Quản lý chất lượng đào tạo giáo viên của các trường đại học nước cộng hòa dân chủ nhân dân lào tt tieng anh

MINISTRY OF EDUCATION AND TRANING
VINH UNIVERSITY

SIVONE RUEVAIBOUNTHAVY

MANAGING THE QUALITY OF TEACHERS TRAINING OF UNIVERSITIES
IN LAO PEOPLE’S DEMOCRATIC REPUBLIC
Major: Education Management
Code: 9140114

SUMMARY OF DOCTORAL THESIS IN SCIENTIFIC EDUCATION

Nghe An, 2020


The work was completed in:
VINH UNIVERSITY

Science instructor:
Assoc. Prof. Dr. Nguyen Thi Huong

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

The thesis will be defended at the University-level Thesis Evaluation Council at:
VINH UNIVERSITY
At ………………., 2020.

The thesis can be found at:
National Library of Vietnam

Centre for Information – Library Nguyen Thuc Hao - VINH UNIVERSITY


INTRODUCTION
1. Urgency of the research
The quality of education has been a top concern of the whole society because of
its special importance to the development of each person, each community and every
nation in civilized and modern society. Higher education in Lao People's Democratic
Republic in recent years has made great progress in both quantity and quality, meeting
the requirements of training high-quality human resources for the country. However,
compared with other developed countries in the world, in fact the quality of education
in general and the quality of higher education in particular in Lao People's Democratic
Republic is still weak and is failing to meet the requirements of training human
resources for the cause of national development. One of the main reasons for the low
quality of higher education is the weaknesses in managing including quality
management. Therefore, the quality of teachers training of universities in the Lao PDR
must be ensured or in other words, implemented comprehensively and effectively.
From the above reasons, we choose the research topic: Managing the quality of
teachers training of Universities in Lao People’s Democratic republic.
2. Purpose of the research
From theoretical and practical research, the thesis proposes management solutions
to improve the quality of teacher training at universities in the People's Democratic
Republic of Laos.
3. Object and subject of the research
3.1. Object of the research: The quality of teacher training of universities
3.2. Subject of the research: managing the quality of teachers training of Lao
People's Democratic Republic universities
4. Scientific hypothesis
The quality of teachers training of universities in the Lao People's Democratic
Republic still has certain limitations, which do not meet the current educational

renovation requirements of the country. If the training quality management solutions
are proposed based on the elements of training quality and overall quality
management, it will improve the quality of teachers training, meeting the educationally
innovational requirements of Lao People's Democratic Republic.
5. Tasks and scope of research
5.1. Research tasks
5.1.1. Researching the theoretical basis for the quality management of teachers
training of universities.

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5.1.2. Surveying and evaluating the current management reality of the quality of
teachers training at universities in People's Democratic Republic of Laos.
5.1.3. Proposing solutions for managing the quality of teachers training at
universities in People's Democratic Republic of Laos, exploring the feasibility of the
solutions and testing some proposed solutions.
5.2. Research scope
The thesis researches on managing the quality of high school teachers training of
some universities in People's Democratic Republic of Laos (Lao National University,
Su Pha Nu Vong University and Cham Pa University) Sharp); Surveying the situation
and testing solutions at the above universities.
Survey time: Survey, research with Charts from 2016 to 2018.
6. Approaching perspective and research methods
6.1. Approaching perspective:
Systematic approach - structure; Approach to history - logic; Operation approach;
Access to human resource development; Approach to overall quality management
6.2. Research methods
6.2.1. Group theoretical research methods
Including methods: Methods of analyzing - synthesizing documents; Methods of

