Quản lí chương trình đào tạo giáo viên trung học phổ thông theo tiếp cận AUN QA tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES
------------------

PHAN HUNG THU

CURRICULUM MANAGEMENT OF HIGH-SCHOOL
TEACHER UNDER AUN-QA APPROACHES

Major: Educational Management
Code no.: 914. 01. 14

SUMMARY OF THE DOCTORAL THESIS OF
EDUCATIONAL SCIENCE

Hà Nội, 2019


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The project was completed at: Vietnam Institute of
Educational Sciences

Scientific Supervisors:
1. A.Prof.Dr. Do Thi Bich Loan- Vietnam Institute of Educational
Sciences
2. A.Prof.Dr. Thai Van Thanh – Vinh University

Examiner 1: ....................................................................

Examiner 2: ....................................................................

Examiner 3: ....................................................................

The thesis will be orally defended at the Examining Committee
under Institute contest at Vietnam Institute of Educational
Sciences addressing at no. 101 Tran Hung Dao street, Ha Noi
city.
Time: ......h...... dated ...../...../........

This thesis is available for the purpose of reference at:
- National Library of Vietnam
- Library of Vietnam Institute of Educational Sciences


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INTRODUCTION
1. Reason for choosing the thesis.
Teachers and education management officials are the decisive factors, which is
not only with the education quality in schools but also important influences on the
capacity and quality of each person's life. Resolution No. 29-NQ/TW regarding to the
fundamental innovation, comprehensive education and training reformation has
emphasized the task of "Developing teachers and managers, meeting the requirements
of training and education reformation; To formulate plannings and plans on training
and retraining of teachers and educational management officials in association with
socio-economic development demands, security, national defense and international
integration. Implementing standardization of teachers according to each educational
level and training level; Developing the system of pedagogical schools to meet the
objectives, training requirements, fostering teachers and educational management
officials ”.

In Vietnam, the system of pedagogical universities plays a key role in training
the teaching staff under all levels, so far this system has contributed significantly to the
educational development of the country. However, with the requirements of basic and
comprehensive educational reform, the group of teachers and educational managment
officials are showing their limitations and shortcomings, especially, it has not been
shown to be systematic, synchronized, updated regularly and continuously. Many
causes led to this situation, one of the main reasons is that the training program
management for high-school teachers in training facilities has not been effective, the
training has not really been associated with the needs of society, the quality of output
has not been ensured.
Applying a quality assurance approach in Curriculum management of highschool teacher is a new direction in education in recent years, which receives the
attention of many managers and educational institutions. The set of criteria to evaluate
the quality of curriculums of AUN (Association of Southeast Asian Universities) are
interested and registered by many universities in Vietnam and many domestic
curriculums have been certified by AUN. With the desire to study more fully and deeply
about the Curriculum management of high-school teachers at pedagogical
universities/faculties, the writer chooses the issue of "Curriculum management of
high-school teacher under AUN-QA approaches" as a doctoral dissertation topic to
contribute to improving the training quality of high school teachers, meeting the
requirements of educational innovation at schools in the current context.
2. Purpose of thesis research
On the basis of the theoretical and practical research, proposes the solution for
Curriculum management of high-school teacher under AUN-QA approaches, in order to
contribute into improving the training quality for teacher of pedagogical
universities/faculties, contribute into improving the quality of teachers in the
fundamental and comprehensive renovation of education and training.


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3. Subject, objects of research
3.1. Subject of research
Activities on training for High School teacher; Students, alumni; Lecturers and
managers; employer.
3.2. Objects of research
Curriculum management of high-school teacher under AUN-QA approaches.
4. Scientific hypothesis
The quality of training management for high school teachers in training
institutions still exists inadequacies and limitations before the requirements of education
innovation. If solutions are proposed and implemented based on the situation analysis of
the Curriculum management of high-school teacher under AUN-QA approaches and the
characteristic of pedagogical labor of teachers and the requirements of innovation, it
will improve the effectiveness of curriculums management for teachers, contributing to
improving the quality of training, meeting the requirements of fundamental and
comprehensive innovation of education and training.
5. Scope and task of research
5.1. Task of research
- Study theoretical bases on Curriculum management of high-school teacher under
AUN-QA approaches.
- Develop a set of performance evaluation criteria on Curriculum management of
high-school teacher under AUN-QA approaches.
- Assess the current status on Curriculum management of high-school teacher under
AUN-QA approaches of training institutions.
- Propose solutions on Curriculum management of high-school teacher under AUNQA approaches.
- Examine the necessity and feasibility of proposed solutions.
- Make experiment for 02 solutions in Vinh University.
5.2. Scope of study
The thesis focuses on researching the theoretical basis of Curriculum management of
high-school teacher under AUN-QA approaches; on the basis of assessing the current
situation in the establishments to provide solutions to improve the efficiency of

Curriculum management of high-school teachers; Only testing two solutions at Vinh
University. Surveys were carried out on the basis of the curriculum for high school
teachers on mathematics at five universities.
6. Methodology and research methods
6.1. Research methodology
6.1.1. Structure - system approach
6.1.2. Personality - active approach


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6.1.3. Practical view
6.1.4. AUN-QA approach
6.2. Research methods
6.2.1. Group of theoretical research methods: Methods of analyzing and
synthesizing theory through relevant scientific documents, Method of classification
of theoretical systems; Generalized method.
6.2.2. Group of practical research methods: Methods of investigation; Professional
solution; Methods of summarizing experience.
7. Place of study implementation
Vietnam Institute of Educational Sciences.
8. Detailed layout of the thesis
In addition to the introduction, conclusions and recommendations, references and
appendices, the content of the thesis is structured into 03 chapters: Rotionale on
Curriculum management of high-school teacher under AUN-QA approaches; Status on
Curriculum management of high-school teacher under AUN-QA approach; Solutions on
Curriculum management of high-school teacher under AUN-QA approach;


