Quản lý hoạt động bồi dưỡng nghiệp vụ sư phạm cho giảng viên của đại học quốc gia lào trong bối cảnh đổi mới giáo dục tt tieng anh

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PREAMBLE
1. The reason for choosing the topic
Over the past years, training of pedagogical skill and pedagogical
management of lecturers of Lao National University has created many obvious
changes. Special attention is paid to the capacity of lecturers, learning goes hand
in hand with practice, theory associated with practice. Facing the requirements
of innovation, the National University of Laos deployed pedagogical training for
the faculty and has achieved certain successes. However, the training of
pedagogical skills and management of pedagogical skills for lecturers still have
shortcomings such as: The organization of the training is still too formal and
content has not followed the reality, the method is not suitable, the instruments
are not enough to meet the training demands, thus the quality of the training is
not high. Besides, the determination of the need to foster pedagogical skills for
the lecturers has not been close to reality. The development of output standards
and design of the training program have not yet been renovated. The
implementation of training activities has not been effective, the management of
pedagogical skill training classes for lecturers has not been strict. There is no
program of fostering pedagogical skills for each industry group, which is
inadequate at present. The evaluation of the results of the fostering activities has
not been profound, mainly evaluated according to content, not evaluated by
capacity. This leads to the quality of fostering pedagogical skill that has not met
the requirements of educational innovation. That is why I have chosen the topic:
"Management of pedagogical training activities for lecturers of Lao National
University in the context of educational innovation"
2. Purposes of the research
On the basis of theoretical and practical research in managing pedagogical
training activities for lecturers of Lao National University, discovering strengths
and weaknesses propose solutions to management of vocational training
activities. Pedagogy for the lecturers of the National University of Laos meets

the requirements of educational innovation.
3. Objectives and subjects of the Research
3.1 Research objective
Activities of training pedagogical skills for university lecturers
3.2 Research subject
Manage pedagogical training activities for lecturers of the National
University of Laos in the innovation context
4. Research hypothesis:
If proposing and applying scientifically and appropriately solutions
affecting the pedagogical training process for lecturers of the National
University of Laos, determine the need to foster, manage the development of
output standards , designing training programs, implementing fostering
activities, and conditions for implementing fostering activities, a contingent of


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lecturers will be built to meet the educational innovation context.
5. Missions of the Research
5.1. Research on the rationale on management of pedagogical training
activities for lecturers of the National University of Laos in the context of
educational innovation
5.2. Surveying and evaluating the current status of pedagogical training
and management of pedagogical training for lecturers of the National University
of Laos in the context of educational innovation
5.3. Proposing solutions to managing training and fostering pedagogical
skills for lecturers of Lao National University in the context of educational
innovation
5.4. Tested and tested a number of management solutions to foster
pedagogical skills for lecturers of Lao National University in the context of

educational innovation proposed in the thesis.
6. Limit, scope of research
The thesis focuses on researching and proposing solutions for managing
pedagogical training activities for lecturers of Lao National University in the
context of educational innovation.
Survey the status of the training and management of pedagogical training
activities for the lecturers of the National University of Laos in the context of
educational innovation.
Research subjects: Leaders, managers, lecturers of the Lao National
University member schools
Survey data for the period of 2013-2018
7. Research Methodology and Methods:
7.1. Methodology
7.1.1. Approach to capacity
7.1.2. Approach to the system
7.1.3. Practical approach
7.1.4. Approach according to CIDO
6.1.5. Approach according to CPD (continuing professional development)
7.2. Specific research methods
7.2.1. Group of theoretical research methods
7.2.2. Group of practical research methods
8. Defense thesis
- Lecturers have an important role to play in improving the quality of
higher education, the goal of improving the training quality of Lao National
University depends greatly on the quality and capacity of the faculty. reflected in
political quality, professional ethics, professional capacity, pedagogical
profession ...)
- The renewal of management of training activities for pedagogical skills
for university lecturers is an urgent issue. The need of training pedagogical skills

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for university lecturers of each training sector is very different, it is necessary to
have a comprehensive solution including specific implementation steps
applicable to each training industry group, with the linkage, intertwining, and
unity together to create should the sustainability and efficiency in managing this
activity;
- Innovating the management training activities for pedagogical skills for
university lecturers by approaching capacity based on output products according
to social needs in the context of international integration and global change will
improve the efficiency of training pedagogical skills activities for university
lecturers.
9. New contributions of the thesis:
9.1. In theory
The thesis has codified the basic theoretical basis of the management of
pedagogical training activities for the lecturers of the National University of
Laos. The author analyzes clearly the application of the systematic approach to
the management of pedagogical training activities for university lecturers. From
there, clarifying the objective and content of training pedagogical skills for the
lecturers of the National University of Laos in the context of educational
innovation.
9.2. In practice
The thesis has clearly shown the survey results and assessment of the
status of pedagogical training activities for lecturers of the National University
of Laos in the context of educational innovation. Objectively assess the
management status of the training of pedagogical skills for the lecturers of the
National University of Laos, point out the strengths, weaknesses and causes of
inadequacies and limitations. On that basis, the dissertation has proposed 07
solutions to manage pedagogical training activities for lecturers of the National

University of Laos in the context of educational innovation.
The solutions proposed in the thesis are highly appreciated for the
necessity and feasibility of the solutions.
10. Structure of the Thesis:
The thesis except from the introduction and conclusion includes 03
chapters
Chapter 1: Theoretical basis for the management of pedagogical training
activities for lecturers in the context of educational innovation.
Chapter 2: Current situation of management of pedagogical training
activities for lecturers of the National University of Laos
Chapter 3: The solution to manage pedagogical training activities for
lecturers of Laos National University in the context of educational innovation.


