MINISTRY OF EDUCATION AND TRAINING
THUONGMAI UNIVERSITY
NGUYEN THI VAN ANH
DOCTORAL THESIS SUMMARY
IMPROVING LECTURER CAPACITY AT UNIVERSITIES
UNDER THE MINISTRY OF LABOR, WAR INVALIDS AND
SOCIAL AFFAIRS
Major: Commercial Business
Code: 62.34.01.21
Full name of the scientific supervisors:
1. Assoc. Prof., Dr. TRAN HUNG
2. Dr. NGUYEN HOA
Hà Nội – 2019
The thesis was completed at Thuongmai University
Full name of the scientific supervisors:
1. Assoc. Prof., Dr. TRAN HUNG
2. Dr. NGUYEN HOA
Reviewer 1: ………………………..
Reviewer 2: ………………………..
Reviewer 3: ………………………..
The thesis will be examined by Examination Board of
Thuongmai University, at……………….
The thesis can be found at:
- Thuongmai University
- National Library
PUBLICATIONS
1. Nguyen Thi Van Anh (2017), Improving the capacity of
lecturer at universities in Vietnam in the context of
integration, Journal of Finance and Accounting Research
( ISSN 1859-4093), No 06 (167), 2017.
2. Nguyen Thi Van Anh (2017), Application of capacity
framework in human resource management at universities,
Asia – Pacific Economic Review (ISSN 0868-3808), N o
504, Oct/2017.
3. Nguyen Thi Van Anh (2018), Improving the capacity of
university lecturers: International Experience and
suggestions for Vietnam, Economy Forecast Review (ISSN
0866-7120), No 20 July/2018.
4. Nguyen Thi Van Anh (2018), Application of ASK model
(Attitude – Skill – Knowlede) in assessing lecturer capacity
of universities under the Ministry of Labor, War Invalids
and Social Affairs, Journal of Education (ISSN 08667476), June/2018.
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INTRODUCTION
1. THE NECESSSITY OF THE RESEARCH
On the way to strive to become an industrialized country towards
modernization, to achieve the goal of "wealthy people, strong country,
fair, democratic and civilized society", all resources, potentials and
creativity of the Vietnamese nation Men must be inspired and liberated.
However, one of the key factors for the above goal is the quality of
higher education (higher education) because in any historical condition,
the university is always a fostering, creative and transferring the latest
scientific and technological achievements (science and technology),
being the leader in the training of a high-quality labor source for the
country's industrialization and modernization process.
Currently, the renovation of education in general, including the
reform of higher education in particular is an inevitable trend of global
nature. Those countries that do not innovate or implement unsuccessful
educational reforms will lose their competitiveness in the international
arena and become further lagged behind. On the contrary, countries that
have been implementing radical reforms towards a dynamic, modern
education are increasingly richer and richer.
In Vietnam, after many years of efforts to reform and innovate, the
contingent of cadres and civil servants (officers and employees) in
general and the teaching staff (lecturers) in the university have developed
strongly in quality and quantity. However, the quantity and quality of
teachers at universities under the Ministry of Labor, War Invalids and
Social Affairs is still very limited. Meanwhile, according to Circular
24/2015 / TT-BGDDT regulating national standards for higher education
institutions, Circular No. 32/2015 / TT-BGDDT on determining
enrollment targets for higher education institutions, Circular 15/2014 /
TT-BGDTT on regulations on master's degree training, Circular
09/2017 / TT-BGDDT regulating the conditions for opening doctoral
training industry, ... then lecturers of universities The Ministry of Labor,
War Invalids and Social Affairs has not met and it is more difficult to
reach autonomy in the upcoming years.
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Thus, with the above urgent challenges at the universities under
the Ministry of Labor, Invalids and Social Affairs, the PhD student
has chosen the topic: "Improving lecturer capacity at universities
under the Ministry of Labor, War Invalids and Social Affairs
Assembly" as a doctoral thesis. This is really a topic that not only
makes sense in theory but is also very relevant to the reality posed to
the schools. The results of this study will help universities under the
Ministry of Labor, War Invalids and Social Affairs to develop
sustainably, by 2025, to achieve the level of joint development of
domestic universities; by 2030, reaching the average level in
Southeast Asia.
2. THE OBJECTIVE AND TASKS OF THE DOCTORAL THESIS
2.1. The objective of the doctoral thesis
On the basis of systematizing the theory and research of the situation,
the thesis will provide some solutions to improve the capacity of lecturers
at universities under the Ministry of Labor, War Invalids and Social Affairs
until 2025, vision of 2030. The solutions given must meet the
requirements to move towards financial autonomy in universities under the
Ministry of Labor, War Invalids and Social Affairs and integration of
higher education in the world.
