Xây dựng đội ngũ giảng viên quân sự ở các học viện, trường sĩ quan quân đội hiện nay tt

1
INTRODUCTION
1. Rationale for the study
The teaching staff in general has a very important role in the
development and social progress of each country and nation. President Ho Chi
Minh always affirmed: "without teachers, there would be no education,
without officials, we could not talk about economy - culture", therefore, it is
necessary to build a contingent of "good teachers, teachers who deserve to be
the most glorious teachers".
The teaching staff at military academies, officer-training colleges
plays an important role in deciding the quality of education, training, research
and development of military science in military academies, officer-training
colleges. The quality, capacity, method and working style of this team directly
affect the formation of students' qualities, personalities, knowledge and
competencies at all levels of studying. The military knowledge transmitted by
the military teaching staff helps graduates after graduation have
comprehensive knowledge, flexible combat ability meeting the request of the
army, the forces to meet the development of the modern military science and
the demands of the task of defending the Fatherland in the new situation. On
the other hand, it is the military teaching staff that is an important force in
building strong military teacher faculties, contributing to building regular,
advanced and exemplary military academies, officer-training colleges.
Therefore, building military teaching staff with sufficient numbers, reasonable
structure and high quality is a matter of frequent importance and an urgent
significance for military academies, officer-training colleges at present.
Over the past years, building military teaching staff at military
academies, officer-training colleges has achieved positive results. The
military academies, officer-training colleges are more and more aware of
the position, the role and the importance of the teaching staff, there are
many guidelines and solutions to build, improve the quality of this
teaching team creating a change in many aspects. However, in reality, the

number and structure of teaching staff still have many limitations and
shortcomings, creating obstacles in building teaching staff, directly
affecting the quality of education, training and scientific research in
military academies, officer-training colleges.
If we want the cause of basic and comprehensive innovation in
education and training of military academies, officer-training colleges at
present to be successful, it is necessary to synchronize many contents in
which building a strong military teaching staff is of significant importance.


2
Orientations for building Vietnam People's Army in the new era and plans
for building military schools based on the model of Smart Schools
approaching the Fourth Industrial Revolution (4.0) are increasingly
demanding, requiring the military teaching staff to have a faster and more
comprehensive development step, meeting the tasks of education, training
and scientific research.
Therefore, studying to clarify the theory and practice, find out
solutions to build the military teaching staff at military academies, officertraining colleges today in a comprehensive way that is an objective and
urgent requirement.
For the above reasons, the author chooses the topic: "Building
the military teaching staff at military academies, officer-training
colleges at present" as his research thesis.
2. Purpose and tasks of the research
Purposes
The dissertation clarifies a number of practical and theoretical
issues on the military teaching staff and proposes some basic solutions to
strengthening the building of the military teaching staff at military
academies, officer-training colleges.
Tasks

The dissertation gives an overview of the research related to the
dissertation topic and identifies issues need addressing in the thesis.
The dissertation clarifies basic issues on the military teaching
staff and the building of the military teaching staff at military academies,
officer-training colleges.
The dissertation evaluates the current situation, identifies the
causes and draws some lessons for building of the military teaching staff
at military academies, officer-training colleges.
The dissertation identifies requirements and proposes some basic
solutions to strengthening the building of the military teaching staff at
military academies, officer-training colleges at present.
3. Object and scope of the research
Object of the research
Building of the military teaching staff with their functions to train
division-level officers at military academies, officer-training colleges.
Scope of the research
Basic practical and theoretical issues on building of the military
teaching staff at military academies, officer-training colleges at present.


3
Surveys, interviews and questionnaires are mainly made at 15
military academies, officer-training colleges with the functions to train
division-level officers. Investigation, surveys and sufficient numbers
survey data from 2010 to present.
4. Theoretical, practical basis and methodology
Theoretical basis
The dissertation is based on the viewpoint of Marxism-Leninism and
Ho Chi Minh's thoughts; the lines and views of Vietnam Communist Party on
personnel’s, education-training, building the teaching staff and the

revolutionary army of the working class.
Practical basis
The reality of the work of education-training, building the
military teaching staff at military academies, officer-training colleges;
summary reports of the Ministry of Defence, the General Department of
Staff, General Department of Politics and different related branches on
personnel’s and military schools; results of survey sociology and
practical surveys on building the military teaching staff at military
academies, officer-training colleges.
Methodology
The dissertation uses the methodology of dialectical materialism
and historical materialism, combined with the use of methods of analysis
and synthesis; history and logic; generalization and abstraction;
sociological investigation methods and experts consultancy to fulfil the
purposes and tasks of the dissertation.
5. New contributions of the research
Building and clarifying the concept of building the military
teaching staff at military academies, officer-training colleges.
Summarizing some experiences on building the military
teaching staff at military academies, officer-training colleges.
Proposing some feasible and specific solutions to strengthening
the building of the military teaching staff at military academies, officertraining colleges.
6. Theoretical and practical significance of the research
The dissertation contributes to further clarify the theory and
practice of building the military teaching staff at military academies,
officer-training colleges.


