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MINISTRY OF EDUCATION AND TRAINING
THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES

HOANG THỊ SONG THANH
MANAGEMENT OF TRAINING SECONDARY SCHOOL
TEACHERS IN THE SOUTHEAST PROVINCES TO MEET
EDUCATION REFORM REQUIREMENTS

Major: Education Management
Code: 9 14 01 14

ABSTRACT
THE DOCTORAL THESIS OF EDUCATION SCIENCE

Hanoi, 2022


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The work was completed at: The Vietnam Institute of Educational
Sciences

Scientific supervisers:
1. Assoc.Prof.Dr. Nguyen Sy Thu
2. Dr. Pham Quang Sang

Counterargument 1: ....................................................................

Counterargument 2: ....................................................................

Counterargument 3: ....................................................................

The thesis will be defended in front of the Institute-level Thesis
Judging Committee meeting at the Vietnam Institute of Educational
Sciences, 101. Tran Hung Dao, Hanoi
At ..... oclock ..... date ..... month ..... year ............

The Thesis can be found at:
- National Library
- Library of Vietnam Institute of Educational


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INTRODUCTION
1. Research problem statement
The quality of education and training has an important meaning
to the quality of human resources in the cause of national construction
and development. Therefore, the Party and Government have always
identified the development of education and training as "the top
national policy", in which "the quality of teachers has the meaning to
determine the quality of education" (Central Resolution 2 - Term
VIII). Recently, the 8th Conference of the Central Executive
Committee, term XI, issued Decree No. 29-NQ/TW dated November
4, 2013 on "Basically and comprehensively reforming Vietnam's
education in the direction of standardization, modernization” with
important goals and solutions, including the solution on Developing a
contingent of teachers and administrators, meeting the requirements
of education and training reform. Developing teachers to meet the
requirements of reforming must simultaneously perform two tasks:
training and fostering teachers with the same goal of directly
implementing innovation in educational methods in the direction of

developing learners' competencies. This is a problem of targeted
reforming and at the same time a matter of awareness, so there have
been many research works on training and training management in
general as well as training and managing teacher training. Research
works on training management in general and teacher training
management in particular have proposed many measures/solutions,
especially on teacher training management according to output
standards to meet the requirements of reforming education and
training.
In response to the requirements of the fundamental and
comprehensive reform of education and training, a number of legal
documents on education and training also have some suitable changes.
The Law on Education [104] also has important amendments, in
which the training standards of teachers from elementary, secondary,
and high schools must reach university degrees. Therefore, the task of
training secondary school teachers has shifted from pedagogical
colleges to universities.
To meet the requirements of reforming general education, the
Ministry of Education and Training has issued documents regulating
the professional standards of teachers in educational institutions. The


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standards of the Professional Standards in order to comprehensively
develop the capacity of teachers to be able to implement the new
general educational program require teacher training institutions to
redefine training goals and output standards, develop training
programs, and develop new general educational programs. training
program oriented to professional capacity development. This requires
schools which train teachers in general, and train secondary school

teachers in particular, to innovate teacher training management to
ensure output standards meeting the requirements of educational
reform.
On the other hand, the National Education Program 2018
represents the Party's radical and comprehensive reform in education
and training, so the goals, contents and methods of education have all
been changed in a modern direction. In which, many new subjects in
high school are not included in the current teacher training program or
the subjects are integrated towards the development of student
capacity, instead of the educational program aimed at forming
knowledge and skills previously. Therefore, universities that train
teachers must actively grasp the educational contents that have been
changed in the General Education Program 2018 to actively redesign
training programs or open new majors. The training management in
higher education institutions also has the necessary changes to meet
this requirement.
The Southeast is the Southern key economic region of the
country, the requirements for the quality of human resources are
increasing and becoming urgent. The socio-economic conditions in
the Southeast Region are favorable for the development of education
and training. In order to improve the quality of teachers in the coming
years, from now on, the Southeast region must invest in the training of
teachers to meet the requirements of the education and training
development strategy of the localities in the region. This also poses an
urgent task for the management and training of teachers at universities
according to the goal of ensuring the quantity, structure and meeting
the capacity requirements.
The above issues are urgent issues, there must be researches on
training and training management of secondary school teachers with