generalizing independent statements
6.2.2. Group of practical research methods:
Methods of investigation by questionnaire; Methods of exchange and interview;
Professional solution; Assay and experiment methods
6.2.3. Mathematically statistical methods:
Using mathematically statistical formulas and informatics software such as Excel
software, SPSS software to process the collected data.
7. The theoretical points need defending
+ Managing the quality of University Teacher Training is very important, meeting
the requirements of higher educational development in the current context.
+ The quality of teachers training at Universities in Lao People's Democratic
Republic is currently not high compared with other regional and international
countries.
+ Building quality standards as a basis for universities of Lao People's
Democratic Republic which can improve constantly and enhance the quality of
training.
8. New contributions of the thesis
- The thesis has contributed to further clarifying theoretical issues about teacher
training quality
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- The thesis analyzes and assesses the status of training quality and quality
management of teacher training; propose 6 solutions with scientific basis, with high
feasibility in order to improve the effectiveness of quality management of Teacher
Training of Universities in the People's Democratic Republic of Laos.
9. The structure of the thesis
Beside the introduction, conclusion, references, the structure of the thesis
includes 3 chapters:
Chapter 1: Theoretical basis for managing the quality of teacher training of

universities.
Chapter 2: The reality of managing the quality of teachers training of universities
in Lao People's Democratic Republic.
Chapter 3: Solutions for managing the quality of teachers training of universities
in the People's Democratic Republic of Laos
Chapter 1
THEORETICAL BASIS ON MANAGING THE QUALITY OF TEACHERS
TRAINING OF UNIVERSITIES
1.1. Overview of the issue
From the overview of the research works abroad and Lao People's Democratic
Republic on the training quality and the management of the teacher training quality
shows that: Although they are mentioned by the authors at different angles and the
thesis can inherit and develop. So far there has, however, been no research on
managing of the teacher training quality of universities in Lao People's Democratic
Republic.
The dissertation issues need to be researched and clarified: Theoretical research
on the quality of teacher training in universities meets the requirements of educational
innovation and international integration; Studying the current situation of training
quality and managing the quality of teacher training of Lao People's Democratic
Republic universities in the current context; studying solutions to manage the quality
of teacher training at universities in the Lao People's Democratic Republic in the
context of education innovation and international integration.
1.2. Some basic concepts
The thesis has clarified the concept of tools such as: Quality and quality of higher
education; Quality of teacher training; Managing and managing the quality of teacher
training. The quality of university teacher training, which clarifies: The quality of
university teacher training is consistent with the university's objective of training
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teachers, meeting the learning needs. and the development of students, the quality
needs of human resources for education, meet the prescribed standards.
1.3. The teacher training quality of universities
1.3.1. Characteristics of teacher training quality of universities
The thesis has clarified the characteristics of teacher training quality of
universities such as: relative teacher training quality; quality of teacher training is
periodical; The quality of teacher training is multi-level …
1.3.2. The basic elements of the quality of university teacher training
Under the CIPO model, the basic components of the quality of teacher training of
universities include:
1.3.2.1. Inputs include: Lecturers, managers; Student; Education program;
Facilities and equipment for training.
1.3.2.2. The training process includes: Training activities; Research and
application of educational science and international cooperation; Organizational and
managerial activities; Check and evaluate student learning results
1.3.2.3. Outputs: The outputs of the CIPO model include educational human
products that are educated with the qualities and competencies they receive in their
school years. The outputs include knowledge, skills, and attitudes of learners in order
to meet higher-order requirements or to participate in the labor market to a certain
degree.
1.3.2.4. Background: Background is the place where educational activities and
the reception of educational products take place. The context includes socio-economic
conditions, state management of education, labor market demand, globalization of
economies …
1.3.3. Standards for evaluating teacher training quality
Standard 1: Lecturers and managers; Standard 2: The learner element; Standard 3:
Training program; Standard 4: Facilities and learning equipment; Standard 4: Training
activities; Standard 5: Organization and management; Criterion 7: Outputs
1.4. The issue of managing the quality of teacher training of universities
1.4.1. The necessity for managing the teacher training quality of universities

