADERS OF PEDAGOGICAL FACULTIES OR UNIVERSITIES ACCORDING TO COMPETENCY-BASED APPROACH 2.1 Conducting a survey 2.1.1 Survey purpose A survey was conducted in order to grasp the reality as well as the development of faculty heads of pedagogical faculties or universities, thereby establishing a practical basis to propose feasible and effective solutions to develop faculty leaders of pedagogical faculties or universities 2.1.2 Survey content The survey was carried out to investigate the current status and evaluate the development of faculty heads of pedagogical faculties or universities according to competency-based approach It also evaluated influential factors on the development of faculty heads of pedagogical faculties or universities according to competency-based approach 2.1.3 Respondents Objects of the survey are the Rector Boards, department administrators, faculty leaders, lecturers and education specialists 2.1.4 Survey method and process - Research method: questionnaires consisting of samples were used to investigate and the experts were interviewed - Practical research process: Specifying content, purpose, method, object of the study; Using research methods to investigate and collect data; Processing and analyzing data; and Concluding 2.2 An overview of the pedagogical faculties or universities - Functions and responsibilities - Size of the universities or faculties - Educational activities - The staff and lecturers 2.3 The reality of faculty heads of pedagogical faculties or universities 2.3.1 Political qualities and professional ethics - In terms of political qualities: Most of the leaders respond at the Good level (73.5%) The Fair level accounts for a negligible level (14.3%) However, there are still some repondents that only meet the average requirements (7.6%) or even not meet the requirements (4.6%) This shows that the political qualities of the faculty leaders have basically met the requirements, but it is not at a high level - In terms of professional ethics: The criteria rated at Good are quite high (81.6%) Fair and Moderate level are not significant (12.5% and 4.6% respectively) The rating is unsatisfactory, only 1.3% This shows that the faculty leaders have a very good sense of professional ethics, a working spirit They are also dedicated to their tasks, and treat others fairly, which helps them be supported by majority of staff and lecturers - In terms of lifestyle: This criterion in the team of faculty leaders also received a very high rating, 96.9% rated at Good and only 3.1% rated at Fair There are no Moderate or Unsatisfactory ratings In general, the faculty leaders have a healthy, exemplary lifestyle - In terms of working style: This criterion has not been received the satisfaction of the repondents because only 69.8% rated Good in scientific and pedagogical working style of the faculty leaders; 25.4% rated at Fair level; 2.8% rated at Average and 2.0% rated it was not satisfactory - In terms of communication and behavior: 86.9% of the respondents rated the criteria for having a proper and effective way of communicating and behaviors of the faculty leaders; 10.8% rated at Fair level, 2.0% rated at Average level and 0.3% rated at Fair level 2.3.2 Qualifications - Most of the deans have PhD degrees while 3.3% of the Deans have Master's degrees and they are taking PhD course, meeting the qualification requirements according to the title regulations Many of them are Associate Professor, Professor - especially in key pedagogical universities - Level of Informatics and Foreign Language: In general, the IT and foreign language proficiency of the faculty heads of pedagogical faculties or universities has met the basic criteria of the job title 46.6% of repondents have a foreign language level of B1, 30.0% have a B2 level and 16.7% have a C1 level.Besides, 40.0% of repondents have advanced informatics degree, 36.7% have basic informatics degree and 13.3% have bachelor degree - In regard to knowledge of State management: although 100% of the faculty leaders have State administrative qualifications and knowledge of political theory, they have not applied the knowldege effectively in practice Most of them still perform management tasks according to experience and habits 2.3.3 Professional competence and pedagogy - The rate of evaluation comments on the professional and pedagogical competence of the faculty heads is mainly at Good level Average and Unsatisfactory level are not significant - In the criteria of pedagogical profession, the criteria of Professional qualification and Understanding of pedagogical education program are rated the highest (all over 90.0%) - Pedagogical skill criteria shown in the ability to organize and effectively implement active teaching methods is also highly appreciated (87.6% rated at Good level; 10.6% rated at Fair level and only 1.8% rated at Average) There are no repondents assessing the deans have not met the requirements - Self-study and creativity criteria were also rated at the 4th highest of criteria (84.0% rated as Good; 12.7% rated at Fair level; only 3.3% of the respondents rated this criterion as Average; none of the respondents rated this criterion as unsatisfactory) 2.3.4 Scientific research capacity - Rate of scientific research ability of faculty leaders at Good level accounts for the highest Most criteria have average score above 3.28 However, there are still opinions assessing this capacity is only average, even unsatisfactory - Among specific scientific research skills of the head of a department, writing and defending the research is the highest (81.9% rated as Good); Making scientific outline skills is rated the second (80.5% of respondents rated Good); Research skills are rated as the third highest (70.3% of respondents rated at Good) However, the skills that demonstrate scientific acumen, creativity and discovering new things of the deans are underestimated such as: identifying and selecting research problems (66.4% rated at Good level); Skills of developing scientific activities rated as Good account for 59.4% Besides, scientific research activities of faculty leaders are not specialized and they have not had much large-scale research 2.3.5 Leadership and management capacity of schools and faculties - Management capacity, leadership of faculty heads of pedagogical schools / faculties are rated at Good with 3.28 % 4.2% of the opinions rated the management capacity at average and unsatisfactory, 1.3% of which rated unqualified - Competence of Analysis and Forecasting: This competency is rated at Good with 83.5% and only 1.1% rated at unsatisfactory level Criteria and including understanding of economic, political, social and educational situation are assessed at a very high level - In terms of strategic vision: This competency is rated at Good as 81.0%; Fair level is 14.5%; The average rate is 3.5% and only 1.1% rated it