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university degrees, not only in the Southeast region but also on a
national scale to meet the requirements for education and training
reform and suitable to the characteristics and conditions in each region
and locality. That's the reason why I chose the topic "Management and
training of secondary school teachers in the Southeast region to meet
the requirements of educational reform" as my research topic.
2. Research purpose
Based on theoretical research on the management of training of
secondary school teachers to meet the requirements of educational
reform, the results of the assessment of the current situation of training
and the management of training for secondary school teachers in the
Southeast Region provinces, the thesis proposes the following:
Measures to manage and train secondary school teachers in the
provinces of the Southeast Region to meet the requirements of
educational reform.
3. Objects and research subjects
3.1. Research object
Training secondary school teachers to meet the requirements of
educational reform.
3.2. Research subjects
Managing and training secondary school teachers in the
provinces of the Southeast Region to meet the requirements of
educational reform.
4. Scientific hypothesis
Training and management of training of secondary school
teachers at the universities of the Southeast region in recent years has
initially achieved some results. However, compared with the
requirements of reform, the management of training for secondary

school teachers shows many limitations, as a result, the effectiveness
of management and the quality of teacher training is not high. If the
correct theoretical basis is established, the management and training
of secondary school teachers in the provinces of the Southeast Region
is objectively assessed, then it will be possible to propose appropriate
management measures for the training of secondary school teachers in
the provinces of the Southeast Region and feasible to meet the
requirements of educational innovation.
5. Mission and scope of research
5.1. Research mission


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Based on studying training management models, propose a
theoretical framework for training management of secondary school
teachers with university degrees to meet the requirements of
educational reform.
Evaluating the current situation of training and training
management of secondary school teachers in the provinces of the
Southeast Region corresponding to the theoretical framework.
Proposing measures to manage the training of secondary school
teachers in the provinces of the Southeast Region, contributing to the
reforming the general education program at the lower secondary level.
Testing the urgency and feasibility of the proposed measures and
organize the trial of a proposed measure.
5.2. Research scope
5.2.1. Limits on research content
According to the Education Law 2019 and the National
Qualifications Framework promulgated under Decision No. 1982/QDTTg dated October 18, 2016, secondary school teachers must have a
university degree (equivalent to a level 6/8), so in this thesis, the

author would limit the study to the scope of management and training
of secondary school teachers with university degrees.
The central management subject in the training of secondary
school teachers is the principals of schools that train lower secondary
teachers.
5.2.2. Limits on subjects and research locations
- Survey subjects directly related to this study are education
managers of training institutions and recruitment institutions, lecturers
and staff working in training management of training institutions, and
lower secondary teachers as well as the final year students of the
training institutions.
- Limit on research location: In reality, only Dong Nai University
and Thu Dau Mot University are the institutions training teachers with
university degrees. The working location of students after graduation
is limited to 5 provinces in the Southeast Region.
5.2.3. Limit on time to survey the situation: Within the period of
3 years from 2018 to 2020 and Time to test the measure in 2021.
6. Approach and research methods


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6.1. Approach
The topic uses the Targeted Approach; Capacity Approach;
Approach of Systems - Complex; Activities Approach; Approach
history - logic; CIPO Approach.
6.2. Research Methods
- Group of theoretical research methods
- Practical research methods
- Methodology of case studies
- Group of research methods to support data processing and

analysis
7. Defensive arguments
- Management of training for secondary school teachers to meet
the basic requirements in the context of educational reform should be
based on the CIPO approach.
- The current situation of management of training for secondary
school teachers in the Southeast region in recent years still has
limitations and shortcomings from input management, training
process management, output management and management of impact
on the educational reform context.
- The thesis proposes measures to manage the training of
secondary school teachers in the provinces of the Southeast Region to
meet the requirements of educational reform.
8. New contributions of the Thesis
- Systematize and perfect some concepts; propose a theoretical
framework on management and training of secondary school teachers
to meet the requirements of educational reform based on the CIPO
model.
- Assessing the current status of training management based on
the theoretical framework of training management based on CIPO in
the Shoutheast provinces to meet the requirements of educational
reform.
- Proposing a system of management measures for the training of
lower secondary teachers in the provinces of the Southeast Region
with high urgency and feasibility, meeting the requirements of
educational reform.
9. Thesis structure