- Managing teachers training quality to meet the requirements of renewing higher
education in the period of international integration; manage the quality of training to
meet the requirements of teacher development; Improve the quality of teacher training
of universities
1.4.2. Content of managing the quality of teacher training of universities
- Develop strategic plans and policies for school training quality
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- Develop quality management system and process of managing quality of
teacher training of universities
-Check the quality of teacher training of universities
1.4.3. The subject of managing the quality of teacher training of universities
University presidents; Head of the department, functional departments of the
university; Head of Teacher Training Department; Head of section; Pedagogy teacher
1.5. Factors affect the teacher training quality of universities
1.5.1. The objective factors
Objective factors include: State management mechanism for teacher training;
Social awareness of pedagogical training; Trends of globalization and international
integration; Competitiveness in career and employment.
1.5.2. Subjective factors
Subjective factors include: Capacity of university administrators and teachers;
Quality cultural environment of universities; International cooperation activities in the
quality management of university teachers
Conclusion of chapter 1
1. The quality of teacher training is always a top concern of universities and of
society, greatly affecting the quality of general education. Therefore, to improve the
quality of general education, it is necessary to improve the quality of teacher training
in universities.
2. In view of the system, when considering the quality of the whole education

system, the structure of the entire system must be determined. Therefore, the quality of
university teacher training is made up of the inputs, the training process and the
outputs in relation to the real context in which these three components operate.
3. Managing the quality of university teachers' training is an activity aimed at
controlling, quality assurance, improving and improving the quality of teacher training
of universities, meeting commune requirements. Assembly for teacher qualifications
and competencies and requirements for renovation of general education. Therefore, the
content of training quality management teachers need to closely follow the levels of
quality management, the components of training quality, especially comprehensive
quality management and continuous quality improvement. Teacher training.
4. Participating in the quality management of teachers of universities with many
subjects, each subject plays a different role. Universities' quality of teacher training is
influenced by various objective and subjective factors. It is necessary to pay attention
to these factors in researching the current situation and proposing solutions to manage
the quality of teacher training of universities.
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Chapter 2
THE REALITY OF THE MANAGEMENT OF THE TEACHER TRAINING
QUALITY OF UNIVERSITIES IN LAO PEOPLE’S DEMOCRACY
REPUBLIC
2.1. Overview of the universities in Lao People's Democratic Republic
The thesis has generalized the universities of the People's Democratic Republic
of Laos with the following contents: About the university network; About the
professional qualifications of lecturers; Regarding the content, training programs,
scientific research and international cooperation; Regarding the management and
capacity building of university managers; Regarding the facilities of the universities of
the Lao People's Democratic Republic. Thereby assessing the limitations and
inadequacies in the People's Democratic Republic of Laos.

2.2. Conducting a current situation survey
2.2.1. Purpose of the current situation survey: The purpose of the survey is to
properly and objectively assess the quality of the training quality and manage the
quality of teacher training of universities in the People's Democratic Republic of Laos
to identify practical foundations of the topic
2.2.2. Content survey status
The content of the survey focused on the following issues: Current situation of
teacher training quality of universities in the People's Democratic Republic of Laos;
Actual situation of managing the quality of teacher training of universities in the
People's Democratic Republic of Laos; Situation affecting the factors of quality
management activities in universities of the People's Democratic Republic of Laos.
2.2.3. Object and area of survey
2.2.3.1. Object of survey
- Principals and Vice Rectors of the universities: Lao National University, Cham
Pa Sac University and Su Pha Nu Vong University (Subject 1): 09 people;
- Head of pedagogy departments, functional departments, lecturers and experts of
universities (Subject 2): 79 people;
- University students (Subject 3): 101 people.
-Total: 189 people
2.2.3.2. Survey area, survey time
- Universities of the Lao People's Democratic Republic (Laos National
University, Cham Pa Sac University and Su Pha Nu Vong University).
-All comments and questionnaires will be sent to survey training from the
beginning of the first semester, the 2017-2018 school year and withdrawal of
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comments and surveys in October 2018.
2.2.4. Survey method
- Preparing questionnaire to solicit opinions of managers and teachers of the Lao

