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MINSTRY OF EDUCATION AND
TRAINING

MINISTRY OF HOME AFFAIRS

NATIONAL ACADEMY OF PUBLIC ADMINISTRATION

NGUYEN VAN PHONG

STATE MANAGEMENT ON DEVELOPMENT
OF TEACHING STAFF IN
PUBLIC UNIVERSITIES IN VIETNAM

Major: PUBLIC MANAGEMENT

Code: 9 340403

SUMMARY OF DOCTORAL THESIS
IN PUBLIC MANAGEMENT

HANOI, 2019


The thesis can be found at: The Vietnam National Library or Library of National
Academy of Public Administration
The work has been completed at: National Academy of Public Administration

Supervisors:

1. Associate Professor PhD Nguyen Thi Hong Hai
2. Associate Professor PhD Nguyen Minh Phuong

Reviewer 1: ……………………………………………………………
……………………………….……………………………
Reviewer 2: ……………………………………………………………
………………………………..……………………………
Reviewer 3: ……………………………………………………………
………………………………….…………………………

The thesis is presented at the Academy-level Thesis Assessment Council
At: Doctoral thesis defense Room – Meeting Room…….. Building……...,
National Academy of Public Administration
No.77 Nguyen Chi Thanh Street, Dong Da District, Ha Noi
Time: .............. date……... month ……...


INTRODUCTION
1. The urgency of the subject
The Resolution of the 12th Congress of the Party, especially the Resolution No. 29-NQ/TW
dated November 4, 2013 by the Central Party Executive Committee, clearly indicated the need to
fundamentally and comprehensively renovate Vietnam education according to direction of
standardization, modernization, socialization, democratization and international integration. In
particular, the specific goals stated: “Higher education: focus on training skilled labour, cultivate
the gifted, and develop the learners’ personal qualities, creativity, and ability of self-learning.
Complete the network of institutions of higher educations with occupational structure and training
levels to suit the national manpower development plan, some of which reach the regional or
international level. Diversify the training institutions to serve the requirements for development of
technology and professions, requirements for national development and international integration”.
University lecturers, “special production forces” playing an important role in the higher
education system, are decisive factor in the quality and effectiveness of education. The quality of
teaching staff not only manifests itself in the professional qualifications and competence of

teaching, foreign languages, informatics, etc., not only in the professional training but also in the
ability to educate personality for learners. Lecturers must satisfy high standards of qualifications,
professional, social and ethical standards, be an exemplary role model for students to study and
follow.
Therefore, state management on the development of teaching staff in public universities is
one of the key tools of state management on education and training, is them most important and
dicisive factor for the development of teaching staff, contributing to the development of
universities. A system of legal normative documents, plans, schemes, organization of
implementing legal documents, organization of the state management apparatus with a policy
regime to develop appropriate and synchronized teaching staff will have a strong impact on the
development of teaching staff.
Implementing the Party’s Resolutions on education in general and higher education in
particular, in recent years, the State has issued many legal normative documents to manage and
develop university lecturers, creating favorable conditions and convenient legal environment for
the organization and effective implementation of education and training activities. Therefore, it
has contributed significantly to attracting high quality human resources, increasing the scale,
quality, structure, and the proportion of university lecturers. However, due to many subjective and
objective reasons, these legal normative documents, plans, schemes, and guidelines for organizing
the implementation, the organization of the management apparatus, the regimes and policies for
the development of university lecturers have not really met the requirements in the new situation.
The system of legal normative documents for state management on developing university lecturers
is scattered in many different legal normative documents. The plans, schemes of developing
university network as well as teaching staff have not been close to the actual situation. The
guidance on the implementation of legal normative documents on the development of university
lecturers is still tardy. The organization of the state management apparatus on teaching staff
development has not yet reached a consensus with many clues leading to the contradiction and
overlap, and uniformity shortage. Policies to attract and develop university lecturers are not strong
enough, attractive enough for them to feel secure to devote, and have not yet created a strong
motivation to attract foreign lecturers and successful entrepreneurs who meet teaching standards,
and at the same time, not “deterrent” enough to screen and terminate contracts for lecturers who

are not qualified and capable. There is no overall planning for development of teaching staff in
public universities in development plans and schemes of education sector, localities and the whole
country. The efficiency of state management on higher education is not high and still heavy on
administration, has not yet oriented, created and promoted the autonomy, social responsibility,
“autonomy” of universities, and has not created an academic liberal environment to promote
democracy, creative freedom, self-affirmation of the quality, capacity, etc. of teaching staff.


There are many causes and reasons for the above inadequacies and weaknesses, including
the lack of a separate document regulating on the development of university lecturers, plans and
schemes of developing teaching staff has not been suitable yet, the organization of the state
management apparatus is not consistent, the policies are not strong and attractive enough, the
activities of organizing inspection, examination and development of university lecturers have not
been implemented regularly and seriously. This is a matter of research both theoretical and
practical. Until now, there has not been any complete and comprehensive research work on state
management on the development of university lecturers. In the coming time, how is it necessary
to have goals, viewpoints and solutions to improve the state management on the development of
teaching staff in public universities in Vietnam?
Studying and clarifying theoretical as well as practical state management on development of
teaching staff in public universities in Vietnam currently are extremely urgent. Stemming from the
above reasons, doctoral students choose the topic “State management on development of teaching
staff in public universities in Vietnam” as doctoral thesis of public management.
2. Research purposes and missions
2.1. Research purposes
Research and clarify the theoretical basis for state management on the development of
teaching staff in public universities. Analyze and assess the current situation of the content of state
management, propose solutions to improve the content of state management on the development
of teaching staff in public universities in Vietnam today.
2.2. Research missions
- Overview of research situation related to the thesis topic.