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CHAPTER 1.
Rationale on CURRICULUM MANAGEMENT OF HIGH-SCHOOL
TEACHER UNDER AUN-QA APPROACHES
1.1. Overview
1.1.1. Studies on teachers’ curriculum
With the aim of creating a common language for the development of teachers'
curriculum, (Fred Korthagena, John Loughranb, & Tom Russellc, 2006) proposed 7
basic principles to change teachers' curriculum including: (1) Learn from practical
experience; (2) Building knowledge from practical experience; (3) Shifting from
focusing on curriculum to focusing on learners; (4) Promoting through research on
training teachers, (5) Learning to connect with colleagues, (6) The relationship between
employers (high schools, secondary schools), educational institutions and learners, (7)
Teaching activities are conducted according to the approach of each teacher. These
principles have helped solve the problems of teacher's curriculum facing such as
complaints of graduates, employers, parents about the irrationality between equipping
with knowledge and skills before taking steps into the labor market (Barone, Berliner,
Blanchard, Casanova, & McGowan, 1996); "sock reality" phenomenon of young
teachers when they first start work after graduation (Zeichner & Tabachnick, 1981); or
the contrast between traditional training methods and new teaching perspectives like
constructivist views (Fosnot, 1996)...
1.1.2. Studies on output standards of teachers'curriculum
Researches of Vlatka Domović và Vlasta Vizek Vidović mentioned two major
studies for the reform project and the methodology of developing content of curriculum
for teachers in Croatia which is developing models of teachers' education (2003-2005)
and Output Standards in Education (2008-2009).
According to opinion of Snoek (2011) (M. Snoek, 2011), when reviewing
teachers'curriculum, it has focused on the professionalism of teachers with the
foundation as output standards of teachers'curriculum. On the basis of considering
different approaches, the writer has summed up the framework of factors to ensure

professionalism of teachers: (1) Knowledge: Understanding proficiency in the subject,
the teaching and learning process, society, policy and organization in education,
application-oriented research methods; (2) Skills: Be able to discuss about the
educational issues with many listeners, explain the quality of their own work,
participate in discussing about the educational policies from the perspective of applying
it at school, conducte research in the practice process at the school, contribute into
collaborative learning of the professional community, transform the research results into
classroom initiatives; (3) Attitude: for student learning, commitment to career and
career associations, willingness to contribute to the knowledge base of the profession,
commitment to professional ethical standards and honesty in its own work, available
willing to explain the quality of their work, focusing on continuous professional
development, focusing on improvement and innovation in teaching.
1.1.3. Researches on the content of teachers'curriculum
Comparative study of Rasmussen và Bayer (Rasmussen, Jens, & and Martin


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Bayer, 2014) on the content of teachers' curiculum for high school systems in Canada,
Finland, Singapore (countries with high scores in international assessment systems such
as international student assessment program (PISA, TIMMS) and Denmark (GPA)
obtained 3 main results as follows: (1) The philosophical professional knowledge
occupies a lot of positions in the theoretical system of teachers' curiculum in Denmark;
(2) Programs of Canada and Singapore often use knowledge based on research
combined with the system of theories in practical orientation and guidance to practice,
while Denmark and Finland separate these section; (3) Only Finland (at University of
Helsinki) incorporates a theoretical overview in the research methodology module,
belongs to the group of knowledge related to scientific practice;
Research at Haapsalu University, Tallinn University (2010) (Kasesalu & Anneli,
2011) in Estonia to identify the main issues for teachers who have just started their

classes, it has partly assessed the quality of teachher training based on the outputs of
graduates. Researchers make recommendations for the teacher education policy, it
should be adjusted its content to fit the special needs and the gender-based differences
of practitioners.
1.1.4. Studies of innovative trends in the teachers'curriculum
Management activities for teacher curriculums
Studies on the management of teacher curriculums (including training teachers in
high school) mainly focus on issues to ensure, improve the quality of training, evaluate
the curriculum, training institutions, the strengths and weaknesses, opportunities and
challenges…
Ensure and improve the quality of teacher education
Report on Quality Assurance (QA) and Legal Requirements in Initial Teacher
Education (ITE) of (Bills & al, 2008) is based on the research of selecting a number of
international documents from 2002 to 2006, focusing on the relationship between the
management process, organization and initial education framework within the quality
of the program and commenting on the characteristics of United States, United
Kingdom and Australia which has given three important statements below: (i) The
promotion and strengthening of effective cooperation between training institutions and
schools (where trainees can practice and work) are central to the quality assurance of
curriculum, through closed and mandatory agreements such as in United Kingdom; (ii)
There are similarities with the objectives of QA among these three countries, but there
are differences in the implementation process; (iii) There are differences in the
conceptual framework approach in these three countries: In United State, each Training
Facility designs its own conceptual framework for QA based on the guidelines of
NCATE (the National Council for Accrediation of Teacher Education). Meanwhile, in
other countries, especially the United Kingdom, the regulatory framework and official
documents for teacher education are not taken seriously.
Evaluating the teacher curriculums
The Review Report (2014) of the National Council on Teacher Quality of the
United States (NCTQ) on Teacher curriculums (Greenberg, Julie, Arthur McKee, & and