People's Democratic Republic; Exchange and interview by topic; Researching the
operation products of managers and teachers of Lao People's Democratic Republic
universities.
2.2.5. Evaluate the survey results
Firstly, assessing awareness on 4 levels: Very urgent, Urgent; Less urgent, Not
urgent
Secondly, assessing the quality of training by 4 levels: Good; Rather; Dat; Not
reached
Thirdly, the specific evaluation of training quality management activities
implemented under 4 levels is: implemented but achieved high results; Already
implemented but achieved low results; Done but no results; Unfulfilled.
2.2.6. Method of data processing
After aggregating the data from the raw votes collected:
- For assessing the quality of training, set the levels according to each specific
criteria and use the 4-level Likert scale method: Good, Fair, Pass, Not Passed, assign
points for each level: Good: 4 points ; Fair: 3 points; Gaining: 2 points; Not achieved:
1 point.
- Regarding the evaluation of training quality management activities, 4 levels
have been implemented: achieved but achieved high results: 4 points; Implemented but
achieved not high results: 3 points; Already implemented but not yet achieved results:
2 points; Not implemented: 1 point.
Processing the data according to 4-level likert (steps):
The unsatisfactory average is between 1.00 and 1.75.
The level reached, with an average value in the range of 1.76 to 2.57.
Fair level, averaging between 2.52 and 3.27.
Good level, with average values in the range of 3.27 to 4
2.3. Actual situation of teacher training quality in Lao PDR universities
2.3.1. Actual state of the inputs
2.3.1.1. Actual situation of lecturers and managers

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Chart 2.1. Results of the evaluation of the quality of teachers and managers of
universities in the People's Democratic Republic of Laos
Quality of teachers and managers of universities in the People's Democratic
Republic of Laos through surveys and assessments of the quality of teachers and
managers of universities in the Republic of Laos Lao people are at "good" levels, the
average overall assessment of the quality of teachers and managers = 3.11, standard
deviation 0.76).
2.3.1.2. Status of quality learners

Chart 2.2. Results of the quality assessment of the universities of the People's
Democratic Republic of Laos
Survey results on the quality of learners show that the average of the assessment
results of the quality of learners of Lao People's Democratic Republic is at a "good"
level (average score = 3 , 09, standard deviation = 0.72).
2.3.1.3. Actual situation of teacher training program

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Chart 2.3. Regarding the quality of teacher training programs of universities in
the Lao People's Democratic Republic
Survey results of teacher training programs of universities in the People's Democratic
Republic show that the average is generally at "fair" (average score = 3.09; standard
deviation = 0.72) . The criteria are evaluated at a good level: the training program has clear
goals, specifying 3 standards of knowledge and skills; training methods (average score =
3.79; standard deviation = 0.406); criteria: Each training program ensures there are
sufficient modules and subjects, in which clearly define the method and requirements on

examination and evaluation of results (average score = 3.58; deviation) standard: 0.661);
Curriculum criteria meet the requirements of innovation in content and teaching methods
(average score = 3.57; standard deviation = 0.662).
2.3.1.4. Situation of facilities, equipment for training of universities
The quality of facilities and equipment for training at Lao People's Democratic
Republic universities shows the average average of the assessment of the quality of
infrastructure and training aids. universities of the People's Democratic Republic of Laos are
at good level (average score = 3.02; standard deviation = 0.82).
2.3.2. Status of the training process
2.3.2.1. Actual situation of teacher training activities of Lao People's Democratic
Republic universities
The quality of the training acclivities of the universities is shown: the teacher training
activities of the People's Democratic Republic of Laos have been relatively good (average
score = 2.89) ; standard deviation = 0.93). The results of this assessment objectively reflect
the training quality of the current Lao PDR.
2.3.2.2. Actual situation of scientific research and international cooperation of
universities in the People's Democratic Republic of Laos
The evaluation rate of scientific research and international cooperation of the
university shows that the average score of the evaluation results of scientific research and
international cooperation is quite good (average score = 3.13 ; standard deviation = 0.78).
Compared to other areas of the training quality, the quality of scientific research and
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international cooperation of the Lao People's Democratic Republic universities also
received a fairly good rating, this is the result. The results are average, there is no typical
breakthrough, outstanding in scientific research and international cooperation of the school.
2.3.2.3. Actual situation of organization and management of teacher training of
universities in the People's Democratic Republic of Laos
The results of the survey on the organization and management of teacher training of

