Develop the ethnic minority primary school teaching staff in the Northwest to meet the requirements of educational & training innovation

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INTRODUCTION
1. Reasons for choosing this topic
Vietnam is a multiracial country with 53 ethnic minorities. They mainly live in
far and wild places, borders and etc. Where have many difficulties in socioeconomic development. The matter of ethnic minority human resources
development in general, and educational human resources to teach them in
particular was a special concern of Vietnam’s Party and State: “The issue of
developing Education & Training, improving quality of ethnic minority human
resources which includes expanding teaching and learning minority languages;
rising the quantity and quality of the group of ethnic minority teachers”; “
Developing the group of teacher and management officers is the key phase to meet
the demands of education & training innovation.”
The Northwest is the hardest region with the most population of ethnic
minorities, so its pupils are mainly in minority groups. One of the factors limiting
its educational development is the language difference in teaching and learning. At
home and public places, the pupils communicate in their own mother-tongues, so
they need a teacher who can use those languages, understand their culture and
customs to help them integrate in the educational environment without language
gaps. At last, the teacher can help pupils learn Vietnamese and widen their
knowledge quickly and favorably.
Ethnic minority elementary teaching staff in the Northwest region has risen
quickly in recent years. To develop the education, the teaching staff has contributed
to generalize elementary education completely, making opportunities for ethnic
minority children and bringing them educational equality. They, however, has also
many insufficiencies in their abilities and teaching skills. The cause of the
shortcomings is due to ethnic characteristics, regional and historical-culture,
economy, the chances of having information and educational enviroment, ...
Primary education is first state of the overall education , which is the basis to
form the initial, comprehensive development of the human personalities and set a
solid foundation for the next level of education. The elementary teaching staff in

general and the ethnic minority one in particular are the key factors for the quality
of elementary education. Thus, it is necessary to train and foster a local teaching
staff with qualified teaching abilities and knowledge that are suitable for each
region, each race and meet the demands of education innovation. Besides, it is also
important to make a good working environment and treatment, as well as to use
these teachers in such a way that let them to be pleased with their employment, and
be wedded to “planting people” career in their hometown.
For those reasons, the author selects the subject of “Develop the ethnic minority
primary school teaching staff in the Northwest to meet the requirements of
educational & training innovation” as the topic of this thesis.
2. Research purposes
The purposes of this research paper is to study argument basis by the way
approaching the work of developing human resources and the group of ethnic


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minority elementary teacher development, by that creating reasons to propose a
number of possible solutions on developing the group of ethnic minority elementary
teachers in the North-West region in order to meet the demand of education and
training innovation.
3. Research object and subject
3.1 Research object
Elementary school teachers and Elementary school teaching staff in Northwest
region.
3.2 Research subject
Developing the local group of ethnic minority elementary teachers in the NorthWest region to meet the demands of educational and training innovation.
4. Scientific theory
If supposing the solutions by the way approaching human resources, teaching
career standards are suitable to characteristics (of each race and region) and the

demand of education innovation of each/multi race and each/multi culture in the
community of ethnic minorities by each region, minor region, totally influencing on
basis phases of the developing the group of ethnic minority elementary teachers
process, these factors will contribute to developing the group of ethnic minority
elementary teachers, meeting the demand of education innovation, simultaneously
contributing experiences which the ethnic minorities regions with corresponding
socioeconomic conditions can consult.
5. The range of the study
- The management subject: Developing the group of ethnic minority elementary
teachers in the North-West region concerns various management subjects, in this
thesis the main management class is Education & Training Service.
- The range of the study: Studying argument basis in developing the group of
ethnic minority elementary teachers by the way approaching human resources
development; surveying, evaluating the real situation of the group of ethnic
minority elementary teachers during the latest 3-5 years (focusing on races of
Mường, Mông, Tày, Thái which have a predominant population in the provinces of
Northwest region); Proposing solutions on developing the group of ethnic minority
elementary teachers in the North-West region which can be applied after 2015.
6. The task of the study
(1). Studying argument basis in developing the group of ethnic minority
elementary teachers in the background of education innovation; (2). Evaluating the
real situation of the teachers, developing the group of ethnic minority elementary
teachers in the North-West region; (3). Proposing possible solutions on developing
the group of ethnic minority elementary teachers in the North-West region to meet
the demand of education innovation; (4). Surveying, exploring the necessity, the
realization of the proposed solutions; and examining a number of contents of the
two solutions proposed by the thesis.


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7. Methodology and research method
7.1 Methodology
7.1.1 The system approaching: developing the group of ethnic minority
elementary teachers is a system including various factors which have organic and
mutual relationship with each other between factors concerning developing group
of teachers; between elementary schools in the North-West region and of the whole
elementary education system.
7.1.2 The human resource development approaching: applying the approaching
method for the human resources development to study solutions in developing the
group of ethnic minority elementary teachers in the North-West region with the
purpose of improving the quality of them suitable to local characteristic, meeting
the demand of education innovation.
7.1.3 The standardizing approaching: developing the group of ethnic minority
elementary teachers in the North-West region must base on the regulations of the
education laws and career standards in elementary teacher of Education & training
ministry; and well meeting the demand of education innovation.
7.1.4 The ability approaching: the group of ethnic minority elementary teachers
must have full of professional ability. The ability to approach on ethnic minority
elementary teachers means pointing out necessary needs and criterion, especially
teaching potential, teaching potential in special schools/classes meeting the demand
of education innovation.
7.1.5 The multicultural approaching: taking advantages of culture of ethnic
minorities in developing the group of ethnic minority elementary teachers will help
the group of ethnic minority elementary teachers to improve their professional
ability better and attribute enriching Vietnamese traditional culture.
7.1.6 The practical approaching: the agreement with specific characteristics of
the North-West region as well as particular features of the group of ethnic minority
elementary teachers (of regions, areas and races) in every province in the NorthWest region; and the demand of education & training innovation.
7.2 Research methods

7.2.1 Theoretical research methods: analyzing, summarizing, organizing,
generalizing in researching material resources in order to construct argument basis
of the thesis.
7.2.2 Group of practical researching methods
- Experience summarizing method: summarizing experiences from real exercise
in developing the group of ethnic minority elementary teachers of Education &
Training Services, Education & Training Bureau and elementary schools through
yearly reports; concerning materials on books, internet etc.
- Questionnaire surveying method: questionnaire surveying on the real situation
of the group of ethnic minority elementary teachers, real situation in developing the
group of ethnic minority elementary teachers in the North-West region;
questionnaire surveying on the necessity and the realization of the solutions.
- Interview method: interviewing management officers and ethnic minority
elementary teachers in elementary school about the real situation in developing the