- Interpret and systematize basic theoretical contents of state management on the
development of teaching staff in public universities.
- Research the status of state management on the development of teaching staff in public
universities in Vietnam today. Analyze and assess the content of state management on the
development of teaching staff in public universities, find out the issues that need to be addressed
- Set goals, viewpoints, and orientations and propose solutions to improve the content of
state management on the development of teaching staff in public universities in Vietnam.
3. Subjects and scope of the research
3.1. Subjects of the research
The subject of the research is the state management on the development of teaching staff
in public universities in Vietnam (excluding school in localities, schools of armed forces, cultural
arts and physical education and politics), which only research universities directly under the
management of ministries.
3.2. Scope of the research
- About space: The thesis focuses on the Public Universities under the management of
Ministries nationwide. Does not research on public universities under the Ministry of Defense and
Ministry of Public Security.
- About time: The content of state management on the development of teaching staff in
public universities in Vietnam, within the period of time from 2005 to 2017. Research orientation
to 2020 and vision to 2030.
- Content: The thesis focuses on researching into state management of the development of
teaching staff in public universities including: (1) Developing plans and schemes for the
development of teaching staff; (2) Developing, issuing and organizing the implementation of legal
documents on the development of teaching staff; (3) Organizing the state management apparatus
on development of lecturers; (4) Implementing the regulations and policies on developing
lecturers; (5) Inspecting, examining and handling violations of regulations on development of
lecturers; (6) International cooperation on developing teaching staff.
4. Methodology and research methods
4.1. Research methodology

The approach is based on the dialectical materialism principles and methodologies of
Marxism - Leninism, Ho Chi Minh ideology, viewpoints, guidelines and policies of the Party,
which are institutionalized by the State’s legal policies and laws on education and training in
general and higher education in particular, especially on teaching staff at public universities to
recognize, objectively assess and orient research contents.
Combining the theory of public policy and public administration under the reform and
development model with practical research on the ability to provide public services of the State
and social resources. Selecting a practical approach based on the results of inspection, surveys,
expert interviews, and representative research to analyze and assess the content of the thesis.
4.2. Research methods
4.2.1. Document research methods group
Methods of analysis, synthesis, comparison, systematization, generalization of documents,
books, newspapers, magazines, scientific information on specific research results related to the
thesis topic published in publications and scientific reports; documents on the Party’s guidelines
and policies and the State’s legal documents on the development of teaching staff in public
universities, as a basis for research and interpretation of thesis’s issues.
4.2.2. Inspection and survey methods group
- Methods of sociological inspection: Setting up survey forms and actual surveys;
Inspecting by questionnaire and in-depth interview.
- Expert method: Exchanging, discussing and consulting scientists, managers and experts
on higher education.
5. Research questions and scientific hypotheses of the thesis topic
5.1. Research questions
What is the situation of state management on development of teaching staff in public
universities in Vietnam today? What factors affect the state management on the development of
teaching staff in public universities today? Has the situation that of teaching staff at public
universities met the requirements on quantity, quality and structure? What are the solutions to
improve the state management on development of teaching staff in public universities in Vietnam
today?

5.2. Research hypotheses
Currently, the state management on developing university lecturers still has limitations;
There are many factors affecting the state management on the development of teaching staff in
public universities; teaching staff at public universities currently do not guarantee the quantity,
quality and structure; The synchronous implementation of views and systems of state management
solutions on development of teaching staff in public universities in the coming time will be able
to develop teaching staff with quantity sufficient, quality and structure assurance.
6. New contributions of the thesis
6.1. About the theory
The thesis focuses on researching generally and systematically basic theoretical issues, the
scientific approach to state management on the development of teaching staff in public
universities, academically supplements concepts, connotation of lecturer, lecturer development,
management, state management, state management on the development of university lecturers, the
content of state management on the development of teaching staff in public universities.
Based on the Party’s viewpoints and orientations on developing lecturers, the thesis builds
up viewpoints and solutions to complete the state management on the development of teaching
staff in public universities in accordance with current practice.
6.2. About practice
Analyze and assess the state management on the development of university lecturers on an
objective, comprehensive, comprehensive and appropriate basis: identifying the irrationalities and
“gaps and blanks” of state management. Propose group of solutions to complete state management
on the development of lecturers at public universities in the current period and vision to 2030.


7. The significance of the thesis
- The thesis analyzes and assesses the status of state management, points out subjective
and objective reasons, proposes perspectives and solutions to improve the state management on
the development of lecturers at public universities in the near future more reasonably, more
realistically.
- The thesis’s research results can serve as a reference for policy-makers in formulating the

state management policy on developing teaching staff at public universities in Vietnam.
8. The structure of the thesis
Chapter 1: Overview of research situation;
Chapter 2: Theoretical basis for state management on the development of teaching staff in
public universities in Vietnam;
Chapter 3: Current situation of state management on the development of teaching staff in
public universities in Vietnam;
Chapter 4: Viewpoints and solutions to improve state management on the development of
teaching staff in public universities in Vietnam.
Chapter 1
OVERVIEW OF RESEARCH SITUATION
1.1. Domestic and foreign studies related to the thesis topic:
The thesis has overviewed the research situation according to 3 groups of issues including:
1.1.1. Overview of research works on management, development and state management
on human resources in general
1.1.2. Overview of research projects on management and development of lecturers at
public universities
1.1.3. Overview of research works on state management on the development of teaching
staff in public universities.
1.2. Assessment of the overviewed research works
In Chapter 1, basing on the study of research works in the world and in the country on state
management on the development of teaching staff in public universities, the thesis shows the
achieved results and the issues related to the thesis topic that the previous authors’s research works
have not been studied in depth.
1.2.3. Research orientation of the thesis
On the basis of inheriting the results of the research works related to the thesis, from the
approach perspective of the public management science, administrative science, the thesis
continues to go into the state management on the development of teaching staff in public
universities in Vietnam currently according to the following directions:
- Research the status of quantity and quality of teaching staff at public universities;

- The reality of state management on the development of teaching staff in public universities;
- Factors affecting the state management on the development of teaching staff in public
universities;
- Develop viewpoints and solutions to improve state management on the development of
teaching staff in public universities.
Chapter 2
SCIENTIFIC BASIS FOR STATE MANAGEMENT ON THE DEVELPMENT OF
TEACHING STAFF IN PUBLIC UNIVERSITY IN VIETNAM
2.1. Teaching staff in public universities and the development of teaching staff in
public universities
2.1.1. Teaching staff in public universities
2.1.1.1. Concept of lecturers in public universities


Lecturers in public university are professional officers who meet professional standards
and are appointed to career titles of lecturers working at public higher education institutions in
charge of teaching and scientific research.
2.1.1.2. Concept of teaching staff in public universities
Teaching staff in public universities are a group of people who meet professional
qualification standard and are appointed to the title of lecturers working at public higher education
institutions in charge of teaching and scientific research.
2.1.1.3. Characteristics of the teaching staff in public universities
First, teaching staff in public universities are under the direct management of the public
universities; Second, teaching staff in public universities must meet the requirements on criteria
for lecturers’ titles in accordance with the Law on Higher Education 2012; Third, teaching staff in
public universities are public employees and enjoy the benefits and policies prescribed by the Law
on Public Employees in 2010; Fourth, teaching staff in public universities perform two main
functions of teaching and scientific research; Fifth, teaching staff in public universities are
different from primary, secondary and high school teachers, and different from private university
lecturers.