universities in the People's Democratic Republic of Laos show the evaluation results of the
organization and management of teacher training of the universities of the Republic of Laos
Lao people are relatively good, although at a good level (average score = 3.26; standard
deviation = 0.66) but nearly good.
2.3.3. Current status of outputs
2.3.3.1. Actual quality of input
The survey subjects all have a relatively uniform, relatively good (average score =
3.09; standard deviation = 0.74) through the results of assessing the quality of student input
of universities. Study, the assessments are all in good, fair and satisfactory levels.
2.3.3.2. Current status of outputs
Average output quality score is assessed at a good level (average score = 3.10;
standard deviation = 0.75). The survey subjects have a relatively unified in assessing the
quality of output in universities of the People's Democratic Republic of Laos. The criteria
are evaluated to have a good average score.
2.4. Actual situation of managing the quality of teacher training of universities in
the People's Democratic Republic of Laos
2.4.1. Thoroughly organize to raise the awareness of officials, teachers and
students about the urgency of managing the quality of training
Most universities have implemented awareness raising for officials, teachers and
students about the role and urgency of training management (0% have not done it), but
the results have been implemented. Currently, but not high, it still accounts for a larger
percentage (58.7%). This proves that the universities have implemented but not yet
focused on the quality and effectiveness, the average score of the content is at the Fair
level (average score = 3.4; standard deviation = 0.494). has shown that universities are
aware of the urgent role of e-management, however, there should be specific plans and
more emphasis on this work.
2.4.2. Actual situation of developing strategic plans, policies for training
quality of the school
Actual situation of developing strategic plans and policies for training
quality of the school is shown in the chart:

10


0%
0%
20,1%

Has achived high results
Achived results were not high
Already done, no resutls
79,9%

Unfulfilled

Chart 2.4. Actual situation of developing strategic plans and quality policies
Through the above survey results, only 20.1% of the respondents said that the
formulation of strategic plans and policies for the quality of school training has
achieved relatively high results. Of which, 79.9% of donors have implemented but
have not achieved results and no one said that they had done so yet. The average
point of this survey content is only at the Fair level (Average score = 3.2; Standard
deviation = 0,401), the above results reflect the actual development of strategic
plans and quality policies. the amount of training for Lao PDR universities now.
2.4.3. Actual situation of improving the management system of training
activities of universities

2,6%
7,9%

20,6%

Has achived high results
Achived results were not
high
Already done, no results
68,8%

Unfulfilled

Chart 2.5. Actual situation of perfecting the management system of teacher
training activities
The average score is also in the Fair (Average score = 3.07; Standard deviation =
0.622) of which only 20.6% of the respondents think that the completion of the
management system has achieved satisfactory results. high fruit. Meanwhile, 68.8% of
people said that it was implemented but the results were not high, implemented but not
yet achieved 7.9% and not implemented, 2.6%.
2.4.4. Actual situation of evaluating teacher training quality of universities
In this situation, up to 43.3% of people assessing the implementation of training
quality assessment at universities with relatively high results; 56.6% of reviewers
implemented the results was low; No comments have been implemented yet to achieve
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and not yet implemented. The average score in this content is at Good level (Average
score = 3.43; Standard deviation = 0.496), this result also reflects the true state of
accreditation and evaluation of teacher training quality of schools. University is
analyzed above. This is reflected in the fact that the training quality assessment of
universities is better than the above activities.
2.4.5. Actual situation of implementing the activities of improving the
training quality of universities