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group of ethnic minority elementary teachers in the North-West region, gathering
the results to be the basis for proposing solutions.
- Observing method: directly observing class-hours of ethnic minority
elementary teachers; teaching activities in school; material facilities, teaching
equipment of schools.
- Educational products of schools researching method: researching on teaching
plans, lesson plans, documents, self-improving plans etc. of ethnic minority
elementary teachers.
- Typical researching method: carrying on typical researching in three
elementary schools/ 4 districts in difficult and even especially difficult area of Lao
Cai province.
- Professional method: asking for opinions of experts in educational

management and pedagogy; administrators of Education & Training Services,
Education & Training Bureau, elementary schools; administrators of education
universities (mainly provincial universities) about solutions suggested by the thesis.
- Examination method: carrying on examinations to test a number of contents of
some solutions suggested by the thesis.
7.2.3 Data analyzing methods: using mathematical statistics; using charts,
diagram, math table etc.
8. The point guards
8.1. The primary teachers from ethnic minority are the human resources of
ethnic minority’s education fields and ethnic minority region. They have a strong
role in the multicutural education enviroment, it is an important internal force in
decision quality, effective in education to minority children, guarantee the quity in
enducation for minority children. Therefore, the devolopment of primary teachers
must be done and follow the standpoint to develop the human resource to ensure
human resources development strategy of ethnic minority, individual approach way,
strengthening the role of school-level management; enhancing the ability of career
match suitable for people and regions to satisfy the requirements of education ,
contribute the goal of steady development education.
8.2. The reality of primary teacher development in the Northwest native, besides
all the things achieved, there still exist some shortcomings in the unstable number
of teachers; the structure is not balance; the quality in not satisfied the current
requirements and the new requirements of Education, and not consistent with the
characteristics of the Northwest.
8.3. The development of primary teachers from ethnic minorities in Northwest
native not only ask for interesting team development (stable settlement of the
quantity, improving the quality, harmony of the body structure is ethnic
composition), but also concentrate on improving teaching skill of teachers from
ethnic minorities. It is suitable for specific education in ethnic minority areas, to
satisfy the requirements of innovation educational, ensure the conformity of the
needs, benefit to create the motivation for every teacher and the development of

strategy goal for each school, each province and the Northwest region.


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9. New Contribution of the thesis
9.1 Contributing to codify and develop theories about the development of
primary teachers in general and the development of primary teachers from ethnic
minorities in Northwest in particular to satisfy the requirements of innovation
educational, including the use of new approach method: Approaching to develop
the human resource – Approaching the capability – Approaching the multicultural.
9.2. It is possible to review the current status of the ethnic minority primary
school teaching staff and the development of this type in the Northwest; to identify
strengths and weaknesses based on the requirements of educational innovation; and
the specific requirements of the Northwest.
9.3 Proposing the principles and 5 solutions of development the primary teacher
teams from ethnic minorities in Northwest in scientific way, suitable for particular
areas, to satisfy the requirements of innovation educational and can be used to refer
to the people in many religions.
10. The structure of the thesis
Chapter 1: The base argument of developing primary teachers group of ethnic
minority in the context of education and training innovation.
Chapter 2: The development status of primary teachers from ethnic minority in
Northwest region.
Chapter 3: The solution to develop the primary teacher group from ethnic
minority to satisfy the requirements of educational and training innovation.
CHAPTER 1
THE BASIC ARGUMENT OF DEVELOPING PRIMARY TEACHER
GROUP FROM ETHNIC MINORITY IN THE CONTEXT OF EDUCATION
AND TRAINING INNOVATION .

1.1. Overview of researching on problems
1.1.1. The research on teacher group
1.1.1.1. The role of teacher group
All domestic and international research on the teaching staff have confirmed one
of the most important resources to decide the development of the high school in
general and secondary school in particular are teacher group which play a decisive
role.
1.1.1.2. The Professional Standard for teachers – the requirement of innovation
education
The domestic and foreign researches on the development of teachers in training
issues are based on the standard of “The Ministry of Education and Training”
(MoET) of each country. In Vietnam, the professional standard for teacher are
regulated by Decision No. 14/2007/QD-BGDDT. This regulation is used to this
thesis and adding some criteria which are specific in nature and require the
requirements of educational innovation for teachers from the ethnic minorities.


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1.1.2. The research on human resource development and development of teachers
group from ethnic minority
1.1.2.1. The human resource development- the human resources of ethnic
minority
The research on human resource development, the human resource from
ethnic minority are concerned. However, these offering solutions was not
synchronizing comprehensively yet, not paying attention to the ethnic and each
region and sub-region.
1.1.2.2. The development of teacher group – the teacher group from ethnic
minority.
Some researches before have shown the feature of people and regions but it was

not specific and pretty general in many levels. It was not separated out in each
person. It should be able to be true with these ethnic groups, but does not match the
other.
1.1.3. General comments
The author has made a great contribution of theories and practices from the issue
of methodology about the development of human resources; the human resource
development policies; the issue of development to improve the human resources
plan. However, the issue of development the primary teacher group from ethnic
minority in Northwest was not researched and resolved satisfactorily. The thesis is
going to inherit the achievements gained and explain deeply to the issue: “The
development the primary teacher group from ethnic minority in Northwest area to
satisfy the requirements of education and training”.
1.2. The primary teacher group from ethnic minority
1.2.1. The concept of the teacher and the teacher group from ethnic minority
The concepts are clarified in the thesis as: the concept of teacher, teacher group,
primary teacher, primary teacher group from ethnic minority, ethnic minority
For example, the concept of ethnic minorities: Vietnamese (nation- political
community - society is managed by a state, set on a certain territory). It includes
many ethnic communities (nationalities – in some cases, the author uses the word
“Ethnic Group “to replace the word “Nation “. So, the ethnic minority is the ethnic
group whose population is less than majority nation in Vietnam and do not carry
meaning about “ethnic countries” (For example: Vietnam is one. The Vietnamese
nation is one, and etc.). But also need to distinguish the concept of “ Ethnic
minority “ and the concept of “ Race“ because race is the group who formed in
history on a certain territory, there are some common hereditary characteristics in
their body (for example, the “white skin” race, ‘yellow skin’ race and “black skin”
race )
1.2.2. The characteristics of primary teachers from ethnic minority
1.2.2.1. The characteristics of the ethnic group and region
(1). the characteristics of the ethnic group: Because this will have a great effect

of the place they live in/ the region, so each ethnic group presents some factors as :
language; common cultural characteristics; and self-discipline of ethnic group: Each
teacher from ethnic minority in general and primary teacher from ethnic minority in