4
The findings of the study provides the scientific arguments for

leading, directing and building the military teaching staff at military
academies, officer-training colleges at present.
The dissertation can be used as references for researching,
teaching and learning at military academies, officer-training colleges.
7. Structure of the thesis
The thesis includes: Introduction, 4 chapters (9 periods),
Conclusions, list of scientific works of the author related to the
dissertation, list of references and Appendices.
Chapter 1
LITERATURE REVIEW OF THE THESIS RELATED
RESEARCH SITUATION
1.1. The foreign works related to the thesis
1.1.1 The works on officials and building officials
“Respecting intelligences and talents – the 100-year plan of
making the country prosper” by Tham Vinh Hoa, Ngo Quoc Dieu (chief
co-author); “Building the Lao People’s Army’s hi-quality working staff ”
by Bunlon Sa Luoi Sac; “The quality of officials of Labour and Social
benefits of the Democratic Republic of Lao People presently” by Xone
Monevilay; “Building the officials of the Cambodian Royal Army at
present” by Neang Phat; “Building the quality and capacity of officials at
strategic level of the Cambodian Royal Army at present” by Phor Nara.
These above works have provided the concept of officials and
building officials according to the aim, the object and the scope of the
research; clarifying the vital role of officials and building officials;
indicating the current situation, drawing some experiences and
proposing solutions to building officials. All of these works affirm: If we
want to make the country prosper and build strong organizations, we
should pay great attention to our officials. The building of officials
should guarantee the principles in terms of quantity, quality, structure;
well plan, select, train as well as nurture these officials; effectively

manage, use and promote these forces in accordance with their tasks.
1.1.2. The works on the teaching staff and building the
teaching staff
“Efficient and autonomous management at schools – a
mechanism to develop” by Phung Dai Minh; “The process of reforming
education in People Republic of Chinese in the 1978-2003 period” by
Nguyen Van Can; “Qualities of great teachers” by KenBain; “A good


5
teacher in every classroom” by Teachers Training Committee of America
National Institute; “The quality of researchers and teachers at provincial
Political-Administrative schools of the Democratic Republic Lao People
in the current period” by Kouyang Sisomblong.
These above-mentioned works have affirmed the key role of
teachers deciding the quality of education-training in the country in
general and in each school in particular. The work of building and
promoting hi-quality teachers is a priority in every political system in
order to constantly improve the quality of education-training at every
level of learning and teaching institution, contributing to develop the
country appropriate to each nation’s aims and requirements.
1.2. The domestic works related to the dissertation
1.2.1. The works on the personnel’s and building
the personnel’s
General Political Department published the book entitles
“Building the military officials to meet the requirements in the new
revolutionary period”, whose chief author is Tran Danh Bich; “Building
division-level officials of the Vietnam People’s Army according to Ho
Chi Minh’s ideology” by Nguyen Quang Phat; “Building officials of
social sciences and humanities at military academies, officer-training

colleges in the current period” by Nguyen Van Tuyen; “Building
education-training managed officials at military academies, officertraining colleges in the current period” by Nguyen Minh Khoi;
“Building officials of political departments at military academies,
officer-training colleges at present” by Pham Trung Thanh.
The works have claimed the position and importance of officials and
the necessity to build these officials with a sufficient number and a reasonable
structure. The officials have to grasp and strictly implement the Party’s
principle, highly appreciate the role and responsibility in leading and directing
of every party committee, party organization and the comprehensive power of
every party concerned.
1.2.2. The works on the teaching staff and the building of the
teaching staff
“The project on renewing Vietnam tertiary education in the
2006-2020 period” by Banh Tien Long; “The issue of quality of
teachers of political theory at universities and colleges in our country
presently” by Vu Thanh Binh; “Ho Chi Minh’s ideology on teachers and
building teachers at universities presently” by Ngo Van Ha; “Renewing


6
teaching methodology, improving the quality of teachers of political
theory in our country at present” by Tran Thanh Giang; “The issues of
basic and complete education-training to promote hi-quality human
resource” by Nguyen Van Luong.
These works have generalized the teaching staff in general and
affirmed the position and the role of teachers in the cause of educationtraining and proposed effective solutions to building a strong teaching staff,
meeting the demand of complete and basic renovation of education-training in
the strengthening period of industrialization, modernization and international
integration in our country presently.
1.2.3. The works on the military teaching staff and the

building of the military teaching staff
“Building the teaching staff and researchers of Political
Academy, meeting the requirements and tasks in the current period at
present” by Nguyen Quang Phat; “Building teachers of social sciences
and humanities at military officers-training colleges” by Nguyen Van
Thap; “Promoting political quality and scientific intelligence of young
teachers of social sciences and humanities at military officers-training
colleges of the Vietnam People’s Army at present” by Luong Thanh
Han; “Renewing, improving the training quality of teachers of social
sciences and humanities at Political Academy in the new period” by
Mai Van Hoa and Le Quang Truong; “The Army Officers-Training College
N1 with building officials and teachers with “both personal quality and
specialized knowledge” by Truong Dinh Quy; “Nurturing position and
title for teaching staff at military schools at present – the current
situation and solutions” by Luong Thanh Han.
These above-mentioned works have clarified the practical and
theoretical issues on building the teaching staff, especially teachers of
social sciences and humanities at military academies, officer-training
colleges. Base on the theoretical foundations, the dissertation defines some
issues of regularity and criteria for assessing, provides the current
situation, draws some experiences and proposes requirements and
solutions to building the teaching staff, especially teachers of social
sciences and humanities at military academies, officer-training colleges in
accordance with their tasks.
1.3. Overview of the findings of the previously published
works and the issues need further addressing in this dissertation
1.3.1. Overview of the findings of the previously published works