2.2. Tasks of the doctoral thesis
In order to achieve the above objective, the thesis should implement
the following research tasks:
Firstly, generalize the general reasoning issues about faculty
capacity and capacity building of lecturers in universities. Clarify the
concept of lecturers and concepts of competency, concept of faculty
capacity and elements of faculty capacity;
Secondly, learn the skills of teaching and experences in some
countries around the world and draw lessons to supplement the capacity
building of lecturers in universities in Vietnam;
Thirdly, analyzing and assessing the situation and results achieved
in capacity building of lecturers at universities under the Ministry of
Labor, Invalids and Social Affairs, clarifying the influencing factors,
limitations;
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Fourthly, propose solutions and recommendations for capacity building
of lecturers at universities under the Ministry of Labor, Invalids and Social
Affairs to 2025, vision to 2030.
3. RESEARCH SCOPE AND SUBJECTS
3.1. Research subjects
Lecturer capacity and improve the lecturer capacity at universities.
3.2. Research scope
- About content: The thesis only focuses on the capacity of the
fulltime lecturers in universities with the same mission of teaching,
scientific research (technology research) and technology transfer
(technology transfer) and does not include other teacher's duties.
- About space scope: The thesis will limit investigation and data
collection on lecturer capacity and lecturer capacity improvement at 04
universities under the Ministry of Labor, Invalids and Social Affairs.
- About time period: The thesis will collect data on lecturer capacity
and lecturer capacity improvement in the period from 2012-2013 school
year to 2017-2018; solutions for teachers to teach at universities under the
Ministry of Labor, Invalids and Social Affairs to 2025, vision to 2030.
4. NEW FINDINGS OF THE THESIS
4.1. New theoretical findings
The thesis will systematize the theoretical basis of capacity and
lecturer capacity improvement in universities.
From the experiences on lecturer capacity improvement of some
developed countries in the world, the thesis will draw some valuable
lessons to apply to improve the lecturer capacity in universities in
Vietnam;
4.2. New practical findings
The thesis will assess the actual situation of faculty capacity and
capacity building of lecturers in universities under MOLISA, showing
the limitations and causes of these limitations.
Research results of the thesis will be the basis for teachers to
refer to and improve their knowledge - skills - attitudes. In addition, it
is the basis for the Ministry of Labor, Invalids and Social Affairs and
its affiliated universities to come up with policies to support the
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training of lecturers in the future, meeting the requirements of
international integration.
5. CONTENT OF THE THESIS
In addition to the introduction, conclusion and references, the
thesis consists of 4 chapters:
Chapter 1: Literature review and research methodology
Chapter 2: Theoretical basis of lecturer capacity and improving
lecturer capacity in universities
Chapter 3: Current situation of improving lecturer capacity at
universities under the Ministry of Labor, War Invalids and Social Affairs
Chapter 4: Solutions to improve lecturer capacity at universities
under the Ministry of Labor, War Invalids and Social Affairs
CHAPTER 1: LITERATURE REVIEW AND RESEARCH
METHODOLOGY
1.1. LITERATURE REVIEW
Through an overview research, PhD candidate will clarify the
researched issues and find the gap in this field. In the process of
approaching previous research projects, PhD candidate generalized the
research works related to the thesis topic in the following two groups:
- Firstly, the group of researches on the capacity of lecturers in
general.
- Secondly, group of studies to improve lecturer capacity in
universities.
Through an overview of research materials on lecturer capacity and
lecturer capacity improvement above, there is still a lot of room for
research. Therefore, the thesis identified research opportunities as follows:
- Firstly, in the above studies, there has not been any
comprehensive, systematic and comprehensive research on capacity
and lecturer capacity improvement at the universities under the
Ministry of Labor, Invalids and Social Affairs as the topic that the
author's project has chosen. Therefore, the establishment receives
research achievements, continues to add gaps, clarifies theoretical and
5
methodological issues, evaluation criteria, analyzes and evaluates the
actual capacity of lecturing capacity. Capacity improvement solutions
for lecturers at universities under MOLISA are very necessary and have
many practical implications.
- Secondly, the research data of the above studies are no longer
topical, the proposed solutions may no longer be suitable to the reality
of Vietnam in the current period and difficult to apply for specific
universities of MOLISA.
- Thirdly, the researches to offer capacity improvement solutions for
lecturers or the development of lecturers in universities have not given
the reason why it is necessary to improve or develop. Is there any benefit
to universities in terms of capacity building or development of teaching
staff? Will the capacity building process of lecturers in universities in
general, including universities under the Ministry of Labor, Invalids and
Social Affairs help these schools develop sustainably and help the
material life of faculty members be raised?
- Fourthly, lecturer capacity improvement is not a one-time job, and
in the context of knowledge explosion today, this work should be
considered as regular and continuous work of the whole system, each
school, faculty and each lecturer. Therefore, the study of the thesis of the
PhD student not only makes sense both in theory and practical meaning
for universities under the Ministry of Labor, Invalids and Social Affairs to
meet the requirements of international integration.