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particular are people who can speak at least 2 languages(Mother language +
Vietnamese + the other language ) and also carrying multicultural ( the culture in
the place they stay + the Vietnamese culture + the other culture )
Therefore, education environment is also a multicultural environment. Although
the primary teachers is local in that place but education environment is still the
multicultural environment. The teacher from ethnic minority is just a part of ethnic
minorities in class. Not to mention the teachers are from ethnic minorities but their
class is not included in their ethnic group but the others. This strength as well as the
barriers if we cannot exploit and used appropriately
(2). the characteristics of region: Characteristics in the different regions, in the
different ethnic group, becoming primary school teachers by the different ways, etc.
make the primary teachers from ethnic minority have the similarities and
differences in knowledge, personal capacity.
1.2.2.2. Professional development feature
(1) Some characteristics related to the number of primary teachers from ethnic
minority: The formation and development of primary teachers’ team from ethic
minority is affected by natural condition, socio- economic in minority regions. In
recent years, thank to priority policies of the government, a number of primary
teachers from ethic minority have increased rapidly, focus on some spacious
minority such as elementary teachers from Muong ethnic in Hoa Binh; from Mong
and Tay ethnic in Lao Cai and Yen Bai; from Thai ethnic in Dien Bien, Son La, Lai
Chau; and concentrate in areas II (difficult areas), areas III (particularly difficult
areas) of Northwest provinces and the Kinh teachers in ethnic only account for

minority. This reveals that the number of primary teachers from ethnic is
considered majority for each region, sub-region but it is minority in comparison
with the total of ones in whole region and country. On the other hand, considering
the number of ethnic minority students, the Northwest ethic minority primary
teachers are incommensurate.
(2) Some characteristics related to the quality of elementary teachers from ethic
minority: At present, basically, Ethnic elementary teachers achieve training
standards by level of study, so we can state that they are the ethic intelligentsia. As
the ethic people have knowledge, they know about customs traditions, cultures like
the back of their hand, both their own ethic and other in the community of the
people of Vietnam (multiculturalism). This helps them a lot in work and in
teaching. However, the disparity in knowledge and input capacity (training) and
output (after training to be teacher) of Ethic primary teacher is different, that will be
challenges for the quality of teacher, but contradictory with truly professional
standard of teachers.
(3) Some characteristics related to structure of ethic elementary teacher: The
population, culture and the level of development of different minority is different.
Therefore, there is a contradiction between the schools/classes with students of this
ethnic minority and teachers of that one. For example, Students are the Mong
people but their teacher is Tay people. This shows that there is an amount of


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difficulties about educational quality in ethnic areas because the educational
structure about people is not consistent.
1.2.3. Roles of elementary teacher from ethnic minority.
Besides some general roles of elementary teacher, ethnic elementary ones
also play an important part: (i) Implement the content and program of primary
education in general, but the different point is that it has to suitable for ethnic

minority; (ii) is an essential factor in term of improving the educational quality, and
ensure the sustainable development of elementary education in ethnic minority; (iii)
Be a good selection and implement special educational method to ethnic minority
students; (iv) Be the main force in advocacy, mobilization of community
participation in the educational activities in ethnic area; (v) As an important force in
preservation, promotion and development of minority culture..
1.3. Requirements of teaching staff development from ethnic minority
1.3.1. Renovation education and training with development requirement of
teaching staff from ethnic minority.
1.3.1.1. Requirements of education and training reform: requires to renovate
general education in general, and primary education in particular, with the aim of
changing teaching method, from imparting knowledge to organizing guidance,
capacity development orientation of student, integrated teaching. For primary
education in ethnic and mountainous areas, it is not outside these requirements.
However, the characteristics of ethnic areas require teaching oriented capacity
development of ethnic minority students in a multicultural environment. Thus, the
multi-cultural environment will be large difficulty, challenges by students and
teachers of different people, languages and culture…requires teachers during
teaching process should respect specific characteristics of each people, but ensures
the fundamental essence according to regulations in order to achieve the innovation
requirement. The demand of integrated teaching in multicultural environment has
to ensure both general requirement and the mobilization, synthetic languages,
culture… in related multicultural classes/schools to deal with problems and achieve
goals and different specific features.
In addition, the requirements of subjects also have creative experience activities,
requirements stipulated in decision 404\QD-TTg: “Compelling, testing a set of
textbook (implemented by MoET), including bilingual textbook (Vietnamese –
ethnic minority languages) for some subjects in primary school; compiling and
testing electronic textbook”.
Thus, the requirements of education and training renovation require teachers in

general; ethnic primary teachers in particular have to have capacity to carry out the
demand of innovation, but still assume more a role of innovative teaching method
that is in multicultural environment.
1.3.1.2. The requirements of ethnic teaching staff development: the requirements
of ethnic teaching staff development are stimulated in the decision 449\QD-TTg;
decision 2356\QD-TTg, action plan implementing ethnic affairs strategy until 2020
states clearly the importance of developing ethnic teaching staff.


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1.3.1.3. Education and training renovation with requirements of developing
ethnic teaching staff: raising standard of qualification of teachers, improving
professional capacity of ethnic teaching staff (qualities, moral career, knowledge,
skills), but focus education on specific characteristics of each region/sub-region.
For example, renovation should concentrate on teaching skills in multi-cultural
environment, mixed classes.
1.3.2. Requirements of professional standards of ethnic primary teacher in
context of educational and training renovation
The thesis has to clarify some concepts of standard, occupational standard.
Basically, the occupational standard of primary teachers is suitable for the demand
of educational renovation. However, prior to renovation requirements, professional
standard of ethnic primary teacher need to be adjusted with specific characteristics
of each minority areas such as: (i) improving the field of knowledge: have
knowledge about integrated teaching, ethnic languages including 4 skills (listening,
speaking, reading, writing) to carry out teaching bilingual textbook, cultural
knowledge of ethnic minorities;(ii) improving the field of pedagogic skill: integrated
teaching skill, bilingual teaching (Vietnamese-Ethnic minority languages), organize
creative experience activities, change teaching methods, evaluate profession
capacity for ethnic students in multi-cultural environment, collaborative,

communicative, self-learning abilities and some social activities,…
In addition, ethnic primary teachers need to have specific characteristics,
are shaped by the characteristics of different regions and ethic areas, in line with
nature of work and communicative relationships such as belief with themselves,
their family, society, cling to class and school, suffer hardship… These criteria
should be added to the professional standard.
1.4. The development of ethnic teaching staff.
1.4.1. Human resources development
Clarifying some concepts: development, manpower, human resources and
human resources development. The theme of the thesis applied scientific theories
about human resources development or personal development, physical
development, planning, training, evaluating and favorable policy, create favorable
working environment for people that can develop comprehensively and education
and training are considered key and important measure to develop workforce for the
scientific basis to build theories on human resources development
1.4.2. The development of ethnic teaching staff under the human resources
development approach.
The development of ethnic primary teacher team is to develop educational
human resources, is a process of impacting in management subject to teaching staff
in order to develop individual and teacher team, satisfy educational goals. Thus,
when attaching the concept of human resources development in ethnic primary
teacher team, it is understood that “manpower” is teacher; “human resources” is
teacher team.


