PHÁT TRIỂN ĐỘI NGŨ GIẢNG VIÊN CÁC TRƯỜNG CAO ĐẲNG SƯ PHẠM KHU VỰC TÂY NGUYÊN (TÓM TẮT LUẬN ÁN TIẾNG ANH)

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH UNIVERSITY OF EDUCATION

THE DEVELOPMENT OF THE TEACHING STAFF
OF PEDAGOGICAL COLLEGES
IN THE CENTRAL HIGHLAND

Major: Education Management
Code: 62. 14. 01. 14

THESIS SUMMARY OF SCIENCE OF EDUCATION

Hồ Chí Minh City – 2022


The work was completed at Ho Chi Minh University of Education

Instructor: 1. Prof. Dr. Huynh Van Son
2. Dr. Tran Thi Tuyet Mai

Reviewer 1: A.Prof. Dr. Do Dinh Thai
Reviewer 2: A. Prof. Dr. Dinh Duc Hoi
Reviewer 3: Dr. Nguyen Duc Danh

The thesis is defended before the University - Level Thesis Judging Committee
at…………………………………………
On the date ……………………………………………………

The thesis can be found at the libraries:
National Library of Ho Chi Minh City
Library of Ho Chi Minh City University of Education

General Science Library of Ho Chi Minh City


1
OPENING
1. Reasons for choosing this topic
In the context of globalization and integration, every country attaches great importance
to the role of education in the development of human resources. President Ho Chi Minh once
stated, "Without teachers, there is no education. Without education, without cadres, there is
nothing to say about the economy and culture" (Ho Chi Minh, 1996). Understanding that
statement, the Resolution of the 11th Party Congress affirmed: "Education development is the
leading national policy. Fundamental and comprehensive renovation of Vietnam's education in
the direction of standardization, modernization, socialization, democratization and international
integration, in which, the renovation of education management mechanisms, the development
of lecturers and managers is the key stage" (Communist Party of Vietnam, 2011).
The teaching staff of the Pedagogical College has a great role in the development of
education - training, science - technology, and the core force, the decisive factor, contributing to
the quality of the college, the driving force for the rapid growth and sustainable development of
the country. In the current context of educational innovation, Pedagogical Colleges need to affirm
their position to be able to survive and develop. The teaching staff is an important factor affecting
the quality of education and training, helping Pedagogical College affirm its position to survive.
Therefore, it is necessary to put the focus on improving capacity, creating a change in the quality
of lecturers of the Pedagogical College.
The development of the teaching staff in Pedagogical Colleges is both a personal need and
a need to develop the endogenous capacity of the nation in the process of industrialization and
modernization of the country. It is a strategy that must be put into first priority, is the central
work, creates a change in quality in the teaching staff, and is an essential task, regular and longterm.
In recent years, the teaching staff of Pedagogical Colleges in the Central Highland still
has many weaknesses and inadequacies compared to other regions in the country: not meeting
quality standards, not enough quantity, and not synchronizing in terms of industry structure and

qualifications in the current context of educational innovation. The basic reason is that the
management of the teaching staff has not been paid enough attention, to the right direction.
Thus, the management and development of lecturers of Pedagogical Colleges in the Central
Highland are considered a breakthrough stage to improve the quality of training and meet the
requirements of a fundamental and comprehensive renovation of Vietnamese education.
From the above theoretical and practical foundations, the author noticed that:
- Firstly, the development of the teaching staff of Pedagogical Colleges in the new
context, is still an urgent and practical issue, which should be of interest to all levels, branches,
Party, State and the whole society. Currently, there are quite a lot of domestic and foreign
authors doing research on lecturers, and teaching staff. However, the in-depth and specific
research on the development of the teaching staff of Pedagogical Colleges in the Central
Highland has not yet been studied by any authors.
- Secondly, it is necessary to have specific solutions affecting the teaching staff,
especially the development of the teaching staff of Pedagogical Colleges in the Central
Highland, contributing to improving the quality of teaching and training in Pedagogical
Colleges in the context of restructuring, rearranging the pedagogical schools.
For the above-mentioned reasons, the research topic: "The development of the teaching
staff of Pedagogical Colleges in the Central Highland" was established.
2. Research purposes
Based on the establishment of development theory for the teaching staff of Pedagogical
College and the survey of the development current status of the teaching staff of Pedagogical
Colleges in the Central Highland, the thesis develops solutions to develop the teaching staff of


2
Pedagogical Colleges in the Central Highland to improve the quality of lecturers in Pedagogical
Colleges in the Central Highland in the context of educational innovation.
3. Objects and subjects of study
3.1. Objects of study: Teaching staff of Pedagogical Colleges.
3.2. Subjects of study: The development of the teaching staff of Pedagogical Colleges in

the Central Highland.
4. Scientific hypothesis
The development of the teaching staff of Pedagogical Colleges in the Central Highland
has initially had positive results, but there are still many difficulties, inadequacies, and not
meeting the requirements both in terms of quantity and quality of lecturers of Pedagogical
Colleges in the Central Highland. Therefore, proposing and synchronously implementing
solutions to develop the teaching staff of Pedagogical Colleges in the Central Highland to
approach human resource management combined with management functions, will contribute
to the development of the teaching staff to meet the requirements of educational innovation.
5. Research tasks
- Researching the theoretical basis for the development of teaching staff of Pedagogical
College in the context of educational innovation.
- Surveying and evaluating the current status of teaching staff and the development of
teaching staff of Pedagogical Colleges in the Central Highland.
- Proposing solutions to develop teaching staff of Pedagogical Colleges in the Central
Highland to improve the quality of lecturers in the current context of educational innovation.
- Experimenting with measure 2 (under solution 2) at Dak Lak College of Pedagogy.
6. Research scope
6.1. Limits on research content
- Theoretical research on the development of teaching staff of Pedagogical Colleges in the
context of educational innovation and the current status of the development of the teaching staff in
4 Pedagogical Colleges (Dak Lak College of Pedagogy, Da lat Pedagogical College, Gia Lai
Pedagogical College, Kon Tum Pedagogical College) of the principal of the Pedagogical
Colleges of the Central Highland.
- Management subject: Principals of Pedagogical Colleges in the Central Highland.
6.2. Scope of survey investigation
- Survey investigation for lecturers and managers of Pedagogical Colleges in the Central
Highland and some relevant experts and scientists.
6.3. Time limit for research
- Assessing the current status of teaching staff and the development of the teaching staff

of Pedagogical Colleges in the Central Highland from 2015 to 2018.
7. Methodology and research methods
7.1. Methodology method
7.1.1. Approach from Human Resource Management Approach: This is the main
research approach of the project. In this approach, the author bases and applies Leonard
Nadler's Theory of Human Resource Management (the USA - 1969) with 02 content groups:
(1) Potential creation management by capacity including: Training management, serial training,
and retraining; (2) Management of potential exploitation according to capacity including:
Management of potential assessment, performance capacity; Recruitment and use according to
capacity; Manage the environment and create motivation, contribute to the development of a
teaching staff sufficient in number, synchronize in structure and ensure in quality, meet the
requirements of educational innovation. In addition, combining access to management functions
in the process of application to solve the contents of the development of the teaching staff is
essential.


