Quản lý bồi dưỡng năng lực dạy học cho giáo viên trung học phổ thông nước cộng hòa dân chủ nhân dân lào tt tiếng anh

THAI NGUYEN UNIVERSITY
UNIVERSITY OF EDUCATION

CHEETHAO XIONG YER

MANAGE THE FOSTERING OF TEACHING
COMPETENCIES FOR HIGH SCHOOL TEACHERS
IN THE LAO PEOPLE'S DEMOCRATIC REPUBLIC

Major: Educational Management
Code: 9140114

DISSERTATION SUMMARY

THAI NGUYEN - 2020


The dissertation was finished at:
THAI NGUYEN UNIVERSITY – UNIVERSITY OF EDUCATION

Supervisor: Assoc. Prof. Dr Nguyen Thi Tinh

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

The dissertation will be defended in the university committee:
THAI NGUYEN UNIVERSITY – UNIVERSITY OF EDUCATION

Time: ………………. Date: ………………………….

The dissertation can be found at:
1. National Library of Vietnam;
2. Thai Nguyen University - Learning Resource Center
3. Library of University of Education.


THE AUTHOR’S PUBLICATIONS
RELATED TO THE DISSERTATION TOPIC

1. Cheethao XIONGYER (2018), "Current situation of demand for
fostering teaching competencies of high school teachers of Lao
PDR", Journal of Educational Management, No. 12, December
2018, Hanoi.
2. Cheethao XIONGYER, Nguyen Thi Tinh (2019), "Teaching
competence of high school teachers of Lao People's Democratic
Republic", Journal of Educational Management Science, No. 01
(21), March 2019.
3. Cheethao XIONGYER (2019), "Manage the fostering of
teaching competencies for high school teachers of Lao
People's Democratic Republic", Journal of Education &
Society, Special issues, August 2019.


1
INTRODUCTION
1. Reason for choose the research topic
Teachers are the determining factor of the education quality, so paying
attention to fostering teaching and educational competencies for teachers in
general and high school teachers in particular are the management contents
of the Director of the Departments of Education and the Principal of high

schools in order to improve the quality of education in general and the
quality of high school education in particular.
The general education of the Lao PDR is undergoing renovation;
however, the teaching competencies of high school teachers has many
shortcomings and does not meet the teaching requirements in schools
compared to neighboring countries and other countries around the
world. Therefore, the issue of fostering teaching competencies for
teachers to meet the requirements of innovation and the managing the
fostering of teaching competencies for high school teachers of Lao PDR
is an urgent issue now to accelerate the renovation of high school
education in Lao PDR.
Recently, the Lao PDR has conducted fostering courses to foster
teaching competencies for high school teachers and conduct
management measures to improve their operational efficiency; however,
the implementation reality shows that there are still many shortcomings.
Therefore, it is necessary to conduct researches on managing the
fostering of teaching competencies for teachers in a new context to find
measures of organizing teaching competencies building activities for
teachers effectively. Therefore, the author chooses the topic: "Manage
the fostering of teaching competencies for high school teachers in the
Lao People's Democratic Republic".
2. Research Aims
On the basis of theoretical research and surveys, assess the
situation of fostering and managing the fostering of teaching
competencies for high school teachers of Lao PDR; propose some
management measures to foster teaching competencies for high school
teachers in order to improve the quality of teachers to meet the
requirements of improving and ensuring the quality of high school
education in Lao PDR.
3. Research object and subject

3.1. Research object: The process of fostering teaching competencies
for high school teachers


2
3.2. Research subject: Measures to manage teaching competencies
building activities for high school teachers of Lao PDR.
4. Scientific hypotheses
Fostering teaching competencies for high school teachers
contributes to improving the quality of teachers, meeting the
requirements of educational renovation. The activities of fostering
teaching competencies for high school teachers of Lao PDR have been
paid attention and have gained remarkable achievements. However, in
the implementation process, there are still shortcomings. If measures to
manage teaching competencies building activities for high school
teachers of Lao PDR are proposed scientifically and synchronically,
based on the competence, fostering needs and available resources, the
teaching competencies of teachers will be improved, contributing to the
successful implementation of educational innovation in Lao PDR.
5. Research tasks
5.1. Study the theoretical basis for managing the fostering of teaching
competencies for high school teachers
5.2. Investigate and evaluate the situation of fostering and managing the
fostering of teaching competencies for high school teachers of Lao PDR.
5.3. Propose management measures to foster teaching competencies for
teachers of high schools in Lao PDR and test some proposed measures.
6. Scope of the research
Investigate the status of teaching competencies and the
management of teaching competencies building activities for high
school teachers in Lao PDR and assess within the secondary schools in

the role of the managing subject - Director of Lao Department of
Education and Sports. The author of the dissertation conducted a survey
on high school teachers in the three provinces with the regional
representation of 6 high schools in Lao PDR.
7. Research methodology and specific research methods
7.1. Research methodology
Study the management of teaching competencies building activities
for high school teachers from the viewpoint of systemic approach,
regarding management of fostering activities for high school teachers as
a component in developing high school teachers of the Department of
Education and Sports relating to other components such as the current
competence of teachers, teacher professional standards, requirements on