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In addition to the introduction, conclusions and
recommendations, the list of references, the author's research works,
the appendix, the thesis is structured into 3 chapters:
- Chapter 1: Theoretical basis for management and training of
secondary school teachers to meet the requirements of educational
reform
- Chapter 2: Status of management and training of secondary
school teachers to meet the requirements of educational reform in the
Southeast region
- Chapter 3: Management and training measures for secondary
school teachers to meet the requirements of educational reform in the
Southeast region.
Chapter 1
THEORETICAL BASIS ON MANAGEMENT OF TRAINING
LOWER SECONDARY TEACHERS TO MEET
REQUIREMENTS OF EDUCATIONAL REFORM
1.1.Overview of research problem
1.1.1. Studies on teacher training
1.1.2. Researches on training teachers according to the
requirements of the capacity to meet the requirements of the 21st
century society
1.1.3. Researches on management and training of teachers
according to the requirements of the capacity to meet the
requirements of the 21st century society
1.1.4. Lessons learned from some countries' experience in managing
teacher training
1.1.5. Unresolved issues in research works
From the above research overview, it can be generalized that
there have been many studies on teacher training management
according to the competency approach, output standard approach,

competency-based output standard approach, approach of meeting
social needs, ....in different research locations, with different levels of
training. Currently, the context of educational reform poses many new
requirements for the training and management of teacher training in
general and for secondary school teachers in particular, necessary to


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improve the theory of teacher training management to meet the
requirements of educational reform. There are many different training
management models, the application of the CIPO model to the
management of training for secondary school teachers in the Southeast
region to meet the requirements of educational reform has not been
studied.
1.2. Some basic concepts
1.2.1. Training secondary school teachers to meet the requirements
of educational reform
1.2.1.1. Training
1.2.1.2. Teacher capacity to meet the requirements of general
education reform
1.2.1.3. Training secondary school teachers to meet the
requirements of general education reform
1.2.2. Managing the training of secondary school teachers to meet
the requirements of educational reform
1.2.2.1. Management
1.2.2.2. Training Management
1.2.2.3. Managing the training of secondary school teachers to
meet the requirements of educational reform
The management of teacher training to meet the requirements of
educational reform in the thesis is understood as a system of

purposeful and organized effects of the management subject in
accordance with the context on the managed object to control, guide
the student training process, the activities of officials, lecturers, staff
and students, and maximize the mobilization of different resources to
achieve training goals to meet the requirements of educational reform.
1.3. CIPO model - ensuring the quality of training for secondary
school teachers to meet the requirements of educational reform
1.3.1. CIPO model for training secondary school teachers
1.3.1.1. CIPO model
1.3.1.2. CIPO model of training activities
1.3.1.3. The CIPO model of training secondary school teachers
according to their ability towards meeting the requirements of
educational reform
1.3.2. Contextual factors affecting the training of secondary school
teachers


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(1) Innovating the educational program sets the requirements for
teacher training according to the approach to competence and quality.
(2) Requirements for teachers' competence according to
professional standards (Circular 20/2018/TT-BGDĐT).
(3) Professional competition and the renewal of the recruitment
and employment mechanism of teachers.
(4) Training teachers to meet socio-economic requirements in
accordance with the potential of the region.
1.3.3. Input to the training of secondary school teachers
1.3.3.1. Developing a training program for secondary school
teachers in the orientation of capacity development
1.3.3.2. Ensuring the quality of the teaching staff to train

secondary school teachers in the orientation of capacity development
1.3.3.3. Ensure facilities and equipment for training in the
orientation of approaching the General Education Program 2018
1.3.3.4. Admissions work ensures the quality of the entrance
1.3.4. The process of training secondary school teachers
1.3.4.1. Teaching and learning activities in the direction of
developing learners' capacity to meet the requirements of educational
reform
1.3.4.2. Assess - evaluate training results according to output
standards
1.3.4.3. Coordinating between training institutions and
recruitment agencies to improve the quality of secondary school
teacher training
1.3.5. Outputs/results of secondary school teacher training
1.3.5.1. Evaluation of training results in output factors
1.3.5.2. Support graduates
1.3.5.3. Information about graduates, feedback investigation
1.4. Managing the training of secondary school teachers to meet
the requirements of educational reform according to the CIPO
model
1.4.1. Management of training inputs for secondary school
teachers to meet the requirements of educational reform
1.4.1.1. Managing the design and construction of a training
program for secondary school teachers in the direction of