2.1.2. Developing teaching staff in public universities
2.1.2.1. Developing teaching staff in public universities
Developing teaching staff in public universities is a process of growing up, increasing and
expanding in terms of quantity, quality, structure, professional qualifications, and occupational
skills to complete the teaching and scientific research tasks.
2.1.2.2. Requirements for developing teaching staff in public universities
Developing teaching staff in public universities includes three main issues: quantity,
quality and structure. Therefore, state management agencies, public universities should focus on
ensuring that lecturers are sufficient in quantity, reasonable structure and standard quality (with
good professional qualifications; good teaching skills; effective scientific research; good
professional ethics and attitude) to be able to implement effectively objectives, training plans,
scientific research and service activities according to social needs.
2.2. State management on the development of teaching staff in public universities
2.2.1. Concept of state management on the development of teaching staff
Thus, state management on the development of teaching staff in public universities is an
organized and oriented impact process of state management subject to public universities
conducted on legal basis to develop teaching staff in public universities sufficient in quantity and
quality, reasonable structure with high professional qualifications to complete the teaching and
scientific research tasks.
2.2.2. Characteristics of state management on the development of teaching staff in public
universities
First, the subject of state management on the development of teaching staff in public
universities is the competent state management agency as prescribed by law; Second, state
management on the development of teaching staff in public universities is governed by Law on
Education, Law on Higher Education and implementing documents; Third, state management on
the development of teaching staff in public universities must be based on the plans and schemes
for development of public universities approved by the competent authority; Fourth, the
regulations and policies on state management of the development of teaching staff in public
universities in accordance with the provisions of the State; Fifth, state management on the
development of teaching staff in public universities is implemented from the state budget.

2.2.3. Contents of state management on development of teaching staff in public
universities
The thesis focuses on clarifying the concept, position and role around 6 contents of state
management of the development of teaching staff in public universities including: (1) Developing


plans and schemes for the development of teaching staff; (2) Developing, issuing and organizing
the implementation of legal documents on the development of teaching staff; (3) Organizing the
state management apparatus on development of teaching staff; (4) Implementing the regulations
and policies on teaching staff development; (5) Inspecting, examining and handling violations of
regulations on development of teaching staff; (6) International cooperation on developing teaching
staff.
2.2.4. Factors affecting state management on developing teaching staff of public
universities
2.2.4.1. State management institutions: All changes of institutions and policies have a great
impact and lead to alternation in social development in general and in the development of teaching
staff of public universities in particular.
2.2.3.2. Financial resources and facilities: It can be seen that financial resources and
facilities have a critical position and role to the state management of the development of teaching
staff in public universities. If public financial resources and facilities are not guaranteed, it will
limit the effectiveness of implementation of policies related to the development of teaching staff.
2.2.3.3. International integration and globalization: In the current globalization and
integration world, sustainable competitive advantage is a key factor for the success of an
organization. For public universities, the qualifications and competencies of teaching staff are the
keys to achieve sustainable competitive advantage.
2.2.3.4. The boom of science and technology, especially information technology: teaching
staff must thoroughly understand and master the modern technology to teach and evaluate its
impact on the nature changing the process of education, teaching and the position of the teacher.
The educational institutions must apply information technology in management, teaching staff
must be proficient in using information technology and communication in teaching.

2.2.4.5. Capacity of the contingent of management officials: Management officials related
to educational activities from grassroots level to national level need to have knowledge and high
professional skills. Therefore, they need to be well-trained in a program designed specifically for
those who will later work in educational management positions. They must be experts in higher
education in order to advise the leadership to develop policies strong enough to ensure the
development of teaching staff in public universities worthy of regional and international standards.
2.2.4.6. Factors belong to teaching staff: Passion, sense of responsibility at work, sense of
personal obligations and conscience, professional ethics of teaching staff.
2.2.4.7. Socio-economic conditions: In the current conditions, university lecturers have
many opportunities to choose jobs at universities (according to their qualifications, competencies
and interests), yet they also have to face with many challenges, even unemployment, because of
the relative stability of employment. Therefore, teaching staff need to be trained and retrained to
better teach and research, have more professional working styles at the aim to meet the increasing
requirements of the education market.
2.3. Experiences of state management on developing teaching staff of countries
around the world and reference value for Vietnam
2.3.1. Experiences of state management on developing teaching staff of some countries
in the world:
The thesis generalizes and analyzes the experience of state management on the
development of teaching staff of some countries in the world and the region such as the experiences
of the US, China and Singapore.
2.3.2. Some values that can be applied for state management on development teaching
staff in public universities in Vietnam
Based on the experience of state management on the development of teaching staff of some
countries in the world and the region such as the experiences of the US, China and Singapore, the
thesis has drawn some valuable lessons for reference in Vietnam:


Firstly, the State needs to attach importance to investment in national development, and
must really consider higher education to be the top national policy by specific and practical

policies.
Secondly, developing plans and schemes for development of teaching staff in public
universities close to the practical situation.
Thirdly, the State should have strong and attractive regelations and policies to attract and
recruit qualified lecturers.
Fourthly, training and retraining to improve the quality of teaching staff in public
universities.
Fifthly, the State needs to reform the salary regime for the contingent of cadres, civil
servants and officials in general and teaching staff in public universities in particular.
Sixthly, decentralizing management for the development of teaching staff in public
universities.
Seventhly, increasing the state budget to develop higher education in general and develop
teaching staff in public universities in particular.
Chapter 3
CURRENT SITUATION OF STATE MANAGEMENT ON THE DEVELOPMENT
OF TEACHING STAFF IN PUBLIC UNIVERSITIES
IN VIETNAM
3.1. Overview of the situation of teaching staff in public universities
3.1.1. Regarding the number of teaching staff in public universities
From 1986 to 2016, the number of higher education lecturers increased by 4.4 times while
that of students was 23 times. From 1986 to 2016, the number of public universities increased by
2.7 times, covering 62/63 cities and provinces across the country. With the rapid increasing speed
of university establishment, mainly upgraded from college to university (especially from 1996 to
2016) the number of students increased by 23 times while the number of lecturers increased only
4.4 times, showing that the number of public university lecturers has not yet met the training needs
of learners. The number of students mainly concentrating on the economic sector, leading to an
imbalance with the proportion of lecturers, resulting in unemployed graduates. While almost no
students enroll in engineering and social management sectors, etc. Moreover, the number of
universities is mainly located in big provinces and cities (especially in Hanoi and Ho Chi Minh
City), causing imbalance in human resource training for underdeveloped areas such as the

Northwest, Central Highlands and Southwest.
3.1.2. Regarding the quality of teaching staff in public universities
The quality of teaching staff in public universities is currently insufficient, not really
commensurate with the country’s development requirements and international integration. In 30
years, according to the chart below, the index of the number of masters is continuously increasing
at a commensurate level, but the number of doctorates has just gradually increased until the period
of 2010-2015, the number of professors and associate professors has not increased significantly,
but the number of teachers with university and college degrees increased significantly, yet
decreasing gradually in the period of 2011 - 2012.
Table of quality of public university lecturers
in 2006 - 2015 period

Total lecturers
Number
Professor
%

20062007
53518
418
0.78

20072008
56120
403
0.72

20082009
61190
459

0.75

20092010
70558
466
0.66

20102011
74753
432
0.58

20112012
85275
400
0.47

20122013
90617
517
0.57

20132014
90981
515
0.57

20142015
91183
521

0.57


Associate
Professor
Doctor
Master
Bachelor
Others

Number
%
Number
%
Number
%
Number
%

1979
3.69
3485
6.51
18272
34.14
28893

1905
3.39
3578

6.38
20275
36.13
29959

2015
3.29
3743
6.12
22831
37.31
31746

2151
3.05
4487
6.36
26715
37.86
36339

2213
2.96
5279
7.06
30374
40.63
36069

2328

2.73
9152
10.73
34351
40.28
38675

2966
3.27
9562
10.55
40762
44.98
36444

2989
3.29
9851
10.82
42145
46.32
35127

4194
4.60
10997
12.06
42318
46.41
33360

53.98

53.38

51.88

51.50

48.25

45.35

40.22

38.61

36.59

Number
%

471
0.88

459
0.82

396
0.65

400
0.57

386
0.52

369
0.44

366
0.41

354
0.39

314
0.34

Source: Ministry of Education and Training’s annual higher education statistics and author’s calculations

Capacity of teaching and scientific research of a part of teaching staff is still low. Teaching
methods, examination, testing and evaluation of teaching staff are slow to be renewed. The
productivity quality of the public university lecturers is that graduates have jobs and get jobs.
However, according to the Ministry of Labor, War Invalids and Social Affairs, the number of
unemployed university-level employees in the working age has increased higher than the number
of graduates and employed ones; the number of employees with university or higher education
were unemployed in 2014, increasing by 103% in comparison that in 2010. In the third quarter of
2016, about 225,000 engineers and graduates with bachelors or higher were unemployed.
3.1.3. Regarding the proportion, the structure of teaching staff in public universities

The ratio of students/lecturers in 1986 was 4.4/1, after 30 years of development, the ratio
of students/lecturers in 2016 was 21.85/1, increasing 4.97 times.


Number of public universities, lecturers and students in period of 2006 - 2016
20062007
University
Lecturer
Student
The ratio of
student/
lecturer

20072008

20082009

20092010

20102011

20112012

20122013

20132014

20142015

20152016

109

120

124

127

138

150

153

156

159

163

31.431

34.947

37.016

40.086

43.396

49.472

51.674

52.500

65.664

69.591

1.185.253 1.246.356

1.413.134

1.453.067

1.493.354

1.596.754

1.520.807

28,56

28,12

28,44

24,32

21,85

1.015.997 1.037.115 1.091.426
32,32

29,68

29,49

29,57

28,72

Source: Ministry of Education and Training’s annual higher education statistics and author’s calculations
In the academic year 2015-2016, there were 219 universities (public and non-public);
91,183 lecturers and 1,824,328 students. Public universities played a leading role, accounting for
72.60% of educational institutions, 87.53% of students and 72.01% of lecturers; the number of
students increased on average of 3.87%; the number of lecturers increased by an average of 4.92%;
The number of students/ten thousand people was 194, still not yet reaching the target of 200. Of
which, the number of lecturers and students in public universities respectively were 69,591 and
1,520,807. Compared with the academic year 2006-2007, the number of lecturers increased by
2.21 times, the number of students increased by 1.49 times, the number of educational institutions
increased by 1.49 times.
From the academic year 1995-1996 to the academic year 2012-2013, the gap in the number
of students/lecturers gradually widened at a galloping, uncontrolled speed, the highest period of
2001-2006 was 32.7/1.While the world’s leading universities such as Harvard University had a
student proportion of 13/2 (of which the ratio of student/lecturer was 3.5/1), countries with
advanced higher education in general had the ratio of student/lecturer was in the range of 15-20/1.