unsatisfactory In particular, the evaluation results of the criteria such as the propaganda and promotion of the faculty values, the publicity of the objectives are quite good Only 0.3% of repondents rated average and no one rated unsatisfactory - Regarding capacity of design and implementation orientation: 79.2% of the 10 respondents rated at Good; 16.6% rated at Fair; 3.5% at Average and only 0.7% of respondents rated at Unsatisfactory However, this capacity requires the ability to organize and connect all members, knowledge, understanding of education and skills to gather forces This competency standard must therefore be gradually evolved - In terms of assertiveness and innovation: Only 66.8% rated this capacity as Good, 29.6% rated it at Fair, 2.4% at average and 1.2% of the respondents rated at unsatisfactory The results show that the deans have not really dared to break out of the habits and experience They still expect and rely on the mechanisms and policies of the universities - Concerning capacity of planning: Only 187 people, corresponding to 56.5% of repondents, rated this capacity at Good; up to 32.4% rated at Fair level; up to 11.1% of the respondents rated this capacity at moderate or unsatisfactory - About the capacity of Organizational structure and team development: 80.1% of the respondents rated this capacity at good; 12.6% at Fair; 7.3% at Average and Unsatisfactory Thus, it can be seen that this capacity considered as the basic competency determining the effectiveness of all activities in the faculty is also highly appreciated in the team of faculty leaders - About the capacity of administering teaching activities: 78.3% of the respondents rated at Good; 15.3% at Fair; 5.0% at Average and only 1.4% rated at unsatisfactory - About the ability to manage finance and school assets In terms of financial and asset management in general, the faculty leaders have a number of limitations 2.1% of respondents said that the faculty leaders have no experience in gathering, using financial resources for educational activities of the universities effectively; facilitating the disclosure of the faculty in accordance with regulations and managing the effective use of faculty assets serving pedagogical training 6.5% of the respondents rated this ability at Average, 13.1% at Fair level and 78.3% at Good - About the capacity to develop educational environment Most of the respondents said that the faculty leaders have not really met the requirements of building an educational environment: only 68.8% of them rated this capacity at Good; 22.8% at Fair; 6.2% at Average and 2.3% at unsatisfactory This ratio shows that the opinions of rating at Average and Fair still account for a high rate while the opinion evaluating this capacity at Good level still accounts for the basic rate - In terms of administrative management capacity Administrative management is one of the duties of clerical staff, so the heads of the faculties assign them tasks Therefore, the majority of the respondents rated this capacity as Good with 83.6% 11.7% rated at Fair, 3.8% at Fair and 0.9% rated at unsatisfactory - About the capacity in management of emulation and commendation 81.2% of the respondents rated this ability at Good, 15.4% of the respondents were Fair, 2.6% of the respondents were Average, and 0.9% were rated at Unsatisfactory - About the capacity of building information systems This competency is rated relatively good because 80.1% of the respondents rated this ability as Good, 12.5% as Fair, 6.6% as Average, 0.8% as Unsatisfactory - About the capacity of Examination and Evaluation The criteria in this capacity of the dean is highly appreciated: 89.3% rated at Good, 9.0% rated at Fair, 1.5% rated at Average and 0.3% rated at Unsatisfactory level 2.4 Reality of the development of the deans of faculties or pedagogical universities according to competency-based approach 2.4.1 Awareness of development of the deans of faculties or pedagogical universities according to competency-based approach All subjects are aware of the importance, roles and meaning of faculty heads The key contents in the process of developing faculty leaders according to competency-based approach have been identified as planning, use, appointing, training, retraining They will be the basis for us to build solutions to develop the quality of faculty leaders 2.4.2 Actual situations of planning and developing faculty heads of faculties or pedagogical universities according to competency-based approach We realize that the building and planning deans is the right policy of the universities 78.5% rated all stages in the planning as effective; 21.5% of respondents rated at 11 Ineffective; No one claimed that the universities have not made the planning yet This shows that all objects are aware of the role of planning element and have done this quite well 2.4.3 Current situation of selecting,appointing and using faculty heads of faculties or pedagogical universities according to competency-based approach We found that the answers of questionaires reflected the respondents' perceptions about the appointment of the deans 64.4% of respondents claimed that it the appointment of the deans were made effectively; 35.6% rated at the level Done but not effective; There are no comments rated as Not yet implemented 35.6% of them stated that the appointment of the deans had been conducted ineffectively and no one claimed that the universities have not conducted the training yet With the use of faculty leaders, 60.1% of the respondents rated it as effective 39.9% rated at the level Done but not effective while there are no comments rated as Not yet implemented 2.4.4 Realities of training and retraining faculty heads of faculties or pedagogical universities according to competency-based approach Although the need for training of Deans of the Faculties or Institutions of Education according to competence-based approach is great, assessment of the satisfaction of survey participants from training for Deans showed that 64.0% of respondents rated this work to be implemented effectively; 30.2% of them stated that the training had been conducted ineffectively and 5.7% claimed that the universities have not conducted the training yet 2.4.5 The status of examining and evaluating faculty heads of faculties or pedagogical universities according to competency-based approach Compared with the past, the assessment of the deans has been increasingly renovated, with many changes in content and methods which gradually contributes to the building of a management officials at faculty and university levels and better meets the requirements and tasks of the educational innovation career 2.4.6 Current status of implementation of incentive policies, remuneration, building environment and creating motivation for faculty heads of faculties or pedagogical universities according to competency-based