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Accordingly, the development of ethnic teaching staff under the human resource
development approaches, including: (1) individual development of ethnic primary
teachers; (2) collective development of ethnic primary teachers. These contents are

the basis for convey, evaluate situation and draw some solutions to develop the
ethnic primary teachers.
1.4.3. Management and development entities of primary teachers from ethnic
minority areas.
Management is execution and operating done through the relationship between
subject and object management (management objects). In the process of managing,
role between subject and object is only relative; not only is the subject of this
relationship but also an object of other relationships. Entity management is direct
and indirect superior inside and outside system of education.
Therefore, the development of primary teachers from northwestern ethnic
minority areas is a process with a lot of content (from planning; recruitment;
employing; training and retraining; to examining; evaluating, and giving
remuneration policies); Department of Education and Training directs to implement
objectives, tasks...of those contents, and the subject indirectly related.
1.5. Several factors affecting the development of primary teachers from ethnic
minority areas.
Studying about factors affecting the development of primary teachers from
ethnic minority areas shows that:
- Besides the positive effects issued by the Party and the State overlaps, there
still are negative effects of the policies: overlaps and management hubs, so that
those policies are very difficult to implement and promote more powerful
development.
- Complex natural conditions, weak infrastructure, the isolated minority
residents (hamlet/ village) ...create difficulties in communication, learning, striving
of primary teachers from ethnic minorities.
- Poverty and disease affects to physical growth and intellectual resources of
ethnic minorities directly, affecting human sources of primary teachers in particular
ethnic minorities and minority intellectuals in general.
- Some customs and mentality of the backward people affected directly and
indirectly to the development of physical and mental of primary teachers and

intellectuals from ethnic minorities.
- Divergence in language hindered in acquiring cultural knowledge, science
and technology, exchange of expertise and professional, ... of primary teachers from
ethnic minorities, especially in context of education innovation.
Conclusion of chapter 1
Researching domestic and international works is the precious document to refer,
inherit and select for research, in particular clarify the role, the basic and different
characteristics of elementary teachers from ethnic minorities about ethnic and
regional features. In context of education innovation, there are demands of teaching
requirement to develop the capacity of minority students, teaching integrated (in
multicultural education environment) ...Each researched content, the thesis has


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made clear the correlated basic concepts; in particular, applying the theory of
developing human resources to build a theoretical framework for the development
of primary teachers from ethnic minorities in the current context. There are many
external factors, which are the advantages and difficulties in the development of
teachers in general and primary teachers in particular in ethnic minority areas,
impact to the development of ethnic minority primary teachers.
CHAPTER 2
THE DEVELOPMENT STATUS OF PRIMARY TEACHERS FROM
ETHNIC MINORITY IN NORTHWEST REGION
2.1. Schedule of condition survey
Based on the theoretical framework built in Chapter 1, the author selects typical
problems and criteria to examine, investigate and research. Accordingly, the survey
frame includes: (i) Survey methodology: investigating by questionnaire;
interviewing; observation methods; case studies; (ii) Survey sites: primary schools,
division of education and training, department of education and training in the

northwest; (iii) Survey subjects: primary teachers from ethnic minorities (431
survey forms); managers (school, division, ministry) (60 ones); (iv) Survey results:
Total survey forms given are 500 ones, and 491ones received; (v) Typical study:
Lao Cai province; (vi) Data analysis: carrying out analyzing questionnaires;
surveying and totaling up data; then selecting and arranging data in order to
analyze, synthesize, compare, build charts, diagrams, tables for the study; in
addition, the thesis has more additional data through the communication channel of
General Statistics Office, Ministry of Education and Training, through electronic
portals,…
2.2. Overview of the natural and economic social conditions, and primary
education in the northwest.
2.2.1. Natural and economic social conditions in the northwest.
The northwest provinces have difficulties in socio-economic conditions: many
communities of ethnic minorities live together; there are many customs and
outdated practices; people mainly live in rural areas, and their living standards is
quite low, compared to the national average; literacy levels and traffic conditions
are limited.
2.2.2. Northwestern primary education
The northwest education in elementary school developed rapidly in scale of
schools, classes and students from ethnic minorities. The quality of education is
improving gradually (increasing the number of students in class, the number of
repetitions fell). However, the quality of education compared to the national
average is still lower: the number of dropouts are still high, the number of student
completing educational levels are low, ...


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2.3. Perspective and reality of developing managers and teachers in Vietnam
primary schools.

2.3.1 The standpoint of the Party and the State on developing of human resources
from ethnic minorities.
The views of the Party and State Constitutions from 2013 through the Decision
No. 449 / QD-TTg, Decision No. 2356 / QD-TTg, Decree No. 05/2010 / ND-CP, ...,
which is the legal basis for developing ethnic minority teachers in general and
primary teachers from ethnic minorities in particular, is consistent with the urgent
requirement of developing socio-economic of the nation in general, and ethnic
minority areas in particular, especially education and training.
2.3.2. Development status of managers and teachers in Vietnam primary schools
This status was resolved by the standpoint of developing primary teachers in
general and ones from ethnic minorities in particular, forecasting development by
2020.
2.4 The status of northwestern primary teachers from ethnic minorities.
2.4.1. The quantity and structure of primary teachers from ethnic minorities.
2.4.1.1. About the quantity: Survey results in the north west Province show:
there is a lack of teachers from ethnic minorities, compared to regulations: (i) the
number of primary school teachers from ethnic minorities increased gradually along
with the number of students from ethnic minorities; some provinces has the high
proportion of primary teachers from ethnic minorities, accounting for more than 50
per cent, some ones make up a low rate of total teachers; (ii) The norms of primary
teachers from ethnic minorities/classroom is unstable: there is redundant with this
province but a shortage of teachers in other provinces. Especially, there is a lack of
2 shifts a day. The proportion of students from ethnic minorities/ ethnic teachers is
quite large, compared to the number of students/teachers in general, which
suggested that there is a lack of ethnic teachers. (iii) According to the provisions of
Circular No. 02/2014 / TTLT BNV-UBDT, there is a lack of primary teachers from
ethnic minorities, compared to the proportion of northwestern ethnic minorities.
2.4.1.2. About the structure: Results of survey show that: The percentage of
primary teachers from minority areas among schools is uneven, mainly in difficult
and extremely difficult areas; Structure by ethnicity was not suitable for residential

structures in the provinces with the majority ethnic minority. Basically, the majority
ethnic quite developed. However, there are ethnic groups make up the majority but
with the low rate of primary teachers from ethnic minorities, such as the Hmong,
which led to the conflict between students from ethnic minorities and teachers who
are not the same ethnicity with them; there are differences between the age of
primary teachers from ethnic minorities in some schools; many school have a high
rate of young teachers; on one hand they have the advantage of training level; on
the other hand; they lack experience in ethnic minority teaching, in special classes
and enthusiasm for school, class…
2.4.2 The quality of primary teachers from ethnic minority areas.
The quality of primary teachers from ethnic minorities in the northwest focusing
on 2 contents: (i) Training level; (ii) Professional capacity. One of them will focus