3
renovating high school education programs, mechanisms and policies
for teachers, financial facilities for fostering, etc.
Study the management of teaching competencies building activities
for high school teachers of the Lao People's Democratic Republic based
on the teachers' competence and competence fostering needs. The
fostering objectives, program contents and activities must be based on
the fostering needs and teaching competencies of the teachers to meet
the requirements of implementing high school education program under
the renovation orientation of Lao PDR in the current period.
Study the management of teaching competencies building activities
for high school teachers in association with the practice of general
education renovation and high school education renovation of Lao PDR,
with the reality of high school teachers and high school education in
each region of Lao PDR. Therefore, all teacher training activities must
be suitable to the subjects, meeting the requirements of renewing high

school education of the Lao PDR in the current context.
7.2. Specific research methods
7.2.1. Group of theoretical research methods
7.2.2. Group of practical research methods
i). Anket survey
ii). Interview
iii). Observation
iv). Product research
v). Expert method
vi). Assaying and testing
7.2.3. Group of supplementary methods
8. The points to be protected
Management of teaching competencies building for high school
teachers needs to be conducted based on the competence and fostering
needs to identify fostering objectives, contents, programs, methods,
organizing forms, conditions, and, at the same time, objective and
subjective factors affecting the training management process, in which
the management competence and the active participation of teachers in
fostering play a decisive role.
Activities of fostering high school teachers and managing activities of
fostering teaching competencies for high school teachers of Lao PDR have
been paid attention to and implemented, but there are still some points that


4
need to be overcome: fostering contents, programs, forms of organization,
assessment of fostering results and conditions for fostering.
In order to manage teaching competencies building for high school
teachers in Lao PDR to meet the requirements of educational
renovation, it is necessary to synchronize management measures such

as: perfect the set of teaching competencies criteria for high school
teachers to meet the requirements of educational renovation; organize
the development of competence-based retraining programs; mobilize
resources to ensure fostering conditions and directing the renovation of
fostering methods and forms; develop a team of key teachers; organize
the evaluation of teachers’ teaching competencies according to the set of
criteria in order to motivate fostering activities.
9. New contributions of the research
The dissertation has:
- systematized the theoretical basis for fostering and managing the
fostering of teaching competencies for high school teachers based on
competence, needs and contextual analysis.
- generalized the situation of fostering and managing the fostering
of teaching competencies for high school teachers in Lao PDR and
identified the limitations in teaching competencies, contents of fostering
programs, competence of managing fostering activities for teachers in Lao
PDR and factors influencing the fostering activities.
- proposed a set of teaching competencies criteria for teachers to
meet the requirements of educational innovation and a system of
management measures to foster teaching competencies for high school
teachers in Lao PDR based on their competence, fostering needs and
fostering resources. These measures, which are systematic and
synchronous, help improve teaching competencies for high school
teachers of Lao PDR.
10. The structure of the thesis
Apart from the introduction, conclusion and recommendations, the
thesis content consists of 3 chapters:
Chapter 1: Theoretical basis for managing the fostering of teaching
competencies for high school teachers
Chapter 2: Current situation of managing the fostering of teaching

competencies for high school teachers in Lao PDR.
Chapter 3: Measures of managing the fostering of teaching
competencies for high school teachers in Lao PDR.


5
Chapter 1
THEORETICAL BASIS FOR MANAGING TEACHING CAPACITY
BUILDING ACTIVITIES FOR HIGH SCHOOL TEACHERS

1.1. Literature Review
Studies on teacher development have been done by many domestic
and foreign authors in different perspectives:
(i) Research on teacher training management in the direction of
developing teachers according to competency-based approach.
(ii) Research to determine the position and role of teachers and
lecturers in improving the quality of education and training in schools and
determine the competence to be developed for teachers and lecturers as
well as professional standards of general education teachers and vocational
teachers.
(iii) Research on developing teachers in the approach of human
resource management and the theory of human resource development.
There has not been a systematic study on fostering teaching
competencies for high school teachers and managing teaching
competencies fostering activities for high school of Lao PDR based on
teachers’ teaching competencies and fostering needs.
1.2. Basic concepts of the research topic
1.2.1. Teaching
Teaching is a process in which with the organization, direction and
guidance of teachers, students are self-conscious, positive and proactive

in self-organizing learning activities to accomplish teaching objectives
and tasks.
1.2.2. Teaching competence
Teaching competence is the ability to carry out teaching activities
based on the mobilization of a combination of knowledge, professional
skills and pedagogical skills, personal qualities to implement the stages
of the teaching process to implement effectively teaching objectives and
tasks set in the real context.
1.2.3. Fostering teaching competencies for high school teachers
Fostering teaching competencies for high school teachers is
perfecting the results of basic training, improving professional
qualifications, pedagogical skills and personal qualities for teachers;
is guiding teachers on maintaining and perfecting the results of
current and ongoing professional and professional work; is forming a
higher level of knowledge, professional skills for high school


