Developing the training programs for teachers in the physical education to respond to the needs of the labor market in the context of the technology revolution 4.0 Author: PhPh.D Tran Thi Tu - Physical Education Department - Thai Nguyen University of Education Nguyen Thi Thanh Van - Physical Education Department -Thai Nguyen University of Education ABSTRACT: The 4th industrial revolution has been strongly affecting education, especially in the training of human resources of the current education system Therefore, the problem is to innovate the education from equipping learners with knowledge to helping develop skills, promoting innovative thinking - Innovating training programs Based on the assessment of the current training program status, the article gives directions to develop the educational program for teachers who are working at the Faculty of Physical Education and Sports - Thai Nguyen University of Education to meet the needs of the current labor market Keywords: Training program; Program development; Physical education; The technology revolution 4.0; BACKGROUND The process of innovation in education and training in Vietnam has been posing new requirements for the content and curriculum at all levels in the educational system However, the education development strategy for the period 2011 - 2020 has pointed out a number ofseveral shortcomings in this field such as: “Program content, teaching and learning methods, examination, examination and evaluation haven't really been renewed yet Almost contents of programs are theory , not yet linked to the real of economic development, social need; has not focused on educating life skills, promoting creativity and practical capacity of students and students” [3] However, for many years, the research and application work in the development of the curriculum in general and the bachelor of Physical Education and Sports training at the Department of Sports, Thai Nguyen University of Education (TNUE) in particular has not been paid attention to and focus on investment High-quality human resources for training are scarce These make it difficult for the curriculum to keep up with the trend of educational development as well as to meet the training needs of the society The above issues imply that the development of the curriculum in the Department of Sports at the TNUE really needs to erase the existing shortcomings in the current university curriculum; improve, amend, and add new content to make the curriculum suitable with for the situation and the training needs of the society as well as catching up with the trend of international integration OVERVIEW OF RESEARCH PROBLEMS 1.1 The definition of training program According to the Dictionary of Education, the concept of training program is understood as “The official document specifying the goals, objectives, requirements, content knowledge and skills, the overall structure of the subjects, the plan for class and practice by each school year, the ratio between subjects, theory and practice, prescribing modalities, methods, means, facilities, certificates and diplomas of educational and training institutions” [7] According to Pham Thi Huyen, curriculum is understood according to the approach of “training according to social needs” Accordingly, the curriculum can be defined as a set of all activities linked together to achieve the educational goals of the school, including the inputs to the implementation of the curriculum and training objectives to develop the ability of the trained person and help them acquire knowledge, skills as well as to improve their thinking ability in implementing job requirements at the trained level [ 6] Thus, it can be understood that the curriculum does not only reflect the content of the training, but it is also considered as a document or design to indicate the overall components of the training process, conditions, ways, organizational processes, evaluate training activities to achieve training objectives The structure of training curriculum must have four basic parts: Training objectives; Training content; Training method or process; and Evaluating training results The university education program shows the goals of university education, prescribes the standards of knowledge, skills, scope and structure of the content of university education, methods and forms of organization of educational activities, and evaluating educational results for subjects, disciplines, occupations and training levels of university education; ensuring connectivity with other educational programs ”[4] 1.2 The development of training program The author Le Thi Thanh Thuy generalizes that: Development of an curriculum is understood as the process of continuously completing an curriculum including the compilation or construction of a new program or improvement of an existing curriculum [11] “Development of the educational program is a continuous process to continuously perfect the educational program to suit the level of socio-economic development, science and technology, of the social life ” Thus, the educational program is not designed once and used forever, but is always further developed and completed according to the socio-economic development of the labor market [9] Through studying the references, we believe that the development of the curriculum is a continuous process of completing the program, including designing or building a new program or improving an existing curriculum The product of this process is a plan that fully describes the curriculum including objectives, output standards, content, training