approach We found that for in terms of policy regimes for the faculty heads of pedagogical faculties or universities, only 61.9% of the repondents rated it at effective 38.1% rated at in effective and there are no comments rated as Not yet implemented For Motivating and building a favorable working environment for faculty heads of pedagogical faculties or universities, only 55.0% of the repondents rated it as effective 38.7% rated at the level Done but not effective while still 6.3% rated it as Not yet implemented 2.5 Actual degree of impact of factors affecting the development of faculty heads - In general, factors are assessed at a high degree of influence (average score is above 3.28), except for factors such as globalization trend, knowledge economy, market economy, decentralization of management Educational teachings are assessed at the level of Influence The policies of the Party and the State on the development of state management cadres on education; Request a fundamental and comprehensive renovation of education; The training program implementation following CDIO approach; Content and form of training and fostering managers; Policy regime for management staff; The capacity of the dean itself are the six most highly appreciated factors in terms of the influence level on the development of faculty heads of faculties or pedagogical universities according to competency-based approach (the degree of influence is over 90.0 %) In which, the elements Content, form of training for managers (75.5% of respondents rated at a very high level of influence) and Competence of the deans themselves (77.3% of respondents rated at the level of Great influence) are two factors that are assessed to have a strong, direct impact on the development of the faculty team according to the capacity approach 2.6 An overall assessment of the current status of development of faculty heads of faculties or pedagogical universities 2.6.1 Advantages Most of the faculty members have strong political qualities, good ethical qualities, exemplary lifestyle They also have high professional qualifications, pedagogical skills and experience in management 12 The development of the team of faculty leaders has received the attention and direction of the committees, the Rector Board and departments which are clearly aware of the importance of the development of the management leadership to the development of the organization The staff in faculties also create favorable conditions and mechanisms for faculty heads in particular and administrators in general to work 2.6.2 The drawback of the situation - The new standards have been only applied to principals and teachers at all levels but has not had a standard for deans in general and deans in pedagogic universities in particular - The deans at pedagogical schools / faculties still has many shortcomings For example, the deans of faculties have been appointed mainly according to age, qualifications, majors In other words, they have been named as the deans because of the factor of seniority rather than competences - Besides, when examining and evaluating the work efficiency of faculty leaders, universities not have specific bases that are quantified as evaluation criteria, but mainly follow the vote at meetings This shows the need to have a team development strategy based on actual competency standards - The solutions to develop faculty leaders of universities applied are only inclined to approach activities, approach personality, but they have not paid attention to approaching capacity Therefore, the development of faculty heads of pedagogical faculties or universities according to competence-based approach is an indispensable and necessary job to be able to innovate and improve the quality of higher education, in harmony with world higher education 2.6.3 The causes of the limitations Firstly, because the perception of the dean position is not close to the nature of operating a pedagogical administrative unit in a university in the context of integration Secondly, the State's policy regime and management mechanism in general of the universities in particular have not fully mobilized the capacities of the contingent of managers in general and deans in particular Thirdly, there are no standards and procedures for assessing the completion of tasks for the position of dean, so it is difficult to accurately assess the capacity of a dean and use the assessment results is not a lever for advancement Fourthly, the planning work for the team of faculties has not been done well, and has not done the basic surveys to develop the staff planning The planning for the position of the Dean has not had a long-term strategy, is not done regularly, has not been associated with the training, retraining and employment of staff, and in some places it is heavily local Fifthly, the system of training and retraining programs is mainly focus on theory, not close to reality, not taking the practice of management and the capacity of the head of the department as the center Conclusion In chapter 2, through the actual situation survey, we find that the development of the heads of pedagogical faculties or universities over the past years has obtained remarkable results: the number of department heads; undertaking solutions to planning, appointing, dismissing, using science on the basis of capacity; strengthening the training, fostering and capacity building of faculty heads; inspect, supervise and apply preferential policies and regimes to encourage the dean to successfully fulfill the assigned tasks,etc All members who are aware of the importance of developing faculty leaders of faculties or pedagogical universities according to competency-based approach and agree that this is a especially important task if you want to make a breakthrough in educational management However, at present, the dean of pedagogical faculties or universities are still planned, appointed, examined, evaluated or encouraged, motivated in the same way as the institutions used to in the past in terms of form, degree and age Available influential solutions to improve the quality of the team have not yet applied effectively in practice The capacity of the Deans has not been focused and developed, so it does not create high efficiency at work Therefore, it is necessary to propose scientific and practical solutions to be able to develop heads of faculties of pedagogic faculties or universities based on competency to create a premise for the comprehensive innovation of education 13 Chapter SOLUTIONS FOR DEVELOPING FACULTY LEADERS OF PEDAGOGICAL FACULTIES OR UNIVERSITIES ACCORDING TO COMPETENCY-BASED APPROACH 3.1.The principles of proposing solutions - Principle of ensuring the goals - Comprehensive principles - Principles of practicality - Principle of ensuring efficiency - Principle of ensuring feasibility 3.2 Solutions to develop faculty