6
teachers to meet the requirements of high school education
innovation in the current context.
1.2.4. Managing teaching competencies fostering activities for high
school teachers
Managing teaching competencies fostering activities for high
school teachers is the process of implementing management functions
in order to effectively implement the fostering objectives, program
contents and plans to help teachers improve competence to meet the
requirements of teaching innovation and social requirements.
1.3. Basic issues on fostering teaching competencies for high school
teachers
1.3.1. The requirements of innovating education and teaching

competencies of high school teachers
Facing the requirements of the 4.0 revolution and the
requirements of renovating the country in the integration period, the
school must shift from knowledge-based teaching to teaching based on
developing learners’ competence. Students not only learn subject
knowledge but also learn methods of thinking and methods of
mastering knowledge; and at the same time, learn social skills and
skills of developing personal competence. In this context, the core
objective of the high school is to educate and develop students' diverse
qualities and competencies, prepare for them to develop lifelong
learning ability, meeting the requirements of revolution 4.0 and the need
for industrialization - modernization, international integration, and
sustainable development of the country, with the following goals:
learning to know, learning to do, learning to live together, and learning
to self-affirm.
1.3.2. The objectives of fostering teaching competencies for high
school teachers
Strengthen, supplement and develop teaching skills; supplement
new, advanced and missing knowledge in teaching.
1.3.2. The content and process of fostering teaching competencies for
high school teachers
1.3.2.1. Contents of fostering teaching competencies for high school teachers
i) Competence in developing curriculum
ii) Competence in designing and organizing lessons in the
orientation of developing students’ competence
iii) Competence in applying IT in designing and organizing teaching


7
iv) Competence in selecting, applying and coordinating teaching

methods and forms to activate student learning activities
v) Competence in using equipment and facilities in teaching
vi) Competence in organizing and controling students’ learning
activities in teaching.
vii) Competence in testing and assessing in teaching
1.3.2.2. The process of fostering teaching competencies for high school
teachers
The process of fostering teachers and lecturers should comply with
the following steps:
Step 1: Survey the fostering needs of teachers.
Step 2: Determine the fostering contents, programs and
organizing forms
Step 3: Mobilize resources for fostering activities
Step 4: Organize activities of fostering teaching competencies for
teachers
Step 5: Assess the fostering results
1.3.3. Methods and forms of fostering teaching competencies for high
school teachers
1.3.3.1. Fostering methods
Lecturing to raise problems, teaching to raise problems, discussion,
group work, project-based learning, case study, professional practice,
modeling and imitating, self-fostering and self-study.
1.3.3.2. Forms of fostering
Mass fostering; in-place fostering; e-learning fostering; combining
direct fostering and online fostering; organizing seminars to improve the
teaching competencies for teachers, organizing sharing and exchange
forums in the professional community; organize classroom observation,
advise and support colleagues about teaching competencies, organize
provincial teaching contests for teachers of all subjects.
1.3.4. Evaluate the results of fostering teaching competencies for high

school teachers
- Check the preparation work of the lecturers.
- Check resources for fostering.
- Check the process of participating in fostering of high school teachers.


8
1.4. Manage the fostering activities for high school teachers.
1.4.1. Make a plan for fostering teaching competency for high school
teachers
i) Survey high school teachers' needs for fostering teaching
competencies.
ii) Develop contents of the curriculum to improve teaching
competencies for teachers.
iii) Develop standards and criteria to be achieved in fostering
teachers’ teaching competence close to the fostering objectives and
contents, which will serve as a basis for evaluating the fostering results.
1.4.2. Organize the implementation of the plan for fostering teaching
competence for high school teachers
Establish a steering committee to organize the fostering ò teaching
competencies for high school teachers; Mobilize resources for fostering;
Develop a coordination mechanism between the Department and the
Provincial People's Committee in formulating and approving fostering
plans; Develop a mechanism for monitoring and assessing activities and
results of fostering teaching competencies for teachers; Complete the
system of documents and guidelines for fostering and improving
teaching competencies for high school teachers.
1.4.3. Direct the implementation of the plan for fostering teaching
competencies for high school teachers
Direct the survey and evaluation of teachers’ teaching

competencies, analysis of the results and determination of the fostering
needs; Direct the formulation and implementation of curriculum
contents of fostering teaching competencies for high school teachers;
Direct the competence building for lecturers and key teachers; Direct the
diversification of fostering methods and forms; Direct the assurance of
fostering conditions; Evaluate fostering results.
1.4.4. Evaluate teaching competencies fostering activities for high
school teachers
Make guidelines for designing evaluation tools; Design a process
of evaluating the results of fostering teaching competencies for high
school teachers
1.5. Factors affecting the management of the fostering of teaching
competencies for high school teachers
1.5.1. Subjective factors
1.5.2. Objective factors


9
Conclusion for chapter 1
Fostering teaching competencies for high school teachers is an
activity that helps teachers supplement and update knowledge to
improve teaching competency components, and is the duty as well as
the right of each teacher.
Management of teaching competencies building for high school
teachers is the process of performing management tasks of the
Department of Education and Sports on activities of fostering teaching
competencies for high school teachers through the implementation and
organization of fostering contents, forms and methods with the aim of
improving teaching competencies for teachers of the school to meet the
current educational renovation requirements.