3
7.1.2. Approach from a system-structure point of view: The development of the teaching
staff is a complete system consisting of: purpose, content, subject, object, form, method,
measurement and conditions that have a dialectical relationship with each other.
7.1.3. Approach from a historical-logical point of view: Reviewing and analyzing the
teaching staff and the development of the teaching staff of Pedagogical Colleges in the Central
Highland according to a process of logical dialectical reasoning so far, in both foreign
and domestic areas.
7.1.4. Approach from a practical point of view: Through surveying the current status, it
will detect the strengths and weaknesses in the development of the teaching staff of Pedagogical
Colleges in the Central Highland and its causes. From there, propose appropriate solutions to
overcome the shortcomings for the development of the teaching staff of Pedagogical Colleges in
the Central Highland.
7.2. Research methods

7.2.1. Theoretical research method group
7.2.1.1. Theoretical analysis and synthesis method
This method is used to analyze and synthesize theoretical resources related to the
development of the teaching staff to comment, summarize and quote directly for the topic.
7.2.1.2. Classification and systematization of theory method
This method is used to classify and arrange documents and reasoning on the development of
the teaching staff over time and space, serving to present the research overview.
7.2.2. Practical research method group
7.2.2.1. Method of the investigation by questionnaire
Purpose: This method is used to survey, assess the current status of teaching staff, and
the development of the teaching staff of Pedagogical Colleges in the Central Highland; at the
same time to test the urgency and feasibility of proposed solutions.
Survey contents: (i) Surveying the development of the teaching staff of Pedagogical
Colleges in the Central Highland; (ii) Testing the necessity and feasibility of proposed
solutions.
Survey subjects: Lecturers and managers of Pedagogical Colleges in the Central
Highland.
7.2.2.2. Interview method
Purpose: This method is used to collect evidence to supplement the survey data from the
survey method by questionnaire to clarify the development of the teaching staff of Pedagogical
Colleges in the Central Highland.
Interview content: The current status of developing the teaching staff of Pedagogical
Colleges in the Central Highland.
Interview subjects: Lecturers, managers of Pedagogical Colleges in the Central
Highland, managers of departments of education and training.
7.2.2.3. Method of product research works
Purpose: This method is used to collect statistical data on the curent status of the
teaching staff and the development of the teaching staff of Pedagogical Colleges in the Central
Highland.
Research contents: Records and documents on personnel management of the colleges;

plans, preliminary reports, summary.
7.2.2.4. Expert method
Purpose: This method is intended to get expert opinions on the set of criteria for
evaluating experimental measures.
Content: Comments on the set of criteria for evaluating experimental measures.
Subject: Scientists, and managers with a lot of experience.


4
7.2.2.5. Experimental methods
Purpose: This method to prove the effectiveness of the experimental measurement.
Experimental content: Experimenting with the measure "Improving the capacity to apply
information technology to the teaching staff of Pedagogical Colleges in the Central Highland to
improve the quality of teaching" under Solution 2: Strengthening training and retraining to improve
the capacity of the teaching staff of Pedagogical Colleges in the Central Highland.
Experimental subjects: Lecturers of Dak Lak College of Pedagogy.
7.2.3. Mathematical statistical method group: Use statistical calculations to calculate
percentages, averages plus and rank.
8. New contributions to the thesis
8.1. Theoretically: The thesis applies Human Resource Development Theory to
establish the theory of the development of lecturers of the Pedagogical College, including:
planning, recruitment, use, training and retraining, evaluation, creation of a working
environment and policies to ensure the development of lecturers; at the same time integrated
access to management functions. About the essence of the integration of the 02 approaches is
that each activity in the component groups of management according to Human Resource
Development Theory is associated with management functions.
8.2. Practically: The thesis assesses the status of the teaching staff in terms of quantity,
structure, qualifications, qualities and professional capacity; Analyzes the current situation of
management of lecturers with the following contents: planning, recruitment, use, training, and
retraining, creating the environment; Analyzes the challenges and requirements posed to the

teaching staff in accordance with the characteristics of Pedagogical Colleges in the Central
Highland in the context of educational innovation.
The thesis proposes solutions to develop the teaching staff in the context of educational
innovation, affirms and explains the urgency and feasibility of the proposed solutions along
with the implementation of the practical effectiveness of the measure "Improving the capacity to
apply information technology to the teaching staff of Pedagogical colleges in the Central
Highland to improve the quality of teaching."
The research results of the thesis contribute to creating a scientific basis for Pedagogical
Colleges in the Central Highland to serve the development of comprehensive capacity for the
teaching staff of the Pedagogical College in terms of professional capacity, teaching capacity,
scientific research capacity, capacity to manage and serve the society.
9. Structure of the thesis
OPENING
Chapter 1: Theory on the development of teaching staff of the Pedagogical College
Chapter 2: The current status of developing the teaching staff in the Pedagogical
Colleges in the Central Highland.
Chapter 3: Solutions to develop the teaching staff of Pedagogical Colleges in the Central
Highland.
CONCLUSIONS AND RECOMMENDATIONS
LIST OF PUBLISHED WORKS OF THE AUTHOR
REFERENCES
ADDENDUM


5
Chapter 1
THEORY ON THE DEVELOPMENT
OF TEACHING STAFF OF THE PEDAGOGICAL COLLEGE
1.1. Overview of problem research
1.1.1. Foreign Research

1.1.1.1. Research on human resources and human resource development
The issue of human resources and human resource development has been studied in
many countries around the world. Some of the works include the Hierarchy of Needs (Abraham
H. Maslow, 1943); Human Capital: A Theoretical and Empirical Analysis (Gary S. Becker,
1964); Human Resources as The Wealth of Nations (Frederick H. Harbison, 1973); The
Management of Human Resources (David J. Cherrington, 1995); Employee Training and
Development (Raymond A. Noe, 2010); Developing Human Resource (Leonard Nadler, 1980);
Human Resources Administration in Education: A Management Approach (Ronald W.
Rebore, 2001).
1.1.1.2. Research on lecturers, teaching staff, development of teaching staff
The issue of teaching staff and faculty development has been of interest to researchers in
many countries around the world. The Academic Profession in Developing and Middle-Income
Countries (Phillip G. Altbach, 2003); Key Challenges to the Academic Profession (Maurice
Kogan and Ulrich Teichler, 2007); The Movement and the Trend of Vietnam's Education System
in an International Context: From the Perspective of Comparative Study (Ulas Basar Gezgin,
2009); Faculty Development in the New Millennium: Key Challenges and Future Directions
(Ivonne Steinert, 2000); Teachers Wanted: Attracting and Retaining Good Teachers (Daniel A.
Heller, 2004); Evaluating Teachers for Professional Growth: Creating a Culture of Motivation and
Learning (Robert J. Marzano and Michael D. Toth, 2013); Training Faculty To Use Technology
In The Classroom (Robert C. Zelin II's, Baird and Jane E, 2013); Maintaining the
Professionalization of Teaching in Higher Education: From Entry into the Profession to Lifelong
Professional Development (John Connell, 2015).
1.1.2. Domestic Research
1.1.2.1. Research on human resources and human resource development
The research works on human resources and human resource development in our country
have been published quite richly and diversely, including monographs, journals, dissertations, thesis,
scientific and technological research topics, documents, and policies of the Party and State.
1.1.2.2. Research on lecturers, teaching staff, development of
teaching staff
In addition to the documents and policies of the Party and The State on the teaching staff

and the development of lecturers, it can be mentioned typical works such as: Vietnamese higher
education intellectuals in the period of promoting industrialization and modernization (Nguyen Van
Son, 2002); Evaluating university lecturers in the direction of standardization in the current period
(Tran Xuan Bach, 2010); Developing the teaching staff of universities in the Mekong Delta to
meet the requirements of higher education innovation (Nguyen Van Tu, 2011); Visiting lecturers an important factor in ensuring the quality of lecturers of private universities in the Central region
(Do Trong Tuan, 2015); Experience of some countries in the development of university lecturers
and application to the development of lecturers of universities in the Southwest (Nguyen Bach
Thang, 2015); Recruitment and promotion of career titles for university lecturers in Vietnam
(Nguyen Thi Hue and Le Thi Hong Anh, 2016); The process of fostering capacity building for
pedagogical university lecturers to meet the requirements of fundamental and comprehensive
renovation of education and training (Thai Van Thanh, 2016); University lecturer policy in the face