leaders of pedagogical faculties or universities according to competency-based approach 3.2.1 Building the competency framework of deans of pedagogical faculties or universities 3.2.1.1 The purpose and meaning of the solutions The competency framework will become a reliable basis for conducting selfassessment, thereby building the self-training plans of the deans to improve themselves, improve leadership and management capacity to complete the task It is also the basis for evaluating and ranking faculty heads, serving the use, appointment and dismissal 3.2.1.2 The solution content A Competency Framework can be considered as a set of competency standards that determine the ability to fulfill requirements of a job position or title and it is used to compare with the actual qualifications of the person holding the position Competency frameworks reflect all the competencies that an individual needs at different levels to perform a job or task well The standard deans of pedagogical faculties or universities following the approach to competency need to focus on skills and competencies to perform well the basic roles and tasks including a teacher – a scientist –an administrator 3.2.1.3 How to apply solutions Specifically, we propose a standard system consisting of four main groups: political and ethical qualities; Professional and pedagogical capacity; Scientific research and technology transfer capacity; Educational management capacity Within each group, there are specific standards with clear criteria: A Competency Framework of deans of pedagogical faculties or universities according to competency-based approach Group 1: and professional ethics, including standards as follows: Group Standards Criteria Having a strong political spirit to help the education institutions well implement political and ideological tasks; Never diverging from Marxist-Leninist principles and 1.1 Political qualities Ho Chi Minh’s thoughts; Taking exemplary model in following the Party’s guidelines; Political Understanding and obeying the laws, policies and qualities regulations of the State; and Actively participating in political and social activities; professio nal Maintaining the qualities, honor and prestige of ethics teachers; 1.2 professional Being Honest, dedicated to career and responsible in ethics intitution or faculty management; Preventing and resolutely fighting against negative manifestations; 14 Having a healthy lifestyle that is consistent with the cultural identity in the trend of integration; having scientific and pedagogical working style 1.4 Working style - Understand training objectives; 2.1 Understanding - Master the curriculum; the Education - Updating program changes; Curriculum - Understanding output standards and requirements of the labor market Obtaining the standard qualifications of trained teachers according to the Education Law; Mastering specialized subjects that they are currently teaching; Professio 2.2 Qualification Having knowledge about other specialties to meet nal management requirements; compete - Understanding of theory, profession and educational nces and management pedagogi cal skills 2.3 Professional having abilities to organize and effectively applying skills active teaching and education methods 2.4 Self-study and having consciousness, self-study spirit and building creativity the faculty into a learning and creative organization; 2.5 Foreign language Proficiently using a foreign language and information and information technology technology competence 3.1 Identifying and -skills of detection, identification and research skills selecting research skills of transfering research issues into scientific issues topics - Skills of arranging resources, personnel, finance for research; 3.2 Research Skills of using scientific research methods; Compete organization skills of effectively exploiting and using material nces of facilities and equipment for scientific research and scientific technology transfer activities; research making plans of scientific activities of education and institutions or faculties; collaborating, technolo 3.3 Developing helping colleagues and students to research and build gy scientific activities of scientific research groups; transfer education Promoting and encouraging staff and lecturers to institutions or conduct scientific research and inventions; faculties Training lecturers to improve scientific research competences and skills to participate in bidding for scientific projects Understanding the political, economic and social situations of the country and localities; 4.1 Analysing and Timely grasping the guidelines, policies and forecasting regulations of the education sector; Analyzing the situations and forecasting the development trends of education institution or faculty; Building the visions, missions, values towards the comprehensive development of each student and improving the qualities and effectiveness of education 4.2 Strategic vision institutions or faculties; Propagating and promoting values institutions or faculties of Education; 1.3 Lifestyle 15 Educatio nal manage 4.3 Designing and implementating ment compete nces 4.4 Assertive and innovative nature 4.5 Planning activities 4.6 Organizing the apparatus and developing the staff 4.7 Managing teaching activities 4.8 Financial and property management of the university or faculty 4.9 Administrative management 4.10 Building information system Publicizing educational goals, curriculum, results of education quality assessment, diplomas and certificates to create consensus and support to develop institutions or faculties; Identifying priority objectives; Designing and implementing action programs and strategic development plans; Aiming at all activities of the institutions or faculties to improve the quality of students' learning and training, the effectiveness of teaching; Encouraging all members of the institutions or faculties to actively participate in emulation movements and social activities; Making right decisions timely and having responsibilities for the decisions to ensure learning opportunities for all students, and to improve quality and efficiency of the education institution or faculty Making strategic plans that are appropriate to the university’s and faculty’s action plans Planning, recruiting, using and obeying the regulations and policies for lecturers and staff Planning to train and develop their competency to meet the requirements of standardization and ensure the long-term development of the university or faculty; Taking care of their spiritual and material life Implementing the curriculum of subjects towards promoting students' self-awareness, positive and creativity in order to achieve high academic results on the basis of ensuring knowledge standards and skills according to current regulations; Organizing teaching activities of lecturers in accordance with the requirements of