Chapter 2
CURRENT SITUATION OF MANAGING THE FOSTERING OF
TEACHING COMPETENCIES FOR HIGH SCHOOL TEACHERS IN
LAO PDR

2.1. Overview of the survey objects and survey organization
2.1.1. Overview of high school education of Lao PDR
2.1.2 Survey organization
2.2. Current situation of fostering teaching competencies for high
school teachers in Lao PDR
2.2.1. Actual situation of teaching competencies of high school
administrators and teachers in Lao PDR
The results of the survey on the status of teaching competencies of
education managers and high school teachers of Lao PDR show that the
component teaching competencies are relatively adequate, but they are
not uniform. Some of the necessary competencies to conduct teaching
innovation and improve teaching quality have not been highly
appreciated by teachers.
2.2.2. Current situation of teaching competencies of high school
teachers in Laos
According to the assessment of administrators and the selfassessment of high school teachers, high school teachers are limited in
some teaching competencies: competence-based teaching; integrated
teaching; experiential teaching; assess student's competencies;
curriculum development; differentiated teaching, etc. These are
important issues that need to be considered in fostering.


10
2.2.3. Situation of demand for fostering teaching competencies of
high school teachers in Lao PDR.

2.2.3.1. The demand for contents of fostering teaching competencies of
high school teachers.
The demand for fostering teaching competencies of teachers is
relatively high in the following competencies: competence-based
teaching; integrated teaching; experiential teaching; differentiated
teaching; competence-based assessment; selection of the teaching forms
and methods; psychological consultation and support for students;
application of information technology in teaching, etc. These serve as
the basis for building a fostering program to improve teaching
competencies for teachers.
2.2.3.2. The need for forms and methods of fostering teaching
competencies of high school teachers in Lao PDR
Direct fostering and direct fostering in combination with online
fostering are the forms that high school teachers of Lao PDR have a
high demand for because, according to teachers, these forms are
practical. Besides, the form of self-training with manual documents and
answers to questions and the form of classroom observation to draw
experience are also selected by many teachers.
The need for each method of fostering teaching competencies for
high school teachers is evaluated at a fairly good level or above; there
are no methods that teachers do not have a demand for.
2.2.3.3. General assessment of teaching competencies and fostering
needs of high school teachers of Lao PDR
2.2.4. Situation of contents, methods and forms of fostering teaching
competencies for high school teachers in Lao PDR
2.2.4.1. Actual situation of contents of fostering teaching competencies
for high school teachers in Lao PDR
Fostering contents have been implemented but not yet synchronized;
the contents of competence-based teaching, online teaching, competencebased assessment have not been paid attention to.
2.2.4.2. Situation of methods and forms of fostering teaching

competencies for high school teachers in Lao PDR
The organizational forms and methods of fostering teaching
competencies for high school teachers have been conducted by the Lao
Department of Education and Sports but they are not synchronical.
There are only 3 forms used very frequently: direct fostering; fostering


11
through self-study manual documents; classroom observation; good
teaching competitions. The forms that are not conducted regularly are:
online fostering; direct fostering in combination with online fostering;
organizing seminars to share experiences on teaching; oberve
classroom, consult and support colleagues, etc.
The fostering methods which dominate in orientation of developing
competencies for learners have not been given due attention to.
2.2.4.3 Actual situation of assessing the results of fostering teaching
competencies for high school teachers in Lao PDR
The evaluation results show that the testing and assessment of
fostering results focus on three contents:
Evaluate teachers' achievement papers; get feedback from teachers
about the effectiveness and relevance of fostering activities, practice
designing lesson plans.
The contents that have not been assessed adequately are: test the
fostering results with multiple-choice questions; assess with essays;
assessment through teaching organization practice.
2.2.5. Difficulties in fostering teaching competencies for high school
teachers in Lao PDR.
General comment: Teachers still face many difficulties in fostering
activities for many different reasons, so managers need to pay attention
to these issues in order to select measures to motivate teachers to

effectively participate in fostering activities.
2.3. Current situation of managing the fostering of teaching
competencies for high school teachers in Lao PDR
2.3.1. Awareness of administrators and high school teachers about
fostering teaching competencies for teachers
According to the survey results, high school administrators and
teachers are fully aware of the role and meaning of fostering teaching
competencies for teachers; however, their awareness of some contents is
not sufficient, favoring the improvement of teaching quality and career
development in general or just supplementing subject knowledge and
skills.


