Phát triển đội ngũ giảng viên khối ngành kỹ thuật các trường đại học vùng đồng bằng sông cửu long theo tiếp cận năng lực tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY

NGUYỄN MINH TUẤN

DEVELOPMENT OF TEACHERS
IN TECHNICAL SECTOR OF UNIVERSITIES
IN MEKONG DELTA AREA
ACCORDING TO CAPACITY ACCESS
Major: Education Management
Code: 9140114

SUMMARY
THESIS OF DOCTOR OF EDUCATION SCIENCE

NGHỆ AN - 2019


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INTRODUCTION
1. Reason to choose the topic
Resolution No 23- Resolution / Government dated March 22, 2018 of the Politburo
defining: By 2030; Vietnam has accomplished its goal of industrialization and modernization,
basically becoming an industrialized country towards modernization; belongs to the top 3 Asean
countries in terms of industry, in which some industries are internationally competitive and
deeply involved in global value chains. To accomplish that goal, one of the important tasks is
training human resources, especially high-quality technical human resources, who are competent
and qualified to meet the needs of the labor market.
The Party and State have paid much attention and issued many guidelines and policies
relating to lecturing staff development, including some typical policies such as:
1) The Prime Minister issued Decision No. 09 / Decision-Gov dated January 11, 2005

on approval of the scheme "Building teachers and education management staff in the direction
of standardization, quality improvement, ensuring sufficient quantity, synchronous structure,
especially focusing on improving the political and qualities of ethics, lifestyle, professional
conscience and professional qualifications of teachers that meet the increasing demands of
education in the process of promoting industrialization and modernization of the country ”.
2) Resolution No. 29-Resolution / Gov. of November 11, 2013 of the Party Central
Committee affirmed, "Basic and comprehensive innovation of education and training" stated
“Develop teachers and managers, meeting the requirements of education and training
innovation, formulate plannings and plans on training and retraining of teachers and
educational administrators in combination with the needs of socio-economic development,
security, defense and international integration. Implementing standardization of educators and
educational managers according to each educational level and qualifications ... with the
ability ", the new educational process" transfering from content to capacity access "is renewed.
3) On 18/1/2019, the Prime Minister signed the decision "Approving the project to
improve the capacity of lecturers and managers of higher education institutions to meet the
requirements of comprehensive fundamental innovation of education and training in the period
of 2019 - 2030", clearly stating viewpoint "Training and retraining to improve the capacity of
lecturers and managers of higher education institutions should be valued because this is the
determining factor of higher education quality"
The Mekong Delta region has an important position in the country's economy and
society, but the current practice of education and training in the region is still considered a "lowlying region" because the rate of university education or higher accounts for lowest rate (5.5%),
rate of trained workers (12.2%), the rate of workers without technical expertise (87.8%). In
recent years, the capacity of lecturing staffs in the technical fields in the Mekong Delta
universities has not yet met the demand of training high-quality technical personnel to serve the
cause of national renewal and the Industrial network 4.0 due to many objective and subjective
reasons such as:
The rapid change of technology, the impact of knowledge economy, individual capacity
of each teacher has not been improved to meet the requirements set by the society and employers
in the educating process.
From the above reasons, the author chooses the topic "Developing the contingent of

technical staffs in the Mekong Delta Universities under the capacity approach" to study to find
suitable solutions in developing lecturing staffs of technical universities, meeting the new
requirements of the whole region.
2. Research purposes
On the basis of studying the theory and results of research on the situation of developing
lecturing staffs in the technical fields of the Mekong Delta universities according to the
competency approach, the thesis proposes solutions to develop lecturing staffs of technical
sectors of universities in the Mekong Delta region, meeting the requirements of renovating and


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improving the quality of higher education in the region.
3. Subject and object of research
3.1. Object of research: engineering teachers for universities.
3.2. Subject of research: Developing lecturing staffs in the technical sector of Mekong
Delta universities according to capacity approach.
4. Scientific hypothesis: The faculty of engineering sector of the Mekong Delta
universities has made sure development in quantity and contributed significantly to the
development of higher education in general. However, this team also revealed the most
inadequacies in quality before the requirement of fundamental, comprehensive innovation of
education and the industrial revolution 4.0 is changing drastically in the areas of the region.
Research, propose and apply solutions to develop lecturing staff in technical areas of Mekong
Delta universities according to capacity approach based on orientation of capacity framework
with standards, criteria according to position of professional positions, simultaneously,
synchronous implementation of solutions for lecturing staff development, focusing on solutions
such as: planning, training fostering, recruitment, effective use, ... will help improve technical
and professional capacity, teaching, scientific research, as well as other necessary competencies
of lecturers in the technical fields of universities in the Mekong Delta, contributing to promoting
the development of high-quality technical human resources of universities in the current reform
of higher education.

5. Research task
5.1. Study the theoretical basis for developing lecturing staffs in the technical fields of
universities according to capacity approach.
5.2. Surveying, analyzing and clarifying the actual situation of developing lecturing staff
in technical fields of universities in the Mekong Delta according to capacity-based approach.
5.3. Proposing, exploring the urgency and feasibility and testing some solutions to
develop lecturing staffs in the technical fields of Mekong Delta universities according to capacity
approach.
6. Scope of research
6.1. Limitations on content: The thesis focuses on researching the components,
relationships and solutions to develop lecturing staff in technical sector according to capacity
approach.
6.2 Limitations on surveying objects: The thesis examines objects such as managers;
Faculty of engineering sector; Students are studying and graduated from 08 universities.
6.3 Limitation on time of survey: Surveying and assessing the situation of developing
lecturing staff of technical branches of Mekong Delta universities according to capacity
approach, mainly in the period from 2015 to 2019.
6.4 Limitations on testing solution: The author of the thesis organizes to test 01 solution
at Can Tho University of Technology.
7. Approach of approach and research method
7.1. Approach perspective: Approaching the system; Access to human resource
development; Access to management functions; Practical approach; Reaching capacity.
7.2. Research methods:
Methods of theoretical research: Analysis and synthesis of theoretical documents;
Systematizing theoretical documents and current normative documents on higher education and
teachers; Generalizing independent judgments; Modeling;
Practical research methods: Written surveys;
Direct interview: Direct interview; Expert; Testing, Statistical Methodology.
8. The points need to be protected
8.1. Developing lecturing staffs of technical sector according to competency approach is

a field of developing lecturing staff of universities, so the target, content, modality of
implementation are suitable with the development of lecturers in general and at the same time.


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consistent with the characteristics of lecturing staff in the technical sector of the Mekong Delta
universities.
8.2. In recent years, developing lecturing staffs in general and developing lecturing staff
in the technical sector in particular the universities in the Mekong Delta have many changes
according to the current fundamental innovation trends of education, however, in general, it still
does not meet the requirements of innovation to improve the quality of higher education in
general, higher education in the technical sector in particular of the whole region. Evaluate and
study the situation of the strengths, weaknesses, causes of limitations to find suitable solutions.
8.3. Raising awareness, building capacity framework and criteria for assessing and
developing lecturing staff in technical fields of Mekong Delta universities. Organize the
implementation of basic solutions to develop lecturing staffs in technical areas of Mekong Delta
universities according to capacity approach.
9. New contributions of the thesis
- The thesis contributes to clarify the theoretical issues of developing lecturing staff in the
technical sector in general, lecturing staff of technical areas of Mekong Delta universities
according to capacity approach; clarifying the role and characteristics of labor, personality
models of technical teachers in the current context.
- Research to clarify the current situation of developing lecturing staff in the technical
fields of Mekong Delta universities according to capacity approach.
- Develop a system of solutions to develop lecturing staff in technical areas of Mekong
Delta universities according to capacity approach.
- Developing faculty capacity framework for technical subjects at universities in
accordance with the characteristics of the Mekong Delta region; propose a fostering program to
meet the capacity building needs of faculty members in the technical sector.
10. The thesis structure