6
of the challenges of the Fourth Industrial Revolution (Pham Do Nhat Tien, 2017); Policy on
development of lecturers of public universities in Vietnam (Vu Duc Nhat, 2017).
However, until now, there has been very little research on the development of the
teaching staff in Pedagogical Colleges. Therefore, the study of the thesis topic: "The
development of the teaching staff of Pedagogical Colleges in the Central Highland" is a matter
of theoretical and practical significance in the current context.
1.2. Concept
1.2.1. Lecturer
Teachers who teach at early childhood education institutions, general education
institutions, and other educational institutions, teaching primary and intermediate levels are
called teachers; Teachers who teach college degrees or higher are called lecturers. (National
Assembly of the Socialist Republic of Vietnam, 2019).
1.2.2. Teaching staff
The teaching staff is a collection of lecturers and scientists organized into a force with
the same task of realizing the educational and training goals set out in universities and colleges.
They work on a plan, stick together to realize the common goal of the education and training

sector, and fulfill the goals of the school.
1.2.3. Development of teaching staff of Pedagogical College
1.2.3.1. Development
Development is a process in which one thing transforms into another stage (especially to a
higher, more advanced state. (Oxford Advanced Learner's Dictionary, 7th Edition).
1.2.3.2. Development of teaching staff of Pedagogical College
The development of the main teaching staff is the development of pedagogical human
resources in the college in the following aspects: education, training, use, and creation of an environment
to develop resources; is the solution of managers to build a sufficient number of lecturers, strong in
quality, synchronous in the structure; is the central task in the development strategy of colleges and
universities.
1.3. Theory on the development of teaching staff of the Pedagogical College
1.3.1. Overview of the college
The colleges and educational institutions of the national education system, carry out
intermediate level training, college-level, and other vocational training programs with the
following provisions on tasks, powers, autonomy, and social responsibility as follows:
1.3.1.1. Tasks and powers of the College: The tasks and powers of the college are specified
in Article 5, the Charter of the College (promulgated together with circular No. 01/2015 dated January 15,
2015 of the Minister of Education and Training).
1.3.1.2. Autonomy of the College: The autonomy of the college is stipulated in Article 5,
College Charter.
1.3.1.3. Social responsibility of the College: The social responsibility of the college is
stipulated in Article 5 of the College Charter.
1.3.2. Teaching staff of the Pedagogical College
1.3.2.1. Tasks: The tasks of lecturers of Pedagogical Colleges are specified in Article 45
of the College Charter.
1.3.2.2. Standards of qualities: Article 3, Chapter II, Regulations on lecturer ethics (issued
together with decision No. 16/2008 dated April 1, 2008, of the Minister of Education and Training)
regulating the political qualities and professional ethics qualities of lecturers.
1.3.2.3. Standards on training and retraining level: Article 4, Chapter II, Circular No.

35/2020 stipulates standards on training and retraining levels of lecturers as follows:
- Having a university diploma or higher suitable for job positions or teaching majors;


7
- Having a certificate of pedagogical training (for lecturers who do not graduate from a
pedagogical university or technical pedagogical university)
- Having a certificate of training according to the standards of professional titles for pedagogical
college pedagogy.
1.3.2.4. Standards on professional and professional competence: Article 4, Chapter II,
Circular No. 35/2020 stipulates standards on the professional and professional competence of lecturers
as follows:
- Master the basic knowledge of the subject assigned to teach and have a general sense of some
relevant subjects in the training major assigned to take on;
- Understand and properly implement the objectives, plans, contents, and programs of
assigned subjects in the specialized training;
- Effective and safe use of teaching facilities and teaching equipment;
- Compile the syllabus, gather relevant references of the subject, preside over or participate
in the compilation of the syllabus, and participate in the guidance of exercises, practice, and
experiments;
- Capable of scientific research; application of scientific and technological advances in teaching,
production, and life;
- Capable of applying information technology and using foreign languages in the
performance of the tasks of the title of lecturer of the Pedagogical College.
1.4. Theory on the development of teaching staff of the Pedagogical College
1.4.1. The importance of faculty development in the context of fundamental and
comprehensive education innovation
Developing a team of lecturers who are dynamic, curious, innovative, creative, have
solid professional qualifications, have active teaching methods, and are well-adapted to tasks in
a new context is a urgent need. Developing teaching staff plays a key role, having great

practical significance in improving the training quality of teacher training colleges in the
current context of educational innovation. A fundamental and comprehensive renovation of the
education system of the country is essential, starting with the development of the teaching staff,
including the teaching staff of the Pedagogical College.
1.4.2. Requirements for the development of the teaching staff of the Pedagogical
College in the context of a fundamental and comprehensive renovation of education
1.4.2.1. Quantity assurance: The human resource development plan for the education
sector in the period 2011 - 2020 also specifies the number of colleges as follows: "By 2020, the
demand for managers, lecturers and staff in colleges is about 78,500 people, of which
management staff has 25,000 people, the faculty has 45,000 people, the staff has 31,000 people.
On average, management staff increases by 120 people per year, lecturers by 1,700, and staff by
1,500." (Ministry of Education and Training, 2011).
1.4.2.2. Quality assurance: The human resource development plan for the education sector
in the period of 2011-2020 also specifies the quality of colleges as follows: " The demand of
college lecturers with master's degrees about 27,000 people (60%), lecturers with doctoral degrees
of about 3,500 people (8%)"." (Ministry of Education and Training, 2011).
a. Quality requirements
a1. Political qualities: Political bravery manifests itself in: the level of political
reasoning, the ability to perceive politics and the right political attitude. Political nourishment
for the teaching staff of the Pedagogical College is very necessary, ensuring the socialist
orientation, harmoniously combining nationality and internationality, between tradition and
modernity, and meeting the requirements of education and training development in the current
period.


8
a2. Professional ethics qualities: This is considered the foundational element of the
teaching staff of the Pedagogical College. It is due to the characteristics of pedagogical
activities to create new generations of workers, not only scientific knowledge, mastering
professional skills, have to have good character and moral character.

b. Competency requirements
Qualification: The professional qualifications of the teaching staff include: (i) general
knowledge; (ii) specialized knowledge; (iii) training program knowledge.
Pedagogical skills: This is the basic component that makes up the quality of the lecturer.
Pedagogical skills include knowledge of methodology; teaching and learning techniques in general;
teaching and learning techniques in each specific specialty. In addition to the general method, each
specialty has its unique characteristics, requiring lecturers to have different approaches to specific
learners.
Capacity of scientific research and scientific research guidance: To acquire this
capacity, the important factor is the teacher's efforts, striving to improve his creative capacity
through training and scientific research. The creative capacity and intellectual potential of the
lecturer are reflected in the quality and efficiency of scientific works; the ability to handle
situations in training activities; the frequency of effective scientific explanations, in the need to
improve the level and capacity to discover the new the lecturer.
Capacity to develop and implement the training program: The teaching staff of the Pedagogical
College must firmly understand the process and methods of developing the training program; the ability
to participate in or organize surveys to get opinions from different channels: employers, alumni, and
experts to analyze training needs and determine training requirements; the ability to build, adjust and
update competency profiles, career records and training program contents based on competency records,
career records; design and masterful use of program assessment tools training and leading the
implementation and implementation of the training program.
Capacity of career development: Including assessment and planning of career development;
self-study for career development; use of foreign languages, information technology in training activities,
and scientific research for career development; advising, helping, and supporting colleagues in career
development; self-assessment of career development.
Capacity to cooperate with stakeholders to develop the community: Currently in the
following aspects: experience working with stakeholders, employers or collaborating with
stakeholders, employers; an understanding of the culture, organization, and activities of
stakeholders in the field of expertise; ability to establish relationships between the school
stakeholders and employers; planning and organizing the implementation of cooperation activities

between the school and stakeholders and employers; effectively participating in cooperation
activities between the school and stakeholders, employers.
Foreign languages: The universities and colleges should have a mandatory foreign
language training policy for lecturers in accordance with the regulations on foreign language
proficiency standards under the European Reference Framework and the 6-tier foreign
language capacity framework for Vietnam to serve the training and scientific research;
strengthening foreign language ability in communication; examining foreign documents;
forging international articles; attending international conferences and seminars; directly serving
the learning to improve the level of lecturers; improving the quality of lecturers and the quality
of foreign language training for students; Promoting international integration.
Information technology: In teaching, teachers need to apply information technology to
many teaching activities such as designing lessons, simulating and illustrating language topics;
using information technology to test and evaluate learners' learning outcomes. Therefore,
information technology should be considered a particularly important aspect of the teaching


9
culture of the teaching staff of the Pedagogical Colleges; support transformational and
innovative development models that allow access to learner learning wherever it takes place.
1.4.2.3. Structural assurance
- qualifications structure: training level, professional title, management position.
- age structure: age, working seniority, management seniority.
- gender structure: male, female.
The human resource development plan for the education sector in the period of 2011 - 2020 also
specifies for the college level: In terms of quantity structure by region: "By 2020, the demand for
lecturers of Colleges in the Central Highland is about 1000 people, an average annual increase of about
50 people. (Ministry of Education and Training, 2011).
1.4.3. Content of the development of the teaching staff of Pedagogical College
Creating a