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competency development
1.4.1.2. Managing and ensuring the quality of the teaching staff
to meet the requirements of teacher training in the context of

education and training reform
1.4.1.3. Managing enrollment to meet teacher training
requirements in the context of education and training reform
1.4.1.4. Management of teaching facilities and equipment to
meet teacher training requirements in the context of educational and
training reform
1.4. Managing the training of secondary school teachers to meet
the requirements of educational reform according to the CIPO
model
1.4.1. Management of training inputs for secondary school teachers
to meet the requirements of educational reform
1.4.1.1. Managing the design and construction of a training
program for secondary school teachers in the orientation of
competency development
1.4.1.2. Managing and ensuring the quality of the teaching staff
to meet the requirements of teacher training in the context of education
and training reform
1.4.1.3. Managing enrollment to meet teacher training
requirements in the context of education and training reform
1.4.1.4. Management of teaching facilities and equipment to meet
teacher training requirements in the context of educational and
training reform
1.4.2. Managing the process of training secondary school teachers
to meet the requirements of educational reform
1.4.2.1. Managing teaching and learning activities in the direction
of developing learners' capacity to meet the requirements of education
and training reform
1.4.2.2. Management of assessment - evaluate learning outcomes
in the direction of developing learners' capacity to meet the
requirements of education and training reform

1.4.2.3. Manage coordination activities between training
institutions and recruitment agencies
1.4.3. Managing the training output of secondary school teachers to
meet the requirements of educational reform
1.4.3.1. Management and evaluation of training results for


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secondary school teacher training
1.4.3.2. Manage the activities of supporting graduates
1.4.3.3. Management of collection and processing the
information of training product
1.4.4. Factors affecting the management and training of
secondary school teachers to meet the requirements of educational
reform
1.4.4.1. The 2018 General Education Program sets out
requirements to train teachers according to the approach to
competence and quality
1.4.4.2. Teacher competency requirements in Teacher
Professional Standards
1.4.4.3. Occupational competition and the innovation of the
recruitment mechanism, using teachers for training management
1.4.4.4. Training teachers to meet socio-economic
requirements in accordance with the potential of the region
Sub-Conclusion of Chapter 1
From the overview, it is shown that the issue of training
management for secondary school teachers to meet the requirements
of educational reform in Vietnam in accordance with the region has
not been studied systematically; especially, there have been no studies
approaching the problem of training secondary school teachers

according to the CIPO model in the Southeast region.
In this chapter, the basic concepts have been established, the
thesis has developed a standard output framework for training
secondary school teachers in the context of educational reform. On the
basis of an overview of the CIPO model, the thesis has established the
structure of the model. This is within the scope of secondary school
teacher training. The "context" factor has 04 issues related to and
directly affecting the training management of secondary school
teachers, which are: reform of the educational program, the
introduction of the professional standard of high school teachers, and
the professional competition for the teaching career; training
requirements suitable to regional socio-economic conditions. The
"input" factor includes: Training program and output standards
required by education and training reform; teaching staff to meet the


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training requirements of secondary school teachers in the current
context; facilities and teaching equipment meet the training
requirements of the implementation of the new general educational
program, enrollment to ensure input quality. The "process" element
includes: teaching and learning activities according to requirements of
the implementation of the new educational program, assessment and
evaluation towards learners' ability; coordinate with recruitment
agencies and general education institutions to enhance training
quality. The “output” factor includes: assessing training results,
supporting learners before graduation to ensure the professional
competence requirements in practice and timely information on
recruitment, coordination between the recruitment agencies and
general education institutions to receive feedback in order to adjust

training contents.
On the basis of establishing the contents of training activities for
secondary school teachers according to the CIPO Model, the thesis
builds the contents of teacher training management according to this
model.
Chapter 2
THE SITUATION OF MANAGEMENT AND TRAINING OF
SECONDARY SCHOOL TEACHERS TO MEET
REQUIREMENTS FOR EDUCATION REFORM IN THE
SOUTHEAST PROVINCES
2.1. Overview of the socio-economic, general education and
teacher training universities in the Southeast region
2.1.1. Overview of the socio-economic situation of the provinces in
the Southeast region
2.1.2. Situation of general education in the Southeast provinces
2.1.3. Characteristics of universities with teacher training in the
Southeast region
2.1.3.1. Dong Nai University
2.1.3.2. Thu Dau Mot University
2.2. Organize a situation survey
2.2.1. Survey objective
2.2.2. Survey content


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2.2.3. Survey object and scale
2.2.4. Survey methods and processing of survey results
2.2.5. Assessment scale
2.2.6. Survey location and time
2.3. The reality of training secondary school teachers in the