7

Firstly, the works on the officials and building the officials in
general, those in the army in particular have thoroughly interpreted the
practical and theoretical issues on the position and the role of
personnel’s and the work of personnel’s; the necessity to build the
officials at different levels and branches; categorizing each type of
officials, defining the requirements and criteria; assessing the current
situation, drawing lessons for building the strong officials.
Secondly, the previous works state that it is vital to plan, select,
train, nurture and use in order to have the efficient officials. The building
of the officials should be all-sided and synchronously in terms of
quantity, quality and structure. The way to build the strong officials
should assure the responsibility of the subjects concerned in leading and
directing; promoting the proactive and dynamic sense of the officials in
learning, training and working; providing favourable conditions and
treatment to encourage the officials and attract the talents; resiliently
dealing with the negative issues in the work of personnel’s.
Thirdly, the works on the teaching staff and building the teaching
staff agree that teachers have a role of paramount importance, deciding the
quality of education-training at schools and they are the ones who give
guidance and motivate learners to explore and master knowledge. If a nation
wants to achieve sustainable development, it needs to pay great attention to
its teaching staff, especially those at good quality universities. From the
position, the role of teachers and the importance of building the teaching
staff, the researchers have interpreted the practical and theoretical issues on
teachers and building the teaching staff. Notably, they point out the
limitation and insufficiency of the teaching staff and the direction to
promote the teaching staff in accordance with their missions.
Fourthly, these works state that it is necessary to apply the basic
issues in building the officials in general in order to build the teaching staff
with a sufficient number, reasonable structure, and high quality.

Simultaneously, the basic matters should be taken into consideration, such
as: promoting teachers’ capacity, teaching methodology and specialized
knowledge; helping teachers to master modern teaching facility; fostering
the talented teachers and experts; perfecting criteria for different levels of
teachers and recognizing the specialized areas, meeting the complete and
thorough renovation of education-training at present.
Fifthly, the military teaching staffs needs to thoroughly grasp the
Party’s views on officials and building officials in general. On the other


8
hand, the building of the teaching staff should go hand in hand with that
of commanders, managers and leaders at related departments, branches
and units. The building of military teaching staff should meet the
requirements of building the army and protecting the Fatherland both in
peace and the unexpected wars.
Until now, there have been no previous works researching
thoroughly the theory and practice of building the military teaching staff at
military academies, officer-training colleges under the perspective of the
Party Building and State Government. Therefore, the thesis entitles
“Building the military teaching staff at military academies, officer-training
colleges at present” is conducted for researching. However, these above
works serve as foundations and materials for the author to inherit, select
and add in conducting this study.
1.3.2. The issues need further addressing in this dissertation
Firstly, in terms of theory: The dissertation needs to provide the
scientific foundations, defining the concept of the military teaching staff at
military academies, officer-training colleges; profoundly seeking to clarify
the responsibility, the mission, the role and the feature of the military
teaching staff. It also seeks to build the key concept of building the military

teaching staff and concentrates on the essence of building the military
teaching staff at military academies, officer-training colleges, the subject, the
object, the force, the content, the form and the measure; indicating the issues
of regularity and forming the criteria to assess the building the military
teaching staff at military academies, officer-training colleges.
Secondly, in terms of practice: Base on the theory of the teaching
staff and the building of the teaching staff, the dissertation is conducted
by getting sufficient data, making surveys and investigations to assess
the current situation, the achievements and shortcomings, pointing the
causes and drawing lessons for building the military teaching staff at
military academies, officer-training colleges.
Thirdly, in terms of directions and solutions: The dissertation
analyses the factors affecting the building of the military teaching staff,
especially the requirements and the tasks of profoundly innovating the
education-training work; the task of protecting the Fatherland, building
the army and the military schools in the new period, defining the
requirements and proposing the feasible solutions to building the
military teaching staff, meeting the immediate and long-term demands
military academies, officer-training colleges at present.


9
Summary of Chapter 1
The previous works have thoroughly interpreted the position
and the role of the officials, the teaching staff and the necessity of
building the teaching staff with adequate personal quality, capacity,
knowledge, meeting their career’s needs. The requirements for the
officials and the teaching staff are different in each certain period and
political system. However, all the above mentioned works’ authors agree
that the building of the officials and the teaching staff with virtue and

talent by planning, selecting, training, nurturing and using should be
paid sufficient attention. This serves as an issue of practical and
theoretical significance for this dissertation. However, the issue of the
teaching staff and building this force at military academies, officertraining colleges have not been touched upon basically and thoroughly in
the perspective of political science and the Party building and State
Government. Therefore, this dissertation proves its originality and no
coincidence with any previously published works.
Chapter 2
THEORETICAL AND PRACTICAL ISSUES IN BUILDING A
MILITARY TEACHING STAFF AT
MILITARY ACADEMIES, OFFICER-TRAINING COLLEGES
2.1. Military academies, military officers-training colleges and
military teaching staff at military academies, officer-training colleges
2.1.1. Military academies, officer-training colleges and faculties of
military teachers at military academies, officer-training colleges
* Military academies, officer-training colleges
The military academies and schools in the army are an important
part of the national education system. Currently, the entire army has 21
military academies and schools, of which 18 military academies and schools
are responsible for training military officers at the university level. In the
system of 18 military academies and schools of the Vietnam People's Army
there are 07 academies and 11 military schools training military officers at
the university level.
07 academies including: Military Technical Academy, Military
Medical Academy, Military Academy of Logistics, Military Science
Academy, Air Defense-Air Force Academy, Naval Academy, Academy
of Border Defense Force.
11 military schools, including: The Army Officer College No1,
The Army Officer College No2, the Political Officer College, Air Force
Officer College, Artillery Officer School, Military College of Tank