12
2.3.2. Make a plan to foster teaching competencies for high school
teachers of Lao PDR
No.
1
2
3
4
5
6
7
8
9

Contents of the plan for fostering
teaching competencies for teachers
Investigate teachers' needs for fostering

teaching competencies
Analyze and assess the need for fostering
teaching competencies of high school
teachers
Determine objectives and contents of
fostering programs
Determine the organization form, time and
place of fostering
Prepare materials and resources for
fostering teachers
Determine mechanisms for monitoring
fostering activities
Identify the criteria for the results of
teacher fostering activities
Determine mechanism of coordination
among units in the province in fostering
teaching competence for teachers
Mobilize resources to organize fostering
activities

Degree of implementing the plan
contents
Average
1
2
3
4
5
31

69

84

55

0

2.68

31

69

71

68

0

2.74

0

0

68

102

69

4.00

0

5

41

98

95

4.18

0

0

55

105

79

4.10

0

69

84

55

31

3.20

0

0

68

102

69

4.00

0

0

35

99

105

4.29

0

53

68

49

69

3.56

2.3.3 Organize fostering teaching competencies for high school
teachers of Lao PDR
No.
1
2
3
4
5
6
7
8

Contents of implementing the functions
of organizing fostering activities for

teachers
Establish a steering committee for
organizing fostering
Build a coordination mechanism between the
Department and the schools in implementing
teacher fostering activities
Coordinate with departments and agencies to
mobilize resources for fostering teachers
Form a team of core teachers to support
teachers' innovation
Develop fostering contents and programs
based on the results of the need survey
and the assessment of teachers’ teaching
competencies
Invite good professionals to foster
teaching competencies for teachers
Develop mechanism to support teachers
participating in fostering activities
Organize seminars on teaching innovation
to create an environment for teachers to
learn

Degree of implementation
Average

1

2

3

4

5

0

0

35

99

105

4.29

46

68

35

53

37

2.86

31

69

84

55

0

2.68

25

59

51

68

36

3.21

28

69

68

66

8

2.82

0

5

41

98

95

4.18

55

105

79

4.10

84

55

31

3.20

0
0

69


13
9
10
11
12

Promote teachers 'self-fostering role and
develop criteria for evaluating teachers'
self- fostering results
Provide fostering resources and support
facilities for teachers
Organize good teaching competitions to create a
shared learning environment among teachers
Organize seminars on in-depth topics

0

0

68

102

69

4.00

0

13

35

99

92

4.13

0

0

32

101

106

4.31

26

69

84

31

29

2.86

2.3.4. Direct the activities of fostering teaching competence for high
school teachers of Lao PDR
No.
1
2
3
4
5
6
7
8
9
10
11

Contents of directing the fostering of
teaching competencies for teachers
Investigate teachers' needs for fostering

teaching competencies
Build fostering contents and programs
Develop a team of lecturers
Prepare documents and facilities for
fostering
Diversify forms of fostering
Promote teachers' self-fostering role
Organize lesson study and colleague
support
Organize good teaching competitions at
all levels
Organize
seminars
on
teaching
competencies
of
teachers
and
developing teaching competencies for
teachers
Apply IT in fostering
Evaluate fostering results

Degree of
implementation
1
2
3
4

5

Avergae

26

65

84

55

9

2.82

0
0

0
0

91
67

80
95

68
77

3.90
4.04

0

49

71

68

51

3.51

31
0

62
0

68
33

45 33
103 103

2.95
4.29

25

54

71

68

21

3.03

0

0

29

107 103

4.31

51

66

32

45

45

2.86

23
0

49
49

71
71

48
68

48
51

3.21
3.51

2.3.5. Evaluate the results of implementing the plan for fostering
teaching competence for high school teachers in Lao PDR
The inspection and evaluation of the fostering plan implementation
of the Lao Departments of Education and Sports has not been done
well; the contents of inspection and evaluation have not been conducted
regularly.
2.4. Situation of factors affecting the management of fostering

teaching competencies for high school teachers of Lao PDR
From the evaluation results, the most influential factors to the
management of fostering teaching competencies for high school
teachers of Lao PDR are:


14
- Attitude and competence of teachers participating in fostering
achieved an average score of 4.42 points.
- The management competence of the Department of Education and
Sports got an average of 4.40 points.
- Competence of lecturers, lecturers participating in fostering
courses got 4.37 points.
Monitoring and evaluation mechanism; mechanisms and policies
for teachers when participating in retraining; facilities, finance for
teacher fostering, etc.
2.5. General evaluation of the situation
2.5.1. Achievements and strengths of fostering activities and the
management of fostering teaching competencies for high school
teachers of Lao PDR
Activities of fostering teachers in general and fostering teaching
competencies for high school teachers of Lao PDR schools in particular
are always concerned by all management levels from the grassroots
level to the school.
Management levels from the Department of Education and Sports
to high schools were concerned about fostering: the tasks of planning;
organizing the plan implementation; directing; examining and
evaluating teaching competencies building activities for high school
teachers have been conducted and have initially brought about
efficiency.