In this situation, up to 40.2% of people assessed the implementation of training
quality improvement activities at the implemented and high-performing schools;
59.8% of the assessors have implemented but the results are not high; There are no
reviews that have been implemented but no results and not yet implemented. This is a
good result showing that universities have actively implemented training quality
improvement and the percentage of high performance also accounts for a relative
percentage.
2.4.6. Actual situation of building quality culture in universities
In this situation, the number of donors who achieved high results only accounted
for 25.4%; The number of donors who have implemented it but achieved low results
accounts for the majority (74.6%). This result objectively reflects on the creation of
quality culture of the current Lao People's Democratic Republic universities. The work
of building a quality culture at the Lao People's Democratic Republic has been
concerned, but it has not achieved high results and quality assurance has been ensured.
2.4.7. Situation of building criteria for evaluating teacher training quality of
universities
The survey results showed that the number of donors who achieved high results
only accounted for 21.7%; the number of university establishments that have
implemented but not achieved high results accounts for approximately 57.1%.
Meanwhile, 11.1% of reviewers have implemented but no results and 10.1% of
reviewers have not done. This result reflects objectively the fact that setting up criteria
for evaluating the quality of training at universities is still limited, achieved high and
low results, mostly implemented but not yet brought results. Some schools have not
had results and some have not yet been implemented.
2.4.8. Situation of building a specialized apparatus for quality management
of universities
From the survey data showed that only 30.7% of the respondents assessed the
construction of a specialized system for managing the quality of training at universities
with high results; As many as 69.3% of the respondents assessed that the establishment
had been established, but the results were not high. This result objectively reflects the

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current situation of building a specialized apparatus for managing the quality of
training in universities in Laos today.
2.4.9. Actual conditions to ensure the quality of training of universities
According to the survey, only 18.5% of the respondents said that the universities
had made sure the funding, facilities and equipment for training activities achieved
high results. Of which, 51.3% of the total number of people said that they had ensured
funding, facilities and equipment for training activities but the results were not high
and 2.6% of people said that implemented but no results and 27.5% of people said that
they did not ensure the funding, facilities and equipment for training quality
management activities.
2.5. Situation of the influence of factors on the quality of teacher training of
universities in the People's Democratic Republic of Laos
The objective factors mentioned in questionnaire 2.13 were evaluated to have a
great influence (average score = 3.48; standard deviation = 0.59) on the training
quality management activities of universities. studied in Lao People's Democratic
Republic and there are no comments that do not affect.
2.6. General assessment of the situation
From the survey results, the thesis has a general assessment of the situation,
showing the strengths, limitations and clearly pointing out the causes of the situation.
Conclusion of chapter 2
1. From a quality perspective to consider and evaluate, the SP training industry in
particular and the quality of training universities across the country in general still
have many limitations that need to be overcome if they want to reach the same level.
Regional and International training quality.
2. In recent years, universities have had many activities to improve the quality of
teacher training. However, overall, the quality of teacher training at universities has
not met the basic and comprehensive innovation requirements of education in general