Armour Officer, Officer of the Vietnamese Special Forces, Engineering


10
Officer College, Information Officer College, Commander Chemical of
Engineering, School of Military Technical Officers.
The organizational structure of military academies, officertraining colleges
According to Article 7, Chapter II, Operation Regulation of the
Vietnam People's Army Schools, the organizational structure of military
academies and schools consists of: the board of directors (for
academies), the board of administrators (for the military schools);
education and training management agencies; institutes, research centres
(in some institutions); faculties and divisions of teachers; cadet
management units; units in service of education and training.
Functions of the military academies, officer-training colleges
Military academies, officer-training colleges are organizations
with legal status, performing the tasks of education, training, scientific
research, building regular schools, granting diplomas and national
certificates according to the regulations of the State and Ministry of
Defense. Activities of military academies, officer-training colleges are
under the leadership and direction of the Central Committee, the
Ministry of Defense, the General Staff Department, the General
Department of Politics, the Party Committee and the heads of higher
levels, the management and professional guidance of the military
authorities, responsible for the implementation of the Law on Education,
School Regulations of Vietnam People's Army Schools.
Duties of the military academies, officer-training colleges
Organizing educational, training and scientific research activities
according to the tasks, contents, programs and plans approved by
competent authorities. Selecting cadets according to the criteria, targets

and regulations of the Ministry of Education and Training, Ministry of
Defense, training cadets for college, university and postgraduate degrees;
training military teachers, teachers of Social Sciences and Humanities;
fostering and educating defense-security knowledge; training reserve
officers and military officers at the commune level (ward, town); training
and fostering highly qualified human resources for the cause of
industrialization and modernization of the country. Researching and
developing the military militia, civilian social science and specialized
sciences for education, training and military construction, and national
defense. Building regular, advanced and exemplary schools; building a
clean and strong Party with competent leadership and high combatting
ability in schools. Participating in the struggle on the ideological front,


11
protecting the Party's ideology, viewpoints and guidelines, preventing
"peaceful evolution", "self-evolution", "self-transformation", and
denuclearization of the army. Being ready to receive and complete all
tasks assigned by the Ministry of Defense and the superior.
* The departments of military teachers in military academies,
officer-training colleges
Organizational structure
Currently, in the military academies, officer-training colleges,
the departments of military teachers are organized and staffed depending
on the nature and characteristics of the training sector in the military
academies, officer-training colleges and have different titles (names) to
implement the task of teaching the subjects military science such as:
command work, combat strategy; techniques for fighting infantry, arm
and service; general military, local military; military pedagogy; special
forces, martial arts, military sports ... The faculties of military teachers at

the military academies, officer-training colleges are often staffed with:
Department commanders (heads, deputy heads of faculties); assistants
and staff; divisions corresponding to the subjects or majors. Divisions
include the head, deputy head of the division and lecturers.
The function of the departments of military teachers
The Departments of Military Teachers directly teach subjects of
the Military Science and Military Research, under the leadership and
direction of the Party Committee, the Standing Committee of the Party
Committee of the military academies and schools and superior
authorities; the management and command of the board of directors (the
board of administrators) and the professional inspection and guidance of
the authorities. Teaching and research activities of military teachers'
faculties comply with the regulations of education, training and working
regulations of Vietnam People's Army Schools.
Duties of military teacher faculties
Firstly, carrying out the task of teaching and evaluating the
results of the subjects in charge of the faculty. Building and approving
specialized subjects taught by the Faculty and submitting to the Director
(Principal). Developing and organizing the implementation of teaching
plans; developing and implementing drills; inspecting and urging the
implementation of teaching tasks of the subjects and lecturers in the
faculty. Organizing the examination of conditions (credits), final exams
of modules, subjects taught by the faculty. Participating in assessing and


12
classifying students' quality. Secondly, developing and implementing the
research mission of the Military Science. Organizing scientific activities
and inspecting, urging the implementation of research tasks of science
subjects of faculties and lecturers in the faculty such as: Researching

topics and scientific subjects; compiling textbooks, documents, lecture
outlines; assigning lecturers to guide cadets to do topics, projects, theses,
and graduation theses ... Thirdly, managing officials, lecturers and staff
in the faculty. Fostering to improve the professional qualifications of
military instructors. Examining and urging subjects to foster lecturers
according to decentralization. Fourthly, effectively managing and
exploiting the facilities and teaching equipment of the faculty. Strictly
managing equipment, facilities for training provided by superiors and
self-equipped faculties, preventing losing and wasting. Fifthly, building
a strong and clean party committee and party organization and a strong
and comprehensive faculty; successfully completing all assigned tasks.
Building strong committees and party organizations in terms of politics,
ideology, organization and morality, with high leadership and fighting
power. Joining the fight on the ideological front; successfully carrying
out the central political task of teaching and scientific research, and
always being ready to receive and fulfil all assigned tasks.
2.1.2. Military teaching staff at military
academies, officer-training colleges
* The concept of military teaching staff in military academies
and schools
Military teaching staff at military academies,
officer-training colleges are specialized cadres, in charge
of teaching military science subjects, with university or
higher education level and granted the competence to
appoint and recognize titles according to the regulations
of the Ministry of Defense and the Ministry of Education
and Training; is a force directly deciding on the
improvement of the quality of military science education,
training and research in military academies, officertraining colleges.
* The role of the military teaching staff in the military

academies, officer-training colleges
Firstly, the military teaching staff is the force that determines
the quality of education and training of military subjects at the military