Rising from the above gaps, the thesis focuses on researching and
answering the following questions:
1. What is lecturer capacity in universities? What are the factors that
constitute lecturer capacity in universities?
2. What are the factors influencing lecturer capacity improvement in
universities? Can lecturer capacity improvement help universities to
develop sustainably in the context of international integration?
3. What is the current situation of lecturer capacity improvement in
universities under the Ministry of Labor, Invalids and Social Affairs?
4. What are the solutions of lecturer capacity improvement in
universities under the Ministry of Labor, Invalids and Social Affair?
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What are the goals and principles of these solutions?
1.2. RESEARCH METHODOLOGY
In order to successfully implement the research objectives set
out, this thesis will apply a combination of quantitative methods and
qualitative methods to study. The qualitative research method is used by
the dissertation author to describe and analyze the characteristics of
capacity and lecturer capacity improvement in universities. The
qualitative method is done through the collection of data in the form of
documents and decisions (word data), thereby approaching the object of
the study to draw conclusions for the thesis. To conduct qualitative
research, the dissertation conducts discussions and exchanges directly
with knowledgeable experts on lecturer capacity improvement in
universities. Participants in the survey and direct discussion in
qualitative research include 10 experts, who are leaders of universities or
research institutes, education quality management department.
Quantitative research was conducted through the use of Cronbach
alpha coefficients to test the reliability of variables used to measure
faculty competencies as well as lecturers' capacity building. The
observed variables with correlation coefficient of total variable (ItemTotal Correlation) of less than 0.3 will be eliminated and the standard for
selecting scale with Cronbach Alpha is from 0.6 or higher. In addition,
with this quantitative numerical data, the PhD student will calculate the
average indexes from which to assess the situation and provide solutions
for lecturer capacity improvement at universities under the Ministry of
Labor, Invalids and Social Affairs.
The goal of the PhD student is to receive a minimum of 61 answers
from subjects who are managers, at least 92 answers from subjects who
do not hold positions and at least 100 students in any form to ensure
ensure the accuracy and objectivity of the research. Assuming the
response rate of the survey letters is 50%, the number of votes sent to the
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above objects is distributed as follows to ensure the representativeness of
the overall study:
Table 1: Allocation of survey forms to universities
N0
1.
2.
3.
4.
Places
University of Labour
and Social Affairs
Nam Dinh University of
Technology Education
Vinh University of
Technology Education
Vinh Long University of
Technology Education
Total
Manager
s
Lecturers
Students
45
70
80
30
45
50
30
45
50
25
30
40
130
190
220
Source: Calculated by the author
CHAPTER 2: THEORETICAL BASIS OF LECTURER CAPACITY AND
IMPROVING LECTURER CAPACITY IN UNIVERSITIES
2.1. BASIC THEORIES
2.1.1. Lecturer definition
In this thesis, the concept of "Lecturer" is construed as follows:
Lecturers include highly qualified educators who are recruited and
appointed to lecturers, lecturers, associate professors, professors in the
payroll of public universities and colleges training institutions or on the list
of full-time work at non-public university and college training institutions.
Teachers have teaching functions research and dissemination of science,
organizing pedagogical activities and self-fostering, contributing to
training students to become officers, engineers and doctors, ... to provide
high quality human resources for the community.
2.1.2. Capacity definition
Within the scope of the dissertation's research, PhD student will rely on
KSA model to approach the concept of capacity as follows: Competence is
understood as an organic combination of knowledge, skills, and attitudes to
implement. work or deal with a situation, certain state in life and
professional labor under specific conditions and certain standards.
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2.1.3. Lecturer capacity definition
Within the scope of the dissertation's research, PhD student will rely
on KSA model to approach the concept of capacity as follows:
Competence is understood as an organic combination of knowledge,
skills, and attitudes to implement. work or deal with a situation, certain
state in life and professional labor under specific conditions and certain
standards.
2.1.4. Capacity building of lecturers in universities definition
Capacity building of lecturers in universities is a change in the
quality of lecturers' knowledge, skills and attitudes at two points in a
defined time period that is large enough. This qualitative change is
manifested in the following aspects: (1) The academic title and
qualifications of lecturers have a change in the upward direction; (2) The
number of quality scientific research and technology transfer works of
lecturers is increasing; (3) The proportion of qualified lecturers when
referring to the standards of occupational competence framework is
increasing; (4) The material life as well as the spiritual life of the
lecturers have been improved.