2.5.2. Shortcomings of fostering activities and the management of
fostering teaching competencies for high school teachers in Lao PDR
- Regarding activities of fostering teaching competencies for high
school teachers:
Fostering contents have been implemented but not yet
synchronized; the contents of competence-based teaching, integrated
teaching, differentiated teaching, online teaching, and competencebased assessment have not been paid attention to.
The organizational forms of fostering teaching competencies for high
school teachers have been conducted by the Lao Department of Education
and Sports but they are not synchronical. There are only 3 forms used very
frequently: direct fostering; fostering through self-study manual documents;
classroom observation; good teaching competitions.
The main methods of fostering are lectures, self-fostering, self-study
and practice; other methods have not been given adequate attention.


15
- Regarding the management of fostering teaching competencies for
high school teachers:
The work of making planning for fostering teaching competencies
for high school teachers in Lao PDR has been done, but it only focused
on fostering contents, forms, location and time.
The organization of fostering activities has been implemented in all
contents, but there are still shortcomings in some areas that need to be
overcome: assess teachers' teaching competencies and assess fostering
needs; organize seminars and workshops to support teachers in
improving teaching competencies; build teams of key teachers, counsel
and support colleagues to develop teaching competencies.
The tasks of directing activities of fostering teaching competencies
for teachers has been done by the Department of Education and Sports

but they are not been synchronical.
The inspection and evaluation of the fostering plan implementation of
the Lao Departments of Education and Sports has not been done well; the
contents of inspection and evaluation have not been conducted regularly;
therefore, they can not create motivation for fostering activities.
2.5.3. Reasons
Conclusion for chapter 2
The management of fostering has been implemented
synchronously in all contents at all stages in the fostering process.
However, there are some limitations in the planning stage; for example,
the fostering contents are not based on the results of the demand survey;
there is no comprehensive and synchronous plan in mobilizing
resources for fostering. The organization work is still limited in such
contents as assessing teaching competencies of teachers and
investigating fostering needs. The direction work is also limited in the
contents of directing the survey on fostering needs, directing the
organization of workshops on teacher competence and teaching
competencies development for teachers, lesson study seminars; IT
applications in teaching, diversifying forms of fostering, etc. The
evaluation of fostering activities and the implementation of fostering
plans is not effective and can not create a motivation for the fostering
course to improve quality. These are practical grounds for proposing
measures to manage teaching competencies building activities for high
school teachers of Lao PDR in the current context.


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Chapter 3
MEASURES OF MANAGING THE FOSTERING OF TEACHING
COMPETENCIES FOR HIGH SCHOOL TEACHERS IN LAO PDR

3.1. Principles for proposing measures to manage the fostering of
teaching competencies for high school teachers of Lao PDR
3.1.1. The principle of ensuring the fostering goal, which is to develop
teaching competencies for high school teachers
3.1.2. The principle of ensuring practicality
3.1.3. The principle of promoting the autonomy, self-discipline and selffostering of teachers in fostering activities
3.1.4. The principle of ensuring efficiency
3.1.5. The principle of ensuring teachers’ professional development
3.1.6. The principle of ensuring modernity, openness and flexibility
3.2. Measures for managing the fostering of teaching competencies
for high school teachers in Lao PDR to meet the requirements of
improving teacher quality
3.2.1. Organize completing the set of teaching competencies criteria
for high school teachers in Lao PDR to meet the requirements of
educational renovation
3.2.1.1. The objective of the measure
Take the teaching competency criteria set as a basis for developing
criteria and tools for assessing and self-assessing teaching competencies
of teachers, surveying fostering needs and developing teaching
competence building programs for teachers.
3.2.1.2. Contents of implementing the measure
Define the basis for building the teaching competency criteria of
high school teachers
Define the standard framework of teaching competencies of high
school teachers. Based on the set of teaching competencies criteria, the
Director of the Department directs a group of experts to specify the
component teaching competencies of teachers and formulate criteria and
indicators in each component teaching competency.
3.2.1.3. Method of implementing the measure

The Director of the Lao Department of Education and Sports must
perform the following tasks:
- Establish a group of experts to study and formulate the teaching
competency criteria of teachers according to appropriate regional
conditions.