13
academies, officer-training colleges, directly equips the cadets with
military knowledge, fosters the cadets’ ability of organizing, managing,
training.
Secondly, the military teaching staff is the core force in the
research and application of the military science of military academies,
officer-training colleges, making an important contribution to the
development of military science and technology in the army.
Thirdly, the military teaching staff is a direct complement to the
contingent of officers, counselors, managers, and leaders in schools and
units throughout the army.
Fourthly, the military teaching staff is an important factor in
building a strong and clean party committee and party cells of military
teachers' faculties, strong and comprehensive faculties, contributing to
the construction of regular, advanced and exemplary military academies,
officer-training colleges.
* Characteristics of the military teaching staff in military
academies, officer-training colleges
Firstly, the military teaching staff are officers formed from
many different sources, trained from the military academies, officertraining colleges in the army, some trained abroad, with knowledge and
teaching skills in the subject of military science.
Secondly, the military teaching staff are competent officers with
commanding skills, tactical advising and the ability to endure the great
difficulties and harshness of specific military training activities.
Thirdly, the military teaching staff has largely not experienced

the positions of leading officials in charge of managing and commanding
grassroots units; the number of young lecturers is increasing.
Fourthly, the military teaching staff have a difference in the military
age, life age, experience, education level, and pedagogical competence.
2.1.3. Requirements on quality, capacity,
method and working style of military lecturers at
military academies, officer-training colleges
* About political qualities
* About moral qualities
* About qualifications and capacity
* About the method, working style
2.2. Concepts, principles, and criteria for assessing the
building of military teaching staff at military academies, officertraining colleges


14
2.2.1. Concepts of building military teaching staff at military
academies, officer-training colleges
Building military teaching staff at military academies, officertraining colleges is a purposeful activity of the subjects and forces in
leading, directing, organizing, deploying and implementing from zoning;
management, deployment and personnel policies, in order to make the
military teaching staff sufficient and meet the development requirements of
the tasks of education, training, building of military academies, officertraining colleges in the new situation.
The above concept points out the following basic issues:
Purposes; subjects; participating forces; construction objects; contents,
processes and measures for building military teaching staff in military
academies, officer-training colleges.
2.2.2. Principles in building military teaching staff at military
academies, officer-training colleges
Firstly, closely following the Party's political views in building

military teaching staff at military academies, officer-training colleges.
Secondly, closely following the central political task of each
military academy and each military officers’ school, mastering the
standard of faculty title prescribed by the Ministry of Defense in
building a contingent of teachers.
Thirdly, closely combining the construction of the military
teaching staff with the construction of strong military teacher faculties.
Fourthly, through practical activities and requirements of
radical and comprehensive renovation of education and training to build
a military teaching staff at a mission level.
2.2.3. Criteria for assessing the building of military teaching
staff at military academies, officer-training colleges
Firstly, the awareness, responsibility, capacity of the subjects
and forces involved in building a contingent of teachers at military
academies, officer-training colleges.
Secondly, implementing the content, process, and measures to build
the military teaching staff at military academies, officer-training colleges.
Thirdly, the results of building teachers' lecturers in terms of
quantity, quality, structure and level of reaching the standard of lecturer
titles as prescribed for the teaching staff of the military academies,
officer-training colleges.


15
Fourthly, the results of completing the tasks and the
development ability of the military teaching staff in military academies
and military officers’ schools.
Summary of Chapter 2
The military teaching staff is the force that directly plays a role
in determining the quality of military education, training and military

science research at the military academies, officer-training colleges.
Qualities, competencies, qualifications, methods, working styles of the
teaching staff directly affect the formation and development of necessary
qualities for cadets after graduation, creating the basis for improving the
quality and combat readiness of units throughout the army. On the other
hand, the military teaching staff is a core force, making an important
contribution to building "regular, advanced, exemplary" military schools,
meeting the mission requirements in the new situation. Therefore,
building a military teaching staff is a regular, important and urgent task
in the current period. Conducting building a military teaching staff in
military academies, officer-training colleges must make the teaching
staff of the military have sufficient quantity, high quality, and reasonable
structure, to meet the growing requirements of education, training, and
scientific research tasks. In order to build a qualified military teaching
staff, it is necessary to thoroughly grasp the principle matters; perform
synchronously and closely from the stage of planning, creating sources,
selecting, training, fostering to the stage of using and implementing
policies for the military teaching staff in practice. Resolutely struggling,
overcoming unscrupulous ideas, perceptions and misleading actions in
building a military teaching staff at military academies, officer-training
colleges today.
Chapter 3
CURRENT SITUATION AND SOME EXPERIENCE IN BUILDING A
MILITARY TEACHING STAFF AT MILITARY ACADEMIES,
MILITARY OFFICERS-TRAINING COLLEGES
3.1. Current situation of building a military teaching staff at
military academies, military officers-training colleges
3.1.1. Advantages in building a military teaching staff at
military academies, military officers-training colleges
Firstly, the awareness and responsibility of the Party

committees, party organizations, and officials in charge, organizations,


16
and forces for building a military teaching staff at military academies,
officer-training colleges have changed, more and more significantly.
Secondly, building a military teaching staff at military
academies, officer-training colleges has had a close cohesion between
the stages, steps and is conducted relatively effectively.
Thirdly, the military teaching staff at military academies, officertraining colleges has made an important change in quantity, quality and
structure, basically meeting the task requirements in the new situation.
Fourthly, the military teaching staff has primarily promoted the role
and responsibility in performing their duties and tasks, making an important
contribution to improving the quality of education, training, scientific
research, building strong military academies, officer-training colleges.
3.1.2. Limitations in building a military teaching staff at
military academies, military officers-training colleges
Firstly, the perception of a number of party committees, leading
cadres, functional agencies about the military teaching staff and building
a military teaching staff at times is not really complete; some aspects are
not taken seriously.
Secondly, identifying and implementing the stages, steps in
building a military teaching staff are still inadequacies, some contents
have not reached the goals and requirements.
Thirdly, the number, structure and quality of the military
teaching staff are still inadequate, failing to meet the increasing
requirements of the task situation.
Fourthly, the military teaching staff has some aspects that are not
commensurate with the position of university lecturers and the schools’ task
requirements in the new period, some lecturers perform the tasks ineffectively.