▪Public University
▪Lecturers in Public University
▪Students in Public University
Chart of university size, lecturers and students in public universities in period of 1986 - 2016
(in 5-year periods)
Source: Collect from Ministry of Education and Training’s data and author’s calculations
3.2. Analyze the situation of state management on the development of teaching staff
in public universities in Vietnam


3.2.1. Regarding the formultion of plans and schemes for development of teaching staff
in public universities
Decision No. 47/2001/QD-TTg dated April 4, 2001 of the Prime Minister approving the
“planning on the network of universities and colleges in the 2001-2010 period”; Resolution
No.14/2005/NQ-CP dated November 2, 2005 of the Government on substantial and
comprehensive renewal of Vietnam’s university education in the 2006-2020 period; Decision
No.121/2007/QD-TTg dated July 27, 2007 of the Prime Minister approving the master plan on the
university and college network during 2006-2020; Decision No. 579/2011/QD-TTg dated April
19, 2011 of the Prime Minister approving Vietnam’s human resource development strategy for the
2011-2020 period; Decision No.1216/2011/QD-TTg dated July 22, 2011 of the Prime Minister
approving the master plan on development of Vietnam’s human resources for the period of 20112020; Decision No. 6639/QD-BGDĐT dated December 29, 2011 of the Minister of Education and
Training approving the master plan on development of human resources for education in the 20112020 period; Decision No. 37/2013/QD-TTg dated June 26, 2013 of the Prime Minister adjusting
the master plan on the university and college network during 2006-2020.
Due to the unreasonable planning of the Vietnamese public university lecturers, the
implementation process has not been adjusted in time; other documents related to the development
plan of teaching staff and educational managers are at a certain level, not really suitable to the
reality, mainly focusing on solving emerging issues, without considering the long-term strategic
scope of the education sector and the country. This has a significant impact on the development of
our university’s lecturers in the process of integration and training of high quality human resources
according to international standards.

3.2.2. Regarding the formulation and organization of the implementation of legal
normative documents on development of teaching staff in public universities
Firstly, the competent state management agencies have developed and issued a system of
legal normative documents related to the development of teaching staff in public universities.
Secondly, many legal normative documents have been adjusted and supplemented in
accordance with practical requirements related to the construction and development of teaching
staff in public universities to meet the requirements of the country’s development as well as the
integration trend with global and regional higher education.
Thirdly, the system of legal normative documents on building and developing teaching staff
is becoming more complete and comprehensive.
Fourthly, the development and issuance of legal normative documents on higher education
in general and related to the development of teaching staff in particular is still slow and not
synchronized.
Fifthly, many regulations related to the development of teaching staff lack specificity and
feasibility, therefore they have been amended right after issuance.
Sixthly, teaching staff in public universities are now governed by various laws and legal
normative documents.
Seventhly, regulations on management and development teaching staff in public universities
currently do not cover uniformly on one document.
3.2.3. Regarding the organization of the state management apparatus on the development of
teaching staff
Organization of the state management apparatus of higher education in general and state
management on the development of teaching staff in public universities in particular are
duplicated, overlapped in functions, tasks, powers and lack unification. The real situation in
Vietnam has clearly reflected that there are universities under the management of the Ministry of
Education and Training, there are universities under the management of Ministries, Departments,
and there are specialized universities under the management of the Ministry of Public Securty and
Minsitry of Defence, some others are under the management of socio-political organizations, some
are under the management of the People’s Committees of provinces and cities directly under the

Central Government. Therefore, it causes a lot of difficulties in implementing the state
management policies on the development of teaching staff in public universities in Vietnam today.
3.2.4. Regarding the issuance and implementation of policies on developing the teaching
staff in public universities
Regimes and policies to attract and recruit lecturers: In fact, the policies to attract lecturers
in public universities in our country are ineffective, inadequate due to the needs of material,
spiritual and other conditions are not attractive enough; Regime, policies for using and evaluating
lecturers: Policies on using and evaluating lecturers, regulations on rights and obligations of
lecturers, etc. as well as for officials and public servants in the state agencies are not consistent
with the nature and characteristics of teaching staff; this will lead to the “heavy administrative”
organization and operation of universities. The policies lacks orientation, creativity and
practicality, at the same time has not created a favorable environment and working conditions for
lecturers, has not connected lecturers in the same professional training across the country; there is
no policy to rotate lecturers to support newly established universities; the proportion of time for
teaching, scientific research, training, retraining and field trips has not been balanced.
Regulations and policies for treatment and honor: From 1980 to 2015, after 24 reviews, in
36 years, the total number of Professors and Associate Professors recognized in our country was
11,619, including 1,680 Professors and 9,939 Associate Professors. In 2016, for the 25th time of
recognition, after admission at three council levels, 65 Professors and 638 Associate Professors
(reaching 75.51% of the total number of participating in the review) were conferred. The average
age when appointed Professors in Vietnam from 1980 to 2016 was 57.13 and Associate Professors
was 50.14; these were older than the Professors and Associate Professors in developed countries.
In 2017, for the 26th of recognition under Decision 06 signed by the Minister of Education and
Training, Chairman of the State Council of Professor Titlle, 1,13 individuals were recognized to
have met the standards of Professor and Associate Professor in 2017, among these, 74 individuals
were accredited Professors and 1,057 individuals were accredited Associate Professor.
3.2.5. Regarding inspection, examination and handling of violations of regulations on
development of teaching staff
Through the inspection and examination activities, inspectors of the Ministry of Education

and Training have discovered many mistakes in the recruitment and appointment of teaching staff
who have not been met the requirements. Despite the training regulations, regulations on
conditions of lecturers, inspection and examination of the Ministry of Education and Training in
2014, discovered that many universities have implemented the wrong regulations, leading to
uninsurrance of training quality. Specifically, through a review of universities in 2013, the average
ratio of university and college students per the number of convertible teachers (students/lecturers)
reached 22.7, many universities had a higher ratio of students/lecturers, exceeding regulations (45
universities with more than 30-50 students /lecturers), 09 universities with more than 50
students/teachers. In addition to the achieved results, the inspection, examination and handling of
violations related to the development of teaching staff in public universities still have many
limitations such as: the inspection is irregularly conducted and passively, only when having
opinions of the press or public. Therefore, only the tops, not the root handled.
3.2.6. Regarding international cooperation on developing teaching staff.
International cooperation in developing teaching staff of universities is an important task to
improve the quality of this staff. Recognizing that importance, the Government, the Prime Minister
have issued many important decisions to create a legal basis for international cooperation with
famous universities in the world to train and foster teaching staff in public universities. The first
one to be mentioned is the Decision 322/2000/QD-TTg, dated April 19, 2000 of the Prime Minister
on “Training scientific human resource at HEIs and research institutes abroad (322 Program).
Decision No. 356/2005/QD-TTg dated April 28, 2005 of the Prime Minister on renaming the
project into “Training staff at foreign institutes with the state budget”. According to the summary
of the Ministry of Education and Training, after 10 years of implementation of 322 Program, the