2.2. THE COMPONENTS OF FACULTY CAPACITY
2.2.1. Knowledge
2.2.2. Skill
2.2.3. Attitude
2.3.FACTORS
AFFECTING
LECTURER
IMPROVEMENT IN UNIVERSITIES
2.3.1. Objective factors
2.3.2. Subjective factors
CAPACITY
2.4.SOME THEORIES OF HUMAN RESOURCE MANAGEMENT
AND ITS APPLICATION TO IMPROVE LECTURER CAPACITY
2.4.1. Human resource management based on capacity framework
2.4.2. Human resource management model according to job analysis
2.4.3. Human resource management model of the American Human
Resource Management Association
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2.4.4. Applying theory of human resource management to improve
lecturer capacity in universities
Through the above HR management models, the author believes
that the advantages of each model should be applied to provide direction
for capacity building of lecturers in universities. Specifically:
- According to the specific job analysis model of Rober M. Noe and
Wayne Mondy, universities should also do this analysis because it is a very
important work and the most basic tool. in every stage of human resource
management. This is the first step to develop human resources in an
organization. Accordingly, human resource management needs two factors:
Firstly, job analysis: is that the manager must build a specific
system of work standards;
Secondly, transform work standards into management functions and
components.
If applying this model of analyzing work to management in
universities for lecturer capacity improvement, follow the below order:
Firstly, when implementing capacity building work of lecturers,
universities must conduct synchronously at all management functions
and must follow a process, in the order that its work requires. Describe
the work associated with the competency standard system (build
university faculty capacity framework) to implement the functions and
roles of teachers;
Secondly, put competency standards into the process of planning
recruitment; recruitment of personnel; training and developing human
resources; administering and implementing salary and remuneration
regimes; building personnel development environment.
- In order to apply the model of the American Human Resource
Management Association to the lecturer capacity improvement in
universities, it is necessary to document the capacity from which to
analyze the work according to capacity and then describe the job based
on capacity. After that, this information is put into the management,
planning, recruitment, ... system, and then developed and developed to
train lecturers.
2.5. EXPERIENCES OF SOME COUNTRIES IN THE WORLD TO
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IMPROVE UNIVERSITY
LESSONS FOR VIETNAM
LECTURER
CAPACITY
AND
2.5.1. Experiences of some countries in the world
2.5.2. Lessons for Vietnam
From the experiences of developed countries, we can draw lessons
for universities in Vietnam on lecturer capacity improvement:
Firstly, lecturers are always seen as factors that determine the
quality of education and training of each higher education institution.
Wanting a good school requires good teachers. Therefore, in order to
build prestige, brand, ensure competitiveness in international integration
environment, Vietnam's higher education institutions need to pay special
attention to capacity building for teachers. The first thing is to abolish the
"payroll" regime that has created the "averageist" ideology and ideology in
the faculty at public universities today. The fact that universities soon
apply the policy of teaching contracts in combination with the forms of
assessment, screening and pay according to capacity will create
competition among lecturers, forcing each individual teacher to existence
and development must always consciously strive for capacity building to
perform tasks to meet the requirements of renewing higher education. In
addition, the selection of lecturers in higher education institutions has a
decisive meaning to the quality of the entire faculty. The selection should
have common and unified criteria for universities throughout the country.
Thereby, we need to move to a market for recruiting lecturers smoothly
between universities in the same industry and sector. The decision on
recruitment and scientific resume of the successful lecturer must be
publicly disclosed on the website of each university. The process of
appointing lecturers' titles must be based on clear criteria, reflecting the
quality of the honorable title. Titles are a key position, not a function.
Secondly, it is necessary to closely link the implementation of the
teaching function with the scientific research function of lecturers;
linking scientific research activities of the school with production
practices to improve applicability and attract funding for training.
Universities need to strive for scientific research and technology transfer
activities to contribute to improving the scientific level of lecturers,
improving the quality of training, and affirming the position and prestige
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of universities with community. The results of national, ministerial or
grassroots topics must contribute to solving many social problems.
Thirdly, the transformation of the management model from "State
control" to the model "State supervision" (State supervision) for higher
education, giving autonomy and self-responsibility to households. The
school will create motivation for innovation, improve operational
efficiency, promote initiative in management, attract talents to participate
in the development of education and training. The autonomy of the
school must be strengthened, in addition to the plan of building facilities,
it is necessary to prepare funds to build and develop the teaching staff.
Fourthly, develop mechanisms and policies to utilize gray matter to
take advantage of "high-class seasonal human resources". In addition to
salary income according to the salary scale for civil servants, teaching
staff may be entitled to special income from internal and external sources
decided by higher education institutions. Taking results and
achievements of scientific research, teaching achievements of lecturers
to assess leadership of higher education institutions. Taking teaching
staff income is an important criterion for evaluating and ranking
universities.
Fifthly, promoting democracy and giving full autonomy to exercising
ownership in higher education institutions. Universities promote all their
potentials and advantages to proactively strengthen international cooperation
on education and training development in order to develop and improve
lecturer capacity to the level of intellectuals of developed countries in the
region and the world. Through international cooperation in many
appropriate forms: such as scientific research cooperation, scientific and
technological transfer research; cooperating with good scientists in other
countries and creating favorable conditions for them to come to Vietnam to
teach, research, or send students and students to study abroad to access to
the modern science and technology achievements of the world, to graduate
after serving the country. Thereby, step by step improve the level of science
and technology development and the capacity of lecturers in Vietnam's
universities to be on a par with the level of developed countries in the region
and the world.