3.2. The causes of the situation and some
experience in building a military teaching staff at
military academies, officer-training colleges
3.2.1. The causes of the current situation of building a
military teaching staff at military academies, officer-training colleges
* The causes of advantages
Firstly, the Party and the State have issued many resolutions, directives
and regulations on officials and cadres' work; about education, training and
building teaching staff which are the basis for the military academies, officertraining colleges to build a military teaching staff in the right direction.
Secondly, the military academies, military officers-training colleges
always receive the leadership, direction and assistance of the Central
Committee, the Ministry of Defense, the General Department of Politics, the
General Staff Department and the higher levels.


17
Thirdly, the activeness and initiative of the party committees and
the presiding officers at all levels are the basic factors that bring
effectiveness in leading, directing and organizing the implementation of
building a military teaching staff.
Fourthly, a number of remuneration regimes for teachers are
increasingly concerned, the life of officials and lecturers gradually improved,
creating motivation for the military teaching staff to strive and grow.
Fifthly, the effort of the majority of military teachers is the direct
cause that creates the advantages in building a military teaching staff.
* The causes of limitations and shortcomings
Firstly, the difficulties of the country, the army and the negative impact
of the market mechanism have greatly affected the process of building a military
teaching staff at military academies, military officers-training colleges.
Secondly, the leadership and leadership capacity of some party

committees and presiding officers are sometimes not high, leading to
low effectiveness in building a military teaching staff.
Thirdly, the quality and efficiency in the organization and
implementation have not been good, leading to the limitations in building a
military teaching staff at military academies, officer-training colleges.
Fourthly, a number of policies and remuneration policies for
lecturers in general and teachers in particular still have many
shortcomings, failing to create a great motivation for this team to strive
and contribute to their best.
Fifthly, the awareness and responsibility in self-learning, selftraining, self-striving of many teachers are not high, not on par with
requirements and tasks.
3.2.2. Some experience in building a military teaching staff at
military academies, officer-training colleges
Firstly, they are regular grasp and proper use of the Party's views
and policies; the raising of awareness and responsibility of the party
committees, party organizations, officials in charge of all levels in building a
military teaching staff at military academies, officer-training colleges.
Secondly, close leadership, right, strict direction, strict, unified
and synchronous implementation are the decisive factors to the quality
and effectiveness of building a military teaching staff at military
academies, officer-training colleges.
Thirdly, building a military teaching staff in quantity, quality
and structure, attaching importance to quality, meeting immediate and
long-term task requirements.
Fourthly, taking care of building a healthy pedagogical
environment, well implement remuneration policies, creating motivation
to promote the potential and creativity of the military teaching staff at
military academies, officer-training colleges.

18
Fifthly, it is the close coordination between organizations and
forces in building a military teaching staff.
Summary of Chapter 3
Building a military teaching staff at military academies, officertraining colleges in recent years has achieved many important results,
actively contributing to improving the quality of education, training and
military scientific research. In addition to the advantages, building a military
teaching staff at military academies, officer-training colleges still has many
limitations and shortcomings, making the military teaching staff unable to
keep up with the development of the task situation in the new stage. The
advantages and limitations and shortcomings stem from many objective and
subjective reasons. However, it basically stems from the subjective cause in
leading, directing and organizing the implementation of the committees, the
leading cadres, functional agencies, and from the awareness and
responsibility of the military teaching staff themselves in building a military
teaching staff at military academies, officer-training colleges In order to
continuously improve the quality of education, training, scientific research,
and to build a "regular, advanced, exemplary" school, it is necessary to
clearly see the situation, realize the right cause, absorb lessons learned,
promote the achieved results, decisively overcome the limitations and
shortcomings, build a military teaching staff on a mission-level.
Chapter 4
REQUIREMENTS AND SOLUTIONS TO INCREASE BUILDING
A MILITARY TEACHING STAFF AT MILITARY ACADEMIES,
MILITARY OFFICERS-TRAINING COLLEGES AT PRESENT
4.1. Tasks and requirements to strengthen the building of
military teaching staff at military academies, military officerstraining colleges currently
4.1.1. Tasks affecting the building of the military teaching
staff at military academies, military officers-training colleges currently
* The situation of the world, the region and the country

has many rapid and complicated happenings that have been
affecting the task of building military personnel, including the
construction of military teaching staff in the military
academies, military officers-training colleges.
* The task of protecting the Fatherland and the direction to
build the Vietnam People's Army, the trend of international cooperation
sets new requirements in building a military teaching staff in the military
academies, military officers-training colleges.
* The requirement of a radical and comprehensive renovation of
education and training in the military academies, military officers-


19
training colleges requires improving the comprehensive quality of the
military teaching staff
* The development of the task of training cadres, scientific
research, building military schools in the new situation requires the
construction of a military teaching staff at military academies, officertraining colleges on par with the task.
* The Party, the State and the military continue to give attentive
concerns to all aspects and at the same time require the military
teachers to have a new development.
4.1.2. Requirements to strengthen the building of military
teaching staff at military academies, military officers’ school today
Firstly, strengthening the building of a contingent of military
teachers must ensure a sufficient number, reasonable structure, high
quality, meeting the tasks of the military academies, officer-training
colleges both in the immediate and long term.
Secondly, thoroughly grasping and strictly implementing the
views of the Party, the State, the Central Committee, the Ministry of
Defense on cadres and cadre work; on education, training in

strengthening building a military teaching staff at the military
academies, military officers-training colleges.
Thirdly, maintaining the leadership and direction of the standing
party committee, the board of directors (the board of administrators) of
the military academies, military officers-training colleges in
strengthening the building of the military teaching staff.
Fourthly, strengthening the building of the military teaching
staff should proceed closely, comprehensively with the guidelines and
synchronous solutions, suitable to the practical situation and task
requirements of each academy and military officers’ school.
Fifthly, performing regularly and effectively the coordination
among organizations and forces involved in strengthening the building
of the military teaching staff.
4.2. Solutions to strengthen the building of military teaching
staff at the military academies, officer-training colleges today
4.2.1. Creating a strong change in awareness and
responsibility of organizations and forces for strengthening the
building of military teaching staff at military academies, officertraining colleges currently.
* Contents to be performed
Firstly, all levels of party committees, party organizations, and cadres
take the lead in grasping and mastering the Party's and State's viewpoints,
guidelines, and policies on education, training and building a teaching staff.