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Chapter 1
THEORETICAL BASIS OF MANAGEMENT OF TEACHING
TRAINING ACTIVITIES FOR UNIVERSITY LECTURERS IN THE
CONTEXT OF EDUCATION INNOVATION
1.1. Overview of the Research issue
1.1.1. Research on activities of fostering pedagogical skills for university
lecturers
1.1.2. Research on the management of pedagogical training activities for
university lecturers
1.2. Related concepts
1.2.1. Management
Management is the purposeful activity of the managerial subject (the
manager) to the managing object (the person being managed) in the organization
in order to make the organization operate and achieve the organization's purpose.

1.2.2. Education Management
Educational management is a purposeful and planned effect on all
educational forces in order to organize and coordinate the activities of all of
these forces, properly using resources and methods. ensuring the effective
implementation of the developmental targets in terms of quantity and quality of
education in the direction of the educational goals.
1.2.3. University lecturers
Teachers who teach at preschool, general education and vocational
education establishments are called teachers; In higher education institutions,
colleges are called lecturers ”
1.2.4. Pedagogic
Pedagogical profession is a professional job of teaching and education
profession. For any job in society, it is necessary to have specific regulations on
a certain professional job, sometimes it is normative, requiring the person doing
this job to have full professional elements. subject. The specific requirements for
the specialized jobs that are required may include a system of specific
knowledge, competencies or attitudes to ensure that the person doing the job is
efficient and productive.
1.2.5. Fostering pedagogical skills for university lecturers
Fostering pedagogical skills for university lecturers is an organized
activity, done in a time, a space, a program and a defined form to equip the
necessary knowledge and skills. is designed for lecturers to supplement and
enhance their professional skills, qualifications, experience and professional
qualities to meet the job requirements they are undertaking, or the expectations
set by the organization.
1.2.6. Pedagogical training activities for university lecturers
The Pedagogical skills training activity is the process of adding knowledge


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and skills to enhance the capacity and quality of the fostered subjects. space, a
space, a program and a defined form to equip lecturers with the necessary
knowledge and skills to supplement and enhance their professional
qualifications, skills, experience and professional quality. meet the job
requirements they are undertaking, or the expectations set by the organization
1.2.7 Managing the training of pedagogical skills for university lecturers
Managing the training of pedagogical skills for university lecturers is the
process of implementing the planning work (including defining specific
objectives, setting plans, defining evaluation standards and institutionalization),
organizational arrangement (organizational arrangement, human resource
coordination, assignment of work, coordination of financial and technical
resources ...), direction, administration, control and evaluation of results ,
correcting errors (if any) to ensure the completion of the goal of improving the
qualifications and capabilities of the school's faculty.
1.3. Pedagogical training activities for university lecturers in the context of
educational innovation
1.3.1. The background of educational innovation of the Lao People's
Democratic Republic
1.3.2. Fostering pedagogical skills for university lecturers
- The goal of fostering pedagogical skills for university lecturers
- Content of the training pedagogical skills for university lecturers
- Forms and methods of fostering pedagogical skills for university lecturers
- Principles of pedagogical training activities for university lecturers
1.4. Managing the training of pedagogical skills for university lecturers
1.4.1. Managing the determination of training needs of pedagogical skills for
university lecturers
- Find out the awareness of managers and lecturers about the purpose of
training: Can interview or directly consult managers and lecturers about the
purpose and meaning of fostering to improve pedagogical skill;

- Evaluate the needs and make conclusions about the contents to be
fostering pedagogical skills for university lecturers
After the survey, the collected information was analyzed. Based on the
results of analysis, orientation on the necessary content to be fostered, deploying
on a large scale according to the plan.
1.4.2. Managing pedagogical output standards for university lecturers
The building of standards on pedagogical skills for university lecturers
requires having the highest management agency in charge of higher education in
charge of formulation and promulgation. In the context of the current socialistoriented market economy development, the training of human resources to meet
the development requirements of the society needs to be paid special attention,
because for each group of training industries, there is a need to Common demand
also has its own specific requirements for development.


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1.4.3. Managing and designing programs for fostering pedagogical skills for
university lecturers
CDIO is an approach to build and organize a training program that inherits
the achievements and experiences of traditional approaches, combined with the
development trends of the times. Ideas (also known as Initiative).
CDIO is a system of methods and forms of accumulation of knowledge
and skills
CDIO is a solution to improve the quality of training to meet social
requirements on the basis of defining output standards to design training
programs and methods according to a scientific process. CDIO is an acronym
abbreviated by. Conceive - Figuring ideas; Design - design ideas; Implement implementation; Operate - operation. This is a new initiative for education, is a
system of methods and forms of accumulating knowledge and skills in training
to meet the requirements of businesses and society.
1.4.4. Managing the deployment of pedagogical training activities for

university lecturers
-Directing the compilation of documents and the preparation of facilities
and equipment for training sessions.
- Balance and allocate funding from sources belonging to the state budget,
targeted projects, projects and programs serving the fostering work.
- Organize to learn from experience, evaluate the results of fostering work
implementation.
- The schools directly under the Laos National University
- On the basis of the planning framework of the National University of
Laos, the affiliated training institutions are responsible for developing plans for
training of pedagogical skills for their own lecturers to submit to the relevant
authorities of the Ministry for approval.
1.4.5. Manage lecturers of pedagogical skill classes and forces participating
in fostering activities of pedagogical skill
Requirements for lecturers and teaching methods in fostering classes are as
follows:
- Lecturers with specialized qualifications in vocational training, seniority
and experience in teaching theory and practice guidance.
- Lecturers have foreign language and computer skills to update new
knowledge and apply them in their expertise and innovate teaching methods.
- Lecturers must be proficient in the stages of building detailed programs,
compiling lecture textbooks, preparing lesson plans and evaluating teaching
results.
* Manage the forces involved in fostering NVSP
- Agencies attached to the Ministry shall direct the training and retraining
of education and training establishments directly under the Ministry.
- School administrators directly direct and supervise fostering activities