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primarily on three aspects: professional standards; renovation requirements; specific
requirements about people and regions;
2.4.2.1. Level of training of primary teachers from ethnic minorities
Basically, qualification of primary teachers from northwestern provinces is
standard and above-standard. However, in fact, this ratio compared to professional
standards is still inadequate. Some teachers are not the same ethnicity with students
in class: there are difficulties in Vietnamese and ethnic minority languages; lacking
cultural knowlegde (in multicultural education environment) still hinder the
development of education. On the other hand, in context of education innovation,
the issue of Vietnamese-ethnic bilingual teaching; Teaching technology (computers
- technology), English, ...is inadequate. Besides, Hmong and Tay primary teachers
in Lao cai, Yen Bai, and Thai ones in Dien Bien, Son La should be fostered
vietnamese.
2.4.2.2 The occupational capacity of the primary school teaching staff of the

northwest ethnic minorities
The reality about professional competences of primary teachers who are ethnic
minorities in Northwest is evaluated by: teacher’s professional standard,
requirements in educational innovation and special education’s requirements at
ethnic and mountainous regions.
Based on professional standards surveyed in fields such as: (i) political quality,
morality and lifestyle; (ii) professional knowledge; (iii) teaching skills; Each field
pays attention to criteria about innovative requirement, special education’s
requirement at regions and ethnic groups. In general, the survey result in each field
shows that some requirements/criteria of primary teachers who are ethnic minorities
has existed many restrictions. Moreover, they usually focus on the requirements/
criteria of professional knowledge (disadvantages in professional knowledge at
senior classes (grade 4 and 5); and pedagogical skills as teaching skill for
organizing special classes, especially multi-grade classes at satellite campus. If they
are not interested and trained appropriately, these difficulties will be the next
disadvantages of integrated teaching method, teaching toward to developing
student’s capacity in the multi-cultural environment following to innovative spirit
and other skills (studying lesson, communicative skill…).
2.5. The reality of developing the primary teachers from ethnic minorities at
the Northwest region.
2.5.1. Construction planning of primary teachers who are ethnic minorities.
The survey results about construction planning of primary teachers in general
and teachers who are ethnic minorities at the Northwest region show:
- Education and Training departments have not planned to develop the human
resources of educational department in general and plan primary teachers who are
ethnic minorities in particular. Some provinces also plan to develop the human
resources. (Lao Cai province);
- Education and Training departments have not yet guided Departments of
Education and Training, primary schools to build and develop the primary teachers

14

who are ethnic minorities in every school; and other schools that have not yet built
the development planning of teachers and depended on the reparation of supervisor.
- Therefore, Education and Training Departments have not been positive in the
development plans of primary teachers from ethnic minorities. It depends on
innovative spirit to maintain the human resources for every school (efficient in
quantity, quality and structure), meet the demand of practicality, innovative
program and textbook from 2018.
2.5.2. Choosing and employing primary teachers from ethnic minorities
The survey results on the work of selection and use the ethnic teachers show:
2.5.2.1. Selection: (i) the selection work has to follow correctly the instruction
about content, the form of examination and admission. However, our government
has not yet had special regulation for ethnic teachers; (ii) a few contents are suitable
for ethnic regions. On the other hand, the criteria have not reflected clearly
qualification’s requirements of ethnic teachers. (iii) The selection work has existed
a lot of disadvantages for local area and had an influence in teacher’s work as well
as supervisor’s work. (iv)The primary schools have not yet been active in teacher
staff, so the selection work is not suitable for each school (There is a lack of Tay
teachers at school which has the majority of Tay students. In contrast, some schools
having fewer Hmong students have a large number of Hmong teachers.
Consequently, region / sub-region features (customs, habits, language...between
ethnic teachers and other ethnic students) still be not guaranteed.
2.5.2.1. Employment: (i) The proportion of primary school teachers from ethnic
minorities working standards and qualifications on the standards makes up the
majority ethnic groups; the rate of teachers who have the professional certificate:
politics, English, information technology remains is low; (ii) The majority of
primary school teachers for ethnic minorities said that current arrangements in work
is quite suitable. However, a small number of teachers also have to teach part-time

electives, some classes (specific) layout inappropriate teacher; (iii) Creating
manager resources and primary school teachers from ethnic minority teachers still
maintain at low level, mostly Kinh people; (iv) Primary schools carried out rotation
modes with ethnic minority teachers; however, this work does not include the
stability of quality as well as the criteria for object rotation (v) These policies are
complied with state regulations, no separate policy for regional, provincial and subregions. Preferred mode of primary school teachers from ethnic minorities likes the
Kinh teachers working in particularly difficult areas; do not motivate teachers to
strive for ethnic minorities.
2.5.3. Training and retraining primary teachers from ethnic minorities.
Results of the survey about training and retraining show:
- The training and retraining of primary school teachers from ethnic minorities
with professional standards is not much interest, although the training level is
standard and above-standard, but not commensurate with professional capacity, and
innovation requirements (teaching oriented developing student capacity in multicultural environment, integrated teaching), and specific educational requirements;


15

- Paying attention to the electives with specific elements (ethnic language
courses) and compulsory subjects such as Vietnamese ones which are special
courses for primary school teachers from ethnic minorities (because Vietnamese is
not mother tongue) in the training and retraining is not regular, continuous;
- The content of training and retraining are not suitable for practical needs,
heavy on theory, while need to increase practical (hands-on).
- The skills required to meet the standard as the ability of self-learning, selftraining...have not been overvalued. Ability to participate in the process of training
and retraining is limited.
2.5.4. Checking and evaluating primary teachers from ethnic minorities
Survey results show that:
- Basically, school inspected and evaluated primary school teachers in general,
in particular ethnic minorities ones, according to written guidance;

- However, the evaluation of some schools has not followed the professional
standards to judge, not adjusted to suit the characteristics of the school's practical
requirements of some nature areas;
- The inspection and assessment is a formality, reverence; therefore, there is no
motivation to strive and build on strengths, and overcome the weaknesses of ethnic
minority teachers;
- Some teachers are not analyzed and cared satellite campuses (remote areas);
they should be seriously assessed to ensure the overall quality of the school.
- The inspection and assessment is a formality and reverence, so it does not
motivate as well as promote the strengths and overcome the weaknesses of ethnic
minority teachers
- The assessments are not concerned about all the ethnic minority teachers and
classes of the satellite campuses (the remote) should be under supervision to ensure
the overall quality of the schools
2.5.5. The remuneration policy for primary teachers from ethnic minorities
A convey on the remuneration policy of primary teachers from ethnic minorities
indicates that:
- The reward policy, remuneration for primary teachers in general and ethnic
minority teachers in particular is performed properly with the policy of the Party
and the State. However, there is no specific policy for primary teachers from ethnic
minorities.
- A lot of policies impacted to locals are sometimes late or untimely, so it does
not create motivation to the sector together with the ethnic minority teachers so that
they can devote themselves to national education.
- It is very difficult for some schools to create a special working environment
(environment multicultural education) for ethnic minority teachers due to both
subjective and objective reasons. Therefore, ethnic minority teachers still do not
have a good, creative working environment.
2.6. General Evaluation
2.6.1. Achievements and advantages

16

Almost primary teachers from ethnic minorities have good political qualities and
moralities such as being gentle, honest, diligent, and always preserving their
traditional culture and mobilizing ethnic minority children to schools. Training
levels, professional abilities of them are gradually improved. The recruitment,
usage, training and fostering, evaluation and treatment policies for ethnic minority
teachers have been concerned by the Departments, the Ministry of Education and
Training along with primary schools. These achievements and advantages are an
important basis to be able to carry out the solution of developing the Northwest
ethnic minority primary teachers more conveniently and efficiently.
2.6.2. Limitations, shortcomings and causes
The Department of Education and Training has not focused on developing
capacities for primary teachers, especially those from ethnic minorities. The rate of
the ethnic minority primary teachers achieving on the standard level is not high, in
addition, these teachers are just good at training, yet showing professional standards
like the capacity of Vietnamese and ethnic languages. A number of their skills have
not meet the demand of the innovation such as training capacity development for
ethnic minority students in the multicultural environment, integrated teaching, study
skills, and self-study… Specific work environment (the environment of
multicultural education) has not been concentrated. Therefore, not only ethnic
minority students but also teachers have not been working in the best condition.
Policies have been launched to motivate teachers wholeheartedly with the work.
The inspection and evaluation of a number of ethnic minority teachers are not in
accordance with professional standards for teachers. This work is not associated
with training and fostering the professional abilities of teachers. There are lots of
reasons for these above limitations, mainly because the shortage in training for
ethnic minority teachers.