CHAPTER 3: CURRENT SITUATION OF IMPROVING
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LECTURER CAPACITY AT UNIVERSITIES UNDER THE
MINISTRY OF LABOR, WAR INVALIDS AND SOCIAL AFFAIRS
3.1. OVERVIEW OF UNIVERSITIES UNDER MOLISA
3.1.1. The process of formation and development
3.1.2. Structure of age and gender of lecturers
3.1.3. Training scale
3.1.4. Training quality
3.2. BASIC CHARACTERISTICS OF UNIVERSITIES UNDER
THE MINISTRY OF LABOR - INVALIDS AND SOCIAL AFFAIRS
AND ITS IMPACT ON IMPROVING LECTURER CAPACITY
Firstly, the universities under the Ministry of Labor, Invalids and
Social Affairs have just been upgraded in the last 10 years, so the
teachers' staff is inadequate in quantity and weak in quality.
Secondly, the capacity of scientific research and technology transfer
of lecturers of universities under the Ministry of Labor, Invalids and
Social Affairs is still limited.
Thirdly, the rapid training majors have changed due to the strong
development of science and technology.
3.3. CURRENT SITUATION OF CAPACITY AND LECTURER
CAPACITY AT UNIVERSITIES UNDER MOLISA
3.3.1. Current situation of lecturer capacity
3.3.2. Current situation of improving lecturer capacity
3.3.3. Factors affecting lecturer capacity improvement at universities
under the Ministry of Labor, Invalids and Social Affairs
3.4. ASSESSING THE SITUATION OF IMPROVING LECTURER
CAPACITY AT UNIVERSITIES UNDER THE MINISTRY OF
LABOR, WAR INVALIDS AND SOCIAL AFFAIRS
3.3.1. Achievements
Significant achievements have been got in lecturer capacity
improvement at universities under the Ministry of Labor, Invalids and
Social Affairs:
- Firstly, a current lecturer has worked with a reasonable age
structure. In particular, about 71.4% of lecturers are at the most prolific
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age in their careers (from 31 to 50 years old). This is a age not too
young, experienced and especially enthusiastic and enthusiastic, not
afraid of new technology when inertia is not large. In addition, to support
the development and update of new scientific knowledge, universities
under the Ministry of Labor, Invalids and Social Affairs are gradually
exploiting highly qualified lecturers and researchers from many large
universities or reputable agencies to both teach and support young
teachers to improve their capacity.
- Secondly, having created the initiative in lecturing staff to improve
and develop themselves in the future, the teachers have self-awareness
and awareness of learning to improve their qualifications to ensure
standards of qualifications for a university lecturer. The teachers have
tried and worked hard to have time to attend classes, seminars, seminars
and financially compensate themselves to be able to cover the cost of
learning. In general, lecturers of universities under the Ministry of Labor,
Invalids and Social Affairs determine self-study to have teaching
experience, improve their own capacity, meet the development
requirements of the school.
- Thirdly, in the activities of lecturing staff development at schools,
the use of lecturers in universities under MOLISA is more appreciated.
Using teachers who are the right people, the right professional trained,
transferred rank, upgraded on time. Besides, the schools also create
conditions for teachers to maximize their capacity through regular
appointing young lecturers to train at prestigious domestic and foreign
educational institutions.
- Fourthly, regarding regimes and remuneration policies for
lecturers, all four universities under the Ministry of Labor, Invalids and
Social Affairs fully comply with the State regulations on salary and
allowance regimes for lecturers. In addition, flexible and non-stressful
working time is also a form of remuneration for teachers to create the
most comfortable for them to contribute to the cause of education of the
country.
- Fifthly, step by step perfecting the inspection, evaluation and
supervision of the quality of lecturers are conducted through the
lecturing work of lecturers in class, professional meetings of departments
or goods. The year can be assessed through student feedback, ... This
14
helps teachers become more aware of their capacity to gain the trust of
colleagues and students.
3.3.2. Limitations
Firstly, the work of developing teaching staff planning is still weak,
has not been conducted regularly and continuously, and has not
developed and given specific solutions and roadmap for each stage and
development period. Construction and planning work is not a guideline
for training and development activities of each lecturer.
Secondly, universities under the Ministry of Labor, Invalids and
Social Affairs have not yet developed a scientifically feasibility study
plan. The plan to improve the faculty capacity of the schools is mainly
reflected in the units' resolutions and plans, not based on scientific
arguments. Specifically: the recruitment and use of lecturers are not yet
strategic from the requirements of the school's tasks, the selection
process is not rational, rotation of cadres lacks bases and facilities;
training to improve qualifications is still weak in planning stages
including long-term plans and short-term and annual plans, weak in
actively contacting and appointing trainers to attend training sessions,
passively wait for training and retraining classes of organizations outside
the school or training centers.