In addition to the Introduction; Conclude; Recommendations; References; Research
annex; The thesis includes 03 chapters:
Chapter 1. The rationale of developing the faculty of engineering sectors of universities
according to capacity approach.
Chapter 2. Current situation of developing the contingent of lecturers in technical fields
of universities in the Mekong Delta region according to capacity approach.
Chapter 3. Solutions to develop teaching staffs of engineering majors in Mekong Delta
universities according to capacity approach.
Chapter 1
THE RATIONALE OF DEVELOPING THE FACULTY OF ENGINEERING
SECTORS OF UNIVERSITIES
ACCORDING TO CAPACITY APPROACH
1.1. Overview of the problem study
1.1.1. Overseas research projects: Since the end of the twentieth century, studies on
developing lecturing staffs according to professional standards have been conducted in many
countries around the world.
Many countries have developed standards for their education, including: Quality
standards, school standards, management standards, teachers' standards.
In general, the research works have considered lecturing staffs, developing lecturing
staffs is one of the basic conditions to ensure the quality and development of education,
viewpoints and perceptions about the position and role of teachers on the day. The more correct,
more comprehensive. At the same time, the research also offers many different solutions to
develop lecturing staffs such as:


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Develop professional standards, criteria, requirements, methods of testing and evaluating,
using modern technology and techniques.
1.1.2. Research works in the country:
The domestic research projects on lecturing staffs development have affirmed the

position and role of deciding the quality of education and training of lecturing staffs, researching
on planning, training, fostering and using teachers and managers ; studying the situation and
assessing teachers' standards.
1.1.3. General assessment
1.1.3.1. Issues to acquire:
Through studies of foreign and domestic authors, it has shown the approach in
management, development of teachers according to capacity approach, proposing solutions to
develop teachers in general, and technical teachers in particular to improve the quality of training
in higher education institutions and universities.
1.1.3.2. Unresolved issues: The research works are still general, overall, there are no
specific studies mentioning the necessary aspects to develop the technical teaching staffs at
universities (especially in the Mekong Delta) according to capacity approach.
1.1.3.3. Thesis issues must be resolved:
In the doctoral dissertation, it is necessary to clarify the basic elements that form the
foundation and develop lecturing staff of the technical departments of universities according to
capacity approach; thereby finding strategic solutions to bring efficiency and quality in the
management of lecturing staff in the technical fields of universities in the Mekong Delta,
improve and promote the capacity of teachers to improve the quality of training high quality
technical human resources for each locality and for the whole region.
1.2. The basic concepts
1.2.1. Technical sector
1.2.1.1. Technology: is the overall means of human activity created to carry out the
production processes and serve the non-productive needs of society.
In the technical knowledge and experience accumulated in the process of production
development of society has been materialized.
The main mission of technology is to mitigate labor and improve its effectiveness,
expand human ability in the process of labor, liberation (partly or entirely) people escape from
tough and dangerous work. Today's technology is characterized by very rapid strides on the path
of modernization, automation, unification, and standardization.
1.2.1.2. Engineering:

The industry is a collection of professional knowledge and skills within the scope of
professional, scientific and technological activities, which are classified and classified by the
Ministry of Education and Training. The engineering industry is understood to be: extremely
broad, it encompasses a variety of more specific technical areas, each emphasizing the areas of
technology and specific types of applications. Technical sector is a special industry group with
many specialties such as: mechanical engineering, crazy engineering, electronics, construction
engineering, architecture, electronics and telecommunications, road and bridge construction,
engineering aviation, oil, automation, ship engineering, nuclear engineering, environmental
engineering ...
1.2.2. Technical teacher
1.2.2.1. Lecturers: Teachers are understood to be teachers at universities that have
standards, responsibilities and powers according to State regulations and specific regulations of
each university.
1.2.2.2. Teachers in the technical field: It is understood that teachers teach subjects /
modules of technical fields in faculties, departments and centers of universities, with teaching
and teaching functions, education, research and dissemination of science and technology sector,
organizing technical pedagogical activities to contribute to training students in technical fields to


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become engineers, providing technical human resources for the labor market.
1.2.3. Technical staff members
1.2.3.1. Team: As a mass of people with professional functions, gathered and organized
into a force.
1.2.3.2. Teachers of technical sector: is a collection of teachers who are responsible for
teaching, scientific research and technology transfer of the engineering sector at the university.
They have standards, tasks, powers and operational goals. They stick with each other with
responsibilities and benefits as prescribed by law and by competent state agencies.
1.2.4. Developing the force of teachers in the engineering industry
1.2.4.1. Development: Is changing or making changes from little to many, narrow to

wide, low to high, simple to complex.
1.2.4.2. Development of technical faculty members:
It is the process of building, completing or changing the status of lecturing staff in
universities, helping teachers to grow in all aspects: The quantity, quality and reasonable
structure have the professional and technical qualifications and pedagogical skills to fulfill the
tasks according to the regulations on rights, obligations and standards according to the title of
teachers in the Higher Education Law.
1.2.5. Developing teachers of technical disciplines according to capacity approach
1.2.5.1. Reaching capacity:
A modern approach in the process of training and use, capacity development. Accordingly,
focusing on the formation and development of implementation capacity of the object.
1.2.5.2. Development of technical faculty members according to capacity approach:
It is the standardization of integrating the knowledge, skills and attitude components into a
standard system of professional competence of teachers of the technical sector.
In order to implement the management method of lecturing staff development in the
technical fields of universities according to capacity approach, it is necessary to have a set of
professional competence standards; Next is "standardize" the content of management and
development of lecturing staffs in the technical sector according to the process from planning,
development planning, recruitment, assignment of use, evaluation, training and retraining of
teachers , policies of reward, remuneration, motivation for the team, etc., all based on the standard
of professional capacity of technical teachers.
1.3. The teacher in the engineering field at the universities in the current context
1.3.1. The position and role of the teacher in the engineering field at the universities
1.3.1.1. Position: Teachers of universities have a very important position in the
university and in the training process of a university.
1.3.1.2. Role: Teacher is the main person in organizing innovation of teaching methods.
Nowadays, science and technology are increasingly developing, which basically changes the
social system. Therefore, the position, function, role of the university and teachers also have
many changes. UNESCO has changed the perception of teachers' positions, roles and tasks, that
is today teachers are not only tasked with transmitting knowledge simply but also perform the

function of organizing and controlling teachers education and teaching to aim for personality
formation for students to meet social requirements.
1.3.2. Functions and tasks of university engineering faculty in the current context:
Teaching staff of the technical sector at universities have functions and must perform
diverse and complicated tasks and tasks with the following basic contents: Implementing
teaching tasks; perform scientific research, study and self-training tasks; performing production
and service tasks; performing social tasks.
1.3.3. Labor characteristics of technical sector teachers:
The knowledge, organizational capacity and management of pedagogical activities,
scientific and technological research, professional activities and social activities of teachers is an
important factor in reflecting teachers' qualifications and capabilities. For technical teachers,


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there are other specific factors that are teaching activities associated with the production process.
1.3.4. Competency framework of university technical teachers
1.3.4.1. Capacity model of technical teacher:
Technical teachers have the capacity to teach as an educator, with the ability, the ability to
organize and manage daily vocational and educational activities, in addition, they have the
professional and technical capacity as a skilled technical worker with a certain level of professional
and technical expertise in a technical career, they also have the ability to manage as as a manager
able to manage the teaching process at the university as well as the internship process in the
enterprise. In this dissertation, the researcher gives a model of competency of faculty members in
the technical sector as shown below:

Technical
pedagogy
Career
Development

Technical
expertise
Technical teacher
capacity

Relations with
businesses

Scientific
research

Diagram 1.1. Model of human capacity and technical teacher
1.3.4.2. The professional competence of technical faculty
a. Technical pedagogical capacity:
Teaching design capacity; Capacity to implement teaching (including: Competence in using
proficiently and effectively teaching methods; Capacity of using equipment and teaching
facilities; Competence to guide students to implement essays and projects;
Ability to use language in teaching; Pedagogical communication capacity; Ability to test and
evaluate learning results of students); Capacity for program development and document
processing; Education capacity for students.
b. Technical capacity:
Competence of professional knowledge; Technical thinking capacity; Practical capacity of
technical fields;Production and management capacity.
c. Scientific research capacity:
The scientific research capacity of the technical staff is the ability to effectively carry out
scientific research activities according to the identified issues and objectives.
d. Relationship capacity with enterprises: It is an important capacity to help teachers perform the
role of bridging the school and business, to perform the following tasks:
Establish long-term relationships with businesses in training skills and professional attitudes for
students through practical experience, visiting lecturers of experts, collecting feedback from

businesses.
e. Career development capacity: As an important basis to implement standardization and
improve the quality of lecturing staff in the technical sector, is the basis for developing working
capacities to meet the requirements of innovation and improve the quality of training.