country has sent to abroad 7,129 people, of which, 3,838 PhDs, 2042 masters for training; 416
apprentices; 833 graduates, with a total budget of more than VND 2,500 billion. Specially, the
Decision No. 911/QD-TTg, dated June 17, 2010 of the Prime Minister, approving the scheme of
training PhD lecturers for universities and colleges in the 2010-2020 period (911 Program). The
overall objective of the program: To increase the proportion of lecturers at PhDs level in
universities nationwide, striving to 2020, at least 20,000 doctors will be additionally trained

making contribution to improving the quality of Vietnamese higher education.
3.3. Assess the status of state management on the development of teaching staff in
public universities in Vietnam
3.3.1. Strong points of state management on the development of teaching staff in public
universities
Firstly, the state management agencies with their respective powers have issued the
institutional system related to the state management on the development of teaching staff in public
universities. Secondly, the building of master and schemes for development of teaching staff in
public universities has been increasingly paid much attention to and achieved significant results.
Thirdly, organizing the state management apparatus on higher education in general and
development of teaching staff in public universities in particular has been increasingly improving
in the direction of assigning and closely coordinating between the Ministry of Education and
Training with the ministries, branches and provincial-level People’s Committees. Fourthly, the
state has many important regimes and policies to pay attention to and develop teaching staff in
public universities. Fifthly, inspection, examination and handling of violations of law on
development of teaching staff in public universities is conducted regularly and orderly by the
Ministry of Education and Training, Ministries and branches. Sixthly, training and retraining
activities for lecturers domestically and especially international cooperation on training and
fostering lecturers at leading universities in the world have contributed significantly to the increase
in the number and quality of lecturers with PhD degrees at universities.
3.3.2. Limitations and causes of limitations on state management of the development on
teaching staff in public universities
3.3.2.1. Limitations of limitations on state management of the development on teaching
staff in public universities
Firstly, the role of state management on the development of teaching staff in public
universities has not been fully reflected in management activities. Secondly, the institution of state
management of the development on teaching staff in public universities is still complicated,
overlapping, and the formulation and promulgation are still slow and passive, unable to keep up
with the actual situation. Thirdly, the plans and schemes for development of teaching staff in public
universities are still limited. Fourthly, the state management apparatus for developing teaching

staff in public universities is still fragmented. Fifthly, the implementation of regimes, policies of
honor and treatment for teaching staff in public universities is not attractive enough. Sixthly, in
that context, the mechanism of inspection, examination and handling of violations of the law on
the development of lecturers has not been effective conducted. Seventhly, international cooperation
on training and fostering to develop teaching staff in public universities has not brought practical
results. Eighthly, the state management legal normative documents on developing lecturers have
not been issued in time, or not close to reality. Ninthly, the model of higher education management
in general and the development of lecturers in particular in our country today is both centralized
and dispersed. Tenthly, the management has not created full and real autonomy for universities
leading to the situation of not creating favorable conditions for the development of lecturers.
Eleventhly, state management activities on the development of teaching staff in public universities
do not have a mechanism to attract the participation of social community.
3.3.2.2. Causes of limitations on state management of the development on teaching staff
in public universities in Vietnam today
Firstly, globalization and international integration have a great influence on the


formulation of state management policies on the development of teaching staff in public
universities; Secondly, science and technology, especially information technology, have
fundamentally changed higher education in the world; Thirdly, socio-economic conditions, socioeconomic development level; Fourthly, the thinking of state management on higher education is
still slow to be renewed in the direction of quality management; Fifthly, the capacity of the
contingent of civil servants working on state management of higher education is limited; Sixthly,
financial resources to invest in building universities locations, especially for the development of
teaching staff in public universities, are limited; Seventhly, the participation in constructing and
reviewing policies of the teaching staff not yet been attracted.
Chapter 4
VIEWPONTS AND SOLUTION TO IMPROVE STATE MANAGEMENT ON THE
DEVELOPMENT OF TEACHING STAFF IN PUBLIC UNIVERSITIES IN VIETNAM
4.1. Viewpoints on improving state management on development of teaching staff in
public Universities in Vietnam

4.1.1. Improving the state management on the development of teaching staff in public
universities should thoroughly grasp the Party’s and State’s viewpoints on fundamental and
comprehensive renovation of higher education.
4.1.2. Improving the state management of the development of teaching staff in public
universities must be based on the context and set forth requirements.
4.1.3. Improving the state management of the development on teaching staff in public
universities must be based on the reorganization of public non-business units.
4.1.4. Improving the state management of the development on teaching staff in public
universities must be based on promoting university autonomy according to the process of
integration and development.
4.1.5. Improving the state management of the development on teaching staff in public
universities must be based on a system of synchronous solutions, with appropriate roadmap
implementation.
4.2. Solutions for improving state management on development of teaching staff in
public Universities in Vietnam
4.2.1. Reforming the management role of the state combined with expanding autonomy
and social responsibility of public universities
First, the State unifies the macro management of higher education to ensure the quantity,
quality and structure of universities as well as the quantity, quality and structure of teaching staff
in public universities; Second, the State does not interfere deeply in the internal affairs of public
universities.
In order to effectively and efficiently carry out the above two principles, the State should
focus on performing the following four main tasks:
Firstly, the State establishes the institutional system and policies to supervise the autonomy
of public universities; Secondly, guide long-term development for public universities; Thirdly,
continue to increase state investment in association with renewing the mode and state investment
mechanism in higher education development in line with the general trend of the world and specific
conditions of Vietnam; Fourthly, university autonomy in aspects such as finance, organizational
structure, personnel but still subject to the state management of Laws and legal normative
documents.

4.2.2. Complete the legal system on the development of teaching staff in public
Universities


Firstly, continue to amend and supplement the Law on Higher Education to create an
important legal corridor for the fundamental and comprehensive innovation of higher education
and development of lecturers.
Secondly, soon promulgating a Decree on university autonomy to replace Resolution
No.77/NQ-CP, formalizing university autonomy is the indispensable way of higher education in
Vietnam.
Thirdly, conducting a review of the system of state management regulations on
development of teaching staff in public universities in order to evaluate and eliminate conflicting,
overlapping provisions, amending and supplementing new regulations on developing lectures in
line with current practical requirements, towards such regulations must ensure regional and
international standards.
Fourthly, the development and promulgation of the Law on Lecturers of universities or at
least a Decree stipulating the development of teaching staff in public universities shall be
promulgated.
Fifthly, improve the quality of development and promulgation of legal normative
documents related to higher education in general and develop teaching staff in public universities
in particular.
Sixthly, in the process of developing and promulgating legal normative documents on the
development of teaching staff in public universities, it is necessary to ask the opinions of the
teaching staff.
4.2.3. Complete the plans and schemes for the development of teaching staff in public
universities
Teaching staff is the most important resource of each higher education institution. The
planning for development of teaching staff is to ensure the maintenance of sufficient quantity, a
balanced structure of qualifications, occupations, age, gender, etc. with adequate qualifications,
capabilities and qualities as prescribed and meet the universities’ educational goals.