innovation, democracy promotion to encourage the creativity of each lecturer and staff Effectively and transparently mobilizing and using financial resources for educational activities; Publicizing financial statements of the faculty in accordance with regulations; Effectively managing and using the university’s and faculty’s equipment for eduaction and training Building and improving the operational processes, administrative procedures of the university or faculty; Implementing records management according to regulations; Building information system to effectively serve educational activities; Applying information technology in management and teaching; 16 4.11 Checking and evaluating Receiving and processing feedback to improve the education quality of the faculty; Collaborating and sharing information about leadership, management skills with other educational institutions, individuals and organizations to support and develop the faculties; Giving information and reporting on activities of the faculty or university completely, accurately and timely objectively and fairly assessing students' lerning, work results and training of teachers, staff, and faculty leaders; self-assessing the faculty and complying with the regulations of Education Accreditation 3.2.1.4 Conditions The professional competency framework of the faculty leaders of the pedagogical faculties or universities must meet the standards and duties of the deans specified in the Education Law and the University Charter 3.2.2 Improving the planning, selecting, and appointing faculty heads of the pedagogical faculties or universities 3.2.2.1 The purpose and meaning of the solutions Doing well in planning, each university will always be proactive in developing the deans in terms of quantity and quality When it is necessary, they can fully meet the conditions and standards to be appointed at any time Selection according to competency standards provides opportunities to select staff with enthusiasm, additional knowledge, and new ideas 3.2.2.2 The solution content On the basis of task analysis, selection and appointment of deans by competence are done on the principles of focusing on competencies according to job requirements, not on specific people Candidate choice focuses on actual competency testing rather than investigating their qualifications, seniority, achievements to assess current competencies The selection of candidates suitable for each job position and the strategy of the agency or unit should be based on the competency framework with key criteria 3.2.2.3 How to perform a Making plans In order to build and implement the planning of faculty leaders, we propose the following main tasks: Firstly, developing a plan: - Preparation: Drafting plans, planning strategies for faculty leaders in the university according to the defined standard framework - Determining the vision - Practical assessment: Collecting data, evaluating relevant factors affecting faculty leaders, and specific factors to understand the current situation of human resources for planning Secondly: Building planning process + Step 1: Analyzing the “Human Resource Box” (job description of the dean's position) on the basis of closely following the functions, roles, duties and standards of the dean position + Step 2: Establishing standards and criteria for the planning + Step 3: Collecting and classifying staff data and the ability to meet the requirements of the planned location + Step 4: Establishing selection method and proof arrangement; using evidence in the planning and development of a university's dean 17 + Step 5: Carrying out the planning Thirdly, planning methods: There are two methods: the first is sequential planning which means from a lower position to a higher position in the same field of work, specifically, deputy dean to head of department; the second is planning beyond the same level which means going from low position to skip one or more ranks to higher positions in the same field if talent is discovered Fourth: Evaluating and reviewing annual planning b Appointment We propose the process of selecting and appointing a dean as follows: Step Reviewing the planner category and making a list of those who meet the proposed capacity framework Step Organizing selection through making articles and reporting action programs to relevant people and as a basis for taking votes of confidence Step General evaluating 3.2.2.4 Conditions In order for this solution to work effectively in practice, the university must issue a broad and public pre-existing plan for the faculty so that all truly capable people have the opportunities to participate in the process Planning and appointing must be based on the main capacity framework established above 3.2.3 Training and retraining the capacity for heads of pedagogical faculties or universities according to competency-based approach 3.2.3.1 The purpose and meaning of the solutions The purpose of the solution is through training and retraining activities to create basic models of the heads of pedagogical faculties or universities and the corresponding action capacity for the position of the deans Training and developing faculty leaders according to competency-based approaches from a macro perspective is one of the positive solutions that enhances an educational institution's resilience to environmental changes and changes progress of science and technology That is even more necessary in the context of pedagogical training facing many difficulties today 3.2.3.2 Solution content Based on the competency and framework, the fostering of faculty leaders following competency-based approach must focus on: - Retraining professional skills - Retraining scientific research skills - Retraining educational management capacity 3.2.3.3 How to conduct the solution Step Reviewing the team, identifying the strengths and weaknesses along with the needs of objects that can be included in the plan Step Developing training and retraining plans: Building a plan must come from the requirement of the role of a dean and requirements for the quality and capacity of the dean position, the practical needs of each position,objectives and tasks of the university, strategies for development of management officials,etc Step Develop training and fostering content For incumbent heads of faculties, based on their current functions, duties, and roles, established standards will be updated with additional knowledge and skills to meet the standards Step Select training and retraining methods - Currently, the method widely used is a combination of online training (self-training through the use of information technology established by the training organization) and direct training (internships to exchange experiences and answer questions) - short-term, long-term, self-study concentrated classes, internships, refresher courses should be organized - investing