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- The functional units assigned by the director to plan and implement
training activities
- The entire team involved in teaching, both part-time and organic
lecturers.
1.4.6. Management and evaluation of pedagogical training activities for
university lecturers
- Organize the development of assessment standards for each activity of
the vocational training institution.
- Organize the selection of evaluation methods, how to measure
performance and compare with training objectives.
- Monitoring evaluation and measurement activities to identify the
assessment activity is objective, honest and achieve desired results
- Handling inspection and evaluation results: making decisions to promote
good results, overcome limitations and handle mistakes.
1.5. Factors affecting the management of pedagogical training activities of
university lecturers
1.5.1. Subjective factors
- Qualifications, competencies, and managerial qualifications of principals:
- Awareness of universities under national university, lecturers, administrators
and students participating in fostering pedagogical skills
1.5.2. Objective factors
- Factors of law, policy, charter, regulations, education management
mechanism
- Organizational apparatus and human resources
- Resources and material resources
- Educational environment factors
- Factors of information technology and communication
Summary of chapter 1
In Chapter 1, the author has analyzed and clarified the theoretical issues

about the administration of the activities of professional training for lecturers
pedagogical universities in the context of educational reform from which made
the content management The training of pedagogical skills for university
lecturers includes: Managing the determination of needs of pedagogical fostering
for university lecturers; Managing pedagogical output standards for university
lecturers; Managing and designing programs for fostering pedagogical skills for
university lecturers; Manage lecturers of pedagogical skill classes and forces
participating in fostering activities of pedagogical skill; Managing and
evaluating the training of pedagogical skills for university lecturers; Managing
the deployment of pedagogical training activities for university lecturers


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Chapter 2
THE CURRENT SITUATION OF MANAGEMENT OF PEDAGOGICAL
TRAINING ACTIVITIES FOR LECTURERS OF LAO NATIONAL
UNIVERSITY
2.1. Overview of Lao National University
2.1.1. General Overview
2.1.2. The quantity and quality of the contingent of managers and lecturers
Table 2.1. Summing up the number and training qualifications of the
contingent of managers and lecturers
Qualification training
Other
levels
SL % SL
%
SL
%

SL % SL %
Management staff 514 112 21.79 402 78.21 0
0
0
0
0
0
Lecturers
1451 66 4.55 509 35.08 876 60.37 0
0
0
0
2.1.3 International experience of university faculty training in several countries
Subjects

Total

Doctor

Master

University

Colleges

2.2. Current state research organization
2.2.1. Sample survey of the thesis
2.2.2. Survey content
2.2.4. The reliability of the survey tool
2.2.5. Organize the survey results to be reliable

2.3. Actual situation of pedagogical training for university lecturers of Laos
National University
2.3.1. The real importance of perception of the pedagogical training activities
for university lecturers of the National University of Laos

Chart 2.1 Synthesized opinions to assess the real situation of
awareness of importance of the pedagogical training activities for lecturers
of the National University of Laos
2.3.2. The situation of participating in training courses on pedagogical skills
of the lecturers of the National University of Laos
Overall assessment of the status of participating in training courses on


9

pedagogical skills is the difference between the training sector, training structure
and level.
2.3.3. Current status of implementing pedagogical skill training objectives for
lecturers at Laos National University
The above fact shows that, when the National University of Laos develops a
training plan, it also has not set a specific goal close to the reality that needs to
be fostered, the problem for us is how to understand the The need to be fostered
and self-taught by lecturers of the National University of Laos today and must be
consistent with the characteristics of each major in the National University.
2.3.4. Current status of implementing activities of pedagogical skill training
for lecturers at Laos National University
Currently, the school's enrichment program has improved a lot to meet the
current innovation requirements, but due to the increasing diversity of industries,
each industry has its own unique teaching methods and ways because Therefore,
there are program contents that are not really suitable for each industry.

2.3.5. The situation of using the method of pedagogical skill training for the
lecturers of the National University of Laos
The majority of respondents evaluate the implementation of methods of
fostering pedagogical skills for university lecturers at a very good and good
level. However, there are still methods of assessment that perform not very well
or not well
2.3.6 The reality of using forms of professional training for university
lecturers
In general, the status of professional training activities for university
lecturers is regularly evaluated by the majority of lecturers and administrators,
but the results have not been as expected.
2.4. Current situation of management of pedagogical training activities for
university lecturers of the National University of Laos
2.4.1. Current status of awareness of the importance of pedagogical training
activities for university lecturers of Laos National University
2.4.1.1. Some evaluation opinions of managers in charge of pedagogic training
Most of the opinions of the management staff highly appreciate the
fostering activities of pedagogical skill for the faculty. Specifically, the first
criterion: "The importance of training pedagogical skills for trainers" 81.82%
rated it as good and very good, while up to 63.64% rated the criteria:
"Characteristic understanding of fostering activities for adults".
2.4.1.2. Some assessments and comments from the perspective of lecturers
directly teaching the pedagogical skill fostering classes
One of the issues that the author chooses to survey the lecturers directly
involved in teaching is the level of interest in the content to improve the quality
of training that is: “lecturers participate in scientific research tasks; lecturers
participating in fostering are regularly updated with new knowledge; Additional


10

training materials; Processing information must be retrieved from learners;
Evaluate lessons learned after each training session; Developing contingent of
lecturers ”survey results are shown in the following table:
2.4.2. Management situation of determining the needs of fostering
pedagogical skills for lecturers by group of training disciplines
Table 2.20. Synthesize assessment opinion of management status to determine the
needs of fostering pedagogical skills
of groups of training branches
Humanities
Natural
Technical
Economics
and Social
science
science
(98)
TT
Content
Sciences (100)
(76)
(74)
SL
%
SL
%
SL
%
SL
%