Planning for quantitative assurance: Based on forecasts of the education institutions’
training scale and schedule to plan the number of lecturers, ensure the lecturer/student ratio
according to the quality assurance criteria for lecturers to complete teaching tasks and have time
for scientific research, self-study and self-research activities to improve their professional
capacity.
Planning for structure assurance: Based on the forecast of the needs of each training
profession, retirement policy, work rotation, etc. to build the plan, create a synchronous and
balanced structure of teaching staff in the education institution, avoiding the shortage of lecturers.
Planning for quality assurance: Based on the standard of competence and the strategic
development orientation of the education institution to plan the quality of the teaching staff to
ensure adequate qualifications, capacity and quality to complete the functions, skills, tasks, meet
the strategic goals of the education institution.
4.2.4. Complete the state management apparatus on developing teaching staff in public
universities
Firstly, renovate the functions and operation modes of the National Board of Education
chaired by the Prime Minister in the direction of helping the Prime Minister to direct the strategy
for higher education development in general and the strategy for the development of teaching staff
in public universities in particular.
Secondly, the Ministry of Education and Training carries out the state management
function as assigned by the Government, focusing on three main tasks: developing strategies,
planning and plans for developing teaching staff in public universities; formulating mechanisms
and policies and regulations on content management on development of teaching staff; organizing
inspection and examination. In particular, attention should be paid to examining and inspecting
quality assurance and effectiveness of teaching staff development.


Thirdly, develop a mechanism to attach higher education with scientific research and labor
market.
Fourthly, decentralize the management of planning and investing for the development
teaching staff in public universities.

Fifthly, decentralization of state budget management and other revenue sources.
Sixthly, decentralization of management on assets and facilities.
Seventhly, decentralization of management on organization and personnel.
Eighthly, with the increasingly expanding scale of the current university system, the state
management of the development of teaching staff in public universities should have a sufficiently
large apparatus capable of performing management work, quality assurance in terms of quantity
and reasonable structure of teaching staff.
4.2.5. Continue to formulate and complete the treatment and honor policy to develop the
teaching staff in public universities
Firstly, continue to develop and complete policies to attract and recruit teaching staff in
public universities.
Secondly, continue to develop and complete the policy of using and evaluating lecturers.
Thirdly, continue to develop and complete the policy of training and fostering teaching
staff.
Fourthly, continue to develop and complete the treatment and honor policy for teaching
staff.
4.2.6. Improve the quality of the contingent of civil servants working on state
management on the development of teaching staff in public universities
The quality of the contingent of cadres and civil servants determines the quality and
efficiency of state management on the development of teaching staff in public universities. In order
to create a new step in the state management on the development of university teaching staff, the
contingent of cadres and civil servants needs to be upgraded appropriately. Improving the quality
of the contingent of cadres and civil servants has a direct impact on the institutional quality and
the effectiveness of the state management institution implementation on the development quality
of university teaching staff in practice. State management on the development of teaching staff
associates with the development of policies, standards, appraisals, assessments, announcement of
inspection results and development of policies related to the inspection activity. Therefore,
improving the quality of the contingent of cadres and civil servants charging of state management
is an issue of decisive importance to the efficiency of state management. The quality of cadres and
civil servants includes knowledge, skills and attitudes. In which, the first attention should be

attached to improve qualifications in legislative and regulatory activities, legal qualifications, law
quality, law feasibility related to state management on the development of teaching staff.
4.2.7. Strengthen the inspection, examination and handling of violations of the law on
developing teaching staff in public universities
First, strengthen the inspection and examination of the implementation of regimes and
policies related to the development of teaching staff in pubic universities.
Second, maintain disciplines and ensure the principle of state management on the
development of teaching staff in pubic universities.
Third, the Ministry of Education and Training and other Ministries and localities having
higher education institutions need to annually develop a plan for inspection and examination. The
inspection and examination units need to have an inspection and examination plans.
Fourth, it is necessary to focus on building a team of inspectors and examiners with
sufficient capacity, experiences; are enterprising, not afraid of collision and have ethical qualities
through professional training and fostering; are equipped and updated the knowledge, skills;


regularly learn experiences of countries with advanced education to successfully complete their
tasks.
Fifth, the higher education institutions under the Ministry of Education and Training
strengthen the organization of inspection in accordance with the provisions of the Circular
No.51/2012/TT-BGDĐT dated December 18, 2012 of the Minister of Education and Training on
the organization and inspection activities of higher education institutions, colleges and
professional secondary schools.
4.2.8. Promote international cooperation on developing teaching staff in public
universities
Firstly, promote international cooperation, import training and fostering programs in order
to build and develop teaching staff in public universities in accordance with the requirements of
fundamental reform of higher education.
Secondly, the education institutions should continue to expand and associate with
prestigious universities and institutes in the world for staff training.

Thirdly, complete the State’s policies on international cooperation in order to train and
foster teaching staff in public universities.
Fourthly, in the accreditation of higher education quality, the Ministry of Education and
Training sets the criterion that compel higher education institutions to have at least one or more
cooperative training programs linking with prestigious universities in the world.
Fifthly, promote socialization of investment resources for development of public
universities and strengthen international cooperation activities from the funding of domestic and
foreign organizations and individuals, universities in the world.
Sixthly, there are annual plans for training and fostering teaching staff in public universities
at universities in the world and in the region.
Seventhly, make a strategy to develop international cooperation in training and scientific
research with major training institutions in countries in the region and in the world, in which
priority is given to expanding cooperation with countries in Europe and America.
Eighthly, appoint teaching staff in public universities to study masters and PhDs at famous
universities in developed countries in the world and in the region.
Ninthly, organize training courses to improve foreign language skills for teaching staff in
public universities (with priority given to improving English proficiency), to meet the increasing
requirements of the period of development and international integration.