funding, develop training plans and content, associate with overseas 18 universities that have training in education management to send staff to short-term training - Organizing staff to create sources, in planning or hold the position of head of the department to conduct field surveys, learn from experience Step Checking and evaluating the results of training and retraining for each target group 3.2.3.4 Conditions for implementing the solutions The training and retraining of staff must comply with the identified planning.The content of training and fostering must aim at achieving the capacity framework of the appointed position When training and retraining heads of faculties according to access to competence, it is necessary to design the levels of competence according to requirements, work purposes in the present and in the future 3.2.4 Reforming the way of assessing the heads of faculties of pedagogical universities / faculties according to competency-based approach 3.2.4.1 The purpose and meaning of the solutions Management staff assessment is conducted to provide feedback to staff about their current performance and performance, helping them to strive to improve themselves and work better At the same time, provide information for staff management, from planning, training, disposing, recruiting, and promoting staff 3.2.4.2 Solution content The assessment must clarify the advantages as well as the limitations of ethical qualities, managerial capacity, professional expertise, and individual development direction When conducting an assessment, the following should be noted: a) Bases of assessment: - First of all, based on the standard framework of the position of the dean, concretizing the functions and tasks of the dean through standards and criteria to serve as a basis for comparison - Based on the functions and duties according to the title assumed - Based on work performance: The assessment, after all, and most importantly, is measuring the prestige and performance of each person - Based on the environment and conditions the officer performs the task during the assessment periodb) Evaluation content - Evaluating political quality, ethics, lifestyle, education level, age of appointment, professional experience - Evaluating the performance of assigned responsibilities and tasks demonstrated in the volume, quality, progress and efficiency of the work in each time; sense of responsibility in work - Assessing the leadership role of the dean as the person who directs the faculty development activities; develops programs and plans for faculty development; organizes the implementation, persuades other people to follow the idea proposed by the dean of the faculty - Approving the comparison with standards related to the management role of the dean: Standard for the role of administrative manager; professional managers, pedagogical activists - Evaluating the dean of the department as a socio-economic activist; a consultant for lecturers and students - In addition to evaluating the dean as a leader and manager, the dean also has to evaluate as a teacher through the standard of the functions and duties of a teacher c) Dean assessment method: - considering a whole process - Evaluating the dean comprehensively, focusing on completing the task according to assigned tasks as a measure - Based on the work efficiency, the ability to unite, gather and promote the strength of the team, create progress and specific results in the unit under their charge 3.2.4.3 How to conduct the solutions Staff evaluation must be from the point of view of individual development but through the evidence of the achievement of the assigned mission and the level of completion of the specific tasks mentioned in the dean title framework a) Developing evaluation tools and methods A set of tools for evaluating and grading faculty leaders' competencies according to 19 competency standards; Specifying the points of evaluation criteria; Using sources of evidence and evidence in an assessment; Using the evaluation sheets of the dean, faculty, students, and school leaders themselves b) Developing a plan to evaluate the dean: each head registers to perform the tasks according to the competency framework; The Department of Organization and Personnel and faculties shall publicize the approved plan for evaluation and classification of faculty heads; c) Organizing the process of evaluating and ranking faculty heads: Step 1: Self-assessment: The Dean of the Department conducts self-assessment and publicizes the assessment results Step The staff and lecturers in the faculty participate in evaluating the dean Step Students assess the dean: Step Evaluation of school leaders d) Make a decision to evaluate and classify the dean; Analyze the capacity gaps of the dean compared to the results of the tasks (strengths and weaknesses; capacity gaps in competency frameworks, suggest corrective directions); e) Using results of assessment and classification of deans with main purposes: + For each head of the department, the evaluation results, classified according to the competency framework, help them overcome their limitations to self-study and fostering at work; + In order for the school to arrange and choose to include in the classification of managers, propose fostering to overcome weaknesses in any capacity; i) Manage evaluation records 3.2.4.4 Conditions for implementing the solutions The assessment of the head of the department must be truly scientific, objective, fair and must comply with the principles of collectivity, democracy and publicity Evaluation of the dean according to competence must always be based on the established competency framework The organization and personnel department advises the Rector Board on the evaluation of this team In addition to developing the evaluation criteria, it must regularly update feedback from the assessors and the auditors When understanding information about the deans, administrators must classify and process information, have solutions to help the dean continue to promote their strengths while overcoming the shortcomings and deviations 3.2.5 To promulgating incentive and remuneration policies for the contingent of faculty heads of pedagogical universities / faculties 3.2.5.1 The purpose, the meaning of the solution The purpose of the solution is to motivate faculty / university leaders on the basis of material incentives, spiritual motivations, and encouraging people to work with productivity, quality and efficiency and promote the talents of the faculty leaders in the context of educational innovation 3.2.5.2 Solution content - Strengthen preferential regimes in terms of material and teaching time for faculty heads in general Currently, the dean of faculties / pedagogical schools still has to undertake the teaching workload too much In addition, they must participate in the work of guiding and evaluating