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1.4. The problem of developing the faculty of engineering sector in universities according
to capacity approach
1.4.1. The necessity to develop a team of technical trainers according to competency
approach:
Teacher is one of the factors determining the success of education and training. In
addition, science and technology have made great progress, setting strict requirements for
high-quality technical personnel. Therefore, lecturers in the technical sector need to be
developed according to the capacity approach, thus meeting the current requirements of the
process of training high-quality technical human resources.
1.4.2. A number of theory of human resource development applied to develop
technical faculty according to capacity approach
1.4.2.1. Model of Leonard Nadler:
Human resource management has 3 main tasks with an inseparable relationship (with
other component tasks): 1) Human resource development (including training, retraining,
development, research and service); 2) Use of human resources (including recruitment,
screening, layout, evaluation, remuneration, labor force planning); 3) Human resources
environment (including expansion of types of jobs, expansion of employment, organization
development). Applying to Human Resource Management based on Leonard Nadler's ability
to develop lecturing staff in the technical sector according to capacity approach, it is
necessary to fully implement the contents such as: Education, training, retraining, capacity
development, recruitment, use, remuneration policies ...
1.4.2.2. Model of R. Wayne's Mondy and Rober M.Noe:
Job analysis is the first step of important significance and is the most basic tool in

every stage of human resource management; This is the start of a human resource
development process in an organization.
1.4.3. The goal of developing technical faculty members according to capacity approach:
The goal of developing lecturing staff in technical sector according to capacity approach is
that the lecturers are sufficient in quantity, quality assurance, meeting the requirements of technical
and professional competencies and other capacities of faculty members in the technical sector.
Quality assurance and technical expertise of lecturing staff plays a decisive role in success,
quality assurance in the training of technical disciplines, providing for the labor market and
business establishments using highly qualified technical human resources.
1.4.4. Content of developing technical faculty members according to capacity approach
From the above models of human resource development, the author has combined to
provide a theoretical framework on the content of lecturing staff development of technical sector
according to capacity approach, as shown by the following elements:
1.4.4.1. Planning for development of technical faculty members:
Planning is a very important task in the management and planning always ahead of
schedule. In the development of lecturing staff in general and faculty staff in the technical fields
of universities in particular, the planning work has a particularly important role, correct planning
will make lecturers develop comprehensively both politically, professionally, technical
pedagogical capacity, scientific research capacity of technical branches
1.4.4.2. Recruiting and using lecturers in the technical sector:
Recruitment of technical teachers is an activity to supplement the important human
resources of the university. This is a very important stage in developing lecturing staff in the
technical sector, it not only helps to increase the number but also a condition to achieve the goal
of having a reasonable and quality structure of high-tech sector teachers.
1.4.4.3. Training and retraining of technical faculty members:
Training, fostering and developing teachers of technical disciplines related to improving
the capacity of technical teachers; training and retraining to form the system of knowledge,
pedagogical capacity and professional attitudes according to the prescribed professional

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standards.
The training and retraining of lecturing staff in the technical sector must be based on the
standard framework of lecturing staff capacity for the technical sector to determine the content of
training and retraining.
Competency framework is also a measure to help each technical teacher to be proactive
and autonomous, to create a driving force to fulfill the role of teacher, scientist, social and
cultural activist, teacher manager. sex, at the same time can control and measure the capacity of
individuals compared to the requirements, tasks and orientations for training and retraining to
offset the lack of capacity.
1.4.4.4. Evaluating and classifying lecturers in the technical sector:
Examination and assessment of lecturing staff of technical sector is the process of
reviewing activities, he results of implementing the tasks of each technical teacher in accordance
with the standards and objectives that the University is aiming to serve the management
requirements and help the technical teachers have more information to self-assess the version
Since then, there has been a tendency to train, strive and better meet the requirements of
standards, tasks and capacity frameworks according to regulations.
1.4.4.5. Implementing regimes and policies to develop teaching staff in the technical
sector:
Implementing remuneration and remuneration policies for teachers in the technical sector
means creating an optimal environment for maintaining and developing lecturers in the technical
sector. These remuneration policies have created great motivation for the development of
lecturers in the technical sector. Each university should pay attention to maximizing the
resources and conditions from its own internal forces to apply to the implementation of
remuneration policies for technical teachers in order to motivate the development of lecturing
staff in the field of engineering, creating great strength for university development.
1.4.5. Subjects develop the faculty of engineering sector in universities according to
capacity approach:
The management subjects are the Government, Ministry of Education and Training
and relevant Ministries, People's Committees of provinces and cities directly under the

Central Government, and Rectors of universities with technical training.
1.5. Factors affecting the development of the faculty of engineering sector in
universities according to capacity approach
1.5.1. Objective factors
1.5.1.1. The leadership and direction of the management subjects in developing the
faculty of engineering departments of universities:
University education institutions want to thrive, need the leadership of the party on
the right policy, placing the Party leadership's leadership on developing faculty staff in the
technical sector towards the capacity approach.
1.5.1.2. Cultural, scientific and technological factors:
Nowadays science - technology develops like a storm creating an ever-stricter world
link, at the same time, it also poses to the nations greater challenges, opening up many
opportunities for cooperation with the outside world including capital, experience and human
resource development.
1.5.1.3. Environmental factors, organizational and management mechanisms of
universities:
The stronger the prestige and the university brand, the more attracting teachers and
the better the development of lecturing staff in the technical sector. Any teacher who wants
to work in a prestigious organization, is well known, the teacher himself is afraid to leave the
organization. When universities have "brands", the more the relationship between teachers
and universities is, the better the management of teachers. Staff policy is also one of the
factors affecting strongly the development of faculty staff in the technical sector. The level


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of management staff in universities has a great influence on university management.
In order to create a good pedagogical environment, to improve the quality of lecturers
in the technical sector, university management officials must be the leaders in teaching,
firmly grasp and deeply understand the objectives, programs and contents. training, directing
and organizing effective teaching and learning, is a center to attract lecturers to the technical

sector, students and to be respected by colleagues.
1.5.2. Subjective subjective factors
1.5.2.1. Passion, the sense of responsibility of technical faculty in work:
The passion, creativity, and passion for work together with the sense of responsibility of
teachers for education and training tasks in schools are very important factors, affecting the
striving, understanding and voluntarily cultivate professional skills and skills of the technical
teachers themselves.
1.5.2.2. Awareness of personal obligations:
Consciousness is the form of reflecting the highest psychology only in humans, personal
consciousness is the high level of consciousness development and the ability to self-awareness,
to have a clear attitude to oneself, to self-control, to adjust behaviors according to the purpose of
self-awareness, thereby self-educating and self-improvement.
1.5.2.3. Conscience, professional ethics:
The moral mind is the root of the personality in general and the personality of teachers in
the technical sector in particular. Any individual who is involved in professional activities, to
bring about quality and sustainable performance, besides professional competence, must have
professional ethics.
1.5.2.4. The ability of self-study and self-improvement of lecturers in the technical
sector:
The ability of self-study, self-improvement of professional and technical competencies,
professional ethics, scientific research ... is one of the core factors to improve individual capacity
of each teacher, especially teachers in universities
1.6. Experience in developing teaching staff in the engineering sector of some
countries in the world
1.6.1. USA: In the US education system, the government directly intervenes in vocational
training through the law of vocational training ("Carl D. Perkins Career and Technical Education
Act") and provides funding to support support general training policy.
The United States is at the forefront of developing teacher professional standards: in
1989, the National Board for Professional Teaching Standards, (NBPTS) issued documents on
what teachers must know and be able to do, considering it a price system. foundation to build

teacher career standards, meeting the requirements of American education reform for the 21st
century. NBPTS builds advanced standards of teachers.
1.6.2. Australia: Training program for teachers built by universities under the guidance
and standards of national and state teacher training. In Australia, the formal training of technical
teachers' texts has been paid attention to widely and diversely.
1.6.3. Federal Republic of Germany: Germany has a tradition and a lot of experience in
training teachers in general and technical teachers in particular with a high quality method..
1.6.4. South Korea:
Teachers are divided into ranks: Teachers are divided into main teachers, level 1, level 2,
teaching assistants, educational advisors, library members, technical teachers and nursing
teachers. Every teacher must test to get a certificate. The government continuously reforms
education in which there are forms of assessment such as sending comments to teachers,
comments from students and those reforms must have the unity of teachers' associations.
1.6.5. China:
For nearly a decade, the Chinese government has basically built a system of vocational training
facilities from high school, technical, advanced and non-governmental institutions.