2.6.3. Advantages and opportunities.
Education is particularly concerned by the State and Party, which is a big deal
for guidelines and policies, financial investments. In order to develop ethnic
minority teachers, the Northwest government are executing the above resolutions
and gaining some achievements. Not only do management officials, all the teachers
but also the whole society concern and hope to improve the education quality in
general and primary education in particular. In which, the role of teachers is the
most important issue.
2.6.4. Difficulties and challenges
Besides the advantages, the development of Northwest teachers has coped with
many difficulties and challenges. A number of ethnic minority teachers need
training and retraining to meet the current requirements (specific education for
regions) and meet the demand of educational innovation. The remuneration policy,
especially low wages are not really satisfied. Multi-ethnic environment is also a
sensitive problem. The natural condition, economy and society in the Northwest
still contain so many difficulties that the development of ethnic minority teachers is
really unfeasible.


17

Conclusion of Chapter 2
The development of primary teachers in general and those from ethnic
minorities in particular has gained some achievements. However, in the current
stage, a part of ethnic minority teachers has not meet the demand of specific
education for regions and educational innovation. Therefore, each Department of
training and education and primary schools need to promote the achieved results
and overcome shortcomings and difficulties, so as to give suitable solutions for
practical requirements of the strategic development goals of Education in ethnic
minority areas.

CHAPTER 3
THE SOLUTION TO DEVELOP THE PRIMARY TEACHER GROUP
FROM ETHNIC MINORITY TO SATISTY THE REQUIREMENTS OF
EDUCATIONAL AND TRAINING INNOVATION.
3.1. Principle of propose solutions
3.1.1. Ensure legality: The solution must come from the guidelines and policies of
the Party and the State Law on Education Development, consider teachers and
management officials the most important part.
3.1.2. Ensure practicality: The proposed solution must come from reality, suit
practical condition in the Northwest, and meet the current requirements in educational
renovation.
3.1.3. Ensure the inheritance: The proposed solutions do not conflict with the
provision. The implemented solution which must be inherited and continuing has to
selectively carry out and improve, simultaneously meet the requirements of
development.
3.1.4. Ensure the key synchronism: The solutions must not be carried out
independently so that the teachers could meet the demand of training and educational
renovation, as well as indicate the main solution.
3.1.5. Ensure the feasibility: The solutions including specific elements of the
Northwest need to be examined, or tested to have an objective basis. It is likely to apply
to reality.
3.1.6. Ensure the sustainability: The development has to concentrate on training the
Northwest ethnic minority teachers so that they could be the main workforce and ensure
sustainability.
3.2. Some solutions to develop ethnic minority teachers in the Northwest, meeting
the demand of innovating education and training
3.2.1. Making the plan of developing ethnic minority teachers.
3.2.1.1. The target and significance of the solution
- Ensure the number of native ethnic minority teachers, logical structure (emphasis
ethnic structure), quality is strengthened and enhanced to meet the requirements of

education and training innovation.
- Help for leaders of Education and Training Department and offices do well in
human resource management, contributing to the development of human resources in
ethnic minority (EM) region.
- Make a synchronous development, inheritance and development of next-generation
of EM teachers, overcome local surplus or deficit, ensure successful implementation of


18
the tasks of the EM teaches and meet the requirements of innovating educational and
training.
3.2.1.2. Contents and implementing solutions
(1). Making plan to develop the number of ethnic minority teachers
- The Department of Education and Training, the provinces plan to make short-term,
medium-term and long-term forecasts on the number of ethnic minority teachers in each
province (noting teachers teaching many subjects and teachers teaching specific grade
(multi-grade teaching) under needs of each district / province
- Forecast, identify recruitment sources: in addition to the mandatory requirements,
people should focus on the ability to teach in a multicultural environment, minority
languages, gain in 4 skills to perform Bilingual (Vietnamese- ethnic languages);
understand the culture of people, customs and habits of ethnic minorities.
(2). Develop the ethnic minority teachers
It should be focused on the ethnic structure so that the rate of ethnic minority
teachers and that of primary students has been ensured, involving in language problems.
When zoning the ethnic structure, people need care about the population rate, or which
ethnic a student belongs to, whether that ethnic is minority or not? Whereas, the Rin
should be much more concerned to ensure the sustainable development of the minority
community.
(3). Developing the ethnic minority teachers following professional standards,
ensuring the requirements of educational renovation.

- Evaluating the quality of the ethnic minority teachers based on professional
standard, emphasizing some requirements of innovation and specific requirements in a
number of criteria/ areas such as ethnic language teaching Bilingual (Vietnameseethnic), teaching basing on qualities, abilities of minority students in a multicultural
environment , integrated teaching, organizing a creative activity; knowing the
physiological characteristics of the minority students’ psychophysiology, teaching
specific classes (integrated class), understanding ethnic culture, teaching in a
multicultural
- Assessing ethnic minority teachers from each schools.
- Making plan to develop teachers from ethnic minorities.
(4). Testing, assessing and zoning the ethnic minority teachers.
The evaluation of ethnic minority teachers can be done in any period of stage, not
only the final one. In the process, it can be adjusted and supplemented so as to match
with the actual situation and still meet the requirements.
3.2.1.4. Conditions for the implementation of measures
Approved by involved agencies; ensure financial resources (state or society budget),
have facilities to develop and implement a plan; found a qualified steering committee,
supervised truthfully and accurately by The Department of Education and Training and
primary schools.
3.2.2. The innovation of fostering and training ethnic minority teachers according to
professional standards in line with education in ethnic minority areas.
3.2.2.1. The purpose and meaning of the solution
- Raise professional qualifications and pedagogical competence for primary
teachers from the Northwest to ensure conformity with the requirements of regions,
meet the requirements of educational innovation.


19
- Improve the quality of both training, professional competence and knowledge,
pedagogical skills, meet professional standards and educational innovation
requirements.