and higher education in particular.
3. Universities have implemented many quality management activities for teacher
training, and these activities have contributed significantly to ensuring and improving
the quality of training, helping cán bộ s, teachers and students. The school can adapt to
the quality management models suitable for higher education in the Lao People's
Democratic Republic in the current period.
4. The quality management activities of teachers training at universities still face
many difficulties and limitations that need to be overcome and addressed, which is the
perception of officials, teachers and students about the operation. quality management
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is still weak, inadequate and inadequate; The organizational system for managing the
quality of internal teacher training of universities has not yet been operated smoothly
and effectively; The establishment of standards and goals for managing the quality of
teacher training in universities has not been paid enough attention and attention.
Chapter 3
SOLUTIONS FOR THE MANAGEMENT OF THE TEACHER
TRAINING QUALITY OF THE UNIVERSITIES IN LAO PEOPLE’S
DEMOCRACY REPUBLIC
3.1. Principle of proposed solutions
Proposed solutions must ensure the principles: objectives, practicality,
systematicity, efficiency, feasibility.
3.2. Some solutions for managing the teacher training quality of universities
in Lao People's Democratic Republic
3.2.1. Awareness organization for managers, teachers and experts on the
importance of quality and quality of teacher training
3.2.1.1. The goal of the solution
Create commitment and enthusiasm of managers, teachers, experts and their
views on the implementation of quality management activities under TQM.

Demonstrate the responsible role of managers, teachers and experts for the quality
management of training at universities. In order to change the mindset and perceptions
of managers, teachers and experts.
3.2.1.2. Content of the solution
The first content, helps managers and members of the university clearly see the
need for quality management training.
The second content is to change the perceptions of quality management in
training of managers and university members.
3.2.1.3. How to implement the solution
Firstly, thoroughly organize and raise awareness among managers and members
about the need for training quality management in universities.
Secondly, the quality of teacher training must be considered as both a political
task and a professional task at universities. Once the management of teacher training is
a political task, it is inevitable that the entire political system of universities must be
involved.
Thirdly, it is necessary to diversify the dissemination and propagation so that
officials, teachers and students can have a full awareness of the quality of teacher
training.
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Fourthly, it is necessary to overcome the inadequate and complete perceptions of
the quality management activities of teacher training in universities.
Fifthly, develop indicators to assess the level of awareness of managers, teachers
and experts in teacher training quality management.
3.2.1.4. Conditions for implementing the solution
University presidents should direct the development of awareness raising plans
for managers and members of the university on training quality management activities
through motivational forms of impact. on the awareness of administrators, teachers
and experts. At the same time, it is necessary to examine and supervise the training to

raise the awareness of managers and members of the school on the training quality
management activities through the development of awareness-level indicators.
3.2.2. Strategic planning, policies and tools for managing the quality of
teacher training of universities in the People's Democratic Republic of Laos
3.2.2.1. The goal of the solution
- Develop a specific strategic plan and offer effective tools and policies to impact
and comprehensively renovate the quality of training management at universities.
These tools and policies must ensure conformity with the goals and practices of the
universities. To provide guidance on the planning of quality management and the
quality development policies appropriate for the training of university teachers.
3.2.2.2. The meaning of the solution
First: For universities, the development of strategic plans and quality assurance
policies is particularly important in shaping school goals as well as using tools to
Completing the planned targets.
Secondly, the training quality management activities is a thorough, long-term
process and is carried out regularly and permanently; Continuously in every aspect,
therefore, each managerial staff, teachers and school staff must actively perform their
work in the right direction, which is the basis for evaluating the achieved results.
Thirdly, the clear, accurate and specific plan will help the school encourage
collective individuals to organize and promote emulation movements and promote the
quality of education.
3.2.2.3. Content and how to implement the solution
Firstly, strategic planning and quality management policies train teachers into the
overall development strategy of universities.
Two, strategic planning and training policies for teachers.
Third, organize the development and implementation of strategic training plans
and policies for teachers.
3.2.2.4. Conditions for implementing the solution
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The school leadership needs to develop a general direction followed by a
discussion with each department, gathering the opinions of teachers, based on which
the current situation of the school is assessed and specific planning based. on the
educational development orientation of the state and the education ministry.
3.2.3. Completing the training quality management system of Lao People's
Democratic Republic universities
3.2.3.1. Target
Help the school ensure the quality of inputs and outputs. Students have the
knowledge and skills to meet the requirements of society.
3.2.3.2. Content
In each stage, the universities of the Lao People's Democratic Republic have all
built a system of quality assurance processes. In developing this process, the Lao
People's Democratic Republic universities have relied on legal, scientific and practical
bases (SWOT model, PDCA process) to analyze and clarify the face. strong and
present aspects of training programs and activities; a team of teachers and management
staff, applied science and technology research students and international cooperation;
organization and management of training, output quality management .... Thereby
identifying training program management activities at Lao People's Democratic
Republic universities based on the overall quality should be implemented and
promoted.
3.2.3.3. How to perform
Firstly, the solutions improve the input management process.
Secondly, the solution is to improve the training process management processes
and improve the teaching method innovation processes.
Third, solutions to complete the output management process
Fourthly, the solutions to establish the system of managing processes by statistics
3.2.3.4. Conditions for implementing the solution
Rector of the university with the advice of functional departments such as training
rooms, quality assurance centers, training faculties. The determination and