Kate Walsh, 2013) stated that most of the teacher curriculums do not bring the results
which is compatible with the level of time and economic investment spent. This is
evidenced by the following results: (1) Only less than 10% of certified cirrculums


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achieved three or more stars (according to the 4-star rating system of the United States).
There are only 4 curriculums achieved four stars and all are the high school teacher
curriculums; (2) The consideration of the input of the teacher curriculums is too easy:
Only ¼ of the input limited curriculums are ½ of the candidate group, while the rate for
other developed countries is 1/3; (3) Only 1/3 of high school teacher curriculums, which
are currently trained for students, are qualified to teach according to the Common Core
State Standards, now they are applied in 45 states in the United States; (4) Only 7% of
training programs ensure that students have a solid internship experience (supervised
practice by certified experienced teachers).
Teacher training policy
According to (Snoek, Marco, Anja Swennen, & and Marcel Van der Klink,
2011), after analyzing policy documents on teacher training in Europe (06 documents
from OECD, EC, ATEE, ETUCE), gave some conclusions regarding the legal position
and professionalism of the teacher training agency as follows: The role of teacher
training agency and their professionalism in a very limited way mainly refers to
expectations and requires the teacher training agency; In addition to the documents of
ETUCE, no specific proposals have been made about increasing professionalism or
promoting professional development of teacher training agency; Only OECD's Teacher
matters documents recommends bringing standards of teacher training agencies into the
evaluation framework to certify the curriculum. Many studies show that this area has
little interest in general (Smith, 2003, Swennen & Van der Klink, 2009), completely
incompatible with the importance that teacher training agency has contributed in overall
quality of curriculums.

Trend of innovation for teacher curriculum management.
Traditional teacher curriculum usually includes subjects that are not interrelated,
so there are many misconceptions about the effectiveness of teacher curriculums. (Linda
Darling-Hammond, 2006) believes that in order to develop the teacher curriculum, it
needs to establish close relationships, interferences among subjects, between practice at
school and in fact to link between theory and practice, help relationships between
schools-learners being closer, more proactive serve many different learners;
1.1.5. Research on quality assurance models for teacher curriculums
(Delvin Grant, Erhan Mergen, & Stanley Widrick, 2010) introduced about the
typical quality management models, experience in applying quality management models
at educational institutions, and the group of writers stated that 3 basic parameters in the
quality management process of an educational institution, curriculum is: quality of
design/planning, quality deployment, quality improvement.
1.2. ASEAN University Network with quality assurance activities
1.2.1. ASEAN University Network (AUN)
AUN implements programs and activities to encourage and enhance cooperation
and educational development to expand regional integration towards achieving global
standards. AUN's current activities are divided into five areas including: (1) Exchange
programs for young people, (2) Academic cooperation, (3) Standards, Mechanisms,
Systems and policy of cooperation in higher education, (4) Course and program


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development, (5) Forums for regional policy and global policy.
1.2.2. A set of standards for evaluating the quality of training programs according to
AUN-QA
One of AUN's main activities is to build a quality assurance system including
standards and criteria that are matched each other among universities to use in assessing
quality. AUN - QA models include: internal strategy, system and strategy for internal

quality assurance (IQA), external quality assurance (EQA) including the quality
accreditation. In 1998, AUN debated the initiatives and led to the development of AUN
quality assurance model.
AUN-QA model for the curriculum focuses on education and learning with the
following factors:
 Input quality
 Process quality
 Output quality
1.3. Some concepts and terminology related
1.3.1. Management
According to (Taylor & and F Hill, 1997) thought that "management is knowing
exactly what wants others to do and then see that they have done the job best and
cheapest" or "the art that makes the job done through others" according to (Richard L.
Daft & Dorothy Marcic, 2010); in terms of operation “management is a special labor
form of leader with a combination of intellectual employments, linking the management
apparatus is a unified and harmonized body which coordinates all stages of
management levels in rhythmic operation with high efficiency” according to (Mason A.
Carpenter, Talya Bauer, & and Berrin Erdogan, 2012)…
1.3.2. Training management
Training management is the application of knowledge, skills, tools and
techniques for training activities to recognize the results of training according to the
Project Management Institute (Project Management Institute, 2000).
With the above approaches to training management, we can understand that the
training management in universities is the central management of the school to
implement the function of developing higher education, serving the needs of social
development. The object of training management in schools is all activities of teachers
and students and pedagogical organizations in the school in the implementation of plans
and curriculums in order to achieve the objectives of the training specified according to
(Nguyen Tri Duc, 2010 ) and managers need to master the overall model of training
process shown in the above diagram according to (Ministry of Education and Training,

2010) (Figure 6).
1.3.3. Curriculum
The curriculum is an overall and system plan for the entire training operation,
including: training purposes, objectives, output standards, training contents (with width
and depth), training method and form of training organization (with methods, means,
teaching tools), method of assessing the results of training (in comparing with the
output standards).