Want more fostering
25.6
1
19
19.00
15 19.74 19
9
9.18
pedagogical skills classes
8
Fostering the teaching
2 method
of
modern 13
13.00
9 11.84 7
9.46 11 11.22
teaching
Fostering the teaching
3 method of traditional 2
2.00
4
5.26
5
6.76 3
3.06
teaching
Fostering the method of
13.5
4

8
8.00
10 13.16 10
5
5.10
scientific research
1
5 Fostering soft skills
7
7.00
6
7.89
3
4.05 22 22.45
Fostering
content
14.8
6
12
12.00
9 11.84 11
17 17.35
attaches to reality
6
There are foreign foster
7
9
9.00
8 10.53 7
9.46 15 15.31

experts
Using technology in
8
10
10.00
6
7.89
5
6.76 11 11.22
teaching
Training
short-term
9 fostering
pedagogical 12
12.00
5
6.58
3
4.05 4
4.08
skills courses
Check and evaluate
10 fostering
pedagogical 8
8.00
4
5.26
4
5.41 1
1.02

skills activities
Total

From the synthesis of the data in the table above, we can see that each
training sector has a need to foster different content. The need for more training
courses on pedagogical skill is highly appreciated.
2.4.3. The situation of managing output standards pedagogical skills for the
lecturers of the National University of Laos
The comments all said that the current situation of checking and evaluating
the implementation of output standards as a form leading to low efficiency, the


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review and conclusion of lessons learned is not effective. These are the reasons
to overcome to improve this content.
2.4.4. Design status of the program on fostering pedagogical skills of the
trainers participating in the fostering

TT
1
2
3
4
5

Table 2.22. The situation of the organization and design of the program of
fostering pedagogical skills of the trainers participating in the fostering
Performance level
Very

Not quite
Not
Content
Suitable
suitable
suitable
suitable
SL
%
SL
%
SL
%
SL %
General psychology
5 45.46 6 54.54
0
0
0
0
Age psychology
4 36.36 5 45.46
1
9.09
1 9.09
Educational psychology
6 54.54 5 45.46
0
0
0

0
Evaluation in education
5 45.46 3 27.27
3
27.27 0
0
Education learning and
3 27.27 5 45.46
2
18.18 1 9.09
pedagogical practice

In addition to the contents that are directly fostered by lecturers of
pedagogical skills for lecturers of the National University of Laos, there are also
assessment contents that are not particularly relevant: “Education learning and
pedagogical practice; Evaluation in education; Age psychology ”accounts for the
inappropriate rate (4%, 8%, 12%) respectively. This confirms that these
programs need to be reviewed and adjusted to suit the current stage of
educational innovation. Especially in the current period, pedagogical practice
and evaluation in education need to pay attention to develop students'
competencies.
2.4.5. Organization and implementation of pedagogical skill training activities
for lecturers
Table 2.24. The results of the investigation on the current situation of organizing
pedagogical training activities for university lecturers
Level
Forms and organization of activities of
Not
TT
Suitable

pedagogical training activities
Suitable
SL
%
SL
%
Organizing training classes for the entire lecturers
1
325 93.39 8
2.30
staff gathered in the summer
Organize training classes for the entire faculty team
2 according to the mode of self-study and discussion 321 92.24 27
7.76
at room and faculty levels during the school year
Organize advanced training for a part of the faculty
3
332 95.40 16
4.60
of short-term focused classes in the summer
Organize advanced training for a part of the faculty
4
287 82.47 61 17.53
of short-term focused classes in the school year
5 Other forms
150 43.10 198 56.90

Through table 2.24 we see, most forms of fostering pedagogical skills for

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lecturers are evaluated appropriately. However, there are still forms with a high
rate of nonconformity.
2.4.6. Current status of management and assessment of pedagogical skill
fostering activities for university lecturers
2.4.6.1. Some assessments of managers in charge of pedagogical training
classes on the real situation of implementing content of training pedagogic skills
for university lecturers
The author studies the situation on the level of interest in the content of
pedagogical skills fostering for the Lao National University lecturers. The
survey results are summarized in the following table:
Table 2.25. Current status of evaluating the pedagogical skill fostering
activities of the trainers participating in the fostering
Level
TT
1
2
3
4
5

6
7

Content evaluation
criteria
Lecturers participate in
scientific research tasks
lecturers participating in

fostering are regularly
updated
with
new
knowledge
Additional
training
materials
Processing information
retrieved from learners
Evaluate
from
experience after each
training session
Pedagogical
skill
training
institutions
organize the assessment
to draw experience
Develop a contingent of
future lecturers

Very good

good

Normal

Not so

good
SL %

Not
good
SL %

SL

%

SL

%

SL

%

5

45.46

4

36.36

1

9.09

1

9.09

0

0

5

45.46

4

36.36

1

9.09

1

9.09

0

0

5

45.46

3

27.27

3

27.27

0

0

0

0

4

36.36

5

45.46

2

18.81

0

0

0

0

3

27.27

5

45.46

2

18.81

1

9.09

0

0

4

36.36

4

36.36

3

27.27

0

0

0

0

5

45.46

3

27.27

3

27.27

0

0

0

0

Go to Table 2.25. We can see, most of the opinions are rated good and very
good, accounting for a high percentage. This shows that, the management staff
has closely directed the implementation of the contents serving activities of
vocational training service for university lecturers. However, the content
"Assessment to learn from experience after each training session" is still rated as
normal. Through here, the management team continues to organize and direct the
assessment to learn from experience more seriously and effectively to find out