Southeast provinces to meet the requirements of educational
reform
2.3.1. The reality of activities ensuring that the training inputs for
secondary school teachers in the Southeast provinces to meet the
requirements of educational reform
2.3.1.1. The reality of building a training program for secondary
school teachers to meet the requirements of educational reform.
According to Table 2.6, there are 5 observed variables at
“Medium”, and 2 observed variables at “Weak”.
2.3.1.2. The reality of ensuring the quality of the teaching staff to
train secondary school teachers to meet the requirements of
educational reform.
According to Table 2.7, there are 03 observed variables at
"Medium", and 2 observed variables at "Weak".
2.3.1.3. The reality of ensuring facilities and equipment for
training in the direction of approaching the 2018 National Education
Program
According to Table 2.8, all the observed variables have reached
the "average" value, which means that the activities to ensure the
facilities in the urban centers only take place normally, there is no
change in response to the requirements of the reform of the General
Educational Program.
2.3.1.4. The reality of enrollment and input quality of lower
secondary teacher training
According to Table 2.9, all the observed variables have reached
the "average" value, which means that the enrollment activities at the
training institutions take place normally.
Table 2.10 shows that local universities not only have low
entrance scores, but some majors cannot enroll students.

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2.3.2. The reality of elements of the training process of lower
secondary school teachers in the Southeast region to meet the
requirements of educational reform
2.3.2.1. Actual situation of teaching and learning activities to
meet the requirements of educational reform
According to the statistical results described in Table 2.11, all
observed variables are at the “average” value.
2.3.2.2. The reality of assessing students' learning outcomes to
meet the requirements of educational reform
According to the statistical results described in Table 2.12, all
observed variables are at the “medium” value.
2.3.2.3. Reality of coordination activities between training
institutions and secondary school teacher recruitment institutions
to meet the requirements of educational reform
According to Table 2.13, 5/6 criteria for assessing the reality
of coordination between training institutions and recruitment
agencies in teacher training are all at the value of "weak", only 1
criterion is valid at the level of "medium",
2.3.3. The reality of the outputs of lower secondary teacher training
in the Southeast provinces to meet the requirements of educational
reform
2.3.3.1. The reality of evaluating training results in output factors
in the provinces of the Southeast region.
According to Table 2.14, the results of descriptive statistics show
that out of 3 observed criteria/variables, only 1 criterion is at the
"average" value, the other 2 criteria are close to "good".
2.3.3.2. The reality of supporting graduate students to meet new
standards set out from practice at training institutions for secondary

school teachers in the Southeast region.
According to Table 2.15, most of these evaluation criteria for
supporting graduate students have values below average. Even, there
are criteria/observable variables at the "poor" value.
2.3.3.3. The reality of capturing information of students after
graduation, investigating feedback of training institutions of
secondary school teachers in the Southeast region.
According to Table 2.16, there is 1 criterion with a value of
“good”. The rest of the observed criteria/variables are below the
average level, even some of the criteria are still at the "poor" level.


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2.4. The reality of management and training of secondary school
teachers in the Southeast region to meet the requirements of
educational reform
2.4.1. The reality of input management for training of secondary
school teachers in the provinces of the Southeast region
2.4.1.1. The reality of managing and developing training
programs towards developing learners' capacity in the provinces of the
Southeast region
According to Table 2.18, according to general statistics, there are
5 criteria/observed variables with values at the "average" level and 02
criteria/observed variables with values below the "average" level.
2.4.1.2. The reality of quality assurance management of the
teaching staff of secondary school teachers in the direction of capacity
development
According to Table 2.19, there are 04 observed variables at
“Medium”, and 2 observed variables at “Weak”.
2.4.1.3. The reality of management to ensure facilities and

equipment for training in the direction of approaching the 2018
National Curriculum
According to Table 2.20, there are 05 observed variables with
"average" value, and 01 criterion/observed variable with "weak"
value.
2.4.1.4. The current situation of enrollment management to
ensure the quality of input in training for secondary school teachers in
the Southeast region
Table 2.21, out of 05 observed variables, 02 variables have a
value of "good" while the subjects of management staff rated at
"distinction" In general, the difference in evaluation level for this
criterion is not much. ; That is, the school has focused on the
management of enrollment activities.
2.4.2. The reality of managing the training process of secondary
school teachers in the provinces of the Southeast region
2.4.2.1. The reality of management in teaching and learning
activities towards developing learners' capacity to meet the
requirements of educational reform in the Southeast region