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1.3.4. High-school teachers.
High school teachers are those who work in teaching - education in high schools,
have the same task of educating, training the high school pupil, helping them to form
and develop personality according to the defined educational goals for each level.
1.3.5. High-school teacher curriculums
The curriculum for high-school teacher is an overall and system plan for the
entire training operation, including: training purposes, objectives, output standards,
training contents (with width and depth), training method and form of training
organization (with methods, means, teaching tools), method of assessing the results of
training (in comparing with the output standards), which aims to develop the expertise
and capacity of high school teachers, to help them achieve the requirements of the
profession
1.3.6. Curriculum management of high-school teacher
Management of curriculum for high school teachers is the organization and
supervision of resources of the training institution to equip students with the appropriate
knowledge, skills and attitudes to become high school teachers or foster their
professional capacity.
1.4. Curriculum management of high-school teacher under AUN-QA approache
1.4.1. Necessity of Curriculum management of high-school teacher under AUN-QA

approaches
Based on the set of standards for evaluating the quality of AUN's cirrculum to
apply in the process of managing and developing the curriculum according to AUN's
approach to determine the program objectives, design, implementation and inspection
and evaluation of the program. The curriculum management of high-school teacher
under AUN-QA approache must follow the steps below:
 Develop reference system for each standard, criteria:
 Perform tasks according to the reference system:
 Self-assessment: when a reference system has been developed and implemented,
units can self-assess in advance.
1.4.2. Principles and cycles for curriculum management of high-school teacher under
AUN-QA approaches
1.4.2.1. Cycles for curriculum management of high-school teacher under AUN-QA
approaches
1.4.2.2. Principles for curriculum management of high-school teacher under AUNQA approaches
1.4.3. Contents for curriculum management of high-school teacher under AUN-QA
approaches
1.4.3.1. Management of training objectives
With the goal of training high school teachers based on output standards of
curriculums, according to AUN-QA standards, the output standard must be: (1) The


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knowledge that graduates must achieve; (2) key skills: communication, working with
figures, using information technology and learning methods; (3) cognitive skills, such as
understanding methodologies or critical analysis capabilities; and (4) specific
specialized skills. The output standard or objectives of curriculums must clearly and
specifically present expectations to the students, integrate the requirements and needs of
the parties involved, and must articulate which method that the program can support

students to achieve these results. The final destination of the curriculum goal is to equip
students with the appropriate attitude and skills as well as the knowledge needed to
participate in the labor market and be able to develop their careers.
1.4.3.2. Management of training curriculum.
According to AUN-QA standard set, curriculum for high school teachers should
be developed to promote learning, learning how to study and set up in learners to be
committed to lifelong learning (commitment to study criticism, commitment to
development of information collection and research skills, willingness to test ideas and
new practices).
1.4.3.3. Management of training forms
The requirements of curriculum quality, the process of evaluating and
cooperating parties in the process of implementing curriculums and building the output
standards, the form of training organization of high school teachers is required to be a
regular education, with a clear program structure clearly, concretely, with the consensus
and acknowledgment of legal agencies/professional associations and parties related to
the curriculum of high school teachers.
1.4.3.4. Management of training facilities, training methods
Personnel. The arrangement of teacher must ensure enough to convey the content of
curriculum and balance the qualities, experience, age, gender ...; Need to arrange
appropriate human resources in libraries, laboratories, administrative positions and
student affairs; The need for personnel development needs to be systematically
delineated, based on individual wishes and requirements of curriculums.
1.4.3.5. Management of teaching and learning activities
Teaching - learning activities under AUN-QA approach based on the basic
foundation is the quality learning process - which is understood to help students actively
build knowledge, the goal is that students create their own meaning and self-mastering
knowledge, not merely conveyed by teachers. The concept of teaching in this case is to
facilitate learners more conveniently. Management of teaching and learning activities
according to AUN-QA approach emphasizes the central position of learners; and for
achieving this goal, the curriculum is required to ensure students understanding clearly

the concept of learning, their own learning style and the strategies that will be used to
gain knowledge..
1.4.3.6. Management of test & evaluation of training results
According to AUN-QA, the assessment is carried out at the following times: (1)
input testing - through the assessment of required competencies; (2) progress in the
learning process of students - through the schema of competencies and programs based
on output standards; (3) final examination for graduates - through a competency


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checklist for graduates or an integrated and overall assessment.
1.4.4. Objects of curriculum management of high-school teacher under AUN-QA
approache
1.4.4.1. Rector of university:
1.4.4.3. Dean
1.4.5. Orientation for curriculum management of high-school teacher under AUNQA approache
With the goal of "teachers must be trained to become educators rather than
specialists transferring knowledge", the curriculum management of high-school teacher
under AUN-QA approache needs to be reformed fundamentally and deeply, towards the
model of developing countries but it still has to meet the characteristics of society and
the education system of Vietnam:
- Move from management under the small & single-sector to standardized form,
interconnected directions between training qualifications and training institutions
- Innovate towards developing practical capacity for pedagogical students
- Invest in scientific research and experimental science for teachers
- Promote management, comprehensive cooperation of teacher training
institutions for high school system

Conclusion of Chapter 1

From the practical implementation of the management of teacher curriculum in
the world, it has shown that the history of developing the model of teacher training
program has appeared for a long time and depending on the characteristics that each
country applies different models though so the current situation of teacher curriculums
is still many existences. Research results from domestic and international projects have
shown the urgency in innovating teacher curriculum in countries meeting the
requirements of reforming general education, meeting social requirements and making
sense for improving the quality of education of that country.