3.2.2.2. The content and organization of solutions implementation
(1). Surveying the status of primary teachers from ethnic minorities: On the basis of
the direction of the Education and Training department: the Education and Training
department directed the review of the status of primary teachers from ethnic minorities
team on qualifications and competencies pedagogy based on professional standards,
require special education, innovation and other requirements need to be training and
fostering for the primary teachers from ethnic minorities team at primary schools,
PTDTBT primary school taken as basis for training and fostering.
(2). Training and fostering innovation:
- Training innovation: Training standards and improve standards (requirements for
renovation); Specific training such as teaching in a multicultural environment, ethnic
language, thematic of teaching methods specific to ethnic students (multi-grade
teaching), thematic of psychoactive characteristics of ethnic students, native culture.
Training content should reflect these issues in relation to the practice of Education at
each region / sub-region / district / commune; Training to meet the requirements of
Education and ensure implementation one of the three sets of textbooks, including
textbooks teach bilingual (Vietnamese-ethnic languages); Resource training;
- Fostering Innovation: Fostering according to professional standards; Fostering to
meet the requirements of Education innovation focused on capacity building of
integrated teaching, teaching-oriented capacity development of students from ethnic
minorities in a multicultural environment; Fostered of special education, enhanced
Vietnamese qualification (for primary teachers of Hmong, Tay people at Lao Cai, Yen
Bai province, primary teachers of Thai people at Son La, Lai Chau, Dien Bien province,
especially for primary teachers of Muong people at Hoa Binh province efficient
Vietnamese pretty good (due to the residence)), ethnic minority languages (need to
focus for the majority ethnic of the provinces), multi-grade teaching (teaching small
group and management for multi-grade teaching class), fostering national culture,
multiculturalism and psychological characteristics of ethnic minority students (learn the
customs and habits, the language of the ethnic minority).
(3). Innovation methods, forms of training and fostering

- Innovation methods, forms of training: arrangement, class of training objects on
demand; Organizing content experimental training samples;
- Renewal of methods and forms of fostering: use the form "lesson study" with the
motto "hands-on".
(4). Innovation of management activities model and fostering: Focus on school’s
unit where will be proposed research training needs, content, fostering methodology,
fostering organization, performance evaluation fostering results-based on
transformation of learners (primary teachers and students from ethnic minorities).
(5). Renewal of the inspection, assess the results of training and fostering: Use the
form of lesson study to evaluate: teachers implement lessons at class, colleagues and
managers can all take hours. The principle of "one person show, many people just"
brings a rich harvest, lively, encouraging the learning of all teaching staff at the school.
3.2.2.3. Conditions for the implementation of solutions


20
Need to have the resources: human, material and financial resources; Must be
scheduled on the plan, objectives, contents and methods of organization, the conditions
for ensuring effective implementation and decentralized management of each entity;
The Department of Education and Training advisory with the provincial People's
Committee, the Department of Education and Training advisory with People's
Committees of districts in the organization of training and fostering classes; primary
schools must actively planning, implementing training plans, fostering primary teachers
from ethnic minority team at the school.
3.2.3. Renovating the use of primary teachers from ethnic minority team base on
professional capacity suitable with the nation and regions.
3.2.3.1. The purposes and meanings of the solutions
- To develop its full capabilities, competencies, strengths of each primary school
teachers from ethnic minorities in the work of teaching.
- Helps teachers from ethnic minority taught, suitable with regions and ethnic groups

(object along ethnic students with teacher) improve the quality of education, while
ensuring innovation program requirements, textbooks of secondary education was
conducted in the academic year 2018.
- Not only help ensure time current labor norms for teachers but also motivate to
help teachers of ethnic minorities to promote all career possibilities.
- Helping to improve the quality of education and create opportunities for ethnic
minority children to access to education and ensure equality in education.
3.2.3.2. Contents and implementing solutions
(1). Renewing the use of current local ethnic minority primary school and Kinh
teachers fixing with the regions in teaching at the primary schools, ethnic minority and
mountainous area primary schools: to ensure that ethnic minority children go to school
under the motto: "bringing the school to students", so that many separated classes are
established. Use of local human resources in ethnic minority employment is needed at
the primary school for the School-specific classes (multi-grade, jutting class, class at
PTDTBT school).
(2). Using primary school ethnic minority teaching staff to perform tasks based on
professional competence of teachers; and using primary teachers from minorities ethnic
team after training and fostering their teaching skills in primary schools in regional;
(3). Examine the use of primary teachers from minority ethnic team based on ethnic
and professional capacity in schools at ethnic minority areas.
3.2.3.3. Conditions for the implementation of solutions
Decentralization of autonomy, self-responsibility in the use of primary teachers from
ethnic minority team for Primary school principals suitable with the characteristics of
each school; primary school principals plan to attract a team of qualified primary
teachers from ethnic minority pedagogy, suitable with the school conditions (same
ethnicity with the majority of the school students: minority languages, cultural
understanding nation); Each primary school should have a plan evaluate the operating
results of each work content, draw the causes and ways to overcome limitations.
3.2.4. Strengthen inspection and evaluation of the implementation of the tasks of
primary teachers from ethnic minorities according to professional standards and the

actual conditions of the schools.


21
3.2.4.1. The purpose and meaning of the solution
- Adjusting management activities, and make the inter-linkages between the school
and manager and community in order to achieve the goal of developing teachers, and
ethnic minority ones.
- Contribute to improve the quality of teachers, teachers from ethnic minorities, and
to ensure conformity with the actual conditions of the schools.
3.2.4.2. Performing solutions
(1). leaders, managers and teachers generally particular ethnic minority teachers
have to witness the importance of strengthening the monitoring and evaluation, thereby
aware of the principles of assessment, which is basis for proposed adjustments in order
to improve the quality of ethnic minority education.
(2). Promoting the inspection and evaluation: primary teachers from ethnic
minorities perform mission under professional standards, to meet the requirements of
education innovation and ensure conformity with the actual conditions of the schools.
3.2.4.3. Conditions for the implementation of measures
Heightening awareness across the sector about the role of the monitoring and
evaluation primary teachers in general, ethnic minority ones in particular; Not only
principal but also primary schools should establish assessment board; Department of
Education and Training, the primary school and teachers in there have to closely
coordinate with each other. The school should develop its own criteria, which are
included in the plan at the beginning of the school year, in the evaluation ethnic
minority primary teachers (e.g. ethnic and Vietnamese language proficiency, and ethnic
minority culture, teaching in specific classes (multigrade), enthusiasm with school,
class...) which are included in the plan at the beginning of the school year.
3.2.5. Developing multicultural educational environment appropriately, creative, and
caring about the physical and spiritual of primary teachers from ethnic minorities.

3.2.5.1. The purpose and meaning of the solution
- Carrying out the policy priorities of the Party & State for teachers and primary
teachers from ethnic minorities in order to motivate teachers to work for.
Simultaneously, building creative multicultural education environment in elementary
schools.
- Carrying out solutions in order to encourage, motivate for teachers, and they can be
enthusiasm with their teaching
3.2.5.3. The content of solutions
(1).Communicating and disseminating priority policies of the Party and State on the
development of basic education and primary education in ethnic minority and
mountainous areas: there are policies for students and teachers from ethnic minorities,
and teachers working in ethnic minority areas; reviewing and assessing existing policies
applied.
(2). Recommending some separated priorities policy to encourage ethnic minority
primary teachers: awarding the title of excellent teachers, teacher with high
achievements in the emulation movement "two goods" in the education sector, teachers
have made outstanding achievements in their studies ... to motivate them to strive better
in education; caring about their material and spiritual life.
(3). Building multicultural education environment in the primary school: Searching
and analyzing the content of the national culture of primary school (each local has