Planning

Recruiting

Using

the

the

the

teaching

teaching

teaching

staff

staff

staff

Training,
fostering
the
teaching
staff

working

Evaluating
the

environment
and policies to
ensure the

teaching

development of

staff

teaching staff

Content of the development of the teaching staff of Pedagogical
College
Diagram 1.1. Content of the development of the teaching staff of Pedagogical College
1.5. Factors affecting the development of the teaching staff of Pedagogical College
1.5.1. Factors outside the college
1.5.1.1. The orientation and policies of the Party and the State: The policies of the
Party and the State are the guideline, the red thread throughout the education system in general, and
Pedagogical Colleges in particular. It is also an effective lever to help them perfect themselves,
worthy of being the intellectual team of the education sector in the period of accelerating
industrialization and modernization of the country.
1.5.1.2. The development of science and technology and the impact of the Fourth
Industrial Revolution (FIR): FIR will contribute to widening the gap between education and new
technologies; the revolution in the field of biotechnology and artificial intelligence will increase health,

awareness, and ability of learners; Automated machines that replace workers across the economy will
increase the gap between money paid to high-capacity and low-capacity people. These will force the
education sector to redefine the learner's personality model, educational purpose, output standards, and
updates, adjusting the training program flexibly. Accordingly, the force that plays a role in deciding all
the above changes in the teaching staff.
1.5.1.3. The socio-economic development of the country and the Central Highland: The
Central Highland - the region identified as a strategically important area is especially important in
terms of socio-economic, political, and military of the whole country. These things on the shoulders
of the local education sector are how to create a high-quality workforce for the country,
accelerating the pace of industrialization and modernization. And therefore, the teaching staff is the
key, the key step to solving this problem.


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1.5.2. Elements inside the college
1.5.2.1. Moral qualities, professional qualifications and pedagogical competencies
of principals and managers: Principals, dynamic managers who have solid professional
qualifications, have leadership capacity, have ethical qualities, have exemplary manners, dare
to think, dare to do; face difficult stages and new things, boldly innovate will create a strong
spread to the teaching staff and always create favorable conditions for each lecturer to develop
and assert themselves.
1.5.2.2. Moral qualities, professional qualifications, pedagogical competence, and a
sense of the progress of the teaching staff: A team with a sense of progress, dynamism,
eagerness to learn, hard to approach the new plus professional capacity and solid pedagogical
skills, with the exemplary behavior of a teacher is the basic internal factor, Most importantly, it
contributes to improving the quality of education.
1.5.2.3. Orientation and development strategy of Pedagogical Colleges in the Central Highland:
The strong and far-reaching impact of globalization trends, international economic integration,
the scientific and technological revolution and the impact of the knowledge economy have been
creating opportunities for the comprehensive development of the country, this includes

education and training. Therefore, the issue of improving the quality of training to meet the needs of
socio-economic development is a vital issue for each university, college. The orientation and
development strategy of Pedagogical Colleges accordingly must also change to suit the new context
and situation: training highly qualified on-site workers to serve local and regional socio-economic
development strategies.
1.5.2.4. Regimes and policies of the college: Regimes and policies to ensure fairness,
openness, transparency and legality to encourage the teaching staff to successfully complete
assigned tasks, create motivation to contribute and innovate education in the direction of quality
and efficiency. In addition to the general regulations of the State, each college also needs to
develop its policy regimes, suitable to the practical situation of the college.
1.5.2.5. Facilities of the college: Facilities are important factors to ensure the requirements to
improve the quality of training, scientific research, and effective restoration of teaching and learning
activities. Facilities are a system of different material and technical means used to serve the
comprehensive education and training for learners. Facilities include: equipment for teaching and
learning; the needs of eating, staying, living and health care for faculty and students; the environment.
Chapter 2
THE CURRENT STATUS OF DEVELOPING THE TEACHING STAFF
IN THE PEDAGOGICAL COLLEGES IN THE CENTRAL HIGHLAND
2.1. The current status on the training scale of Pedagogical Colleges in the Central
Highland
Pedagogical Colleges in the Central Highland offer intermediate and college-level
training, linking higher education with 34 disciplines, including pre -school teacher training
and training in non-pedagogical disciplines. Other types of training and retraining include
training education managers; training cadres and teachers regularly; fostering and granting
pedagogical professional certificates; certificates of training according to teacher's professional
title standards from pre-school to junior high school. In recent years, the size of training has
gradually decreased. This stems from the saturation of the demand for human resources in the
education and training sectors and the regulation of management levels for the enrollment of
Pedagogical Colleges.

11

Table 2.1. Student size statistics of 04 Pedagogical Colleges in 05
years (2013 - 2018)
No
1
2
3
4

Field
Da Lat College of
Pedagogy
Dak Lak College of
Pedagogy
Gia Lai College of
Pedagogy
Kon Tum College of
Pedagogy
Total:

School year
2013 -2014 2014 -2015 2015 -2016 2016 -2017

2017 -2018

2764

2567

2175

2498

2290

2699

2647

2447

2200

1427

2476

2313

2100

2210

1997

2341

2432

2106

2010

1982

10.159

10.011

9.028

9.165

7.696

Source: Department of Organization - Officials - Administration of Pedagogical Colleges in the Central Highland

Table 2.2. Graduation results of students of 04 Pedagogical Colleges
over 05 years (2013 - 2018)
No
1
2
3
4

Field
Da Lat College of
Pedagogy

Dak Lak College of
Pedagogy
Gia Lai College of
Pedagogy
Kon Tum College of
Pedagogy
Total:

Total
number of
students

Graduation ratings (%)
Outstanding

Good

Fairly

Average

12.294

10.1

15.2

44.6

30.1

11.420

12.7

18.6

41.5

27.2

11.096

7.6

20.2

44.3

27.9

10.871

8.1

25.1

33.2

33.6

45.681

9.6

19.8

40.9

29.7

Source: Department of Organization - Officials - Administration of Pedagogical Colleges in the Central Highland

2.2. Overview of situational survey
2.2.1. Survey purposes
The survey aims to clarify the current status of the teaching staff and current status of
developing the teaching staff in the Pedagogical Colleges in the Central Highland.
2.2.2. Survey contents
The survey contents focus on the main issues: surveying the current status of the teaching
staff and the development of teaching staff in the Pedagogical Colleges in the Central Highland;
the curent status of factors affecting the development of teaching staff in the Pedagogical
Colleges in the Central Highland.
2.2.3. Survey method
This topic uses methods: Methods of questionnaire investigations; interviewing; The
product research.
2.3. The current status of teaching staff in the Pedagogical Colleges
in the Central Highland
2.3.1. The current situation of quantity and structure

12
We surveyed the number, gender, and age of faculty with 60.19% male; 39.81% female;
8.73% were under the age of 30; 22.33% aged 31-40; 33.49% among 41-50 year-olds;
35.43% were over the age of 50. The training level of lecturers is 26.7% university-level,
69.7% master, 3.4% doctoral, and the rest is at the college and intermediate levels.
2.3.2. The current situation of the quality of the teaching staff
Based on the set of criteria to assess the capacity of the teaching staff, we conducted a
survey and synthesized the following figures: In terms of professional qualifications, the main
aspects of this capacity system are assessed at an average level (2.63 - 3.19). Pedagogical
skills are self-assessed by teachers as well as average (2.75 to 3.22). Scientific research and
scientific research guidelines have more limitations. The survey results showed that the sides
were mostly rated as average and decent (2.61 to 3.41). The capacity to develop and
implement the training program is also only average (2.71 to 3.33). Career development
capacity also only scored from 2.46-to 3.47. In particular, the criteria evaluated at the highest
level are "Self-study, self-training for career development" (3.47). The lowest criteria are
"Using foreign languages in training and scientific research for career development" (2.46).
Assessing the capacity to cooperate with stakeholders to develop the community, it can be seen
that this capacity system has not been appreciated, It is necessary to be interested in each
lecturer and the board of directors of Pedagogical Colleges and high schools. Figures show that
the average score is only between 2.41 and 3.45. In terms of foreign languages, it can be seen
that the number of lecturers with foreign language proficiency of international, undergraduate,
and postgraduate standards is very small (1.5% of lecturers have IELTS 5.5 or TOEFL iBT 3145 or higher; 3.24% of lecturers have university degrees; 8.5% of lecturers have postgraduate
degrees; 6.6% of lecturers have postgraduate degrees; 6.6% of lecturers have achieved level C1;
8.5% of lecturers achieved B1 and B2 levels under the 6-tier foreign language capacity
framework for Vietnam). Information technology stalking shows that 7.8% of lecturers have
undergraduate and postgraduate degrees. However, these are mainly lecturers in the department
of informatics.
2.4. The current status of developing the teaching staff in the Pedagogical Colleges
in the Central Highland
2.4.1. The status of planning the teaching staff: About the level of necessity: most