methods, training aids, training organization forms, methods , how to measure and evaluate the learning outcomes of learners The development of training programs must be done regularly and continuously in order to create new and updated training programs to meet the increasing demands of society RESULTS AND DISCUSSION 2.1 The status of the training curriculum in the Sports Department of the Thai Nguyen University of Education In the past years, the training program at the Department of Sports has had many new points towards promoting the capacity of learners, thereby contributing to improve the quality of education and training at the Faculty Through the preliminary study of some training programs (from course 49 to 57), we found that: - Curriculum Framework: Most training programs have knowledge volume from 120-135 credits with an average time of years and the structure of knowledge is as follows: general education knowledge block accounts for 15% - 20%; professional education knowledge block accounts for 45% -60%, in which basic knowledge is 10% - 20%, industry knowledge and pedagogical profession is 55% -62%; graduation thesis and graduation thesis replacement courses are 5% -6% - The curriculum of the Faculty is built in the direction of approach based on content or topic - In the curriculum, there are still few elective courses, while the number of required courses is relatively high There are many programs have nearly 50 compulsory courses, which shreds the volume of credits / modules Some courses just have 02 credits makes difficult for students - The connection between the training programs in the Faculty is not high - Curriculum is not developed strictly and scientifically in all steps of the process of developing the curriculum The development of the curriculum is lacking or inadequate with the participation of all stakeholders; analyzing the context for the curriculum development program has not really been paid attention; The output standards of the training curriculum are not guaranteed to be objective; The role of the curriculum output standards in the design of the curriculum is not clear, many subjects in the curriculum have not been assigned corresponding to the output standards of the curriculum, so there is still a situation of "redundant" subjects, "redundant" credit in curriculum [4] In general, the training of teachers in the Faculty of Sports in recent years has achieved certain achievements: expanding in scale and diversity in training model; facilities are increasingly upgraded The contribution of the Faculty in recent years has also contributed to the achievement of the school However, the current training program of the Faculty of Sports still have limitations and shortcomings, especially the basic requirement and comprehensive innovation of education and training and the context of the industrial revolution 4.0 2.2 The status of the work of developing training curriculum in the Sports Department of the Thai Nguyen University of Education Sports Department is one of 13 faculties of TNUE Over the past years, implementing the policy of the University, the Sports Department has always been active and made great efforts in the construction and development of training programs Currently, the Sports Department is one of the faculties with young and highly professional lecturers with 23% of lecturers with doctoral degrees, 100% of lecturers at Master degree Lecturers are becoming the pioneers of scientific research and teaching With the development of the program according to the content approach, changing the form of credit-based training, constantly updating and changing teaching methods, linking theoretical training with practice, the curriculum Faculty is receiving a positive response from learners However, at present, due to pressure on teaching, program development has not really been focused Linking theoretical training with practice in some subjects cannot be implemented due to many objective reasons Some subjects in the curriculum still overlap, which causing boredom for learners The direction of combining training with employers is not clear In addition, all the curricula are built according to the framework of the Ministry of Education and Training, lacking the consultation of organization, companies, thus, traning program is difficult to apply to real models A big shortcoming in the current curriculum is that the program's objectives are not consistent with the output requirements of knowledge, skills and professional quality Career training orientation, especially vocational training skills, is not really clear in the training objectives In addition, the professional subjects that are characteristic are both inadequate in terms of time and having an adequate impact on the formation of teaching capacity and educational capacity for learners This is the reason for the weakness of students in educational capacity Students' hard skills such as using teaching aids, using information technology in teaching, solving pedagogical situations, and soft skills such as communication, positive feedback, persuasion, institutional, emotional generally weak In particular, the program does not have access to the social development trend, so the context and training needs have not been analyzed Facing the above shortcomings, it is necessary to have the right orientation to develop the training program at the faculty according to the orientation to reach the labor market in the current 4.0 era 2.3 The development orientation of training program at the Sports Department to meet