Thirdly, universities under the Ministry of Labor, Invalids and
Social Affairs have not developed and issued a "Competency Framework
for lecturers". A teacher must ensure what standards of competence
(knowledge, skills, attitudes) are the basis for recruitment and job
placement. This is also the goal for the teachers to strive to achieve the
standards (faculty rank) of the title of professors teaching in public
higher education institutions. When teachers do not meet the prescribed
standards, they must change their positions or plan to participate in
appropriate training and retraining courses.
Fourthly, the evaluation and supervision of the quality of lecturers
are sometimes even more rational and average. The evaluation methods
are not diverse, do not fully appreciate the faculty's activities. Mainly
evaluating through emulation and reward at the end of the school year. In
addition, it is assessed through the consultation of students for some
lecturers, sometimes not objective and fair. It is also confused between
the evaluation of teachers and the evaluation according to the emulation
15
criteria at the end of year. Moreover, the review and evaluation of current
lecturers in the schools are not based on the standard of faculty capacity
but also in many forms and not encouraging the motivation for the
teaching staff to improve capacity.
Fifthly, the salary and wages policy to attract talents of the
universities under the Ministry of Labor, Invalids and Social Affairs is
still limited, not paying attention to the material life of lecturers, thus not
motivating teachers to improve their capacity, not satisfying the needs of
some lecturers, especially low-income faculty. There is no suitable
financial mechanism to encourage lecturers to participate in scientific
research topics, innovations and technological improvements that
contribute to improving the income of lecturers.
Sixthly, the facilities for teaching, learning and scientific research of
universities under MOLISA are limited. This creates certain difficulties for
the teachers to fulfill their capabilities.
3.3.3. Causes of limitations
- The work of developing lecturing staff planning is still weak, has
not been carried out regularly, has not given specific solutions and
roadmap for each stage and development period because the cause of this
problem is due to the The university under the Ministry of Labor,
Invalids and Social Affairs has not developed and identified the "target
tree", so there is no clear and specific orientation for each stage. In
addition, an objective reason beyond the school's ability is the policy of
the Ministry of Labor, Invalids and Social Affairs. Many times, the
school wants to build a recruitment strategy to develop lecturing staff,
but it still has problems with staffing from the Ministry of Labor,
Invalids and Social Affairs.
- The recruitment and use of lecturers is still limited because of the
weakness of professional capacity of the advisory staff at the
Administrative Organization Department, Training Department or due to
professional qualifications. , capacity but lack of enthusiasm and
transparency in the work of these departments. Moreover, the
recruitment decision still focuses on the principals' power, so it has not
promoted the autonomy and self-responsibility of the Faculties and
Faculties at all levels, not uniform in the organization leading to quality.
Instructors' inputs are sometimes limited.
16
- Universities under the Ministry of Labor, Invalids and Social
Affairs have not yet developed and issued a framework of competencies
for trainers because this is a new issue, but it should be discussed how to
fit the school's reality. Even universities that are prestigious and longterm in Vietnam are not yet available, so it is difficult for universities
under the Ministry of Labor, Invalids and Social Affairs to learn
experiences.
- The evaluation of the quality control and supervision of lecturers
of the universities under the Ministry of Labor, Invalids and Social
Affairs is still rational, on average, the assessment methods are not
diversified, do not fully appreciate the activities of the teaching The
reason for not applying science and technology to the assessment of
lecturers, has not learned the experience of assessing lecturers of major
universities in the world and there is a confusion between assessing
faculty capacity with evaluate according to emulation criteria at the end
of the school year.
- The cause of the salary and remuneration policies at universities
under the Ministry of Labor, Invalids and Social Affairs is still limited,
the material life of teachers is still difficult, especially the group of lowincome lecturers; The facilities for teaching, learning and scientific
research of the universities under the Ministry of Labor, Invalids and
Social Affairs are often degraded and backward due to the general
difficulties of the State budget source, the fee is still low. being
controlled under the Government's Decree No. 49/2010 / ND-CP dated
May 14, 2010, schools cannot arbitrarily increase the tuition fees to
compensate. In addition, other sources of income from the science and
technology services of the schools are not significant, the leaders of the
schools have not really tried to practice thrift, fight wastefulness,
promote the inherent internal resources of the school to increase income
for lecturers.