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CHAPTER II.
REALITY OF curriculum management of high-school
teacher under AUN-QA approache
2.1. Overview of the current status investigation
2.1.1. Purpose of investigation/survey
Collecting information as a basis for analyzing and assessing the reality of
Curriculum management of high-school teacher according to AUN-QA approach at
universities/pedagogical departments, finding out the strengths and limitations, from
which to propose remedial solutions.
2.1.2. Object and scale of investigation/survey
The author conducted a survey of the status of curriculums for high-school math
teacher under AUN-QA approach at 5 schools including Vinh University; Sai Gon
University; Danang University of Education; Hanoi National University of Education;
Thai Nguyen University of Education by questionnaire for 03 target groups. The
number of each target group of each school participating in the survey the high-school
teacher curriculum is as follows: 136 leturers and managers; 81 employers; 755 students
and alumni.
2.1.3. Methods of survey and data processing

After the data is collected, the writer uses SPSS specialized software to analyze
the reliability and descriptive statistics.... Since then, presenting the reality of
Curriculum management of high-school teacher in the current period as a basis for
analyzing strengths and weaknesses and giving management solutions.
2.1.4. Content and tools of investigation/survey
The thesis has conducted a survey of the situation including the following
contents:
- Assessing the status of high-school teacher curriculum for Mathematics and
curriculum management of high-school teacher according to AUN - QA approach of
universities/educational departments.
- Assessing the level of satisfying the current teaching job of Alumni
- Evaluating the status of applying management solutions for teacher curriculums
under high school students according to AUN - QA approach in order to develop the
management of teacher curriculums in high school.
To measure the assessment of the response level of the criteria, the writer has
used Likert scale with 5 levels as follows:
Table 2.4. Convention on scales to assess the situation of curriculum management of
high-school teacher under AUN-QA approache
Rating scale
Level
1. Absolutely not meet the requirements
1
2. Does not meet the requirements, quality
2
improvement is necessary
3. Does not meet the requirements but only
3
needs minor improvement will fully meet

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4. Satisfy the requirements as expected
5. Be better than the required level

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5

2.2. Current situation of implementing high school teacher cirrculum and capacity
of high school teachers
In order to understand the reality of the implementation of the training program
and the capacity of high school teachers according to the AUN-QA approach of
universities/faculties of educational universities in recent years from the perspective of
the units used, the writer has conducted survey managers at serveal high schools and
obtained the following results:
2.2.1. The deployment of curriculum for high school teachers

Figure 2.1. Radar chart on deploying the curriculum for high-school teacher
2.2.2. The capacity of high school teachers - products of teacher curriculums.


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Figure 2.2. Radar chart on assessing capacity of high school teachers
2.3. Reality of curriculum management of high-school teacher under AUN-QA
approache.
2.3.1. Input management
Through the evaluation results of 3 target groups on the status of input
management for high-school teacher under AUN-QA approache, we see: For the
objective management factor in training the high-school teacher under AUN-QA

approache, there are 4/6 contents with GPA> 4.0; Management and professional
development factors of teachers and support of high school teachers curriculums
according to AUN-QA approache, under the evaluation perspective of the group of
teachers & managers, there are 10/19 factors with GPA> 3.5; From the perspective of
evaluation of the group of students & Alumni, there are 2/7 criteria with GPA> 3.6.

Figure 2.3. Radar chart on management contents for teacher training objectives

Figure 2.4. Radar chart on assessing the management content and professional
development content of teachers and supporting program of students and alumni


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Figure 2.5. Radar chart on the assessment level of management and professional
development content of teachers and supporting program of teachers and managers
In general, the input management of universities in recent years has not been done
at a high level. Currently, the schools are making efforts in improving the quality of
training, building solutions to overcome these weak problems in order to improve the
quality of output, supply high quality human resources to meet social needs.
2.3.2 Management of the training process
To assess the status of managing the high school teacher training process
according to AUN-QA approach, the writer has evaluated the following aspects: (1)
Manage content of curriculum for high school teachers; (2) Manage the teaching and
learning activities of high school teachers; (3) Manage the examination and evaluation
of high school teacher training results and (4) Manage infrastructure resources for high
school teacher training.

Figure 2.6. Radar chart on contents for management of teaching and learning
activities

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Figure 2.7. Radar chart on contents for management of the assessment of training
results

Figure 2.8. Radar chart for Management of facilities resources for learning
2.3.3. Output management
2.3.3.1. Employment management of Graduates
Referring to this issue, Mr. L.C.D said: “It is necessary to follow the work of
students agter their graduation, which is not easy to implement, it is one of the
weaknesses of the current universities. In recent years, universities have organized the
collection of information of graduated students through many channels such as mail,
phone, letter, ... and the results show that it is very difficult for many students to find
suitable jobs with their profession after graduation”.

Figure 2.9. Radar chart on job management of graduted student


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2.3.3.2. Management on the progress of learners
In general, the management of the progress of learners in schools today meets the
practical requirements.

Figure 2.10. Radar chart for management of learners' progress
2.4. General assessment of the status of curriculum management for high school
teacher
2.4.1. Advantages

- Output standards are built in accordance with the vision and mission of the
school, clearly reflecting the needs of the learners and the requirements of the
employers; Admission policies and criteria are clearly defined, issued, widely
disseminated and updated; Enrollment methods and criteria are well defined and
evaluated effectively after each enrollment period.
- Supervise and evaluate the implementation of educational purposes, the role of
teachers and learners; Organize and implement the design and deployment of a
consistent teaching and learning program; Develop processes and plans to implement
teaching activities to create conditions for learners to actively acquire what is conveyed
from teachers;
- The standards applied in the inspection and assessment are consistent
throughout the training program; Directing the implementation of many methods of
inspection and evaluation in accordance with the output standards;
2.4.2. Disadvantages
However, the management and professional development of teachers and support
program of students and alumni have been concerned, but the implementation results
are not high; The examination and evaluation of high school teacher training results
have not been conducted well; The infrastructure resources for training is still limited.
These are limitations that need to be overcome to implement effective curriculum.
- The content in the management and professional development of educational
staffs and support program of students and alumni is still limited such as: students have
not been carefully instructed about implementing the final thesis; The program has paid
special consideration and attention to first-year students and students who are facing
difficulties; Students are in difficult conditions to find help from teachers and support