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1.6.6. Japan: Teachers training system in Japan has basically changed. The main changes are
shown in the following two points: 1) Teacher training program is designed with 3 parts: General
education, specialized education and vocational education teacher (main content for teacher
certification) ); 2) Pedagogical universities are reorganized into universities to train teachers in
four years and teacher training can also be conducted in other universities.
Conclusion on chapter 1
Through studying the theoretical basis of developing lecturing staff in the technical fields
of universities, the thesis has made the following comments:
1. Developing lecturing staff of technical departments of universities is an essential and
important work in the period of fundamental and comprehensive innovation of Vietnamese
education at the same time, also in line with the current trend. industrial revolution 4.0.

2. In order to meet the demand of training high-quality workforce, which requires the
training of technical disciplines at universities, it is necessary to ensure the quality of training of
technical disciplines according to the output standards.
3. Developing lecturing staff in general and lecturing staff in the technical sector in
particular have sufficient capacity to well perform the technical teaching work that needs to
develop lecturers in the technical fields of universities according to the following contents:1)
Planning, specific plans, suitable to actual requirements;
2) Training and retraining work should enhance and improve the technical and
professional training and retraining programs.3) Identify criteria, standards, and indicators of
capacity of technical sector teachers; 4) Policies and mechanisms, creating favorable conditions
for the development of lecturing staff in the technical fields of universities.
4. The management of lecturing staff in the technical fields of universities according to
capacity approach is influenced by many factors. This is also one of the issues that need to be
considered when proposing solutions to the development of lecturers in the technical fields of
universities.
CHAPTER 2
CURRENT SITUATION OF DEVELOPING TEACHERS OF
TECHNICAL SECTOR OF MEKONG DELTA AREA’S UNIVERSITIES
UNDER CAPACITY APPROACH
2.1. Organize a survey of the situation
2.1.1. Purpose of survey:
Surveying and surveying practices is aimed at collecting data to assess the situation of
developing lecturing staff in the technical fields of Mekong Delta universities following an
approach to competency objectively.
2.1.2. Survey content:
Assessing the status of lecturing staff according to the criteria; Considering and assessing
the actual capacity of lecturing staff in technical fields of Mekong Delta universities according to
capacity groups and assessing the status of lecturing staff development of technical areas of
Mekong Delta universities according to capacity approach with 06 contents.
2.1.3. Subject of survey: 145 managers; 580 teachers; 1550 students and 300 students

graduated from 08 Mekong Delta universities (including: Can Tho University; 2. Can Tho
University of Technology; 3. An Giang University; 4. Kien Giang University 5. Tien Giang
University 6. Bac Lieu University, 7. Tra Vinh University, 8. Vinh Long University of Technical
Education.
2.1.4. Survey tools and methods
2.1.4.1. Survey toolkit:
Including the questionnaires of the survey walls.
2.1.4.2. Survey method:


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Guide managers; Teacher; Technical students of 08 Mekong Delta universities fill in the survey
forms; In-depth interviews with managers and technical teachers of 08 Mekong Delta
universities..
2.1.5. Survey time: From February to September 2018.
2.1.6. Handling survey results:
Table 2.1. Subjects and number of surveys on lecturing staff development
belongs to the engineering sector at 08 universities in the Mekong Delta
Object
Number of
Number of
Number of
No
votes after
votes issued
votes collected
processing
Management staff of
1 Organization and Personnel
08

08
08
Department of 08 universities
2 Managers
150
145
145
3 Teachers
590
587
580
4 Students
1.560
1.555
1.550
5 Graduated students
320
310
300
Total
2.628
2.605
2.583
2.2. Overview of geographical, economic and social characteristics, education and
training and technical sector at universities in the Mekong Delta
2.2.1. Natural geography and socio-economic characteristics of the Mekong Delta
About natural geographical position: The Mekong Delta region has a total area of about
40,816.3 km2, accounting for about 12.2% of the whole country area. Mekong Delta consists of
13 administrative agencies: including the entire administrative boundaries of Can Tho city and
12 provinces: Long An, Tien Giang, Ben Tre, Dong Thap, Vinh Long, Tra Vinh, Hau Giang, An

Giang and Soc Moon, Kien Giang, Bac Lieu and Ca Mau.
Economic: There are important roles and positions in the socio-economic development,
cooperation and international exchange of the country.
Socially: The total population in the region in 2017 is 17,738,0 thousand people, the
majority of the young population is in the "golden population" period.
2.2.2. Education and training in the Mekong Delta
The quality of education and training, especially university training is generally low, has
not really met the requirements, is one of the reasons that limits the quality of human resources,
and does not resolve the relationship between quantity and quality.
From the above situation, it is required that the localities in the Mekong Delta need
effective solutions: support training institutions in technical training; Encouraging people,
especially the young labor force, to study to build a high quality workforce for industrialization
and modernization and international integration.
2.2.3. The development of engineering sector in universities in the Mekong Delta
2.2.3.1. History of technical sector development of universities in the Mekong Delta:
According to statistics in the Mekong Delta region there are 17 universities (including 6 nonpublic universities). However, the technical sector only focuses on training in some universities
in the Mekong Delta region, therefore, in this thesis, there are 08 universities in the Mekong
Delta including: 1) Can Tho University; 2) Can Tho University of Technology; 3) An Giang
University; 4) Kien Giang University; 5) Tien Giang University; 6) Bac Lieu University; 7) Tra
Vinh University; 8) Vinh Long University of Technical Education.
As a region with strengths in agriculture, the precursors of universities also formed and
thrived on agricultural faculties. In the period of accelerating industrialization and modernization
of the country, the Mekong Delta universities began to promote and set up faculties and
departments of technical branches.


12
2.2.3.2. Technical branches and training scale:
The number of branches and the scale of training in the technical sector of 08 universities in the
Mekong Delta show an increase in the scale of training over three years from the academic year

2015 - 2016 to the 2017-2018 school year.
Table 2.2 Statistics of sectors and sizes of technical students in 3 years
Number of training branches
Scale training (people)
Năm
Năm
Năm
Dự
Năm Năm Năm
Dự
TT
Universities
học
học
học
kiến
học
học
học
kiến
2015 - 2016 - 2017 - 2020
2015 - 2016 - 20172020
2016
2017
2018
2016 2017 2018
1 Can Tho University
13
13
14

18
5.141 6.053 7.636 9.350
Can Tho University of
11
11
11
14
1.596 1.362 1.546 1.920
2
Technology
3 An Giang University
04
05
07
10
978 1.178 1.278 1.340
4 Kien Giang University
05
09
11
13
755
978 1.055 1.260
5 Tien Giang University
06
08
08
10
1.525 1.705 2.005 2.300
6 Bac Lieu University