CHAPTER 4: SOLUTIONS TO IMPROVE LECTURER
CAPACITY AT UNIVERSITIES UNDER THE MINISTRY OF
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LABOR, WAR INVALIDS AND SOCIAL AFFAIRS
4.1. CONTEXT OF VIETNAMESE HIGHER EDUCATION AND
DEVELOPMENT ORIENTATION OF UNIVERSITIES UNDER
MOLISA
4.1.1. Current context of higher education in Vietnam
4.1.2. Development orientation of universities under Ministry of Labor,
Invalids and Social Affairs to 2025 vision 2030
4.2. OBJECTIVES AND PRINCIPLES TO IMPROVE LECTURER
CAPACITY AT UNIVERSITIES UNDER MOLISA
4.2.1. Objectives to improve lecturer capacity
- Creating sustainable development for schools: Currently, even
with developed countries with advanced education, there are huge
changes in the pressure of globalization. The movement of students
studying abroad and exporting higher education is becoming a popular
trend, especially in Europe. Students have been considered a special
"customer" form and higher education is considered a "higher education
market". This has a strong impact on the education of developing
countries, not yet competitive but abundant potential like Vietnam. The
key to solving all these urgent problems is the people of universities, in
which lecturing staff is the core value of all work to be done. When there
are good, qualified and highly qualified lecturers will contribute to
creating good training programs, equivalent to international standards. At
that time, learners will definitely consider the cost of expensive training
when studying abroad with lower costs when studying in the country but
the quality of training is equivalent.
In addition, when having a qualified and highly qualified faculty
member, there will be many quality scientific research products, many
international publications published in prestigious magazines will
contribute to creating more reputation for the schools. The transfer of
technology from scientific research results can bring a certain amount of
funding to schools to reinvest in scientific research and spacious
facilities, better serve teaching activities.
Thus, if the universities under the Ministry of Labor, Invalids and
Social Affairs have a high-quality faculty, they will gain the trust of the
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society, the students' confidence in the quality of training as well as
training programs, ensuring the scale enrollment and affirm the position
in the national education system for sustainable development.
- Improving the quality of training, meeting the requirements of the
4th industrial revolution: The 4th industrial revolution is the revolution
of smart production based on new technological breakthroughs in the
fields such as artificial intelligence, Robotics, Internet of Things, 3D
printing technology, nanotechnology, biotechnology, material science,
energy storage and quantum computing, ... on a foundation basis network
number. All areas of social life, including education and training
systems, will be strongly affected by it. Therefore, to meet the
requirements of the new era, the universities under MOLISA need to
innovate to keep up with the trend of digital technology. Each lecturer
must constantly update new knowledge and new technologies for his
capacity building to be able to innovative teaching and learning methods
to meet the needs of students.
- Increase income, improve the quality of life for teachers. In the
near future, when the universities under the Ministry of Labor, Invalids
and Social Affairs approach financial autonomy, the school will decide
itself in its financial work. Good, qualified and highly qualified lecturers
will surely be paid in accordance with their position without following
the current salary-rake mechanism. In contrast, weak faculty will soon be
relocated or forced to resign. Therefore, teachers must be aware of
capacity building for themselves to meet the work requirements and
improve income, improve the quality of life.
4.2.2. Principles to improve faculty capacity
- Ensuring systemality: In order to improve lecturer capacity, it is
not only possible to implement a solution but must implement a system
of solutions, the system of these solutions is determined on the general
theoretical framework of human resource development of higher
education. The operation of each solution must ensure in an interactive,
interconnected, mutually supportive relationship in a unified whole to
bring the system's optimal performance. In other words, the proposed
solutions must be implemented in a synchronous and systematic manner
to create a change in lecturing staff in the direction of ensuring the
quantity and quality, meeting the development requirements of the
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school according to vision to 2030.
- Ensuring practicality: The resources of each university under the
Ministry of Labor, Invalids and Social Affairs are limited, so the lecturer
capacity improvement cannot avoid the constraints and obstacles on
responsiveness on such aspects as: human resources , finance,
mechanism, policy, ... Therefore, the selected solutions must be derived
from practical requirements, ranked in order of priority to solve
shortcomings and limitations of teachers . On the other hand, the
introduction of capacity building solutions for lecturers in the
universities under the Ministry of Labor, Invalids and Social Affairs must
stem from the needs and orientation of the socio-economic development,
meeting the requirements of improving the quality of training. ,
renovating higher education and international integration.
- Ensuring inheritance: Universities under the Ministry of Labor,
Invalids and Social Affairs have long-term development process,
undergoing development process with their own characteristics, the
schools have also implemented many solutions for capacity building for
teachers. Therefore, the solutions are proposed on the basis of
considering and inheriting the achievements achieved in practice. This
principle is also reflected in the inheritance of the existing research
results, the application of the achievements of the science of education
management, the update of modernity of the era, the application of
information technology in improving lecturer capacity.
- Ensuring efficiency: The solutions of lecturer capacity
improvement at universities under the Ministry of Labor, Invalids and
Social Affairs when being implemented must effectively bring efficiency
to contribute to improving the quality of training, asserting the brand of
the school and contributing part improving the teacher's income. When
selecting a specific solution, it is necessary to determine the results that
the solution brings and the cost to implement the solution, and at the
same time take into account the social, environmental, policy of the
State, ... to achieve optimal efficiency.