the needs of the labor market Facing the analyzed situations above, we would like to give the orientation to develop the curriculum at the Sports Department as follows: Development of vocational training program should derive from the reality of the profession and the factors related to labor activities It is necessary to study and analyze professional characteristics, analyze practical jobs in a specific occupational working environment to design and build training programs Build training program in the direction of learning goals (Bloom) The program not only covers learning objectives but also reflects aspects of content, methods, means, forms of learning organization, testing, etc., etc Develop an open curriculum, creating conditions for regularly updating new knowledge and skills and encouraging the creativity of teachers Conduct regular assessment and verification of the curriculum Focusing on the need to develop professional skills, reduce academic knowledge, increase the capacity to act and quickly adapt to changes in occupational work (orientation, research and implementation dynamic ) Develop training program according to implementation capacity Performance-based training has the following characteristics: - A learner is considered to have completed the training program when it is proved that they have mastered all the capabilities of implementing the provisions of the program regardless of the length of study - Learners can learn according to their individual capacity and pace Hence, learners can enter and end the learning process at different times - Degrees and certificates of learners can fully show the learning content and results under the program, creating a basis for conversion, linking with the next relevant program or at a higher level - The training process focuses on forming performance capacity (jobs, professional tasks of the profession) according to established practice standards and standards Development of training curriculum according to capacity is implemented on the basis of training according to implementation capacity to meet the trends of the curriculum of training: towards learners; connection; flexible and open; forming specific practice capacity for learners [8], [10] 3 CONCLUSION Facing the analyzed situation, the development of the curriculum to meet the requirements of educational innovation in the context of international integration and the industrial revolution 4.0 is very urgent Accordingly, the development of the curriculum of the Faculty must be linked to the fundamental innovation of education and training in a unified whole The solutions to orient the development of the curriculum at the faculty should therefore also be conducted according to a plan that is calculated in a reasonable and scientific manner, from immediate urgent problems to long-term fundamental problems The development of the curriculum according to the capacity of the Faculty will have to follow a strict process based on the characteristics of the Faculty and the University associated with the mountainous locality to ensure the quality of the curriculum towards the formation career capabilities for prospective teachers, meeting the requirements of social and professional practice REFERENCES Ministry of Education and Training (2007), Regulation on formal university and college training according to the credit system, Hanoi Nguyen Thi Binh (2011), The issue of educational science and the need to change the way of thinking and doing about education, Education Management Journal, 22 (March 2011), 1-4 Government (2011), Education Development Strategy 2011 - 2020, Hanoi The framework of the bachelor's program in Physical Education and Sports Education, Courses 50, 51, 52, 53, 54 of the National University of Education - VNU National Assembly (2005), Education Law of the National Assembly of the Socialist Republic of Vietnam No 38/2005 / QH11, June 14, 2005, Hanoi, Pham Thi Huyen (2011), Building a university training program in a new direction to meet social needs, National Workshop of Higher Education Vietnam - International Integration, Hanoi: National University, Ho Chi Minh City , http: // gddhhoinhapquocte nuhcm.edu.vn/site/vn/?p=962 Bui Hien (2001), Educational Dictionary, Encyclopedia Publishing House, Hanoi Nguyen Thanh Son (2014), Development of university training program oriented to meet the output standards, Science and Education Bulletin, Pages - 9 Nguyen Hai Thap, Pham Hong Quang (2015), General issues on the development of curriculum for teachers, Department of Teachers and Educational Managers, Ministry of Education and Training, Hanoi 10 Tran Thi Ty, Tran Thi Tua (2017), Development of Teacher Training Program according to competency-based approach at Tan Trao University, Journal of Education, No 406, Issue 2-5 / 20017, Page 1- 11 Le Thi Thanh Thuy (2018), Lecture on Program Development & Organization of the training process, Hanoi University of Education 2, December 6, 2018 ... Department of Teachers and Educational Managers, Ministry of Education and Training, Hanoi 10 Tran Thi Ty, Tran Thi Tua (2017), Development of Teacher Training Program according to competency-based... subjects that are characteristic are both inadequate in terms of time and having an adequate impact on the formation of teaching capacity and educational capacity for learners This is the reason for... reason for the weakness of students in educational capacity Students' hard skills such as using teaching aids, using information technology in teaching, solving pedagogical situations, and soft skills