administrators and lecturers are aware of the meaning and importance of this work. Regarding
the level of implementation, the survey results show that the level of implementation of this
content is only average (2.65-3.21). Some contents also have average and weak evaluation
opinions (determining the goal of developing the teaching staff).
2.4.2. Recruitment status of lecturers: The recruitment of lecturers in colleges is carried
out at an average and decent level. In general, colleges comply with the regulations of the
current documents. The results of the recruitment of lecturers in colleges are carried out in the
content "Planning the recruitment of lecturers"; "Using a reasonable, public examination
method" reached a decent level (3.82 and 3.92), the rest of the content was average (the value
reached from 2.83 to 3.35) and weak (2.59). This proves that recruitment in colleges is still
limited.
2.4.3. The status of using the teaching staff: It can be seen that the use of teaching
staff in Pedagogical Colleges in the Central Highland is quite well done. The formulation and
promulgation of regulations on the assignment and disposition of lecturers; The arrangement of
the use of the right teaching staff is the criteria to achieve the highest score of 3.82,
respectively; 3.42. However, in recent years due to the decrease in the scale of training, some
lecturers lacked labor norms and was not properly arranged (8% of the opinion evaluated). In
addition, the criteria of " Changing, the appointment of faculty" and "Review, disposition, use
of existing teaching staff" are also implemented at normal levels (3.39 and 3.30). The two


13
criteria "Periodically assess the use of teaching staff" and "Innovation of management
mechanisms, use of teaching staff" are only evaluated at a less reasonable level (3.27 and 3.02).
2.4.4. The status of training and fostering the teaching staff: On the level of necessity,
the majority of lecturers and managers are aware of the importance of training and retraining. This
shows the awareness of the teaching staff about improving the level of all aspects and the desire to
develop themselves. All aspects of training and retraining are evaluated at the necessary and muchneeded level by lecturers and managers (3.47 - 4.04). The aspects of training and fostering in
schools are generally evaluated at an average level, with an average score of 2.65 - 3.29. In
particular, the criteria "Determining training and retraining needs" has the highest rating score

(3.29); the criteria "Establishing coordination mechanisms among organizations and
individuals" has the lowest rating score (2.65).
2.4.5. The status of evaluating the teaching staff: In terms of the level of necessity, the
teaching staff and the management staff of the colleges are aware of the meaning and
importance of the assessment of the performance of the tasks of the teaching staff. The results
of the survey on the necessity of this work are assessed at the necessary level (3.48 - 3.99). In
terms of the level of implementation, the schools implemented the criteria that were evaluated at a
decent and average level (2.93 - 3.41), of which: the criteria "Organization implementing the
evaluation process" reached a good level, and the rest of the criteria reached the average.
Commenting on the status of the evaluation of the teaching staff, it said that the assessment
work is not scientific; does not pay enough attention to evaluating the teaching staff based on
the system of evaluation criteria according to the capacity standards of the teaching staff; not
focusing on improvement, develop the evaluation process and organize the implementation of
the evaluation process, and use the evaluation results in the classification, arrangement and use of
ineffective lecturers.
2.4.6. The status of creating a working environment, policies to ensure the development
of the teaching staff: In terms of necessary qualifications, the survey results show that the teaching
staff and managers in the colleges have realized that the implementation of the policy regime for the
teaching staff is necessary and very necessary (3.93 - 4.27). In terms of the level of implementation,
the aspects of this work are carried out at an average level (3.15 to 3.47). In particular, the criteria
with a score of evaluation at a fairly high level is "Incentive support policy in training and retraining"
(3.47). Other criteria such as: "Policies to expand employment and increase income; Living and
working conditions; The need to improve professional and professional qualifications; The "cultural
working environment" is only rated as average. Particularly, the interest in "The need to discover
new things through scientific research" has not been much focused on by schools (3.15).
2.5. Factors affecting the development of the teaching staff of Pedagogical Colleges in the
Central Highland
The development of the teaching staff of Pedagogical Colleges in the Central Highland
region is influenced by various factors, with an average score of 4.02 - 4.51. In particular, the
most influential and highly appreciated factor is the "Moral qualities, professional

qualifications and pedagogical capacity of principals, school administrators, units" (4.51). The
factor "The development of science and technology and the impact of the Fourth Industrial
Revolution" was at the lowest rate (4.02) with 18% of the respondents saying that this factor
only affected on average. The two criteria assessed to have a great influence on the development
of the teaching staff are "Moral qualities, professional qualifications, pedagogical capacity and
progressive spirit of the teaching staff" (4.47) and "Policies of the Party and State" (4.43).
2.6. Assessment and general reviews of the curent status of the
teaching staff and the development of the teaching staff in the
Pedagogical Colleges in the Central Highland


14
2.6.1. Strengths
2.6.1.1. Regarding the teaching staff: The majority of lecturers are aware of the
importance of their roles and tasks for assigned responsibilities, being passionate, and the team is
formally trained. In particular, the teaching staff is aware of the need to develop and improve the
quality of the team in the current context of educational innovation. The teaching staff has good
moral qualities, has a strong ideological stance and political bravery, well observes the Party's
policies and laws of the State, complies with the regulations of the industry; is increasingly
strengthened in all aspects, gradually approaching the improvement of content, teaching
methods, applying information technology to teaching and effective use of modern means in
teaching. The qualifications and capacity of the teaching staff are evaluated at a decent level and
gradually improved, basically meeting the requirements of teaching and scientific research.
2.6.1.2. Regarding the development of teaching staff: The college is aware of the
meaning and importance of the planning, recruitment, and use of lecturers. In general, the
schools comply with the provisions of the current documents guiding the planning and
recruitment of lecturers; the method of examination ensures objectivity, and fairness, increases
competitiveness, ensures the right expertise, expands the scope of recruitment, creates equal
opportunities for candidates; to arrange and use the right teaching staff in the training major.
Colleges always focus on the training and retraining to improve the qualifications and capacity of

the teaching staff. Every year, the colleges have made great effort in developing training plans
and fostering the teaching staff. Increase investment in modern facilities and equipment. Some
colleges have issued several policies to attract and treat the teaching staff such as a salary
regime; policies to support scientific research and learning to improve qualifications; improve
life, working conditions, and living conditions.
2.6.2. Weakness
2.6.2.1. About the teaching staff: The structure of the teaching staff is uneven. Every year, the
number of older lecturers who retire is quite large. Meanwhile, the number of young lecturers newly
recruited is uneven. Young lecturers are enthusiastic, and dynamic but lack experience, and practical
knowledge, and encounter many difficulties professional. The number of lecturers receiving formal
pedagogical training is limited, most lecturers do not have pedagogical professional certificates. The
quality of the teaching staff has not met the requirements: the percentage of lecturers with low doctoral
degrees; the number of lecturers with degrees, the more the degrees are not; Foreign language
proficiency, information technology is limited. In particular, some lecturers do not have access to
modern teaching methods; The capacity of some lecturers has not met the requirements, generally only
reaching a decent average level.
2.6.2.2. Regarding the development of the teaching staff: The development of the
teaching staff has not kept up with the process of educational innovation, specifically:
- The planning work is not yet strategic for the long term, has not been proactive, has not
attached professional capacity standards to the tasks of lecturer titles, and has not been considered
a regular task in cadres’ work.
Recruitment in some colleges has been slow. Every year, the number of lecturers retiring is
relatively large, the number of new recruits is slow, and having to wait for approval levels, creates
a shortage of staff. The stages in recruitment have a place, sometimes not really objective,
scientific.
- The arrangement and use of lecturers are not very reasonable. Many departments and
departments still have a surplus of lecturers, and a lack of teaching lessons due to the number of
students decreased. However, some subjects have to invite more visiting lecturers from outside
schools due to the lack of organic lecturers for some specific subjects, this is a fairly common
paradox in schools but is slowly overcome.