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According to the statistical results described in Table 2.22, all
observed variables are at the “medium” value. However, when
separating the assessed objects, there are 6/8 observed variables that
are rated as "good" by the management staff.
2.4.2.2. Status of management and assessment of students'
learning outcomes according to competency-based output standards in
the Southeast region
According to Table 2.23, all observed variables have values at
the “medium” level. Comparing the evaluation in 02 subjects, the

management staff's side rated it higher and 4/5 observed variables
were rated as "good".
2.4.2.3. Current status of management of coordination activities
between training institutions and secondary school teacher recruitment
institutions in the Southeast region
Table 2.24, there are 4 out of 5 criteria for assessing the actual
situation of coordination between training institutions and recruitment
agencies in teacher training, all at the value of "weak", only one
criterion is valid at "medium" level.
The survey results clearly show that the relationship between
training institutions and recruitment institutions in the management
and training of secondary school teachers in the Southeast region has
not met the requirements of educational reform, especially for the
training of secondary school teachers implementing the educational
program 2018.
2.4.3. Reality of output management of secondary school teacher
training institutions in the Southeast region
2.4.3.1. The reality of management and evaluation of training
results in output factors in the provinces of the Southeast region
According to Table 2.25, the results of descriptive statistics show
that out of 3 observed criteria/variables, only 1 criterion is at the
"medium" value, the rest is rated at "good". This means that the
management and assessment of the output quality of the urban
institutions in the Southeast region has been paid attention, but it also
stops at the regulation-based management that is less creative.
2.4.3.2. Reality of managing activities to support graduates at
training institutions for secondary school teachers in the Southeast
region

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Table 2.26, most of the criteria for evaluating the management of
these graduates supporting activities are below the “medium” level.
Only a quarter of the observed variables have a value of "medium",
that is, "Directing the establishment of an electronic portal to update
and disseminate recruitment information and training information to
raise standards for students". .
2.4.3.3. Reality of management and collection of student
information after graduation, investigation of feedback of teacher
training institutions in the Southeast region
Table 2.27, there are 02 observed variables with "medium" value
and 02 observed variables with "weak" value.
2.4.4. The reality of factors affecting the management and training
of secondary school teachers in the Southeast region
2.4.4.1. Impact of reform on the General Education Program
2018
According to Table 2.28, evaluating the impact of the reform of
the genral educational program on the training program of secondary
school teachers, the observed variables have values at the level of
“strong impact”.
2.4.4.2. The impact of legal regulations on teachers' professional
standards
According to Table 2.30, assessing the impact of the reform of
the profesional standards of general education teachers on the training
program of secondary school teachers, there are three-quarters of the
observed variables that give the value "strong impact". Only the
observed variable “Training program focuses more on developing
skills, in which soft skills are noticed” is valid at the level of “partial
impact”.
2.4.4.3. The impact of the labor market, career competition and

the innovation of the recruitment mechanism, using teachers
According to Table 2.32, out of 03 observed variables, 02
variables are assessed as "strong impact", that is "The competitive
labor market has had an impact on training management, requiring
management work. The view that the quality of training must be
changed to suit the needs of society and the variable "In the
management process, quality assurance is a vital element of each


17
training institution to create a brand, attract candidates to apply for
pedagogy".
2.4.4.4. The impact of training requirements in accordance with
the socio-economic and potential of the region
Table 2.33, all three observed variables are at the level of “partial
impact”.
2.5. General evaluation
2.5.1. Advantages
- Management staff, faculties, and employees are well aware of
training reform, teacher training management at local training
institutions and all wish to reform training to have output products that
meet the requirements of recruitment institutions and general
education institutions. Department of Education and Training in the
current context of reforming the current educational program.
- The training institutions have ensured the basic conditions for
the training of secondary school teachers, in which the focus is on
ensuring the number of faculties, facilitiess and equipment for teacher
training.
- The training institutions have had relationships with recruitment
agencies, general educational institutions to grasp the needs of teacher

training, and organize for students to practice pedagogy.
2.5.2. Limitations
- Management of building Output standards of training programs
for secondary school teachers have not yet met the requirements of
reform: there are training programs for faculties and training
institutions that are also simply compiled, based on the knowledge of
the program to determine output criteria.
- Management of reforming the training program for secondary
school teachers has not been updated to match the training of teachers
to meet the Educational Program 2018.
- Assessment - evaluating student results is no longer relevant to
assessment - evaluating student's learning and training results
according to competency approach.
- The quality of faculties participating in training secondary
school teachers in the orientation of capacity development is not equal
in quality.
- Training facilities are at an average level, many teaching
equipments are incomplete and not modern.