18

staffs; The management under work results of teachers has not been implemented to
encourage and support for training, scientific research and other activities;

- The content in the management and assessment of high school teacher training
results is not good such as: Information on exam matrix/evaluation criteria table and
scale has not been publicly announced to teachers and disseminated to learners;
Evaluation activities have not been conducted regularly during the teaching process, so
supplying information to adjust teaching activities is limited; The learner still has
difficulty in appealing about the results of examination and evaluation; Exam-test
activities have not covered the content of the subject, it has still focused on some
contents.
- The resources of the facilities for training have been upgraded and
supplemented by schools. However, the study and research has not been met such as:
Libraries and learning resources are not fully equipped to meet the curriculum, which
have not been updated regularly, to timely support for training and research activities;
Laboratories and equipment are not fully equipped and updated to support for training
and research activities.
2.4.3. Reason of the situation
2.4.1.1. The cause of success
In recent years, the Party, the State, the education and training sector have built
and implemented many guidelines, policies, action programs and strengthened the
international cooperation in higher education in order to enhance the force for
pedagogical schools. This has created favorable conditions for the curriculum
management of high school teachers according to AUN-QA approach.
Pedagogical schools initially have guidelines and action programs to implement
management innovations, develop curriculum and teacher lines to meet the
requirements of educational innovation.
Teachers have a sense of training, striving to improve their political, ethical,
professional qualities and scientific research, consciously serving the community.
2.4.1.2. Reason of limitations and shortcomings
Accordingly, for Ministry of Education and Training, the Government Inspectorate
has pointed out many limitations and shortcomings in this work. Details as follows:
- For the teacher

Although the quality and quantity of the teachers are increasing day by day,
however, the use of teaching facilities is not much, so it is impossible to convey all
information needed to provide the learners, The amount of time that teachers spending
on classes at schools is too large, so it limits the time for scientific research and
practical research. On the other hand, the teaching method is still mostly preaching,
making learners absorb passively, the content of teaching is theoretical, lacks of updated
practice leading to hardening, dogma, low applicability.
- For the learner
The input quality of many higher education institutions is too low, so low that it
cannot be lower anymore, mainly focusing on schools reviewing records and admissing,
the creative initiative in learning and research of students is generally not high, lack of
scientific thinking, the majority learn passively, follow the movement, learning to finish
the "study by qualification", due to so, when graduating, there is not enough knowledge
to meet the pressing requirements of reality and being rejected by it.
- For the curriculum


19

The curriculum as een slow to innovate and efo m la k of update t eo
as
not been linked to practice, too many subjects and unreasonable time structure, leading
to Vietnamese students studying too much but knowledge not suitable with reality.
- Program content and textbooks are not appropriate
Currently, the textbook program is gradually being replaced, reformed, it is
focused into comprehensive education orientation for students, overcoming the previous
shortcomings, mainly teaching knowledge, heavy on theory, not paying attention to
emotional education and action for students.
- The management mechanism for the education sector is not appropriate
At present, the local education sector is affected by the horizontal impact of the

locality more than the vertical impact of Ministry of Education and Training. The
schools conduct teaching and organizing examination in accordance with the regulations
of Ministry of Education and Training, but if the students fail many exams, the class
will be repeated, the locality will have opinions and even give their direction opinions, "
Achievement disease" has the opportunity to develop in the current education
management mechanism.
Conclusion of chapter 2
To assess the curriculum management of high-school teacher according to AUN
- QA approach, the writer has used 65 criteria for the group of teachers & managers and
30 criteria for the group of students & alumni.
In addition, the writer has built more 09 criterias to assess the status of the
deployment of high-school teacher curriculum, there are 2 groups of employers and
students & alumni to participate in evaluating this content.
On the other hand, awareness of high school teachers' capacity is an
indispensable part in improving the quality of curriculum management. So for assessing
whether the capacity of high school teachers today meets the actual requirements or
not? The writer has built 16 criteria to evaluate this content and there are 3 groups
participating in the evaluation: (1) Teachers & Managers; (2) Students & alumni and (3)
employers.
The survey results show that the level achieved in the content is used to assess
the reality of curriculum management of high-school teacher according to AUN - QA
approach at universities of education at all levels. Curriculum management of highschool teacher according to AUN - QA approach at universities of education accepted
by labor market. However, there are many indicators at the stage of input management
such as: Contents for management and professional development of teachers and
support programs of students & alumni; Contents for management of the evaluation &
assessment of results of training and facilities resources management for learning is still
limited.
The implementation of the curriculum of high school teachers at universities of
education is now done at a above average level, the contents are ensured the
requirements set out. However, there are still certain difficulties, there are many

opinions that the implementation of the curriculum of high school teachers has not met
the requirements.
The capacity of most high school teachers meets the practical requirements,
however, the teachers' foreign language competencies and dynamic and sensitive
capacities to the changing working environment are still limited.