13

the limitations and propose solutions to overcome.
Evaluate lessons learned after each training session; Supplementing
training materials, accounting for 4% and 8% respectively. That raises the
management staff need to direct to do better this content. Talking about this
issue, lecturers who have been in training for many years said that their
assessment is not so good because in the process of fostering training materials
provided to students is still limited, in the process the evaluation of learning
from experience after each training session has not been seriously implemented.
2.4.6.2. Some assessments and comments from the perspective of lecturers
directly teaching the pedagogical skill fostering classes

Evaluate lessons learned after each training session; Supplementing
training materials, accounting for 4% and 8% respectively. That raises the
management staff need to direct to do better this content. Talking about this
issue, lecturers who have been in training for many years said that their
assessment is not so good because in the process of fostering training materials
provided to students is still limited, in the process the evaluation of learning
from experience after each training session has not been seriously implemented.
2.5. Actual situation of effects of factors implementing activities of training
pedagogical skills for university lecturers
The above factors have a great influence on the management of
pedagogical training activities for lecturers of the National University of Laos.
Most of the opinions evaluate the factors that have many and many influences on
the training of pedagogical skills for lecturers. However, there are still judgments
as of little influence, especially no influence
2.6. Overall assessment of management of pedagogical training activities for
lecturers at the moment
2.6.1. Advantages
Lecturers actively participated in the training process. The school
management staff is interested in improving pedagogical skills for lecturers
; Most lecturers are aware of the importance of managing pedagogical skill
training activities ; Lecturers consciously apply the content of pedagogical
vocational training program to the educational process. The contents are used a
lot in teaching such as: Examining and evaluating the students' learning results,
using modern teaching equipment, the opinions of this content are used a lot and
a lot, respectively (84.77%; 83, 08%)
fostering pedagogical skills activities for Lecturers in higher education
establishments are held quite often
2.6.2. Disadvantages
Some lecturers are not fully aware of the importance of management of
pedagogical skill training activities ; The survey and assessment of the need for

high-quality human resources training for the society before building the fostering
pedagogical skill program for university lecturers have not been focused, so the


14

quality of the fostering program is not close to the needs of specific learners, up to
0 , 57% of the assessment did not follow the needs of learners
Lecturers have not exploited the knowledge from the documents of
developed countries. Foreign language and computer skills have not brought into
play all the utilities to best serve the teaching process.
Many lecturers go to school mainly to get certificates to be appointed to
higher professional titles without paying attention to acquiring the content
fostering for their professional expertise.
In addition, the organization is not reasonable, the directive activities have
been conducted but not closely. The work of examining and evaluating the
lecturers's vocational training activities is still formalistic and has not evaluated
the effectiveness and capacity of the staff after training.
2.6.3. Reasons
Most of the fostering pedagogical skills activities in universities today are
mainly focused on young lecturers, those who are bachelors or masters, but do
not have the proper and timely attention to the proficient lecturers with a lot of
teaching years.
The facilities have not yet met the demand, thus not ensuring practical
skills for the lecturers
Another reason is that the management staff has not really paid attention to
the work of raising the staff's awareness about the problem of fostering. The
management of teacher assessment has not created a differentiation, which still
leads to a lack of desire to participate in training classes.
Summary of chapter 2

On the basis of the research on the current situation of the management of
pedagogical training activities for the lecturers of the National University of
Laos, the author found that: In the management of pedagogical training activities
for lecturers of the National University of Laos, there are still many limitations
such as: There is no standard of pedagogical skill for university lecturers, the
program is designed to provide general training for lecturers of all sectors. There
is no program of fostering pedagogical skills for each industry group, which is
inadequate at present. The evaluation of the results of the fostering activities has
not been profound, mainly evaluated according to content, not evaluated by
capacity. This leads to the poor quality of pedagogical skill training. In addition
to the difficulties in the infrastructure conditions, the awareness of the
educational forces, the capacity of the management staff, the lecturers and the
information and communication technology elements in the current period.
These are the necessary arguments as the basis for the author to propose
solutions to manage pedagogical skills training for lecturers of Lao National
University in the context of innovation in chapter 3 to contribute to improving
the quality of training. of the National University of Laos


15

Chapter 3
SOLUTIONS FOR MANAGEMENT OF TEACHING TRAINING
ACTIVITIES FOR LECTURERS OF LAO NATIONAL UNIVERSITY IN
THE CONTEXT OF EDUCATION INNOVATION
3.1. Principles of creating solutions
3.1.1. Ensure inheritance and development
3.1.2. Ensuring quality and efficiency
3.1.3. Ensure feasibility and modernity
3.1.4. Ensure practicality

3.2. Some management solutions to foster pedagogical skills for teachers of
the National University of Laos
3.2.1. Solution 1. Design organization of professional pedagogical standards
for university lecturers
3.2.1.1 The purpose and significance of the solution
The design of pedagogical standards for university lecturers plays an
important role in improving the quality of the team. Through the standards, it is
possible to evaluate the attainment level of the faculty after the training.
3.2.1.2. Content of the Solution
Content 1: The knowledge and pedagogical skills should be provided to all
lecturers;
Content 2: The knowledge and specialized pedagogical skills should be
provided to teachers by training groups. Specified as follows: When fostering
content of content 1 is obtained, teachers will gain knowledge and skills as the
goal of fostering pedagogical skills program for teachers issued by the Ministry
of Education and Training:
3.2.1.3. How to implement the solution
- National University of Laos and related member units based on survey
results, assessing practical needs of society, lecturers, capacity of higher
education institutions and managers' expectations about pedagogical skill skills
of university lecturers to develop draft pedagogical skills standards for university
lecturers;
3.2.1.4. Conditions for implementing the solution
Based on the documents prescribed by the Ministry of Education and
Sports on university lecturers' standards
The schools direct to thoroughly grasp the documents on renewing the
work of fostering pedagogical skills for lecturers.
3.2.2. Solution 2: Determine the need to foster pedagogical skills for lecturers
at the National University of Laos
3.2.2.1. The purpose and significance of the solution