15
- The training and retraining of lecturers have not really gone into depth, with little
emphasis on quality; the dispatch of lecturers to professional training is not highly effective, and
not really focused on the development of lecturer capacity. Most colleges do not have long-term
training plans.
- Evaluating lecturers to perform ineffectively, not evaluated according to the capacity of
lecturers; assessment results are still formal, there has been no change in "quality", not a basis for
lecturers to adjust themselves; not a motivation to motivate lecturers to strive; not taking the
evaluation results as a basis for reward, discipline, screening, and enforcement of faculty
development policies.
- The policy of creating motivation is limited, the income level is not competitive, there is
a long distance from the external labor market, has not stimulated the development motivation of
lecturers leading to the bleeding of the gray matter when external schools increase invitations,
attract resources with policies, Working conditions, and higher income levels.
Chapter 3
SOLUTIONS TO DEVELOP THE TEACHING STAFF
OF PEDAGOGICAL COLLEGES IN THE CENTRAL HIGHLAND
3.1. Principles for building solutions
The proposal of solutions to develop the teaching staff of Pedagogical Colleges in the
Central Highland should be based on the following principles: ensuring the system - structure;
ensuring inheritance; ensuring practicality; ensuring efficiency and feasibility; ensuring
sustainability.
3.2. Solutions to develop the teaching staff of Pedagogical Colleges in the Central
Highland
3.2.1. Solution 1: Improving the planning, recruitment and use of teaching staff of
Pedagogical Colleges in the Central Highland
3.2. 1.1. Measure 1: Improving the planning of the teaching staff of Pedagogical
Colleges in the Central Highland

a. The purpose of the measure: The measure aims to contribute to ensuring the
sustainable development of the team for the college and create the initiative in the development of
the teaching staff. Good implementation of this measure will ensure the inheritance, development
and continuous transition among generations of lecturers; overcome the shortage of staff, maintain
stability, exploit and promote the potential of existing and long-term teaching staff in the context of
many changes.
b. The content and how it's done
Firstly: Establish the facilities for planning the teaching staff.
Secondly: Develop the process of planning the teaching staff.
Thirdly: Identify some work to be done in the planning of the teaching staff.
c. The request for implementation: The planning of the teaching staff must ensure the
properties of "open", "dynamic" and "systematic"; must adhere to the standards and regulatory
documents of the industry; must be conducted openly and democratically so that the collective can
participate; It is necessary to identify and unify the thought of planning sources not only from
officials and officials of the unit but also to boldly introduce the planning of cadres and officials
outside the unit so that lecturers have the opportunity to train, strive, compete healthily, have many
opportunities to access different working environments, positions at higher management levels;
Each unit needs to have a personal development plan in the overall team and carry out an assessment of
the development capacity of that individual.


16
3.2. 1.2. Measure 2: Renewing the process of recruiting the teaching staff of Pedagogical
Colleges in the Central Highland
a. The purpose of the measure: To supplement the most important human resources of
Pedagogical Colleges in the Central Highland, aiming to attract human resources for screening
and selection. This is considered a very important stage in the development of the teaching
staff, not only helping to increase the number but also as a condition to achieve the goal of
having a reasonable structure, high quality in terms of team.
b. The content and how it's done

- Diversify recruitment sources: Recruit excellent students and good students from
universities; have a worthy preferential policy for highly qualified lecturers from pedagogical
universities and Pedagogical Colleges throughout the country who wish to work in the Central
Highland; attract leading scientists; select engineers, bachelors, masters and doctors working in
enterprises, companies and state agencies with aspirations to become lecturers.
- Develop the process of recruiting lecturers: The recruitment process must be the Party
Committee, the Board of Directors and the core staff of the units in the college to participate in
the construction and comment; in which the Organizing Department - Cadres are mainly
responsible for advising on the development of the process. The recruitment process consists of 8
steps.
c. The request for implementation: The recruitment process must ensure democracy and
publicity in the spirit of administrative reform; avoid causing trouble, harassment, negativity to
applicants. Through recruitment, it is necessary to ensure the selection of lecturers who really have
the necessary qualities, competencies, love the profession and desire to contribute long-term to the
college.
Requirements for applicants: Applicants must have sufficient qualifications, professional
expertise and competence as required by the job position and professional title criteria; have
sufficient conditions to apply for admission; must implement the examination regulations of a
public examination, objectively and fairly about: professional qualifications, pedagogical skills,
political qualities; must strictly comply with the regulations of the school such as: cooperative
attitude, a spirit of demand, eagerness to learn, scientific and professional working style.
Requirements for Pedagogical Colleges: It is necessary to develop regulations, implement
the recruitment process really closely, scientifically, flexibly; have competitive elements, expressed
specifically in the requirements of: development of recruitment plan; a form of examination;
assessment method; selection council.
3.2.1.3. Measure 3: New management mechanism, use of the teaching staff of
Pedagogical Colleges in the Central Highland region
a. The purpose of the measure: To increase the efficiency of the management
mechanism, the use of the teaching staff; towards the arrangement of the right people, the right
number, the right training major, ensuring the development and maintenance of a quality,

competent team, contributing to the overall development of the college.
b. The content and how it's done
Firsly: Arrange the use of the teaching staff in the right training major.
Secondly: Review the layout and effective use of existing the teaching staff.
Thirdly: Perfect the mechanism of selection, rotation, appointment of the teaching staff.
Fourthly: Renovate the management mechanism, using the teaching staff.
c. The request for implementation: The layout of the use of the teaching staff must
always be associated with the recruitment work: must ensure efficiency, objectivity, timeliness;
must pay attention to the mind, use at the right time, in accordance with the capacity and knack
of each individual. This will help stimulate progress in the thinking, awareness, and actions of


17
the lecturer; The most important thing is to effectively solve the problems posed in the
implementation of professional tasks.
3.2.2. Solution 2: Strengthening training and retraining to improve the capacity of
the teaching staff of Pedagogical Colleges in the Central Highland
3.2.2.1. Measure 1: Fostering moral qualities and professional attitudes for the
teaching staff of Pedagogical Colleges in the Central Highland
a. The purpose of the measure: In order to meet the practical requirements of
educational and training innovation in the current period, the training to improve the moral
qualities and professional attitudes of the lecturer must be like a spiral in the upward direction
and absolutely no stop. Therefore, the colleges’ teaching staff in the Central Highland must
consider the training and fostering of teaching staff as a key solution in the overall development
strategy of the colleges.
b. The content and how it's done
- Fostering moral qualities for the teaching staff. Moral qualities include: political
qualities and professional moral qualities.
- Identify the content of training and fostering the teaching staff: Training and retraining
contents include: professional qualifications; pedagogical professional skills; scientific research

capacity and capacity to guide scientific research; capacity to develop and implement training
programs; capacity for professional development; capacity to collaborate with stakeholders to
develop the community; the ability to use foreign languages.
- Develop plans and organize the implementation of training and fostering of the
teaching staff. The development of the plan and organization of the training and training of the
teaching staff should be based on the SWOT method: analyzing the strengths, weaknesses,
challenges and opportunities of the college, built on the basis of quantity, structure, quality, and
conditions and resources.
c. The request for implementation: It is necessary to ensure the purpose, science, and
transparency, in accordance with the actual situation of each school and the needs of human
resources in each locality. The development of plans, contents, forms and programs of training and
retraining should pay attention to the satisfaction of the necessary needs of the trainers, retrainers,
and schools; based on the requirements of qualifications and professional titles of each annual
training and retraining to determine the appropriate type of training and retraining. The
development of plans and organizations for the implementation of training and retraining needs to
go deep and learn the strengths, weaknesses, challenges, and opportunities of the school based on
the SWOT analysis method, and environmental analysis method.
3.2.2.2. Measure 2: Improving the application of information technology to the
teaching staff of Pedagogical Colleges in the Central Highland to improve the quality of teaching
a. The purpose of the measure: To overcome the shortcomings and weaknesses of the
team in accessing information technology; aiming to build a team of lecturers not only to
ensure professional qualifications but also to be stable and proficient in information technology,
contribute to improving the quality of the college's teaching.
b. The content and how it's done
Firstly: Management to raise awareness for the teaching staff about the application of
information technology in teaching.
Secondly: Management of the training of the application of information technology in
teaching to the teaching staff.
Thirdly: Management of the application of information technology in the teaching of the
teaching staff.