20
Secondly, being aware of the right position and role of the military
teaching staff in education, training and scientific research activities at the
military academies, military officers-training colleges and the need to build
a strong military teaching staff.
Thirdly, organizations and forces should be aware of the correct

roles and responsibilities for building a military teaching staff.
Fourthly, acquiring valuable experience of the world, updating the
progressive ideologies of humanity involved in building a military teaching staff.
* Forms and measures
Firstly, doing a good job of propaganda, education, ensuring
comprehensive, in-depth, focused, and suitable for each object.
Secondly, through the activities of organizations, especially the activities
of the Party committees, party organizations, command organizations to raise
awareness and responsibility in building a military teaching staff.
Thirdly, through practical activities of education, training and
scientific research of schools to educate and raise awareness and responsibility
in building a military teaching staff.
Fourthly, understanding the situation, doing a good job of inspecting,
supervising and overcoming incorrect perceptions and implementations in
building a military teaching staff.
4.2.2. Building and well implementing the planning, source
creating and military teaching staff recruiting at military academies,
officer-training colleges at present
* For planning military teaching staff
Firstly, well implementing the overall planning of the military
teaching staff with the planning of command officers and the planning of
each lecturer title.
Secondly, grasping the practical situation of each military
academy and each military officer’s school to plan the military teaching
staff, ensuring the rationality.
Thirdly, doing well the work of management, implementation,
organization, inspection, reviewing and forecasting the development of the
situation to adjust and supplement the planning of the military teaching staff.
Fourthly, promoting the role of the subjects, especially
highlighting the roles and responsibilities of the faculties of teachers and

political agencies in developing and implementing the planning of
military teaching staff.
* Enhancing the creation of a source of military teaching staff
Firstly, proceeding to create sources from many directions.


21
Secondly, creating sources for each lecturer title, attaching
importance to creating leading cadres and experts.
Thirdly, ensuring the balance of structure, quantity and quality
in the creation of sources.
* Recruiting military teaching staff
Firstly, the selection of the military teaching staff must be tight,
attaching importance to quality.
Secondly, combining closely source selection on the spot with
selection from units and schools throughout the army, in accordance with the
characteristics of each military academy, military officers-training colleges.
Thirdly, resolutely overcoming negative manifestations in
recruiting military teaching staff.
4.2.3. Continuing to renovate the training and
fostering of military teaching staff at military
academies, military officers-training colleges
* Requirements of renovating the work of training and fostering
Firstly, sticking to the Party's views and policies on fundamental and
comprehensive renovation of education and training; building a contingent of
cadres and lecturers and building a military school in the new period.
Secondly, renovating the training and fostering of military
teaching staff must meet the requirements of standardizing teaching staff.
Thirdly, renovating the training and fostering of the military
teaching staff must come from the requirements of the tasks of

education, training, scientific research in the military academies, military
officers; schools.
* Contents and measures of renovating the work of
training and fostering
Firstly, renovating the leadership and direction of the subjects,
making a breakthrough to improve the quality of training and fostering
of the military teaching staff.
Secondly, perfecting models, goals, innovating contents,
training methods, fostering the military teaching staff.
Thirdly, diversifying and flexibly applying forms of training and
fostering, attaching importance to fostering.
Fourthly, promoting the activeness and initiative in self-training
and self-fostering of military teaching staff.


22
4.2.4. Managing, arranging, using effectively and
well implementing policies for military lecturers at
military academies, officer-training colleges
*Managing, arranging, using the military teaching staff effectively at
military academies, officer-training colleges
For managing the military teaching staff
Firstly, the military academies, military officers-training
colleges, the faculty of military teachers must perform well the duties
and tasks of managing the teaching staff according to the assignment and
decentralization of personnel management.
Secondly, incorporating the management of the military
teaching staff with the management of party members.
Thirdly, closely combining organizations, units at the school with
party committees, local authorities in managing the military teaching staff.

Fourthly, promoting the role of the military teaching staff in
self-management.
For the work of arranging and using the military teaching staff
Firstly, renewing the assessment work, ensuring objectivity and
seriousness, creating a basis for the arrangement and use of the military
teaching staff properly and effectively.
Secondly, closely following the plan and standards of arranging
and using the military teaching staff reasonably.
Thirdly, arranging and using the teaching staff in accordance with the
training majors, quality, capacity and development ability of each lecturer.
Fourthly, following the requirements of the school and the
faculty to arrange and use the military teaching staff.
* Well implementing the policy for the military teaching staff at
military academies, officer-training colleges
Firstly, well implementing material mobilization policies for
military teaching staff.
Secondly, well implementing the policy of spiritual
encouragement to military teaching staff.
Thirdly, well implementing the rear military policy towards the
military teaching staff.
4.2.5. Promoting the synergy in strengthening
the building of military teaching staff at military
academies, officer-training colleges currently
Firstly, enlisting the support of superiors with promoting the
activeness and initiative of the military academies, officer-training colleges.