02
02
02
05
125
185
220
660
7 Tra Vinh University
11
15
15
18
3.741 5.653 8.738 9.430
Vinh Long University
8 of Technical
08
08
08
10
2.819 3.019 4.769 5.210
Education
Total
16.680 20.133 27.247
2.2.3.3. Facilities:
The universities in the Mekong Delta ensure the facilities to better serve the training
process of the university, especially those in the technical sector.
2.2.3.4. Training quality:
According to the evaluation of Mekong Delta universities about training and evaluation
of training quality in the sectors, in particular, the technical sector ensures the training quality of

high-quality human resources, meeting social needs.
2.2.3.5. Characteristics of teaching staff of technical sector in Mekong Delta:
Training resources of lecturers of technical sector from various sources, from universities
of technical education, from universities of natural sciences, from other universities, there are
some teachers who are trained from technical workers and then learn university degree in order
to upgrade qualifications to university ... therefore, with a variety of training resources, the
technical and professional competencies, technical pedagogical skills, scientific research
capacity, relationship relations with enterprises ... have uneven differences between teachers;
Lecturers in the technical sector between training disciplines are not synchronized in
terms of the number and structure of lecturing staff, some training sectors still lack teachers with
high qualifications; there is a similar proportion of age structure between young and enthusiastic
teachers who are easily accessible to new changes in science and technology and technology
with teachers with much experience in age and occupation age.
2.3. Current situation of teachers in the technical sector of universities in the
Mekong Delta
2.3.1. Current situation of quantity, gender and age of faculty of technical sector:
Regarding the structure of age and sex of lecturing staff, the technical sector at
universities in the Mekong Delta is having a relatively reasonable structure with 78 , 0% of
teachers aged 31-50 (48.5% aged 31-40, 29.5% aged 41-50).
2.3.2. Current situation of training and professional qualification structure
2.3.2.1. Structure of training level of technical faculty members:
The proportion of teachers with a master's degree accounts for the majority (68.6%),


13
teachers in the technical sector have a doctorate degree or higher accounting for 16.7% (of which
0.1% of Professor; 1, 2% of Associate Professor, 15.4% of PhD).
2.3.2.2. Structure of pedagogical, informatics and foreign language skills of lecturers
of technical sector:
Approximately 33.8% of teachers in the technical sector are trained in technical

pedagogical universities, 3.0% of technical teachers are graduates of technical pedagogical
colleges and study to universities of engineering. Most of technical teachers (accounting for
about 45.8%) have a certificate of pedagogical teaching and college.
The remaining 17.4% of technical teachers are trained at other universities and have other
professional certificates.
2.3.3. Current situation of professional capacity of lecturers in technical sector
2.3.3.1. Actual situation of technical pedagogical capacity:
The criteria of technical pedagogical competence are rated average from 2.34 to 2.78.
The technical pedagogical capacity of lecturers in the technical fields of universities in the
Mekong Delta is quite good. Current status of program development and document processing
capacity: Capacity to develop and implement training program of lecturers in technical fields of
Mekong Delta universities at a fairly high level, with the average of criteria from 2 , 10 to 2.65.
Situation assessing the level of satisfaction of students: students assess at normal level from
64.8% to 68.4%; satisfaction level from 10.1% to 11.1%; less satisfied from 12.1% to 12.2%.
This shows that, students are still not satisfied and appreciate the lectures, materials, according to
the results of direct interviews with some students, the students said that the level between
lecture theory and technical practice of the subjects in the technical training has not yet met the
reality of production.
Heavy in theory, light practice, especially not close to the reality of production, business
and service of production facilities and practical skills of students have not met the requirements
set by job positions at human resource-using establishments.
Students assess the level of satisfaction about organization and management of teaching
and use of teaching methods and organizational forms of teaching of technical teachers in the
normal range from 10.5% to 70.2% , less satisfied from 11.1% to 20.6%, partial satisfaction from
8.8% to 59.4%, according to students, the organization of learning experience of lecturing staff is
still limited, not regularly implemented to help students grasp specific practical skills combined
with professional knowledge.
The organization guides learning at production, business and service facilities; Guidance
on scientific thesis and research for students of technical sector is assessed by students at normal
level from 42.54% to 57.9%, the level of satisfaction from 7.3% to 37.3%, the level satisfied

partly from 4.0% to 28.7%, according to the students' guidance on the production practice and
the thesis of lecturing staff in the technical fields of the Mekong Delta universities have not been
specifically instructed with production practices, some training sectors of the technical sector
students also face difficulties in the practice process to practice in practice because students have
not been directly involved in production, business and service activities at the interns. At the
same time, teachers are not deep and specific instructions on the actual production process of
enterprises, this is a limitation that requires lecturers to participate directly in the practical
activities of the training industry.
2.3.3.2. Status of technical and professional capacity:
Teachers of the technical sector of Mekong Delta universities have good capacity: Ability
to update professional knowledge and information and techniques (average score of 3.13);
Proficient in professional skills of the professional field and regularly update new
vocational skills in technical expertise (3.08).
Besides, the most limited capacities are those such as: Practical understanding and ability
to contact and apply to teaching and scientific research activities (2.60); Organization of
technological processes, production organization and technical management (2.57); Solving


14
problems arising in production and research using new technology (2.41).
2.3.3.3. Current status of scientific research capacity:
The specific capacities of faculty research of lecturers in the technical fields at the
Mekong Delta universities are assessed at a fairly high level, with the average of criteria from
2.18 to 2.87, assessing the lowest average score of 1.96 in the criteria of deploying research
results and transferring research results to the parties to use.
Evaluation results of students on the capacity of guiding the thesis and scientific research
for students of lecturing staff are not high, scientific research activities of students have not yet
developed strongly, teachers of technical disciplines in guiding activities of thesis and Scientific
research for students is still limited, there needs to be changes and development in the future.
2.3.3.4. Actual relationship capacity with enterprises:

The capacity of business relations with lecturers of the technical departments of the
Mekong Delta universities is assessed as quite good, with the average of criteria from 2.15 to
2.24.
2.3.3.5. Actual situation of professional development capacity: The criteria of
professional development capacity of lecturers in the technical sector reached a good level, with
the average score of criteria from 2.53 to 2.83.
2.3. Current situation of developing the faculty of engineering sector in the Mekong
Delta region
2.3.1. Current situation of awareness of management levels on development of
technical faculty members:
According to the survey results 145 managers of 08 universities in the Mekong Delta
have realized the importance of developing lecturing staff in technical fields of Mekong Delta
universities. Most managers said that it is very important to develop faculty staff in the technical
fields of universities (accounting for 52.3%), less important (accounting for 27.3%), not
important (accounting for 20.4%).
According to the interview results, some managers believe that the development of
lecturing staff in the technical fields at the Mekong Delta universities is now necessary and
important because this development is suitable for the development of technical training
disciplines.
2.3.2. Current status of planning and recruiting technical faculty members:
Through the survey results, the managers and teachers said that analyzing the current situation of
lecturing staff is the most necessary because it is necessary to know the current situation and the
necessary needs to implement the construction of the lecturing staff management plan of the technical
sector. and organize the implementation of plans and assess the management plan for lecturing staff
development of technical fields at universities.
However, managers and teachers do not pay much attention to disseminating the plan to all
teachers, civil servants and officials in the university and at the same time forecasting the need of
lecturing staff resources for the technical sector. In terms of recruitment, the criteria to be assessed at fair,
average score from 2.49 to 2.77.
2.3.3. Current status of layout and use of technical faculty members:

The work of arranging and using lecturing staff of technical fields at universities in
Mekong Delta is relatively good. Most teachers are assigned to teach in the right majors and are
arranged in departments, disciplines, promote the capacity in teaching, scientific research and
application of IT in lectures.
However, through interviews, some people said that the arrangement and use of lecturing
staff in technical fields at some universities is still not really suitable, many departments still
happen with teachers' surpluses and lack of teaching periods. due to reduced number of students.
Some teachers have not been properly equipped, especially the lack of lecturers in high-tech
sector. This is also a problem that the Mekong Delta universities need to consider.
2.3.4. Current situation of training and retraining of lecturers in the technical sector:


15
Training and retraining of lecturers in the technical fields of the Mekong Delta universities are
evaluated at a fairly good level, the average score from 3.06 to 2.10 .
Some criteria to assess low level such as: Training on management and evaluation of
training plans, contents and programs; Fostering professional development capacity; Fostering
the capacity of relations with production, business and service establishments.
2.3.5. Current status of evaluation and development of technical faculty members:
The evaluation of lecturing staff in the technical sector is done quite well, with the
average score of criteria from 2.52 to 3.05. The inspection and evaluation of the Mekong Delta
universities are carried out. In addition to these achievements, the inspection and assessment of
lecturing staff in the technical sector also have difficulties, some of the biggest difficulties in
testing and assessing lecturing staff in the technical fields of universities in the Mekong Delta
are: self-study and self-study skills; Practical skills; Social activities and development of
personal energy. According to interviewing some managers, it is very difficult to evaluate selfstudy and self-studying skills of lecturers in the technical sector; Practical skills ... are also said
to be difficult for lecturers in the technical sector.
2.3.6. Current status of implementing remuneration policies and working environment:
The criteria are evaluated at a quite good level, this shows that managers and teachers all
realize the implementation of remuneration policies and policies and the working environment is

very important.
In fact, the development and promulgation of mechanisms and policies to attract teachers,
especially teachers in the technical sector is one of the first important tasks for the Mekong Delta
University to develop the technical sector teachers to achieve quality, meet current requirements
and tasks.
2.4. Current situation of the impact of factors to develop the faculty of engineering
sector in the Mekong Delta region by approaching capacity:
Through the survey, all the impact factors affect the development of lecturing staff in
technical fields of Mekong Delta universities. In particular, the most influential factors are: On
the environment, the organizational and management mechanism of technical universities; the
leadership and direction of guidelines and policies of the Party and State from central to local
levels; Development of science, technology.
2.5. Overall assessment of the situation
2.5.1. Strengths:
Teachers of the technical sector of the Mekong Delta universities now have relatively
reasonable age structure. In particular, teachers are aged 31 to 50 years old. The lecturers of the
technical branches of the Mekong Delta universities have good moral qualities and a strong
ideological stance. The qualifications and capacity of lecturers in the technical sector are
evaluated at a fairly good level, basically meeting the teaching needs of engineering and
scientific research.
2.5.2. Limit:
Percentage of teachers with qualifications and diplomas is not high; Foreign language
and computer skills are still limited, the number of lecturers who have high qualifications of
Mekong Delta universities is still small. The number of teachers who are trained in pedagogical
education is very limited, the majority of teachers are trained through pedagogical training
classes to certify pedagogical skills. Scientific research activities of lecturing staff in technical
sector are still weak compared to the requirements set out. The planning of lecturing staff in the
technical sector has not been built uniformly, yet has not yet proved the professional competency
standards associated with the job title of the teacher. The layout and use of teachers in the
technical disciplines at some universities in the Mekong Delta are not really suitable, many

departments also happen to have a shortage of teachers and lack of teaching due to the number of
students reduced.
2.5.3. Cause problems and limitations of the situation:


16
The Mekong Delta universities have not yet developed a plan to develop lecturing staff in
the technical sector in a scientific way, close to reality. No professional competence framework
has been developed and issued. The comment and evaluation of the current technical faculty in
the Mekong Delta universities are not based on the standard of teaching technical skills,
scientific research, and are still formative so they do not encourage and motivate teachers of
techniques to train, improve the capacity, qualifications and quality of their teaching activities.
Conclusion on chapter 2
In the current situation, the capacity of faculty members in the technical sector has not
met the demand for high-quality technical personnel training. The reality shows that lecturers of
the technical sector of universities in the Mekong Delta have some shortcomings that need
solutions. Training and retraining in technical and professional skills are not many, not yet
diversifying forms of training and fostering professional and technical competencies for lecturers
in technical fields of Mekong delta’s universities.
There are no specific criteria and standards on capacity of lecturing staff in technical
sector. From the actual analysis of the development of lecturing staff in the technical fields of
Mekong Delta universities in the whole chapter 2 and the rationale for developing lecturing staff
in the technical fields of Mekong Delta universities in chapter 1, the thesis found it necessary.
There are effective solutions to help managers do well the development of lecturing staff in
technical fields of Mekong Delta universities according to the capacity approach.
CHAPTER 3
SOLUTIONS TO DEVELOP TEACHERS IN THE TECHNICAL SECTOR OF
UNIVERSITIES IN MEKONG DELTA AREA ACCORDING TO CAPACITY ACCESS
3.1. Principles for proposing solutions:
Principles to ensure purpose; Ensure systematic; Ensuring practicality; Ensuring

efficiency; Ensure feasibility.
3.2. Solutions to develop teaching staff of engineering majors in universities in the
Mekong Delta region according to capacity approach
3.2.1. Organize awareness raising for managers and lecturers on the importance of
developing technical faculty members according to capacity approach
3.2.1.1. Solution objectives:
The organization of raising awareness of leaders, managers and lecturers in the technical
sector will contribute to boosting management activities in order to create favorable conditions to
promote lecturing staff capacity of the technical sector and meet the tasks training high quality
technical human resources.
3.2.1.2. Content and how to implement the solution
- Strengthening the contents of education and information dissemination, strongly
changing the awareness of lecturers of the technical sector on their roles and responsibilities; on
the requirement to improve comprehensive technical and professional qualifications.
- Managers and leaders need to clearly identify the development of lecturing staff in the
technical fields of Mekong Delta universities according to their ability to approach, which is an
important task in leadership, direction and management decisions. .
3.2.1.3. Conditions for implementing the solution
- Must work well in planning and coordinating to organize the implementation of
education and information dissemination contents.
- Must create a democratic, open atmosphere, responsibility, willpower, determination
and self-discipline in faculty members of the technical sector.
3.2.2. Building the capacity framework of lecturers in engineering
3.2.2.1. Solution objectives:
The framework is a scientific basis for determining the standards, tasks and requirements


17
of that position, and also serves as a basis for recruitment, employment, job placement,
management and training, fostering, assessing, developing cadres, civil servants and employees

including teachers in general and teachers of the technical sector in particular.
3.2.2.2. Content and how to implement the solution: Proposing the professional
competence framework of lecturing staff of technical colleges in the Mekong Delta region with
05 competency standards including 14 criteria: 1) Technical and professional capacity with 3
criteria; 2) Technical pedagogical capacity with 5 criteria; 3) scientific research capacity with 2
criteria; 4) Capacity to develop and implement technical sector training program with 2 criteria;
5) Capacity of business relations and professional development with 2 criteria. In each standard
and the criteria for analyzing the requirements are as follows: Standard 1. Technical and
professional competence (Criteria 1. Technical and professional knowledge; Criteria 2.
Competency in practice; Criteria 3 • Production and management capacity; Standard 2.
Technical pedagogical competence (Criteria 4. Understanding learners and supporting learners'
capacity development; Criteria 5. Formulating objectives, plans for teaching and teaching
materials of technical sector; Criteria 6. Using methods and means of technical teaching;
Criteria 7. Check and evaluate the learning results of students in technical sector; Criteria 8.
Building learning environment); Standard 3. Scientific research capacity (Criterion 9. Carry out
scientific research and transfer of research results; Criteria 10. Guiding students in engineering
sector to conduct scientific research); Standard 4. Capacity to develop and implement training
programs for technical sectors (Criteria 11. Development of training programs for technical
sectors; Criteria 12. Implement training programs engineering sector); Standard 5: Competence
with enterprises and professional development capacity (Criteria 13. Competence with
enterprises; Criteria 14. Professional development capacity).
Evaluation of technical teachers must be based on the actual needs of the university,
while also being used to set goals for each individual and of departments and disciplines of
engineering in the university during the year.
3.2.2.3. Conditions for implementing the solution:
The professional competence framework of lecturers in the technical fields of universities
in the Mekong Delta must meet the standards and duties of teachers prescribed in the Education
Law, the university charter must conform to the characteristics of the training activities in
engineering field aims to develop lecturing staff in the technical field of universities in the
Mekong Delta region to meet the requirements of current education innovation

3.2.3. Improving planning, plans to develop faculty of technical sector according to
capacity approach
3.2.3.1. Solution objectives:
Developing planning and plans to develop lecturing staff in technical sector according to
capacity approach is one of the important contents of universities in the Mekong Delta region.
3.2.3.2. Content and how to implement the solution:
The planning of lecturing staff in the technical sector should be conducted starting from
forecasting, determining the scale and training sectors of the technical sector, the structure of
technical human resources, analyze the current situation of lecturing staff in the technical sector.
3.2.3.3. Conditions for implementing the solution:
Developing strategies, planning lecturing staff of technical branches according to
capacity approach must be carried out regularly, interested from source creation, recruitment,
training and retraining until layout and using - ensuring continuous inheritance.
3.2.4. Develop and organize the implementation of the process of recruiting and
employing technical lectures according to competency approach
3.2.4.1. Solution objectives:
Recruiting and using lecturing staff in the technical sector is a very important content,
requiring the personnel demand for lecturing staff in technical fields for Mekong Delta
universities in each specific period.