To grasp the current situation and the training needs, the survey plays an
important role. Through the survey, the needs of the society for the quality of


16

human resources to serve the industrialization and modernization of the country
will be determined and the needs of the lecturers themselves in the teaching of
pedagogical skills for teaching.
3.2.2.2. Content of the Solution
Firstly, survey and evaluate the needs of foster pedagogical skills of
university lecturers
Second, survey and evaluate the needs of the society for high quality
human resources training to meet the needs of socio-economic development.
3.2.2.3. How to implement the solution
- Organize regular conferences to propagate and implement the Party's
directives and resolutions, and the State's legal policies on education.
Disseminate the regulations widely on the standards of lecturers in general and
the standards of lecturers at Laos National University in particular
- Organize a test survey for a number of subjects before giving the survey
questionnaires widely, so that managers can evaluate whether the questionnaire
is appropriate or must be supplemented or modified.
- Organize investigations and surveys according to the right purposes and
requirements of education managers.
- Synthesize and process questionnaires according to appropriate methods.
After the survey results are available, education managers need to publicly
inform lecturers and at the same time make plans on foster pedagogical skills for
lecturers according to the survey results obtained.
3.2.2.4. Conditions for implementing the solution
Conducting survey for the right subjects, with analyzing instructions so

that the subjects understand the purpose of the survey
3.2.3. Solution 3: Develop training programs on pedagogical skills for
university lecturers for each group of training disciplines (based on standards
of pedagogical skills for university lecturers)
3.2.3.1. The purpose and significance of the solution
Building fostering pedagogical skills program for university lecturers
according to each training sector is the process of building fostering content,
plan, requirements and conditions to implement fostering pedagogical skills
program for university lecturers.
3.2.3.2. Content of the Solution
a) General pedagogical knowledge and skills;
b) Specialized pedagogical knowledge and skills, divided into 2 groups:
3.2.3.3. How to implement the solution
- Establish a group of experts to build content of fostering pedagogical
skills program for university lecturers suitable for each group of training
disciplines;
- Organizing the first evaluation of the draft content of the fostering
pedagogical skills program for university lecturers, inviting higher education


17

institutions with the group of training majors and educational experts, lecturers
to participate;
- Editing and supplementing comments on the draft content of fostering
pedagogical skills program for university lecturers according to each industry
group and organizing the second appraisal;
3.2.4. Solution 4: Develop a plan to foster pedagogical skills for university
lecturers
3.2.4.1. The purpose and significance of the solution

The goal of building foster pedagogical skills plan for university lecturers
is bringing the implementation of foster pedagogical skills activities to university
lecturers on the plan to effectively manage this activity.
3.2.4.2. Implementation content of the solution
- Ensuring the plan of foster pedagogical skills for university lecturers is
practical, effective.
- Ensuring the conditions and process of building foster pedagogical skills
plans for university lecturers.
3.2.4.3. How to implement the solution
+ Develop a plan of foster pedagogical skills for university lecturers
including long-term strategic plan and short-term plan, ensuring the necessity of
the content needs to be fostered. The plan must be unified, comprehensive,
enhancing the practicality in the content and method of fostering. A
comprehensive training plan must be developed by the management staff over
the years.
- Ensuring the conditions and process of building foster pedagogical skills
plans for university
+ Clearly define the requirements and wants to be achieved for the factors
participating in the training process such as the content, the method and the form
of the training organization, the instructions of the trainers, how to evaluate the
results. results of fostering activities, ... to perform fostering pedagogical skills
activities for university lecturers quality and efficiency.
3.2.4.4. Conditions for implementing the solution
School units, faculties, and disciplines create favorable conditions and
spend reasonable time for individuals participating in fostering classes, selftraining to improve their skills, to update new knowledge and information. New
science news.
3.2.5. Solution 5: Direct investment in facilities, equipment to ensure the
implementation of fostering pedagogical skills activities for university
lecturers
3.2.5.1. The purpose and significance of the solution

Mobilize and effectively use resources in improving the quality of
pedagogical skill fostering activities. After building the plan of fostering
pedagogical skills activities for university lecturers, university lecturers need


18

conditions for operating and implementing the plan. The organization's
investment and support and other conditions such as human resources, resources,
facilities, equipment, environment ... are indispensable components to ensure
successful implementation of the operation of fostering pedagogical skills
activities for university lecturers.
3.2.5.2. Implementation content of the solution
- Consolidate, upgrade and purchase new equipment, models, textbooks,
documents, etc. used for training activities
- Develop rules and regulations on the use and exploitation of equipment.
Organize and guide trainers, managers, how to use and operate new equipment
3.2.5.3. How to implement the solution
a) For higher education institutions leaders, managers need to pay attention
and invest in the following tasks:
Secondly, about financial resources: Annually, higher education
institutions rely on the fostering pedagogical skills plan to build funding for this
activity. In addition to the State policy regime, higher education institutions need
to proactively deduct funds from the welfare fund to support lecturers when
participating and achieving high academic achievements.
Thirdly, in terms of facilities, teaching equipment, this is an important
condition for lecturers during and after being trained by the fostering
pedagogical skills to demonstrate the skills of pedagogical skills that have been
equipped into activities. career in the most effective way.
Fourth, on the environment inside and outside the higher education

institution To ensure the effective implementation of the fostering pedagogical
skills plan for lecturers, managers need to create an environment for organizing,
managing, supporting:
b) For educational institutions assigned by the Ministry of Education and
Training to organize fostering pedagogical skills activities for university
lecturers. When organizing the implementation of fostering pedagogical skills
activities for university lecturers, the educational institutions should pay
attention to perform the following tasks:
3.2.5.4. Conditions for implementing the solution
Strictly direct the units to well perform the review of conditions for
implementing fostering pedagogical skills activities for university lecturers.
3.2.6. Solution 6: Direct the implementation, examination and evaluation of
pedagogical training activities for university lecturers
3.2.6.1. The purpose and significance of the solution
Strengthening the direction and monitoring of fostering pedagogical skills
activities for university lecturers is a solution that needs to be implemented
regularly, specifically to control the progress, quality and objectives of the
fostering pedagogical skills program for university lecturers.
3.2.6.2. Content of the Solution