20

CHAPTER 3.
sollutions for curriculum management of high-school
teacher according to AUN - QA approachES
3.1. Legal basis for giving solutions in high school teacher curriculum management
3.1.1. Orientation for high school education development
One of the important legal bases for teacher curriculums management solutions
is the orientation of high school education development.
1st orientation: Redefine the goal, philosophy and subject function of general
education.
2nd orientation: Create general education programs in the direction of
integration.
3rd orientation: Changing the social awareness about general education and
vocational education - employment for young people
3.1.2. Orientation for developing high school teachers
Doing well the planning of teachers and education managers to take the initiative
in forecasting human resources for Education; pedagogical schools to work closely with
localities to take initiative in balancing the enrollment quotas and the new training
roadmap, retraining and fostering teachers and educational managers.
Building a modern and autonomous educational school standard; use this
standard to test stratification, rank schools and reorganize their network to ensure
sufficient capacity to meet the requirements of training and retraining of teachers and

education managers which is sufficient in quantity and standardized in quality.
3.2. Principles for proposing solutions
3.2.1. Principles to ensure goals
3.2.3. Principles to ensure practicality
3.2.4. Principles to ensure feasibility
3.3. Solutions for curriculum management of high-school teacher under AUN-QA
approaches
On the basis of analyzing the current status of curriculum management of highschool teachers under AUN-QA approach at universities of education (Advantages and
disadvantages in chapter 2) and applying theories related to research issues, the writer
has found some disadvantages to overcome. The specific solutions are as follows:
(1) Organize to raise awareness for managers and teachers about the importance
for curriculum management of high-school teacher under AUN-QA
approaches
(2) Organize to raise capacity of management staff for high school teachers at
universities of education.
(3) Building systems and quality control and assessment tools for High School
teacher curriculums and feedback information
(4) Strengthen the management organization and professional development of
teaching staff and program support.


21

(5) Proposing to develop a set of evaluation criteria for curriculum management
of high-school teacher under AUN-QA approaches
(6) Strengthen the management of facilities resources for learningc
3.4. Relationship among solutions
Based on the theoretical and practical basis of the thesis, the writer proposes 06
solutions to improve the curriculum management of high-school teacher under AUNQA approach of universities, these solutions will work with mutual assistance.
3.5. Testing the urgency and feasibility of solutions

The survey results show that, between the necessity and feasibility of solutions,
there is a closed relationship. The solutions are evaluated necessary, the feasibility is
also appreciated. Specifically, the following solutions: Develop systems and control
tools, assessment tools for the high school teacher training quality and information
feedback; Develop criteria for evaluating the training management activities; Raising
awareness for managers and teachers about the importance of curriculum management
of high school teachers; Improve management capacity of high school teachers at
universities of education; Improve the quality of facilities, teaching and learning
facilities and career development organization for lecturers and staffs.
In summary, the solutions proposed by the dissertation to improve the
management capacity of high school teachers under the AUN-QA approach at
universities of education are necessary and highly feasible.
3.6. Test and experiment with some solutions
3.6.1. 5th solution: Develop evaluation standards for curriculum management of highschool teacher under AUN-QA approaches
Pursuant to the theoretical basis studied, pursuant to the research of AUN-QA
standards - version 2015, the writer has developed the criteria to evaluate the training
management for high-school teachers under AUN-QA approaches including 06 contents
as follows: (1) Managing training objectives; (2) Managing the curriculum content; (3)
Managing teaching and learning activities; (4) Managing the inspection and assessment
of training results; (5) Management and professional development of teaching staff and
program support; and (6) Managing infrastructure resources for learning.
The writer has experimented with a solution of nearly 400 questionnaires with 3
groups of related subjects, the writer has processed the data using SPSS, Excel software
and gave reliable results, which are highly appreciated by the participants. Survey
results are as follows:
- Through the evaluation results of Table 3.2 for managers & teachers about the
status of management of high school teacher training under AUN-QA approach, we find
that the coefficient of its reliability is very high (Cronbach's Alpha = 0.920); reliability
of factors is good (Cronbach's Alpha> 0.70); GPA of criteria> 3.00 (agree -> fully
agree). Comparing the results achieved with the current actual situation of the school,

the results are quite consistent. From here, it can be concluded that, the set of criteria is
used to assess the status of management of high school teacher training under AUN-QA
approach is highly effective and feasible.
In summary, the set of criteria is used to assess the status of curriculum
management of high-school teacher is well appreciated by three groups including


22

Students & alumni; Managers & teachers and employers. This result is highly supported
and agreed on the criteria of suitability, efficiency, necessity and feasibility by the
survey people.
Experimental results of solutions for developing a set of criteria for evaluating
the curriculum management of high-school teacher under AUN-QA approach has
confirmed the effectiveness and reliability of the criteria; it can be used to evaluate the
school's curriculum management under AUN-QA approach.
3.6.2. 4th solution. Enhance to organize management and professional development of
academic staffs and program support staffs.
The writer has conducted a survey on the level of ability to test and evaluate the
quality of the curriculum according to AUN approach for managers and teachers before
and after the training course which is different. From the data shown in Table 3.6.2. It
gives the results as follows:
+ At the very good level: the experimental group accounted for 6.9%, while the
control group is 12.0%.
+ At the good level: the experimental group accounted for 51.3%, while the
control group is 59.1%.
+ At the above average level: the experimental group accounted for 31%, while
the control group is 25.3%.
+ At the average level: the experimental group accounted for 12.6%, while the
control group is 2.1%.