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- Direct the research team to analyze professional standards and
requirements on teaching competencies of high school teachers, trends
of high school education renovation.
- Direct the group of research experts to analyze each component
teaching competency to define their criteria and indicators.
- Direct and guide high schools to use the competency framework
to self-assess the teaching competencies of teachers, and then identify
needs and content of fostering and self-fostering to improve teaching
skills for teachers.
3.2.1.4. Conditions for implementing the measure
3.2.2. Organize the development of a teaching competence building
program for high school teachers of Lao PDR in a competencebased approach
3.2.2.1. The objective of the measure
Identify the right needs for fostering teaching competencies of high
school teachers on the basis of which develop a teaching competencies
fostering program for teachers that meet the current high school
education renovation requirements.
3.2.2.2. Contents of implementing the measure
(1) Analyze needs for fostering teachers’ competence; (2) Defining
aims and objectives of fostering teaching competencies for teachers; (3)
Design contents of fostering curriculum; (4) Implement fostering
activities according to the defined methods and organizational forms;

(5) Evaluate the fostering results to find out the shortcomings and
continue to improve the fostering activities.
3.2.2.3. Method of implementing the measure
The development of a teaching competencies fostering plan for
high school teachers must be based on the actual competence of the
teaching staff and the teachers' fostering needs in terms of contents
and forms.
To develop a teaching competencies fostering plan for high school
teachers, managers of the Lao Department of Education and Sports need
to perform the following tasks:
- Determine goals to be achieved in fostering activities
- Determine fostering process and contents to achieve the goals;
- Identify resources and measures to achieve the goals.
3.2.2.4. Conditions for implementing the measure


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3.2.3. Organizing the mobilization of resources to ensure conditions for
fostering teaching competencies for high school teachers of Lao PDR
3.2.3.1. The objective of the measure
Assist Department of Education and Sports in ensuring necessary
conditions for fostering teaching competencies for teachers in high
schools, creating favorable conditions for teachers to participate in
fostering to motivate and encourage teachers to actively participate in
fostering courses.
3.2.3.2. Contents of implementing the measure
Manage the mobilization of resources and financial resources in
the state budget to invest in strengthening material facilities for teacher
fostering activities in the mass and in-place forms; Direct the
implementation of socializing of investment sources in upgrading

facilities and IT to facilitate activities of fostering teaching
competencies for teachers; The Director of the Department instructs the
principals of the schools to build a mechanism of emulation and
commendation to motivate and encourage good teachers to join the
team of key teachers and support colleagues.
3.2.3.3. Method of implementing the measure
The Director of the Department of Education and Sports should:
enhance the training and fostering of a team of key teachers; build a
team of lecturers meeting the requirements of renewing the fostering
work; strengthen material facilities and funding for fostering teaching
competencies.
Direct schools to properly and promptly implement policies; direct
the school principals/professional leaders to build a good working
environment in fostering teaching competencies.
3.2.3.4. Conditions for implementing the measure
3.2.4. Direct the renewal of methods and organizational forms of
fostering teaching competencies for high school teachers in Lao PDR
3.2.4.1. The objective of the measure
To improve the effectiveness of fostering activities, create an
environment to promote the active participation in fostering and selffostering of high school teachers.
3.2.4.2. Contents of implementing the measure
Organize professional activities with lesson study; Organize
regular classroom observation; Organize good teaching competitions;
Organize a connected school model and professional activities in school


19
clusters to create an environment for teachers to learn from colleagues;
Promote the role of each teacher in self-study and self- fostering.
3.2.4.3. Method of implementing the measure

Guide high schools to conduct professional activities in the
direction of lesson study; Organize teaching festivals; Self-study, Selftraining; Professional activities by topic in the school or school cluster; Visit
and learn experiences from other schools; mass fostering, e-learning
fostering; Assign the tasks of counseling and support colleagues; Study
applied pedagogical science; online fostering, etc.
3.2.4.3. Conditions for implementing the measure
3.2.5. Develop a team of key teachers who will support the
development of teaching competencies for colleagues
3.2.5.1. The objective of the measure
Develop a team of key teachers in each high school who will
advise and support their colleagues in innovating and developing
teaching competencies.
3.2.5.2. Contents of implementing the measure
- Develop a plan for training and fostering competence for key
teachers of the Department of Education and Sports.
- Develop a system of documents defining the functions and duties
of key teachers in the school and school clusters.
- Compile a system of documents to foster key teachers for units in
the department.
- Create an environment for key teachers to promote their influence
on their colleagues in professional activities.
3.2.5.3. Method of implementing the measure
- Principals need to form, train and foster a team of key teachers.
- Organize training courses for key teachers and managers based on
the topics and contents of fostering teaching competencies.
- Renew and perfect the allowance policy for key teachers in
activities of fostering and supporting colleagues
- Build a good working environment for key teachers
3.2.5.4. Conditions for implementing the measure