Fourthly: Management to ensure the conditions for improving the capacity to apply
information technology in the teaching of the teaching staff.


18
c. The request for implementation: The Board of Directors, the management staff of
the colleges must really pay attention to the issue of raising awareness for the teaching staff
about the application of information technology in teaching; all lecturers must see the role,
meaning and need to improve the capacity to apply information technology in teaching in order
to improve the quality of teaching. Managing the training of information technology level for
the teaching staff must be considered as a central task in the professional management of units
in the college.
3.2.3. Solution 3: Renewing the assessment of the teaching staff of Pedagogical
Colleges in the Central Highland
3.2.3.1. Measure 1: Concretize regulations on evaluating the teaching staff of
Pedagogical Colleges in the Central Highland according to specific steps
a. The purpose of the measure: To create the basis for the evaluation of the teaching
staff to take place fairly, ensure that the assessment is necessary to be measured, compared with
the plan set out; to simplify the regulations on evaluating lecturers in specific steps also helps the
managers perform the task of assessment quickly, effectively in developing the teaching staff of
Pedagogical Colleges in the Central Highland.
b. The content and how it's done
Firsly: Regulations on faculty records.
Secondly: Regulations on assessment steps: self-assessment; colleagues' assessments;
assessment of direct superiors; assessment of indirect superiors; assessment of subordinate
officials; assessment of the learners.
c. The request for implementation: The concretization of regulations on lecturer evaluation
must be clear. The evaluation steps must be a really strict, scientific and not imposing force.
3.2.3.2. Measure 2: Proposing regulations on the content of evaluating the teaching
step of Pedagogical Colleges in the Central Highland

a. The purpose of the measure: To create a tool to evaluate lecturers in accordance with the
characteristics of each college; help the comprehensive and practical assessment; help the screening and
evaluation of lecturers scientifically.
b. The content and how it's done: Regulations on the content of the assessment should
include: assessing the capacity and evaluating the performance of the tasks of the teaching staff.
c. The request for implementation: The proposal of regulations on the content of
evaluating lecturers must be approved by the faculty collective; it should be responded to by both
subordinates and superiors; the assessment mechanism must be true to the quality of potential
and dedication of the teaching staff; the assessment of the content of the faculty assessment
should be updated when detecting inadequacies, no longer suitable.
3.2.4. Solution 4: Building an environment to create motivation for the teaching
staff of Pedagogical Colleges in the Central Highland
3.2.4.1. Measure 1: Proposing to update the compensation policy for the teaching
staff of Pedagogical Colleges in the Central Highland
a. The purpose of the measure: To create direct dynamics and have the effect of
promoting, encouraging lecturers working hard to perform the assigned tasks well.
b. The content and how it's done:
- Firsly: Implement the salary regime.
- Secondly: Implement the regime to support the implementation of scientific research.
c. The request for implementation: The proposal to update the compensation policy for
lecturers should be unanimously approved by the leadership team and management staff, and
implemented in a serious, fair, and public manner with all officials and employees; This work should
be updated, adjusted and supplemented when detecting inadequacies, to suit.


19
3.2.4.2. Measure 2: Create a working environment to develop the teaching staff of
Pedagogical Colleges in the Central Highland
a. The purpose of the measure: To ensure conditions, and create an optimal working
environment to develop a team of lecturers with a mind, to reaching the level, meeting the

development requirements of the colleges in the current period.
b. The content and how it's done:
- Firstly: Improve the living and working conditions of the teaching staff.
- Secondly: Take care of the need to discover the new of the teaching staff.
- Thirdly: Pay attention to the need to improve the level of the teaching staff.
- Fourthly: Build a democratic working environment.
- Fifthly: Be interested in the ideals and feelings of the teaching staff.
c. The request for implementation: The Department of Education and Training should
pay attention to supporting the policy, and creating favorable and timely mechanisms for
Pedagogical Colleges. Relevant departments and branches need to pay attention to supporting the
policy as well as material and financial so that Pedagogical Colleges can implement this policy
well.
3.3. The relationship between solutions
Based on the development orientation, based on 5 principles, the author proposes 4 solutions
with 9 measures. The above-mentioned solutions are a unified, synchronous body, ensuring the
satisfaction of immediate and long-term requirements in the strategy of developing the teaching staff of
Pedagogical Colleges in the Central Highland in the context of educational innovation. Each solution although it has a different location, important role and is a component solution - has a close
relationship, attached to other solutions. Therefore, the implementation of solutions is only effective
when and only when synchronously implementing the above solution system, at the same time, it is
necessary to promote internal factors and exploit external factors to implement solutions.
3.4. Testing the urgency and feasibility of the proposed solution system
3.4.1. Survey purposes: Gather information on the urgency and feasibility of proposed
solutions based on which correct those that are not suitable.
3.4.2. Survey subjects: Asking for opinions using ballot form No3 with two groups of
subjects: Managers (50) and lecturers (100).
3.4.3. Survey content: Solutions to develop the teaching staff of Pedagogical Colleges in
the Central Highland have been developed and proposed including 4 groups of solutions (with
9 measures).
3.4.4. Survey method: Consult the subjects by filling out in the test slip. Assessment
of urgency is calculated on a scale with levels 1-3: (1) Very urgent: 3 points; (2) Urgent: 2

points; (3) Not urgent: 1 point. Feasibility assessment is also calculated on a scale with levels
1-3: (1) Very feasible: 3 points; (2) Feasible: 2 points; (3) Not feasible: 1 point. The formula for
calculating common ground:
n

ĐTB =

∑a ∗n
i

i =1

i

n

∑n
i =1

i

Average score convention: Average score from 1.0 to 1.66: Not urgent/ Unfeasible;
Average score from 1.67 to 2.33: Urgent/ Feasible; Average score from 2.33 to 3.0: Very urgent
/ Very feasible.
3.4.5. Survey results
3.4.5.1. Survey results on the urgency of proposed solutions
The survey results showed that the solutions were assessed as urgent, with an average


20

score ranging from 2.34 to 2.93; in which solution 4 is rated highest with an average score of
2.93 points.
3.4.5.2. Survey results on the feasibility of proposed solutions
The survey results showed that the subjects all appreciated the feasibility of the proposed
solutions with an average score ranging from 2.17 to 2.80 points. In particular, the solution that is
considered to be the most feasible is solution 4 with an average score of 2.80.
3.5. Experimental measures
3.5.1. Experimental purposes: Experimental measures "Improving the application of
information technology for lecturers of Pedagogical Colleges in the Central Highland to improve the
quality of teaching" under Solution 2 to assess the impact and verify the effectiveness of the
measure.
3.5.2. Contents, objects, locations and time of experiment
3.5.2.1. Regarding the content of experiment
- Management to raise awareness for the teaching staff about the application of
information technology in teaching.
- Management of the training of the application of information technology in teaching
for the teaching staff.
- Management of the application of information technology in the teaching of the
teaching staff.
- Management to ensure the conditions for improving the capacity to apply information
technology in the teaching of the teaching staff.
- Awareness, attitude, knowledge, and skills of applying information technology in the
teaching of the teaching staff of Dak Lak College of Pedagogy.
3.5.2.2. Regarding the objects, locations and time of experiment
- Duration of experiment: December 2017 to June 1018.
- Experimental place: Dak Lak College of Pedagogy.
- Experimental subjects: Lecturers of Dak Lak College of Pedagogy with the number:
30
3.5.3. Experimental hypothesis
Experimenting with the measure "Improving the application of information technology

in teaching to the teaching staff of Pedagogical Colleges in the Central Highland to improve the
quality of teaching" under Solution 2 to assess the effectiveness of the measure. If this measure
is applied to the management process, it will receive results in the direction of increasing
management efficiency through the identification: Management to raise awareness for the
teaching staff about the application of information technology in teaching; Management of the
training of the application of information technology in teaching for the teaching staff;
Management of the application of information technology in the teaching of the teaching staff;
Management to ensure the conditions for improving the capacity to apply information technology in
the teaching of the teaching staff.
3.5.4. Experimental methods
Conducting a non-controlled experimental method (according to the method of impact
experiment), conducted on the same group of subjects, according to the model of pre-impact
testing, implementing management measures (impact) on the experimental object, post-impact
examination, comparing the difference between the results after the impact and before the
impact. Since then, analyzing and evaluating the effectiveness of management: Improving the
application of information technology in teaching to the teaching staff of Pedagogical Colleges in
the Central Highland.
3.5.5. Experimental process