19

In order to effectively manage the work of vocational training for lecturers
of the school, annually the University organizes professional activities for
lecturers such as: organize contests for excellent lecturers, educational
inspections from faculty to school, on the basis of which it is possible to evaluate
and classify lecturers, find out the shortcomings at all stages of the whole
process. fostering pedagogical skills for the school's faculty to determine
fostering needs for the coming years.

3.2.6.3. How to implement the solution
- Planning the monitoring (including: content, time, performer, product,
proposal, etc).
The monitoring plan should follow the goal of fostering pedagogical skills
program for university lecturers;
- Implement monitoring according to the set plan;
- Synthesize reports on monitoring results;
3.2.6.4. Conditions for implementing the solution
Reality shows that many problems can arise and be considered and solved
in the process of direction and supervision of managers. Therefore, this work is
not done only once, but needs to be done regularly in the process of
implementing fostering pedagogical skills activities for university lecturers.
3.2.7. Solution 7: Directing the implementation of policy regimes and
enhancing the sense of self-fostering pedagogical skills for lecturers
3.2.7.1. The purpose and significance of the solution
Strengthening the quality of teaching professional training activities for
lecturers through encouraging lecturers to self-study and self-study
3.2.7.2. Implementation content of the solution
- Encourage the self-study awareness for lecturers
3.2.7.3. How to implement the solution
- Self-researching and fostering pedagogical skills for lecturers is of great
significance to the professional training. It is necessary to create self-fostering
movements, continuous fostering according to the necessary needs of each
lecturer, encouraging the spirit of self-discipline, enthusiasm, sense of learning
to foster pedagogical skills for lecturers.
3.2.7.4. Conditions for implementing the solution
- Principals of schools should encourage and encourage lecturers in selftraining.
- Principals and lecturers must have a clear orientation on self-training, have
to develop themselves a specific and detailed plan for self-training.
3.3. Testing

3.3.1. Purposes, subjects, time and place of the test
a) Purposes
b) Test subjects
Test subjects of 250 people include:


20

+ Management staff of the faculties of the National University of Laos:
150 people
+ Lecturers teaching in faculties of the University of Laos: 64
+ Administrators and lecturers of the Faculty of Education participate in
fostering: 36
c) Time of survey location:
3.3.2. Test methods
3.3.3. Test results
3.3.3.1. The necessity of the solutions
The author shows the correlation between the necessity and the feasibility
of the proposed new solutions by the chart below:

Chart 3.1. Correlation between the necessity and the feasibility of the
proposed new solutions
3.4. Organize to test the solution
Table 3.6. Deviation between experimental group and control group
before trial
TT
1
2
3
4

5

Criteria
Professional capacity, teaching
capacity
The capacity to evaluate the
student's learning results
Capacity to develop learning
and training environment for
students
Educational
capacity
and
educational consulting,
Ability to learn the development

Control group / Experimental
Difference
group
Lev
Total
Level Total
Total
el
111

2.22

1

110

2.2

1

-1

-0.02

108

2.16

2

109

2.18

2

+1

+0.02

107

2.14

3

104

2.08

5

-3

-0.6

105

2.1

4

108

2.16

3

+3

0.06

99

1.98

6

98

1.94

6

-1

-0.04


21

6
7
8
9
10

of learners after graduation
Capacity to develop training
100
programs
Research capacity in scientific
education
and

specialized 96
science
Ability to work in an
91
internationalized environment,
Career development capacity
95
Capacity to cooperate with
stakeholders, cooperate with the
90
community for community
development.

2.0

5

101

2.02

4

1

0.02

1.92

7

98

1.96

5

2

0.04

1.82

9

93

1.86

8

2

0.04

1.90

8

95

1.9

7

0

0

1.8

10

92

1.84

9

2

0.04

Comment: Summarizing the survey of faculty competency of the National
University of Laos before the test of two basic groups of subjects is equivalent to
the smallest deviation in the criteria between two groups of subjects (+0.06). the
smallest is (-0.6)
3.4.9.2. Pedagogical skill competencies of university lecturers after the test
Table 3.8. Synthesize evaluation comments on professional pedagogical
competencies of university lecturers after the test

TT
1
2
3
4
5
6
7
8
9
10

Criteria
Professional
capacity,
teaching capacity
The capacity to evaluate the
student's learning results
Capacity to develop learning
and training environment for
students
Educational capacity and
educational consulting,
Ability
to
learn
the
development of learners after
graduation
Capacity to develop training

programs
Research capacity in scientific
education and specialized
science
Ability to work in an
internationalized environment,
Career development capacity
Capacity to cooperate with
stakeholders, cooperate with
the community for community

good

Experimental group
Average
Weak Total

Level

31 62.0

18 36.0 1

2.0

130

2.6

1

29 58.0

19 38.0 2

4.0

127

2.54

2

26 52.0

21 42.0 3

6.0

123

2.46

3

25 50.0

22 44.0 3

6.0

122

2.44

4

20 60.0

25 50.0 5

10.0

115

2.3

7

24 48.0

21 42.0 5

10.0

119

2.38

6

25 50.0

20 40.0 5

10.0

120

2.4

5

20 40.0

21 42.0 9

18.0

111

2.22

10

22 44.0
21 42.0

20 40.0 8
20 40.0 9

16.0
18.0

114
112

2.28
2.24

8
9


22

development.