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3.2.6. Organize the assessment of teachers' competence according to
teaching competencies criteria set to serve as a basis for fostering
high school teachers of Lao PDR
3.2.6.1. The objective of the measure
High school principals need to develop processes and methods of
assessing the status of teaching competencies of teachers in high schools.
3.2.6.2. Contents of implementing the measure
The Director of the Department of Education and Sports directs
principals of the high schools to raise the awareness of administrators and
teachers about the criteria of the required teaching competencies of teachers.
Based on the teaching competencies criteria of teachers, the
Director of the Department of Education and Sports establishes a group
of experts to set up a set of tools to evaluate the teaching competencies
of teachers according to the built-up competency criteria.
Identify organizational processes of assessing teaching
competencies of teachers.
3.2.6.3. Method of implementing the measure
Department of Education and Sports of Laos must perform the
following tasks:
- Direct high school principals to encourage each teacher voluntarily
apply teaching competencies criteria according to standards for selfassessment. Each year, the Director of the Department directs principals to
organize for teachers to self-assess.
- Direct principals to prepare documents related to the assessment:
High School Professional Teacher Standards; criteria for assessing
teaching competencies; materials for training assessors; materials for
guiding assessors; set of assessment cards.
- Direct principals to instruct professional leaders in organizing
exchanges within the professional group to make comments on teaching

tasks on the basis of self-discipline, no tension, with the spirit of the
learning community, assessing mainly by making comments.
3.2.6.4. Conditions for implementing the measure
3.3. Relationship between the measures
The above mentioned measures all have a certain role, position and
importance and they have a dialectical relationship with one another.


21
3.4. Test the feasibility and necessity of the measures to manage the
fostering of teaching competencies for high school teachers of Laos
3.4.1. Test the necessity and feasibility of the proposed measures
The test results show that administrators and teachers all agreed
that all the measures are necessary and highly feasible, mainly at level 3
or higher.
3.4.2. Experiment with some measures
3.4.2.1. Experiment purpose
To confirm the feasibility and effectiveness of the proposed
measures to manage the fostering of teaching competencies for high
school teachers.
3.4.2.2. Experimental hypothesis
If the methods and organizational forms of fostering teaching
competencies for teachers are implemented in combination with
developing a team of key teachers to support colleagues in developing
teaching competencies, then the teaching competencies of high school
teachers will be improved.
3.4.2.3. Scope, participants and time of the experiment
a. Experiment participants:
Select and conduct experiments on 02 schools (28 teachers each)
with 56 high school teachers in Vientiane Province of Lao PDR.

b. Experiment Time: Summer Semester and Semester I, academic
year 2018 - 2019 (from 7/2018 to 05/2019).
3.4.2.4. Experiment contents, procedure and criteria for measuring
experiment results
Experiment with two of the proposed measures: Direct the
innovation of fostering methods and organizational form, and Develop a
team of key teachers in consulting and supporting colleagues to develop
teaching competencies.
Table 3.2. Results of investigating the competence of designing
integrated lessons before the experiment
High Schools
Nam Hon High School
Lak 52 High School
Total

Scores of designing integrated lessons
4
5
6
7
8
9
10
10
7
6
5
0
0
0

9
8
7
4
0
0
0
19 15
13
9
0
0
0

X
5.21
5.21
5.21

Table 3.3. Results of investigating the competence of designing


22
differentiated lessons before the experiment
Scores of designing differentiated lessons
4
5
6
7
8

9
10
6
10
7
5
0
0
0
7
9
8
4
0
0
0
13 19
15
9
0
0
0

High Schools
Nam Hon High School
Lak 52 High School
Total

X
5.39

5.32
5.36

Phase 2: Conducting the first experiment
3.4.2.5. Handle the experiment results
3.4.2.6. Assess the experiment results
i) The first experiment results:
Table 3.4a: Results of investigating the competence of designing
integrated lessons after the first experiment
Scores of designing integrated lessons
X
High Schools
5

6

7

8

9

10

8
9
4
2
0
6.64

Nam Hon High School 5
7
9
8
3
1
0
6.38
Lak 52 High School
12
17
17
7
3
0
6.50
Total
Comment: Analysis of the post-experiment results shows that the
average score of 6.50 is on average and higher than the pre-experiment
result, which is 5.21on average.
T-test results are as follows:
Table 3.4b. T-test results on the competence of designing integrated
lessons before and after the experiment

No.

4

5

Scores
6
7

N
8

9

X

SD

P

10

Before the
19 15
13
9
0 0
0
56 5.21 1.09
experiment
0.00
After the
12
17
17 7 3

0
56 6.50 1.13
experiment
ii) The second experiment results: The second experiment results for 56
teachers of the two high schools are shown in Table 3.5.
Table 3.5.a Results of investigating the competence of designing
differentiated lessons after the second experiment
High schools
Nam Hon High School
Lak 52 High School
Total

Scores of designing differentiated lessons
5
6
7
8
9
10
0
7
8
8
4
1
0
9
7
7
5

0
0
16
15
15
9
1

X
7.43
7.29
7.36

The statistical results in Table 3.5a show that the average score of the
second experiment results is 7.36, higher than the pre-test result of 5.36.