+ At the weak level: the experimental group accounted for 2.2%, while the
control group is 2.1%.
The above results show that the training and evaluation for managers and
teachers have been remarkably effective, the average value of the control group is
higher than the experimental group. Showing that the organization of fostering and
assessing managers and teachers is highly effective and feasible.
- Compare assessment results through 2 surveys.
Table 3.15. Evaluation results of two surveys
One-Sample Statistics
N
Mean
Std. Deviation
Std. Error Mean
Before
36 3.5208
.43938
.07323
experiment
After
36 3.7625
.58680
.09780
experiment
The results of GPA analysis of two surveys showed that the survey before taking
the training course (experiment) had a Mean GPA = 3.52; Survey results after
participating in refresher course have a Mean GPA = 3.76. This proves that between the
last time and the next time after participating in the refresher/training course, the
awareness of managers and teachers has changed. The writer continues to use T-test to
re-check the difference in the average value of two surveys. The results of T-test are
shown in Table 3.16. The value of Sig = 0.000 <0.05 in the T-test shows that the

average value of these two surveys has a statistically significant difference. This means
that managers and teachers have adjusted their assessment activities after participating
in refresher courses.
Table 3.16. Test of T-test via two surveys
One-Sample Test


23

t

Before
experim
ent
After
experim
ent

df

Sig. (2-tailed)

Test Value = 0
Mean
95% Confidence Interval of the
Difference
Difference
Lower
Upper

48.079

35

.000

3.52083

3.3722

3.6695

38.471

35

.000

3.76250

3.5640

3.9610

Thus, it can be seen that through many training sessions, lecturers have learned
how to apply the professional knowledge they have learned to test and assess to change
the habits of conducting assessment activities in the teaching process. The above
analysis shows that the implementation of the solution of professional development of
lecturers based on identifying needs and assessing the status quo will bring about
practical results.

Conclusion of chapter 3
In chapter 3, the thesis has proposed 15 solutions to improve the management
capacity of high school teachers under AUN-QA approaches at universities. Testing
solutions, participants of 165 teachers & managers at 5 universities. The writer has
selected 06 solutions with the highest average value, and also evaluated by the survey
participants with high necessity and feasibility. It includes specific solutions as follows:
(1) Organize to raise awareness for teachers & managers about the importance of
curriculum management of high-school teacher under AUN-QA approaches; (2)
Organize to improve the capacity of managers of high school teacher training programs
at universities of education; (3) Building control systems and tools, quality evaluation of
high school teacher curriculums and feedback information; (4) Strengthen professional
development organization for teachers and staffs; (5) Develop a set of standards to
evaluate the curriculum management of high-school teachers under AUN-QA and (6)
Enhance the quality of facilities, teaching and learning means. However, for testing the
solution, the writer only chooses 02 out of 06 solutions that are most appreciated as the
solution on criteria for evaluating the management of high school training and the
organization of raising awareness for teachers and managers on the importance of the
curriculum management of high-school teacher under AUN-QA approaches.
Experimental results have confirmed its effectiveness for improving management
capacity of high school teachers under AUN-QA approaches of universities of
education.
CONCLUSIONS AND RECOMMENDATIONS

1. Conclusion
Through the research results of the thesis on quality management of high school
teacher curriculum according to AUN approach, it is allowed to draw some conclusions
as follows:
Theoretical issue:

24

- Managing ciriculum for high school teachers according to AUN - QA approach
or the quality assurance approach for curriculum is a suitable trend for
universities/education schools currently including a system of management measures
impact on all training activities, to create learners who meet the output of the training
program. The management of teacher curriculum includes 6 elements: management of
training objectives, curriculum content, teaching means, training methods, management
of teaching activities and inspection & evaluation of training results.
- The content of managing high school teachers according to AUN approach is
based on the quality assurance model of AUN-QA 3.0 program, which is shown through
input management, process management, output management as follows: Input
management includes management for operations: Managing stakeholder needs,
managing manpower resources and managing development policies. Managing the
training process including managing the curriculum content, teaching and learning
activities, inspection and evaluation of the training results and managing the facilities
resources for the learning. Output management includes management of learners'
progress, job management of students and the capacity of post-graduate learners.
The reality on curriculum management of high-school teacher under the
AUN-QA approach of education Universities
Surveying the reality of the curriculum management of high-school teacher with
06 contents, in which including 02 input contents, 03 process contents and 01 output
result. Survey results show that: Curriculum management of high-school teacher under
AUN-QA approach of education universities has been evaluated quite well by the
participants. However, certain limitations still exist. Specifically as follows: A lot of
students think that it is difficult to find help from teachers and support staffs; The
content of the program has not been updated and renovated in accordance with the
actual requirements of national and local education; Facilities and equipment have not
been equipped and updated enough to support training and research activities; Libraries
and learning documents have not been adequately equipped, selected and ensured in

accordance with curriculum, which have not been updated regularly and timely to
support training and research activities; Laboratories and equipment are not fully
equipped and updated to support training and research activities; Support services and
equipment (in libraries, laboratories, information technology systems and support
services for students) have not been periodically evaluated and regularly improved in
quality; Teachers are not dynamic, sensitive to changing working environment; The
operation ability in group of teachers is not effective; Foreign language and informatics
capacity of teachers is still limited.
Measures for curriculum management of high-school teacher under AUN-QA
approaches
The thesis has proposed and confirmed the necessity and feasibility of 6 solutions
for curriculum management of high-school teacher under AUN-QA approaches:
Organized to raise awareness for managers and teachers about the importance of
curriculum management of high-school teacher under AUN-QA approaches; Planning
activities on curriculum management of high-school teacher under AUN-QA
approaches; Organization on curriculum management of high-school teacher under
AUN-QA approaches; Organize training to improve management capacity of
curriculum for school management staff; Develop a set of operational evaluation