3.4.9.3. Test conclusion
The test has confirmed the feasibility of the solution: Building fostering
pedagogical skills program for university lecturers according to each training
sector
As such, the solution application: "Building fostering pedagogical skills
program for university lecturers according to each group of training disciplines"
is highly effective in managing and fostering pedagogical skills for university
lecturers.
Summary of chapter 3
Proposed solutions to influence the management subjects and stages of the
management process from planning development, organizing and implementing
monitoring, to conditions for implementing activities of fostering pedagogical

skills to direct solutions. further impact on activities of vocational training for
lecturers such as: develop the design of pedagogical skill standards for university
lecturers, this is the basis for building the vocational training program for
lecturers by each industry group, evaluating the program, how to organize the
implementation of fostering pedagogical skills activities for university lecturers
and draw lessons learning experience in order to develop university lecturers
with sufficient quantity, consistency in structure and quality assurance to meet
the needs of human resource training.
The author organized polls of experts, managers, lecturers at Laos National
Universities. The survey results confirm that the proposed solutions are
necessary and feasible.
The test results also confirm that the solutions proposed by the author
bring good efficiency in managing fostering pedagogical skills activities for
university lecturers.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
Management of pedagogical training activities for university lecturers is
systematic, based on the correct understanding of the nature of fostering,
recognizing the role of management subjects, the role of lecturers and the
lawsuits for the fostering process to organize the training of pedagogical skills
for the target university lecturers , contents and programs as prescribed, by
applying appropriate training method practice of the National University. That
process shows the impact of the manager who is the Rector of the Lao National
University using the management functions: Planning, directing, examining and
evaluating the implementation in management contents , including: Managing
the determination of the need of fostering pedagogical skills for university
lecturers; Managing pedagogical output standards for university lecturers;


23

Managing and designing programs for fostering pedagogical skills for university
lecturers; Manage lecturers of pedagogical skill classes and forces participating
in fostering activities of pedagogical skill; Managing and evaluating the training
of pedagogical skills for university lecturers; Managing the deployment of
pedagogical training activities for university lecturers. Managing pedagogical
training activities of university lecturers is affected by many influencing factors
such as: The quality, capacity, and qualifications of the managerial staff;
Awareness of universities under national universities, lecturers, administrators
and students participating in fostering pedagogical skills; Legal factors, policies,
rules, regulations, education management mechanism; Organizational apparatus
and human resources; Resources and material resources; Educational
environment factors; Information technology and communication factors;.
During the management process, the Principal must choose the management
measures that are suitable for the school conditions and ensure the scientific
requirements.
The survey results on the status of the management of pedagogic training
activities for the lecturers of the National University of Laos showed that the
managers had some practical solutions, but the implementation results were
limited; there are no practical measures. Specifically, studying the current
situation of managing pedagogical training activities for Lao National University
lecturers, the author found that: The management of pedagogical training
activities for the lecturers of the National University of Laos has achieved
certain results. The awareness of the importance of training activities has been
carried out; pedagogical training activities for lecturers in higher education
establishments are held quite often; The application of contents of pedagogical
vocational training program in the teaching process is strictly implemented.
However, a part of lecturers force is not fully aware of the importance of training
activities. In the management of pedagogical training activities for lecturers of
the National University of Laos, there are still many limitations such as: There is

no standard of pedagogical skill for university lecturers, the program is designed
to provide general training for lecturers of all sectors. There is no program of
fostering pedagogical skills for each industry group, which is inadequate at
present. The evaluation of the results of the fostering activities has not been
profound, mainly evaluated according to content, not evaluated by capacity. This
leads to the poor quality of pedagogical skill training. In addition to the
difficulties in the infrastructure conditions, the awareness of the educational
forces, the capacity of the management staff, the lecturers and the information
and communication technology elements in the current period.
To overcome the shortcomings and improve the lecturers of the National
University of Laos, the thesis has proposed 07 management solutions of the
Rectors of the National University of Laos. These solutions focus on overcoming
weak points in the management of vocational training services for the lecturers


24

of the National University of Laos. The results of polls of managers, lecturers,
institutions participating in training, Experts and scientists showed that the
proposed solutions are necessary and feasible.
The test results also confirm that the proposed solutions bring high
efficiency in managing fostering pedagogical skills for National University of
Laos lecturers to meet the needs of human resource training for the National
University of Laos.
2. Recommendations
2.1. With the Government
Having proper and effective investment policies aiming at socio-economic
development of the provinces and cities. Especially preferential policy for the
National University of Laos.
2.2. With the Ministry of Education and Sports

The Ministry of Education and Information develops training programs,
fostering a contingent of lecturers in accordance with current requirements.
On the basis of pedagogical skill standards for university lecturers, the
Ministry of Education and Information authorizes a number of units to design
the program of pedagogical skill training for each group of branches.
2.3. With National University of Laos.
- Actively coordinate with higher education institutions assigned to
organize activities of vocational training services for lecturers to exchange,
propose additional contents that schools need to equip lecturers outside the
program prescribed by the Ministry of Education and Information .
2.4. With the lecturers at Laos National University
- Raising the sense of responsibility of the individual and collective faculty
of faculty for the training and fostering according to the standardization of
faculty staff, meeting the needs of training high-quality human resources at the
National University of Laos. Develop learning and retraining plans of
individuals and groups of faculties and subjects to improve pedagogical capacity,
professional development capacity, scientific research, and moral qualities of
lecturers who deserve to be a good example for students to follow.