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- The training institutions have not exploited the potential and
opportunities of the relationship with recruitment institutions; training
institutions do not have commitments to the quality of training
products with institutions that recruit, using teachers.
2.5.3. Causes of limitations
- The starting point of the training institutions in the locality is
low, so the quality assurance of input is still limited.
- Socio-economy in the Southeast region are still difficult, so
there are impacts on the awareness of officials and people in these

localities, therefore, the investment in teacher training is still low
compared to training other majors. The policy for faculties is still
limited.
- The management mechanism at the training institutions of
secondary school teachers stops at the level of "compliance" with
regulations and documents of the industry and the state, lacking
creative and breakthrough decisions.
Sub-Conclusion of Chapter 2
From the theoretical basis of chapter 1, chapter 2, the thesis
examines the training status and training management status of
secondary school teachers of the training institutions in the Southeast
region, the thesis investigates on 03 components: input - process output. Each element is identified with several elements with specific
properties required by the context. Regarding the reality of training
secondary school teachers of training institutions, the thesis
investigates specific activities to ensure the quality of the elements in
each element according to the CIPO model. As for the reality of
management and training of lower secondary teachers of the training
institutions in the Southeast, the thesis also approaches each factor to
evaluate the level of achievement in this management. Thereby,
general assessment, comment on the advantages, limitations and
causes of limitations.
Chapter 3
MEASURES FOR MANAGEMENT TRAINING OF
SECONDARY SCHOOL TEACHERS TO MEET THE


19
REQUIREMENTS OF EDUCATION REFORM IN THE
SOUTHEAST PROVINCES
3.1. The development needs of lower secondary education in the

Southeast provinces and orientations for the development of
training institutions
3.1.1. The need to train secondary school teachers to meet the
requirements of educational reform in the Southeast region
- New training needs
- Training needs to raise the standards of teachers (Re-training,
raising standards).
3.1.2. Development orientation of local universities in the Southeast
region in training secondary school teachers to meet the
requirements of educational reform
Establish training programs and output standards; Develop and
improve training quality assurance conditions and training quality
accreditation plans; Enhance the application of information
technology in management, teaching and scientific research;
Admissions and training organization and management; Coherence of
teaching and research, schools and businesses; Develop a roadmap for
the implementation of autonomy; Ensure high quality human
resources.
3.2. Principles of proposed measures
3.2.1. Ensure Practicality
3.2.2. Ensure feasibility and efficiency
3.2.3. Ensure Legality
3.2.4. Ensure System, Synchronization
3.2.5. Ensure Scientificness
3.3. Measures to manage the training of secondary school teachers
in the Southeast provinces to meet the requirements of
educational reform
3.3.1. Measure 1. Review and adjust training objectives and output
standards of secondary school teacher training programs according to
educational reform requirements

3.3.2. Measure 2. Develop a competency-oriented secondary school
teacher training program to meet the requirements of educational
reform


20
3.3.3. Measure 3. Direct closely to innovation of assessing and
evaluating the implementation of the training program in the direction
of developing teacher's professional capacity
3.3.4. Measure 4. Develop a contingent of managers, lecturers and
staff participating in the training of secondary school teachers to meet
the requirements of educational reform
3.3.5. Measure 5. Manage infrastructure, facilities and finance to
ensure the implementation of the lower secondary teacher training
program to meet educational reform requirements
3.3.6. Measure 6. Create and strengthen the relationship between the
training institution and the general education institutions and the state
management agency in education in each locality to enhance the
quality of training for secondary school teachers
3.4. The relationship between the measures
The order of 06 measures mentioned above shows the principles
of logic, synchronization, system, science, efficiency and feasibility.
Measure 1 is the starting point of the theory of training management
based on the CIPO model in this thesis. Measures 2 and 3 are
management activities that need to be implemented after the
implementation of measure 1. Measures 4, 5 and 6 are the conditions
for effective management. The ultimate goal of the 6 main training
management measures is to ensure the quality of training for
secondary school teachers, that is, to ensure the capacity of
graduates/new teachers to meet the requirements of educational

development. and training of the Southeast Region provinces in the
context of reforming. Objectives, contents, methods and conditions for
implementing the specific measures are presented as follows.
Each measure for management of training activities for secondary
school teachers (above) in the training institutions of the Southeast
Region is aimed at performing a specific management task in the
school management system, so it must comply with the management
functions. On the other hand, the purpose, meaning, and importance
of each measure has its relative independence and its openness as well
as its flexibility. Therefore, depending on the time, depending on the
conditions of the training institution, the manager applies and
implements it most effectively, bringing about the quality of training