4.3. SOLUTIONS TO IMPROVE LECTURER CAPACITY AT
UNIVERSITIES UNDER THE MINISTRY OF LABOR, INVALIDS
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AND SOCIAL AFFAIRS
4.3.1. Group of solutions on mechanisms and policies
- Completing planning work
- Complete recruitment and use of lecturers
- Develop reasonable remuneration policies
4.3.2. Group of solutions for skills
- Develop a professional competency framework
- Organize training and retraining to improve the capacity of lecturers
- Strengthen the inspection and evaluation of lecturers
- Strengthening cooperation programs at home and abroad
4.3.3. Other solutions
- Applying science and technology to management activities in
functional departments
- Strengthening facilities for teaching
- Strengthening the role of mass organizations
- Enhance the performance of the school Web site
4.4. CONDITIONS FOR FEASIBLE IMPLEMENTATION OF
SOLUTIONS TO IMPROVE LECTURER CAPACITY IN
UNIVERSITIES UNDER MOLISA
4.4.1. For State agencies
In recent years, the State has been very interested in development of
Vietnamese education in general and higher education in particular. So
far, the State has built a basic and relatively complete legal system to
regulate relations in the field of higher education including laws in
Education Law, Higher Education Law. , Law on Public Employees,...
and in Decrees, Decisions, Regulations and Circulars, legal documents
guiding the career of higher education. However, because the situation
has changed, some legal documents issued are no longer relevant,
becoming obsolete or causing difficulties for the development of higher
education in general and of universities under Ministry of Labor, Invalids
and Social Affairs in particular. Therefore, the State should direct
through two specialized agencies, namely the Ministry of Education and
Training, the Ministry of Labor, Invalids and Social Affairs, to study and
propose the following decisions / documents:
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- Issuing documents on state management of lecturers' labor norms in
teaching and scientific research, especially when they have converted to
credit training. Thereby, instructing the construction universities to stipulate
the responsibilities, duties of lecturers and internal norms regulations at the
units.
- Ministry of Education and Training, as the main body, is responsible
for researching, developing and promulgating university lecturer capacity
framework, which is the basis for implementing lecturers' quality and
training quality in schools.
- Ministry of Labor, Invalids and Social Affairs as a managing agency
needs to increase autonomy for principals of affiliated universities, allowing
principals to annually determine the number of payrolls, decide to pay
salaries for teachers according to the ability strength and contribution level
of each lecturer. Requires schools to quickly move to autonomy, first of all
as a project of financial autonomy.
4.3.2. For universities under MOLISA
- It is necessary to use human resource management approach and
capacity approach in lecturing capacity building. These are strategic
approaches and are suitable to the development trend of the era, meeting the
requirements of training high quality human resources for industrialization
and modernization of the country and international integration.
- Periodically organize scientific seminars on capacity improvement
with the participation of relevant agencies, scientists, managers and lecturers
to gather the wisdom of scientists and managers for this urgent task.
- Strengthening cooperative activities between schools and
enterprises in the field of training, scientific research and technology
transfer, fostering practical and practical knowledge for lecturers,
creating areas for interns,...
- Establishing a research and application technology transfer center
in the school to create conditions for lecturers and students to acquire
and update new technologies; linking the implementation of teaching
functions with scientific research of lecturers to improve the quality of
training.
- Additional training programs of international standards, in the
short term, may invite domestic and foreign experts to teach. Then, ask
the teachers in universities to have their own pathway to meet the
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requirements of this advanced program
4.3.3. For university lecturers
First of all, lecturing staff in universities under the Ministry of Labor,
Invalids and Social Affairs need to determine the capacity building and
improvement is an indispensable requirement, both a responsibility and a
professional ethics and a matter of deciding the working position credibility
of students, colleagues and managers, need to avoid peace of mind and
satisfy what you have.
Next, lecturing staff need to determine the learning and training to
improve their professional competence is the task throughout their
professional life. Regularly training, self-training, improving the level,
knowledge and skills are considered essential, because all management
measures will not achieve the desired results if the lecturers themselves do
not attempt to do so. professional competence. Management tools, in the
end, cannot replace each teacher's own efforts. Moreover, the knowledge of
mankind is always supplemented and refreshed, if not catch up with the
strong development trend of knowledge and technology in general and in
the field of education and training in particular, lecturers will be on become
obsolete, even eliminated.
In addition, in order to improve their teaching and scientific research
capacity, each lecturer needs to determine the professional characteristics
he / she is in charge of, and to select the appropriate teaching method with
the expertise, with each knowledge unit. belonging to that specialty; capture
the characteristics, interests and adaptability of learners with different
teaching methods; regularly approach the trends of the times in learning,
education and training ... Teachers' teaching skills must be flexible, not only
at the transfer of knowledge but also to foster industry skills to After-school
learners can work immediately, meeting the needs of society. Each trainer
considers scientific research and technology transfer as a driving force for
himself / herself to improve.
Finally, the love of career, enthusiasm and responsibility for students
are indispensable factors in the process of self-training, retraining, teaching
and researching science of each lecturer.
CONCLUSION