21
3.5.5.1. Experimental preparation
- At the beginning of the academic year 2017-2018, conducted the consultation of the
college's management staff on the preparation of experimental measures: "Improving the
application of information technology in teaching for the teaching staff of Pedagogical Colleges
in the Central Highland to improve the quality of teaching" and asking for professional support of
the faculties, subject in the process of experimenting.
- The college's staff shall promulgate plans and regulations on the application of information
technology to the teaching staff of the Pedagogical College.
- Develop a set of experimental survey slips and a set of experimental evaluation

criteria; consult experts and managers on experimental survey slips, and experimental
assessment criteria, then edit and complete.
Prepare the necessary conditions for experimenting.
- Select 30 lecturers from different disciplines to participate in the experiment.
- Select lecturers specializing in information technology, qualified, competent,
methodical, and skills to participate in the training.
- Disseminate the process, the way of conducting experiments.
* Develop management experimental evaluation criteria
There are 5 groups of criteria for evaluating the management contents of the experimental
measure. The division of proportions for each group of evaluation criteria is commented on and agreed
upon by experts.
Content of evaluation criteria groups
- Management to raise awareness for the teaching staff about the application of
information technology in teaching.
- Management of the training of the application of information technology in teaching
for the teaching staff.
- Management of the application of information technology in the teaching of the
teaching staff.
- Management to ensure the conditions for improving the capacity to apply information
technology in the teaching of the teaching staff.
- Awareness, attitude, knowledge, and skills of applying information technology in the
teaching of the teaching staff of Dak Lak College of Pedagogy.
3.5.5.2. Conduct experiments
a. Pre-experiment: Learn, and collect information about the college by talking with
managers and lecturers. Based on the plan, the faculties/ departments surveyed the management
work to improve the capacity to apply information technology to the teaching staff; surveyed the
awareness, knowledge, and skills of applying information technology in pre-experimental teaching
for 30 lecturers.
- Evaluating the capacity to apply information technology to improve the teaching quality
of each lecturer after training: - Reassess the capacity to apply information technology to

improve the quality of teaching at the output of lecturers
- In collaboration with the Faculty of Foreign Languages - Informatics - Economics to
organize a scientific workshop "Application of information technology in teaching". (April
2018).
- To measure the results of the work to improve the application of information
technology to the teaching staff by: (i) collecting and processing input and output data; (ii)
analyzing, comparing, evaluating, and commenting on the level of implementation and results
achieved before and after the experiment; (iii) conclude the effectiveness of the measure.
3.5.5.3. Method of processing experimental data


22
- Collecting and processing statistics through the use of statistical calculations:
Calculating averages, calculating percentages, comparing based on statistical values to analyze
and process information in survey slips. Use the average formula plus:
n

ĐTB =

∑a ∗n
i

i =1

i

n

∑n
i =1

i

- Convention for evaluation of experimental results: Poor: from 1.00 to 1.80 (1 point);
Weakness: from 1.81 to 2.60 (2 points); Average: from 2.61 to 3.40 (3 points); Quite: from 3.41
to 4.20 (4 points); Good: from 4.21 to 5.00 (5 points).
Pre-experimental
According to the assessment of the lecturers - the capacity of the faculty to apply
information technology is generally average. Therefore, it is necessary to improve the capacity
to apply information technology to the teaching staff. If lecturers do not foster, update
knowledge and practice skills regularly, they will fall behind.
After the experiment
According to the lecturer's assessment - the ability to apply information technology to
improve the quality of teaching of lecturers is generally good. Specifically, the skills have
changed such as: Computer skills (3.73); Skills in exploiting and using the Internet to look up
processes, and exchange information for teaching (4.07); Skills in expressing ideas using
information technology tools (4.0); Skills in the application of information technology to
improve the quality of teaching to meet professional standards (3.87). There is still a section of
lecturers who reach the average level: Skills in using information technology equipment 3.63);
Skills to use teaching software (3.57); Skills in the use of foreign languages in the field of
information technology (3.43); Innovation in teaching methods with integrated application of
information technology (3.97). In general, lecturers are confident to improve the quality of
teaching, improve skills using teaching software; gradually improve the content, form of
examination, and evaluation of learners' learning results; promote the application of
information technology in teaching, scientific research, and guide students in scientific
research. The majority of lecturers responded, had a positive attitude, and said that the
application of information technology to improve the quality of teaching in the current context
is necessary.

23
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
The teaching staff of the Pedagogical College is affirmed to be the one who responds to the
changes in the college; implements the school development plan; builds, cultivates, and develops the
school culture, and is a participant in mobilizing and using the college's resources. Developing the
teaching staff of the Pedagogical College is the solution of the manager to the teaching staff to make
the team sufficient in quantity, strong in quality, and synchronous in the structure; is an important goal
in the orientation and general development strategy of colleges’ teaching staff in the Central Highland.
The current status of the teaching staff of Pedagogical Colleges in the Central Highland still
exists: the structure of the teaching staff is not uniform; every year, some older lecturers retire; the
number of lecturers who do not meet the requirements; the percentage of lecturers with doctoral
degrees is still low; the number of lecturers with doctoral degrees is still low; the number of lecturers
there is no high level of education; foreign language proficiency, information technology, and other
necessary competencies are limited such as: pedagogical skills; capacity for scientific research and
guidance of scientific research; capacity to develop and implement training programs and career
development capacity; the ability to collaborate with stakeholders to develop the community.
The results of the survey on the development of the teaching staff also showed that some
existed: The planning of the teaching staff is not strategic long-term, not attached to professional
capacity standards, with the task of lecturer titles. The recruitment of the teaching staff in some
colleges is still slow, the stages in recruitment have places, sometimes not really objective,
scientific. The layout and use of the teaching staff is not very reasonable, there is still a surplus,
lack of locality. The training and retraining of the teaching staff has not really gone into depth, has
not focused on quality and has no long-term training and retraining plan. Evaluating the teaching
staff to perform ineffectively, not evaluated according to the capacity of the teaching staff, the
evaluation results are not really the motivation to motivate lecturers to strive. The policy of
creating motivation to work for the teaching staff is limited, the income level is not competitive,
there is a long distance from the external labor market, has not stimulated the development
motivation of the teaching staff.
The results of the study of the current status of factors affecting development of teaching

staff of Pedagogical Colleges in the Central Highland including: the policies and policies of the
Party and the State; the development of science and technology and the impact of the fourth
industrial revolution; the socio-economic development of the country and the Central Highland;
moral qualities of the Party and the State; the development of science and technology and the
impact of the fourth industrial revolution; the socio-economic development of the country and the
Central Highland; moral qualities; professional qualifications and pedagogical capacity of
principals and managers; moral qualities, professional qualifications, pedagogical capacity and
sense of the progress of the teaching staff; orientation and development strategies of Pedagogical
Colleges in the Central Highland; regimes, policies, facilities of the colleges.
To develop the teaching staff of Pedagogical Colleges in the Central Highland, 4 solutions
can be proposed: (i) Improving the planning, recruitment, and use of the teaching staff of
Pedagogical Colleges in the Central Highland - with 03 specific measures (ii) Strengthening
training, fostering to improve the capacity of the teaching staff of Pedagogical Colleges in the
Central Highland - with 02 specific measures (iii) To renew the evaluation of the teaching staff
of Pedagogical Colleges in the Central Highland - with 02 specific measures (iv) To build an
environment to create motivation for the teaching staff - with 02 specific measures. In each
solution, there are specific measures to create 9 measures to develop the teaching staff of
Pedagogical Colleges in the Central Highland. The test results show that the proposed solutions
are highly appreciated for their urgency and feasibility.
To develop the teaching staff of Pedagogical Colleges in the Central Highland, it is possible
to practice the measures: "Improving the application of information technology for the teaching