18
3.2.4.2. Content and how to implement the solution:
The university needs to promulgate regulations, standards, criteria and recruitment
procedures clearly to select the lecturers of the quality engineering sector and use the faculty
staff for the technical sector to achieve the highest efficiency. Recruitment of lecturers in
technical sector need to pay attention to contents such as: 1) Attracting human resources to
select, refine and choose; 2) After recruiting, the use includes many activities from assigning,
arranging work to match with capacity; 3) Universities need policies, promotion and career
development.

3.2.4.3. Conditions for implementing the solution:
The determination and recruitment of faculty members in the technical sector must be
done in accordance with the Government regulations on guiding the implementation of the Law
on Public Employees. Reasonable use of lecturing staff in technical sector is indispensable in
organization, improving the quality of lecturing staff in technical sector.
3.2.5. Organize training and retraining to improve the capacity of technical lecturers
according to their competence approach
3.2.5.1. Solution objectives: Training to improve capacity, qualification of lecturing staff
in the technical sector to meet the requirements of technical training of universities in the
Mekong Delta region.
3.2.5.2. Content and organization of implementing solutions: It must be based on the
training and retraining goals of lecturers in the technical sector to improve the technical and
professional capacity, technical pedagogical capacity, scientific research and other activities of
lecturing staff in the technical sector to meet the requirements in terms of qualifications and
standards of professional titles for teaching officers in public higher education institutions.
3.2.5.3. Conditions for implementing the solution:
The training of professional and technical skills of teachers in the technical field must be
really practical and serve the teaching work of teachers in the technical branch or other jobs that
will take responsibility. Avoiding professional training is just a legalization of the structure, the
number of training participants.
3.2.6. Ensuring the implementation of policies and regimes for development of
technical faculty members
3.2.6.1. Solution objectives:
Ensuring the regimes and policies for developing lecturing staff in the technical fields of
universities in the Mekong Delta region are fully entitled to regulations, improving the spiritual
and material life, fully equipped with facilities, creating a healthy working environment for
lecturers of the technical sector to be assured of their work.
3.2.6.2. Content and how to implement the solution:
Universities within the scope of authority decentralized management should have internal
policies for lecturing staff in the technical sector such as:

1) Regarding the working conditions of the faculty in general, the faculty members of the
technical sector in particular, especially the professors and associate professors of the
engineering sector; 2) Policies for teachers of good teaching techniques, there are many
contributions to university innovation; 3) Some material remuneration regimes to attract teachers
of good technical disciplines and attract talented people to work full-time or part-time, part-time
for teaching technical training disciplines for universities.
3.2.6.3. Conditions for implementing the solution: Promoting and making full use of
investment from projects, interest in creating conditions of leaders of provinces, cities and
related industries both in terms of material and spirit to support teachers well in university of
engineering in Mekong Delta region.
3.3. Test results of urgency and feasibility of solutions
3.3.1. Testing the urgency and feasibility
3.3.1.1. Overview of the test


19
a) Test purpose: to survey, explore the necessity and feasibility of solutions
b) Subjects of test: 145 Managers; 580 teachers of technical disciplines.
c) Test content:
Solutions to develop lecturing staff in the technical field of Mekong Delta universities
according to the capacity developed and proposed include: Solution 1 (Solution 1): Organize
awareness raising for managers and lecturers on the importance of developing technical faculty
members according to competency approach;
Solution 2 (Solution 2): Building the competence framework of the engineering faculty;
Solution 3 (Solution 3): Improve planning, plans to develop technical faculty members according
to capacity approach; Solution 4 (Solution 4): Innovating recruitment, arranging the use of
technical faculty members according to capacity approach; Solution 5 (Solution 5): Organize
training and retraining for capacity building for technical faculty members; Solution 6 (Solution
6): Ensuring the implementation of policies and regimes for development of technical faculty
members.

d) Test method: The comments are evaluated by scoring according to the scale, shown in
the evaluation of the test results.
e) Evaluation of test results
Evaluation of test results is calculated according to the following points:
- The urgency is calculated on a scale of 1 to 3 points: 3 points - Very urgent; 2 points Less critical; 1 point - Not urgent.
- The feasibility is calculated on a scale of 1 to 3 points: 3 points - Feasible; 2 points Less feasible; 1 point - Not feasible.
3.3.1.2. Test results
The results after processing the following data are shown:
Table 3.1. Test results on the urgency of solutions
Not
Average
The level
Very
urgent
No
Solutions
urgent
Score (X)
Xi
urgent
1 Solution 1
479
246
0
2,66
6
2 Solution 2
674
51
0

2,93
1
3 Solution 3
592
133
0
2,82
4
4 Solution 4
534
191
0
2,74
5
5 Solution 5
661
64
0
2,91
2
6 Solution 6
618
107
0
2,85
3
Table 3.2. Test results on the feasibility of solutions
Very
urgen
Not

Average
The level
No
Solutions
urgent
t
urgent
Score (X)
Xi
1 Solution 1
624
101
0
2,86
6
2 Solution 2
702
23
0
2,97
1
3 Solution 3
645
80
0
2,89
5
4 Solution 4
675
50

0
2,93
3
5 Solution 5
692
33
0
2,95
2
6 Solution 6
654
71
0
2,90
4
3.3.2. Analyzing and evaluating test results
3.3.2.1. Regarding the urgency of the solutions: The average score of the comments on
the proposed solutions is highly appreciated, with the score from 2.66 points to 2.93 points.
3.3.2.2. About the feasibility of the solutions: High opinion on feasibility, from 2.86
points to 2.97 points.
3.4. Test solution
3.4.1. The purpose of testing: Verify the effectiveness and influence of the solution of
organizing training and retraining to improve the capacity of technical teachers.


20
3.4.2. Content of the experiment: The dissertation experimented to train and foster
content in the program "technical pedagogical profession" proposed in the thesis.
3.4.3. Limit testing
3.4.3.1. Limitation on content: Testing solution 5: Organizing training and retraining to

improve the capacity of teachers in the technical sector.
3.4.3.2. Limitation on test subjects: 50 teachers of Can Tho University of Technology
belong to faculties and departments of engineering majors selected in the whole university to
conduct testing.
3.4.3.3. Limit on testing time: Deploy in 3 months (April to June 2018).
3.4.3.4. Limitation on testing locations: At Can Tho University of Technology.
3.4.4. Evaluation criteria:
Technical pedagogical capacity of teachers is classified as follows: Achievements <5
points: Weak capacity; Results achieved from 5 - <7 points: Average capacity; Results achieved
from 7 - <9 points: Good capacity; Results achieved from 9-10 points: Good capacity.
3.4.5. Conducting the test: The process of organizing training courses is carried out
according to the diagram below
:
Survey of fostering needs
Planning implementation and fostering

Choice of methods, means and forms of performing
retraining

Develop criteria to assess technical pedagogical
competence

Select teachers to guide thematic fostering

Identify objects and number of teachers to be
fostered
Build programs and
material learning resources for fostering
Organize the training process

Inspection and assessment after training

Implementing training module 1: Psychology of technical
d
i
Fostering subject 2:
Developing the capacity to develop training programs in
engineering and compiling technical teaching materials

Implementing module 3:
Developing technical teaching capacity
Implementing module 4:
Capacity development links between training and production
relations.