Universities need to restudy teaching norms and scientific research to create conditions for faculty heads to retrain and develop more in capacity - Develop and effectively implement preferential policies for a team of faculty leaders with high achievements in management For these subjects, it is necessary to increase the implementation of the rewarding regime, even by honoring the spirit and economic benefits - Strengthening facilities, facilities, creating a working environment that encourages faculty leaders - To formulate and effectively implement preferential policies for faculty leaders in the field of training and retraining to improve their qualifications - Develop policies to employ a contingent of faculty leaders after completing training programs to improve their qualifications 3.2.5.3 How to conduct the solutions a) Implementing well the stimulus policy (especially economic policy) to ensure better material and spiritual benefits for the faculty team 20 To implement policies for faculty leaders, the school needs to focus on solving the following issues: - Focusing on researching and completing legal documents on fundamental policy regimes - Ensuring good regimes and material benefits for faculty leaders - Paying attention and well implementing the regime and spiritual benefits for the team of faculty leaders b) Remuneration policy for faculty leaders with professional and managerial achievements in terms of material, work and time c) Remuneration policy for the faculty leaders who are assigned to attend training and retraining d) To ensure the conditions for the faculty heads to develop their professional capacities 3.2.5.4 Conditions for implementing the solutions The implementation of preferential regimes and policies up to now has only been applied on the surface and formality Therefore, most of the facultíe are in the category of beneficiaries of these regimes and policies This permissiveness makes the goals of the proposed solution impossible In our opinion, the essential thing is that these regimes and policies must be applied promptly, with the right subjects and in the right form to create a practical motivation for the faculty The most common principle is that solutions are only really effective when they are applied strictly and seriously under the scientific and unified organization and direction from the highest authority to the individuals 3.3 Testing the necessity and feasibility of the solutions 3.3.1 Test purpose 3.3.2 Content and method of testing 3.3.3 Test subjects 3.3.4 Test results on the necessity and feasibility of the proposed solutions a The necessity of the solutions - The survey results show that the respondents have a high appreciation of the need for the proposed solutions (average score of 3.65 or more) The number of evaluation opinions is very necessary,accounting for 97.4% - The number of low and unnecessary comments accounts for a very small proportion: 2.6% This begins from the subjectivity and temporary satisfaction of some individuals with the current quality of the faculty leaders of pedagogical faculties or universities b Results of testing the feasibility of the solutions: - The survey results show that the respondents have a high appreciation for the feasibility of the proposed solutions (average score of 3.59 or more) 92.9% of respondents rated at Very feasible and feasible However, the percentage of reviews at Very Feasible and Feasible level is lower than the level of Very Necessary and Necessary Besides, the solutions that are considered to be very necessary account for a lower rate of Very feasible and Feasible 3.4 Test the solution 3.4.1 Test organization 3.4.1.1 Test purpose 3.4.1.2 Test hypothesis 3.4.1.3 Test content Solution: Retraining capacity for the faculty leaders of pedagogical faculties or universities according to competence-based approach 3.4.1.4 Test object Sample test subjects are guaranteed at different universities nationwide: Including 90 deans 90 heads of faculties were divided into groups: one group taking part in experiments, the other participate in assessment.Each group has 45 people 3.4.1.5 How to conduct the test To evaluate the results of the solution experiment, we have designed the Test Sheet as a tool to evaluate some knowledge and leadership and school management skills of the faculty before participating in training and after at the end of refresher 3.4.1.6 Standards and test rating scale Test results are evaluated based on two criteria: knowledge and management skills of 21 faculty heads of pedagogic universities / faculties 3.4.2 Analyze the test results 3.4.2.1 Analysis of input results Before the experiment, the competency levels of the two groups were relatively equal; mainly, the qualifications and skills of the faculty leaders are at average and Weak or Poor 3.4.2.2 Analyze test results quantitatively Based on tables of data 3.7, 3.8, 3.9, we draw conclusions that management solutions Fostering capacity building for faculty leaders of pedagogic universities / faculties according to approaching competency It is very suitable for the development of the faculty leaders according to competence-based approach 3.4.2.3 Qualitative analysis of test results - Before the experiment, the faculty leaders did not have a firm grasp of the design and implementation of the faculty activities such as the management of teaching activities, financial management and school assets, the development of the educational environment follow habits and experiences , etc The organization of the apparatus and the development of the team is also done only by emotions After attending the experimental classes, the head of the department initially knows how and prepare an educational development strategy plan, design the scientific and methodical management process; know how to manage educational activities, obtained encouraging results - The capacity building for the heads of faculties of pedagogic universities / faculties has initially had a great impact on the quality and effectiveness of their management and leadership - Their management activities have initially been organized methodically and scientifically and have brought practical results in advising the university administrators to develop education in the whole university Conclusion In order to develop heads of faculties of pedagogical faculties or universities according to competency-based approach, we have mentioned the principles of proposing solutions to ensure the legality, practicality,efficiency and synchronism On the basis of the above principles, taking the faculty capacity as the starting point, we propose five core and comprehensive solutions to develop faculty leaders pedagogical faculties or universities These solutions overcame the shortcomings and limitations of the situation analyzed in Chapter The solutions that affect all the most important stages of