CONCLUSION
State management on the development of teaching staff in public universities in Vietnam
is an urgent requirement today. To achieve this goal, it is necessary to research, supplement and
complete mechanisms and policies, making contribution to ensuring the effective and efficient
implementation of state management, creating a favorable legal corridor for promote the
development of teaching staff in public universities in the coming time.
At present, many scientific works have been published, researching and referring on related
issues. However, there has not been any works approaching, analyzing and assessing the state
management activities on developing of teaching staff in public universities, as well as the
connection, fairness and synchronization among contents of state management on the development

of teaching staff in public universities in Vietnam today.
The thesis has reviewed the research situation related to the topic, including the overview
of related domestic and foreign research works; overview of research works on management,
development and state management of human resources in general; overview of research works
on management and development of teaching staff in public universities; overview of research
works on state management of the development of teaching staff in public universities.
By the review, it can be seen that there is currently no work that fully and comprehensively
researches on state management on the development of teaching staff in public universities from
the perspective of approaching from the State. From that practice, there has appeared a gap in both
theory and practice that needs the state management research on the development of teaching staff
in public universities in Vietnam today.
To solve practical research issues with scientific basis, it is necessary to clarify: The
concept of lecturers in public universities; teaching staff in public universities; the content of
development of teaching staff in public universities; the concept of state management; The concept
of state management on development of teaching staff in public universities; the content of state
management on development of teaching staff in public universities, etc.; supplement the theory
on: the role and the influencing factor of state management on development of teaching staff in
public universities, etc., from a practical perspective, the thesis has mentioned state management
experience in developing teaching staff of countries around the world and reference values for
Vietnam. From that point, draw 5 lessons that can be applied to state management on development
of teaching staff in public universities in Vietnam.
The thesis has studied, surveyed, interviewed and generalized the development process of
the teaching staff in public universities in the past 30 years (1986-2016) to analyze and evaluate
the development status of public university lecturers in terms of quantity, quality, structure and
ratio. Especially studying the status of state management on development teaching staff in public
universities, analyzing and evaluating the content of state management on development teaching
staff in public universities on aspects (Promulgating legal documents on teaching staff
development; Developing master plans and schemes for teaching staff development; Organizing
the state management apparatus for teaching staff development; Implementing the regulation and
policies on developing teaching staff; Inspecting, examining and handling violations of teaching

staff development; International cooperation on teaching staff development) and assessing the
status of state management on development of teaching staff in public universities in Vietnam.
Since then identifying gaps and blanks of the current state management including limitations as
follows: i) The role of state management on development of teaching staff has not been clearly
shown; ii) Institutional state management of development of teaching staff is still inadequate:
effectiveness, efficiency, longevity of policies is low; policies are overlapping, spreading and
difficult to implement; iii) The plans and schemes for the development of teaching staff is not close
to reality; iiii) The organization of the state management apparatus on teaching staff development
is overlapping; iiiii) The regulations and policies of teaching staff are not attractive enough; iiiiii)
Activities of inspection and examination of teaching staff development have not been conducted
regularly; iiiiiii) International cooperation on teaching staff development has not been really


effective. Identify, analyze and assess subjective and objective causes affecting state management
on the development of teaching staff in public universities.
In order to develop teaching staff, the State needs to develop mechanisms and policies to
resolve the relationship arising from the state management on teaching staff, learners and society.
Special attention should be paid to the close, inseparable and synchronous relationship of the
contents of state management on the development of teaching staff in public universities today.
Improving the content of state management on the development of teaching staff is
significant for the stability and development of teaching staff in the current period and subsequent
years. From the perspective of fully grasping the Party’s guidelines and policies, the author of the
thesis has raised the issues posed to the state management activities on developing teaching staff
in public universities in Vietnam in the period of integration and development.
Recommend groups of solutions to improve the state management on developing teaching
staff in public universities in Vietnam such as: Reforming the management role of the state
combined with expanding autonomy and social responsibility of public universities; Completing
the legal system of developing teaching staff in public universities; Completing master plans and
schemes for teaching staff development; Completing the state management apparatus on
developing teaching staff in public universities; Continuing to build and improve the regulations

and policies of treatment and honor to develop the teaching staff; Improving the quality of the
contingent of cadres and civil servants performing the state management on teaching staff;
Strengthening the inspection, examination and handling of violations of the law on developing
teaching staff in public universities; Promoting international cooperation on the development
teaching staff.


LIST OF AUTHOR’S WORKS
1. “Recommendations for building and developing the Hanoi University of Home Affairs
at the request of the Home Affairs sector in the new period”, Celebrating the 40th anniversary of
school establishment in 2012;
2. “Regarding the quality of the contingent of cadres and civil servants today”, Journal of
State Management, No. 8/2014;
3. “The necessity of fostering the title of Chairman of the People’s Committee to meet the
requirements of social management and development in the new situation”, Scientific Workshop
on the role of commune authorities in social development and social development management theoretical and practical basis, in December 2014;
4. “Training and fostering of division -level leading public servants in localities in current
period”, Journal of State Management No. 8/2015;
5. “Improving the quality of training and fostering of cadres, civil servants and public
employees in our country today”, Journal of State Organization No. 8/2016;
6. “Current status and solutions for streamlining the staff in public sector agencies and units
in Vietnam today”, Proceedings of the Scientific Workshop on streamlining staff, challenges and
solutions of the Department of Organization and Human Resource Management, National
Academy of Public Administration in March 2017;
7. “Increasing staff and streamlining staff solutions in public sector agencies and units in
Vietnam”, Journal of State Organization No. 6/ 2017;
8. “Regarding the implementation of regulations and policies for developing teaching staff
in public universities”, Journal of State Organization No. 4/2018;
9. “Actual situation of teaching staff in public universities in Vietnam”, Journal of State
Organization No. 4/2018;

10. “Training and fostering teaching staff in public universities in Vietnam today", Journal
of Internal Science No.5/2018;
11. “Improving the state management on the development of teaching staff in public
universities”, Journal of Interior Science, No. 7/2019.