Survey of participants and
Experience the training process

Diagram 3.1. Testing process
3.4.6. Test results
3.4.6.1. Technical pedagogical capacity of technical faculty before testing:
Before conducting the experiment, the technical pedagogical capacity of the technical teacher
is mainly at the average level (accounting for 68.0%) and the good level (accounting for
32.0%), there is no technical teacher to be rated good.
Technical pedagogical capacity of technical block teachers during and after testing
Table 3.3. Describe the characteristic parameters of the sample
PARAMETERS
Average value (Mean)
Sample error (Standard Error)
Median (Median)

BEFORE AFTER
6.852
0.1167
6.400

7.686
0.1401
7.750


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Outstanding numbers (Mode)
The standard deviation (Standard
Deviation)
Variance (Variance)
Range range (Range)
Minimum value (Minimum)
Maximum value (Maximum)
Total (sum)

6.4
0.8252

8.4
0.9910

0.618
2.8
5.8

8.6
342.6

0.982
3.3
6.1
9.4
384.3

This result shows that the average, median, highest score of the test group shows that: the results
of the AFTER test are higher than before the test.
Test the difference in the average value of the prototype group: between PREVIOUS and
AFTER testing. Describing the statistics parameters in Table 3.3 shows:
The average value of the AFTER test is greater than before the test, the researcher compares the
average of BEFORE and AFTER the test to see if this difference is significant. The researcher
uses SPSS software to test, the results are shown in Table 3.4.
Table 3.4 Results of the sample group average before and after testing
Compare
Class
N
Mean
SD
T value
P value
BEFORE
50
6.852
0.8252
BEFORE -4.573
0.000

AFTER
AFTER
50
7.686
0.9910
7,686

6,852

Diagram 3.2. The average score is assessed between before and after the test
The results of Table 3.4 and Diagram 3.2 show that the average score of the pre-test
sample group is 6,852 lower than the AFTER test average score of 7,686. This difference is
statistically significant (P = 0.000). This proves that the testing process has been highly effective.
3.4.6.2. Assessment opinions of teachers on technical training program on pedagogical
skills:
100% of technical teachers in the field participated in the training course. It was very
urgent and met the expectations of the technical sector teachers when participating in the course.
100% of technical teachers block agree with the program arrangement, the content of the training
course that the thesis has built. 80% of technical teachers are interested and 20% of technical
teachers are interested in participating in training courses.
Thus, the initial test results have shown the feasibility and effectiveness of the solution
"Organizing training and retraining capacity building for engineering sector’s lecturers".
3.4.6.3. Overall assessment of test results
a. Qualitative assessment results:
The capacity of psychological analysis and the development of technical creative thinking
of teachers in the technical sector participating in training has changed markedly. Teachers grasp
the psychology of students of technical disciplines, closely and guide students in learning


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activities in both theory and practice. The ability of compiling and processing teaching and
learning materials of teachers is much improved. Teachers were able to perform compilation and
processing of electronic materials and lectures and make simulations for the technical teaching
process more intuitive, specific and help students understand the lesson content more easily. The
ability to apply modern teaching methods, to improve the learners of teachers participating in
fostering courses has also been enhanced. Teachers have built many practical situations into
small exercises and big assignments for students and teachers also enhance group work activities
in classes to help students develop the ability to solve problems and abilities. team work force ...
The capacity to link training and production relations with enterprises of teachers
participating in fostering classes has changed and developed through practical sightseeing
activities and combine with enterprises in assessing the internship results of students.
b. Result of quantitative evaluation:
Through the achieved results of the technical faculty members participating in the
training course on technical pedagogical capacity shown in Table 3.3 and 3.4 has demonstrated
that the average score and assessment of technical pedagogical capacity of the sample teachers
participating in the test have significant improvements, their capacity has increased in quantity
such as: The number of teachers achieving the average capacity before testing and fostering
technical pedagogical capacity has 34 teachers accounting for 68.0% and the results after the test
are reduced to 13 teachers accounting for 26.0%.
The number of people with good capacity from 32.0% (before testing to improve
technical pedagogical capacity) increased to 64.0% (After testing to foster technical pedagogical
capacity), Good capacity increased from 0.0% before being upgraded to 10.0% after being
fostered.
Conclusion on chapter 3
Based on the theoretical framework, analyzing the current situation of developing lecturing
staff in the technical field of universities in the Mekong Delta region today, in comparison with
the proposed capacity framework, the thesis has introduced the principles and proposals for 06
solutions to develop lecturing staff in the technical fields of Mekong Delta universities according
to capacity approach. These solutions are comprehensive and high system. At the same time,
solutions are closely related and complementary. The test and experiment section with the results

obtained confirmed the urgency, feasibility and effectiveness of the solutions proposed by the
dissertation.
CONCLUSION AND RECOMMENDATIONS
1. CONCLUSION
Developing technical teachers of Mekong Delta universities in accordance with capacity
approach is understood as the process of building and perfecting lecturing staff of technical
fields of Mekong Delta universities to meet technical and professional competency standards. In
order to carry out the development of lecturing staff in the technical fields of Mekong Delta
universities under capacity approach, a prerequisite is the need of a set of professional
competency standards of lecturers in the technical fields of universities; Next, it is necessary to
transform the standard of lecturing staff capacity for technical fields of universities in the
Mekong Delta in all functions and the main component of management activities to create a
standardized process from the development planning, recruitment, use, evaluation, training,
remuneration to build the environment, create motivation for lecturing staff in technical fields of
universities to develop. The thesis has proposed 06 solutions and tested. Test and testing results
confirmed the urgency, feasibility and effectiveness of the solutions proposed by the thesis,
confirming the research results of the thesis.
2. RECOMMENDATIONS
2.1. For the Ministry of Education and Training
Research, develop and promulgate a set of competency standards of faculty members of


23
technical universities. Increasing autonomy for university principals: Allowing principals to
annually determine the number of faculty staff in general and faculty staff in the technical sector
in particular; Principals have the right to decide to pay teachers 'salaries according to teachers'
abilities and contributions.
2.2. For University Leaders of the Mekong Delta region
Promulgate documents regulating standards, responsibilities and tasks of technical sector
teachers according to capacity approach, based on the State's regulations to guide construction

units to stipulate their responsibilities, tasks of technical teachers. Implement training and
development of technical faculty capacity, meet the requirements of educational innovation and
the demand of the labor market, of enterprises using high-level technical manpower in the
current period. Strengthen the implementation of policies to support life and working conditions
of technical trainers.
2.3 For teaching staff of engineering sector
Each teacher constantly strives to improve the moral quality, professional competence, as
well as to be aware of the roles, positions and responsibilities of lecturers in training activities in
technical and scientific fields. and relationships with businesses to improve their self-study and
self-research abilities.


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THE WORKS PUBLISHED BY THE AUTHOR
1. Nguyễn Minh Tuấn (2017), “Model of teacher personality in the context of globalization and
international integration ", Journal of Education, special issue 3/2017.
2. Nguyễn Minh Tuấn (2017), “Some solutions to innovate quality management of higher education
at Can Tho University of Technology ", Journal of Education, issue 3/2017
3. Nguyễn Minh Tuấn (2018), "Competency framework of technical teachers in universities",
Journal of Educational Science, No. 9/2018.
4. Nguyễn Minh Tuấn (2018), "Developing scientific research of technical teachers in
Vietnamese universities in the current context", Journal of Science - Hanoi Pedagogical
University, No. 12/2018.
5. Nguyễn Minh Tuấn (2019), "Developing technical teachers at universities according to
capacity approach", Educational Equipment Journal, No. 187, issue 2, February 2019.
6. Nguyễn Minh Tuấn (2019), "The situation of developing technical lecturers at universities
in the Mekong Delta based on competence approach", Journal of Science - Vinh
University, No. 1B in 2019.