the development of faculty leaders with the first step (and also the most urgent today) is to build a capacity framework including a system of standards and criteria corresponding to the position of the dean Based on this capacity framework, we propose solutions for planning, appointing; training and retraining; examining, evaluating and implementing motivational incentive and remuneration policies The solutions are all based on the competency system of the dean The system of solutions has been investigated and proven to be necessary and feasible We hope that the system of solutions will make a strong change in the faculty leaders’capacity, helping them to better meet the assigned tasks 22 CONCLUSIONS AND RECOMMENDATIONS CONCLUSIONS 1.1 Currently, education and training towards the development of competencies of learners has become an inevitable and universal trend in higher education in the world This general trend allows for a shift from "knowledge-based" to "competence-based" teaching To adapt to the new program, the human resources of education including lecturers and educational administrators must also be managed and developed in a new direction: access to capacity Faculty leaders in faculties or pedagogical universities hold leadership responsibilities in professional, academic, scientific research, technology transfer, and comprehensive fields of faculty activities The faculty leaders are responsible to the principals for all aspects of the faculty activities, especially training activities In the current challenging context of pedagogical training, in order to perform such duties, it is necessary for the faculty leaders to have important qualities and competencies This shows the need to have a strategy to develop faculty leaders based on actual operational competencies 1.2 The deans of pedagogical faculties or universities are both educators and scientific researchers, but they are also leaders and managers In order to perform these roles and tasks well at the same time, they need to be formed, equipped with a system of capacities both general and correspondingly specialized However, when conducting a situation survey, we find that the core competencies corresponding to the job position such as scientific research capacity, professional capacity, management capacity, leadership of the Deans of faculties have not yet met the requirements The work of selecting, arranging and promoting the position of faculty head has not only aimed at accessing and developing their capacity, but also depending on on general criteria rather than practical effects in practice 1.3 We have proposed five solutions to develop faculty heads of pedagogical faculties or universities in the direction of approaching competence: Building the competency framework of deans of pedagogical faculties or universities; Improving the work of planning, selecting, appointing, and employing faculty heads; Retraining capacities for faculty heads of pedagogical faculties or universities according to competence-based approach; Reforming the way of assessing the heads of faculties of pedagogical faculties or universities according to according to competence-based approach; promulgating incentive and remunerating policies for the faculty heads These solutions have an impact on the most important stages of team building and development, creating a strong change in their capacity to improve work performance The solutions are linked together on a cross axis that is the competency framework for the dean of pedagogical faculties or universities These solutions have been proven and reach a high consensus rate on the necessity and feasibility However, in order for the process of improving the quality of the team of pedagogical deans to be really effective in practice, these solutions need to be conducted synchronously, thoroughly, scientifically, which requires certain support in terms of finance, human resources, time, guidelines and policies of the Ministry of Education and Training as well as relevant departments RECOMMENDATIONS 2.1 For the Ministry of Education and Training - Accepting and promulgating a standard framework for the position of faculty heads of pedagogical faculties or universities as a basis for planning, training, retraining, testing and evaluating - Having specific sanctions to both compel and encourage faculty leaders to constantly improve their capacity - Increasing the maximum number of terms of a dean from two to three depending on the requirements of the job position, the needs of the specialized faculty and the capacity of the deans - Organizing training classes, retraining, seminars, study tours to develop the capacity of faculty leaders in general and deans of pedagogy in particular, helping them to approach education innovation in the industrial revolution 4.0 23 2.2 For administrators and the universities where the deans work - Quickly concretizing the competency framework standardizing the position of the dean to suit the conditions, situation and actual needs of the school's educational administrators - Encouraging faculty heads to participate in capacity training and fostering programs - Carrying out the planning, appointing and dismissal objectively on the basis of the capacity of faculty leaders - Seriously implementing the work of examination, evaluation, commendation, discipline etc The head of a faculty is based on the established competency standard system - Strengthening preferential policies and incentives for material and working environment to encourage faculty heads to improve and promote their capacity 24 LIST OF SCIENTIFIC WORKS OF THE AUTHOR RELATED TO THE THESIS La Thanh Trung, Developing faculty leaders of pedagogical faculties or universities according to competence –based approach - Realities and Solutions, Vietnam Journal of Educational Science, No 12, December 2018, pages 12-17 La Thanh Trung, Setting standards of the Deans of Educational faculties or institutions, The European Journal of Education and Applied Psychology, Issue 2/2019, Pages 40-47 La Thanh Trung, Enhancing the competence of the Deans of Educational faculties or institutions According to competence – Based Approach, The European Journal of Humanities and Social Sciences Scientific journal № 2020, Pages 96-103 ... faculties or universities according to competence-based approach; Reforming the way of assessing the heads of faculties of pedagogical faculties or universities according to according to competence-based. .. heads of faculties or pedagogical universities according to competency-based approach Although the need for training of Deans of the Faculties or Institutions of Education according to competence-based. .. training sector related to the topic; policies and guidelines for pedagogical training and developing the educational administrators; human resource management according to competence-based approach