21
in general, training secondary school teachers according to the Output
Standard of competence approach required by Educational Reform.
3.5. Testing the urgency and feasibility of management measures
3.5.1. Test method
3.5.2. Test results
3.5.3. Assessment of feasibility and urgency of measures
The results of testing the urgency and feasibility show that the
proposed measures are urgent and highly feasible
3.6. Organize experimenting a measure
3.6.1. Experimental purpose
3.6.2. Experimental subject
3.6.3. Experimental content
Measure 1: Review and adjust training objectives and output
standards of secondary school teachers' training programs according
to educational reform requirements

Selected content:
(1) Establishing a steering committee to build output standard of
the training program for secondary school teachers in the orientation
of developing learners' capacity, and disseminating the framework of
output standard for the training program of secondary school teachers.
(2) Evaluate the current training program to determine what needs
to be changed according to reform requirements.
(3) Organizing for the faculties based on the Teacher Professional
Standards and the National Education Program 2018 and the
framework of the standards of the training program for secondary
school teachers to build the training standards for each branch of
training secondary school teachers at the bachelor's level.
(4) Organize to valuate the results of building the output standard
of each training program after it has been built.
3.6.4. Experimental method
3.6.5. Experimental progress
3.6.6. Data processing method
3.6.7. Experimental results
3.6.7.1. Evaluation of experimental product quality - the output
standard of the training program for secondary school teachers in the
direction of learner capacity approach.
According to Table 3.29, the standards for assessing the output
standard of the training program for secondary school teachers in the


22
orientation of approaching learners' competencies are all at the level of
“quality” (3.87 – 4.28). In which, Standard 1, or "Output standard is
applicable to the subject" reached the level of "high quality" ((X ) ̅= 4.28).
3.6.7.2. Feasibility of experimental measures

Overall, the statistical results in Table 3.30 show that the
management tasks of building output standard of the training
program for secondary school teachers in the direction of capacity
development are feasible (indicators in the observed variables all
ranges from 3.68 to 4.41).
Sub – Conclusion of Chapter 3
Based on the theory in chapter 1 and the management status of
the research problem in chapter 2, the thesis proposes 06 measures to
manage the training of lower secondary teachers in the Suotheast
provinces in chapter 3, which are:
(1). Review and adjust training objectives and output standards
of secondary school teacher training programs according to
educational reform requirements
(2). Developing a competency-oriented training program for
secondary school teachers to meet educational reform requirements
(3). Directing closely to innovation of assessing and evaluating
the implementation of training programs in the direction of developing
teachers' professional capacity
(4). Developing a contingent of managers, faculties and staff
involved in training secondary school teachers to meet the
requirements of educational reform
(5). Manage infrastructure, facilities and finance to ensure the
implementation of the training program for secondary school teachers
to meet the requirements of educational reform
(6). Establish and strengthen the relationship between the training
institution and the general education institutions and the state
management agencies in education in each locality to enhance the
quality of training for secondary school teachers.
The above proposed measures have a close relationship with each
other, are urgent and highly feasible. The experimental results also

show the feasibility of the experimental measure


23

CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
The thesis has identified the basic concepts, the thesis has
established the structure of the CIPO model in the scope of training
secondary school teachers in the context of reform; in which: Input
factors include: Training program and output standards required by
educational reform; teaching staff to meet the training requirements of
secondary school teachers in the current context; facilities and
teaching equipment to meet the training requirements of the
implementation of the new general education program, enrollment to
ensure input quality. Elements of the training process include:
teaching and learning activities requirements to proceed to the
implementation of the National Education Program 2018, assessment
- evaluation towards the learner's capacity approach; coordinate with
recruitment agencies and general education institutions to enhance
training quality. Output factors include: evaluating training results,
supporting learners before graduation to ensure requirements on
professional competence in practice and timely information on
recruitment, coordinate with recruitment agencies and general
education institutions to receive feedback to adjust training contents.
Contextual factors are: renewal of the National Education Program
2018, the introduction of the professional standards of general
education teachers, the professional competition for the teaching
profession and the training requirements suitable to the regional socioeconomic conditions.
On the basis of establishing the contents of training activities for

secondary school teachers under the CIPO model, the thesis builds the
contents of teacher training management according to this model,
including: input management, training process management., output
management and impacted context management.
From the established theoretical basis, the thesis surveys and
objectively evaluates the reality of the research problem with
appropriate research methods, thereby proposing 06 measures of
training management and training for secondary school teachers in the
Southeast region with high urgency and feasibility, meeting the
requirements of educational reform.
2. Recommendations