23
Secondly, promoting the role of organizations and related forces in the
military academies, officer-training colleges in building a military teaching staff.

Thirdly, doing well the coordination between the military
academies, officer-training colleges and units of the whole army in
building a military teaching staff.
Fourthly, building a healthy pedagogical environment to create
motivations to attract talents and create favourable conditions for
military lecturers to strive.
Summary of Chapter 4
To build a military teaching staff at military academies, officertraining colleges currently, it is necessary to be aware of the impact of
the new situation and well implement the requirements set forth. In order
to properly implement the requirements in building a military teaching
staff at military academies, officer-training colleges, it is necessary to
focus on effectively implementing the contents, requirements and
measures on ideological, organizational and personnel work and policy
management. The process of leadership, direction and organization of
implementation needs to be conducted in a synchronous and strict
manner, and at the same time, it must be based on each specific
condition and practical situation to flexibly and creatively apply. In the
implementation, it must be constantly adjusted and supplemented to suit
the new development of the task situation in each school, overcome all
signs of closed framing, implemented mechanically and far from reality.
CONCLUSION
1. The military teaching staff are the officers in charge of teaching
and researching the military sciences, playing a key role, deciding on the
formation and development of military knowledge for the learners, making an
important contribution to improving high quality of education, training cadres
at the military academies, officer-training colleges. In order to meet the
requirements of fundamental and comprehensive renovation of education and
training activities; directions and goals to build schools and army under the
strong development of the Industrial Revolution 4.0, requiring the military
academies, officer-training colleges to strengthen the building of a strong

teaching staff, meeting the requirements of the tasks is the inevitable and
increasingly urgent issues in the current period.
2. The purpose of building a military teaching staff in military
academies, officer-training colleges in order to make the military teaching staff
have sufficient quantity, reasonable structure, and increasingly high quality,
commensuration with the new development position and requirements of
Education and training tasks. Building a military teaching staff must be
comprehensive in both quantity, quality and structure and must be conducted
closely and synchronously from planning, sourcing, recruiting, training,
retraining, using and implementing policies for the military teaching staff.
Building a military teaching staff under the leadership and direction of the
Central Committee, the Ministry of Defense, the General Staff Department, the


24
General Department of Politics, the party committee, the command of the
General Departments, the army, the services and the Border Guard (including
military academies, officer-training colleges) and superior agencies; Regularly
and directly it is the standing party committee, the board of directors (the board
of administrators) of the military academies, officer-training colleges; Party
committees and commanders of the faculties of military teachers directly carry
out; political agencies in schools directly provide advisory functions, with the
active participation of related organizations, forces and the role of the primary
teachers themselves; regularly and effectively carrying out the inspection,
supervision, preliminary review and experience drawing of the organizations
according to the scope and functions.
3. Over the past years, grasping thoroughly the views and
policies of the Party and the State on cadres and building a contingent of
officials; on Education and Training and building the contingent of
teachers, the leadership and direction of the Central Committee, the

Ministry of Defense, the guidance and help of the superiors, the military
academies, officer-training colleges have basically promoted their roles,
responsibilities, initiative and creativity in leading, directing and
organizing the implementation of building a military teaching staff. The
military teaching staff at military academies, officer-training colleges
have developed in terms of quantity, quality and structure, basically
meeting the task requirements. However, there are still limitations and
shortcomings that need to be overcome in building a military teaching
staff at military academies, officer-training colleges, such as: awareness,
responsibility in leadership, direction and organization of some
committees, the leading staff and many officials and lecturers on the role
of the military teaching staff and building a military teaching staff are
sometimes incomplete; the military teaching staff still has many
limitations and shortcomings. The cause of the limitations and
shortcomings mentioned above is mainly due to the fact that the building
of a military teaching staff has not been properly considered; planning,
sourcing, recruiting, training, retraining and using the military teaching
staff are not really effective; remuneration policies for the military
teaching staff are still inadequate; Awareness and responsibility of many
teachers are not high, not on par with the task requirements.
4. To build a military teaching staff military academies, officertraining colleges at present, it is necessary to thoroughly grasp and
implement the matters of the principle, closely follow the criteria and
experiences drawn in practice; closely assess the impacts of the task
situation, determine the scientific and reasonable requirements and
synchronously implement the system of solutions. In particular, unifying
awareness, upholding the responsibility of organizations and forces is the
basis and premise; doing well the work of building, planning, creating
sources, recruiting is the basis and conditions for building a military
teaching staff capable, scientific, creating a long-termed stability in terms

25
of quantity and quality and structure; managing, using effectively and well
implementing policies for the military teaching staff are an "art" in the use
of people, in order to maximize the talents and forte of the military
teaching staff in the work, and at the same time, create motivation to
arouse self-awareness and high responsibility for military teachers to
strive and mature; promoting synergy to unify the awareness and actions
of organizations and forces involved in building a military teaching staff.
5. In order to gain high quality and efficiency in building a military
teaching staff for military academies, military officers-training colleges, it is
necessary to unify awareness, raise responsibility, implement solutions
synchronously, not absoluteize or overlook any solution. However, the
practice is always mobilizing, developing, which require military
academies, officer-training colleges to be proactive, creative and stick to the
situation, especially when the mission and organization and structure of the
military school system have the change to select issues with the focus, to
prioritize, direct and organize effective implementation. At the same time, it
is necessary to regularly research to supplement new issues, constantly
improve the theoretical and practical issues and solutions to build a correct
and feasible military teaching staff. Resolutely overcome the negative ideas,
incorrect perceptions and actions to build a strong contingent of lecturers,
contributing to improving the quality of educating and training cadres and
scientific research in military academies, officer-training colleges, meeting
the demand of the task requirements.