22
difference); Identifying the elements of multicultural education environment in primary
school; organizing and implementing inspection and evaluation of building it. For
example, the spiritual and cultural environment that can be done to integrate ethnic
cultural elements in teaching such as customs, traditions, culture, arts, labor and
manufacturing experience, traditional craft ... into lectures.
3.2.5.3. Conditions for the implementation of measures
There should be a consistent direction from the Department of Education and

Training, the Ministry of education and training in order to build multicultural education
environment into the movement of ethnic schools. There should be a consensus, favor
of the managers, teachers, teachers from ethnic minorities, workers, students, minority
students and the community about the construction of multicultural education
environment; there are documents created by teacher and community about building
multicultural education environment; Putting the content of building environment
multicultural education into emulation criteria for officials, teachers, classes, students
and unions in schools; there is a need for financial to support activities (state funding or
deposited socialization one).
3.2.6. The relationship between the solutions
Carrying out many solutions synchronously is not only in the field of education but
also in other areas of economic and social life, not only in the northwest, but the whole
country. Each of the above solutions play a vital role on the development of primary
teachers in general and primary teachers from ethnic minorities in particular, they have
organic relationships in the development of ethnic minorities teachers in the northwest
elementary school.
3.3. Assaying the necessity and feasibility of the solution and test some of the
content of them.
3.3.1. Assaying the necessity and feasibility of the solution.
Seeking opinions through questionnaires; assessing in each level; aggregating and
analyzing the data in each target group in order to assess the feasibility of the solutions
proposed. According to assay results, 5 proposed solutions are necessary and feasible.
3.3.2. Pilot
- Testing 2 contents of the solution 2: "Enhancing professional activities of the
ethnic minority primary school teaching staff following the research major"; and a
content of the solution 5: "Build multicultural educational environment in Northwest
elementary schools".
- Tests’ results show that the positive impact of the application of tests with two
above-mentioned contents are: educational skills of teachers are significantly improved
in comparison with of the previous school year, the percentage of ethnic minority

primary school teachers gaining competitive soldiers is higher; It should be noted that
this term is very difficult for primary school teachers in general, and the ethnic minority
primary school teaching staff in particular because it has some teachers who have
reached provincial excellent teachers, and professional leaders via training and fostering
skills with lesson researches plus the effort of the teachers themselves. Building
multilingual, multi-ethnic, multicultural education environment to create a friendly,
collective solidarity in the field of pedagogy with a spirit of devotion and enthusiasm
without distinction between teachers - ethnic minority primary school teachers; teachers
- management officers; ethnic minority primary school teachers - ethnic minority


23
primary school pupils; ethnic minority primary school teachers – parents and
community, ...
Conclusion Chapter 3
Thesis topic proposed development solutions for the primary school teaching staff of
the ethnic minorities affecting administration subjects and functions. These solutions are
implemented asynchronously, ensuring the principles, contributing to improving the
quality of education in general and the ethnic and education in particular, such as:
building the primary school teaching staff of the ethnic minorities which are stable in
quantity, synchronous in the structure and improving the quality of teaching capacity for
the primary school teaching staff of the ethnic minorities. Fellows held an opinion poll
of teachers, managers, most of the reviews were satisfied and evaluated the necessity
and feasibility of the solutions.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusions
(1). Primary education plays an important role and creates a solid foundation for the
next level of education. Primary school teaching staff development in general and ethnic
minority teachers in particular are important internal forces which decide the success of
the education renovation process of in the ethnic regions. Developing theoretical

framework for the primary school teaching staff of the ethnic minorities according to
human resource development approach as a basis for analyzing, assessing and building
solutions for the primary school teaching staff of the ethnic minorities according to
human resource development approach and standard teacher, requiring education
renovation and special education.
(2). The primary school teaching staff of the northwest ethnic minorities has the
different quantity and structure characteristics: the characteristic of the initial training
level is very diverse in different forms, teaching capacities are different, teaching in
different environments (multi-cultural environment), ethnic and regional structure are
also different... Therefore, the development of primary school teaching staff of the
ethnic minorities according to human resource development approach and standard
occupation are necessary and appropriate in the context of education and training
innovation.
(3). Based on analyzing and assessing the situation of the primary school teaching
staff of the northwest ethnic minorities according to standard occupation, requiring
education renovation and ethnic region, the thesis analyzed the achievement results and
the inadequate points also. Since then, proposing 5 development solutions for the
primary school teaching staff of the northwest ethnic minorities, meeting education and
training innovation requirements. The thesis has been testing the necessity and
feasibility of the 5 solution which is evaluated as necessary and relatively high viability.
The offered solutions can be applied to overcome the current problems in the
development of the primary school teaching staff of the ethnic minorities to meet
education and training innovation requirements.
2. Recommendation
2.1. For documents, policies
a) The Ministry of Education and Training and relevant Ministries


24
- Promulgating policies to support the primary school teaching staff of the ethnic

minorities when being trained and learned at the school and pedagogy departments of
learning ethnic and Vietnamese language province while studying.
- Adjusting, amending and supplementing the salary policy, occupation allowances,
region allowances and ethnic allowances for the primary school teaching staff of the
ethnic minorities.
- Adjusting, preferential treatment policy to suit the ethnic and region (Joint Circular
02/2014/TTLT-BNV-UBDT)
b) With People's Committees and Ministry of Education and Training in Northwest
Provinces
- Constructing the preferential treatment policies for the primary school teaching
staff of the ethnic minorities about supporting training, fostering, and visiting to
improve professional knowledge capacity, professional competence, technology and
Vietnamese, ethnic language. Supplementing, adjusting emulation and reward policy for
the primary school teaching staff of the ethnic minorities.
- Building specific policies for the primary school teaching staff of the ethnic
minorities teaching 2 sessions per day, ethnic minority teachers teaching the particular
classroom.
c) With District People's Committee, Education and training Department and
Northwest primary schools.
- Developing the public house policy for the primary school teaching staff of the
ethnic minorities to ensure the material conditions of housing to keep teacher’s minds
on their work.
- Principals of primary schools mobilize proactively the inside and outside school
resources to promote the emulation movement.
- Giving autonomy and self-responsibility for primary schools in the primary school
teaching staff of the ethnic minorities selection and use appropriating with ethnic
characteristics (ethnic student is the majority of schools); and teacher cultivation in line
with practical needs in the primary schools.
2.2. For the thesis subject product
- The Departments of Education and Training in Northwest Provinces implement

staff development solutions for the primary school teaching staff of the ethnic
minorities applied in reality.
- This study should be applied to the areas with socio-economic conditions
corresponding to the socio-economic conditions of the Northwest.
- The thesis subject should be edited and adjusted to become the guidelines for
training and cultivating for the primary school teaching staff of the ethnic minorities in
general, especially the Northwest area in particular.
- New subject thesis condition focuses on developing the primary school teaching
staff of the Northwest ethnic minorities in the context of education renovation. To be
able to apply in the other ethnic areas, it needs more research on specific management,
development to build content and propose appropriate solutions.
- Continue testing in order to verify the development solutions for the primary
school teaching staff of the ethnic minorities to confirm the scientific basis of the

solutions.