perseverance of school leaders is necessary in the operation of the quality management
system.
There is a day-to-day management of all processes, processes that are operating
in the school, and are carefully documented to provide a basis for the improvement of
processes.
Adequate information technology system and store all data for easy access.
3.2.4. Develop standards to evaluate the effectiveness of training quality
management at universities in the Lao People's Democratic Republic
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3.2.4.1. The goal of the solution
-Direction for managers, teachers and staff to perform the work according to the
set standards.
- As a basis for evaluating the effectiveness of the training quality management of
teachers at the school.
- Help universities to objectively assess the quality of training; On that basis,
propose solutions to improve and improve the quality of training.
3.2.4.2. Content of the solution
Develop standards for evaluating the effectiveness of training quality
management to ensure that all fields of school work must have sets of standards to
assess the quality and standardize aspects of work in the school.
List the jobs of each department and department, describe in detail the tasks to be
done of the jobs. Then assign specific to each individual, department to complete the
work.
Conducting a process to perform each task, with the attached forms and forms,
creating favorable conditions and consistency in the process of performing the jobs.
Functional departments in the school (offices, departments, faculties, subjects,
centers, libraries ...) are the place to implement the training quality management
activities directly and the school must establish a department responsible for the

quality assurance management.
3.2.4.3. How to implement the solution
The school needs to implement specific quality standards that are appropriate to
each of its activities and actual capacity. Principals need to be aware of the situation of
the school and should not set goals too high compared to the capacity and resources of
the school because if so, it is not guaranteed to meet the goals and meet the standards.
3.2.4.4. Conditions for implementing the solution
University presidents should direct units to gradually standardize their fields of
activity; building a system of policies and regulations for the members to make efforts
to implement, while encouraging the creativity of members in the school.
3.2.5. Organizing training courses to improve the professional capacity and
pedagogical skills for teachers of universities
3.2.5.1. The goal of the solution
Improving the pedagogical capacity of teachers is a work that contributes to the
effectiveness of teaching activities of teachers, thereby asserting the status of
university for society, the region and the world. When training, creating a professional
working environment, quality and assurance for learners.
Creating an overall improvement motivation for universities, aiming to gradually
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integrate training fields with other countries in the region and internationally.
3.2.5.2. Content and how to implement the solution
i) Regarding capacity building, professional qualifications of teachers of
pedagogy
ii) Regarding pedagogical training
iii) Methods of training:
Step 1: Based on the practical situation in universities, re-examine the
qualifications of the teachers in the universities.
Step 2: Classify teachers' qualifications and competencies at universities

Step 3: Develop a detailed and specific training and retraining plan according to
the roadmap of the professional competence and pedagogy program. Clearly assign
tasks and responsibilities of training quality management agencies and management
staff.
Step 4: Develop regular training programs for teachers according to the issued
professional standards. On that basis, implementing teacher training in accordance
with regulations in order to improve the capacity of the team, gradually meet the
requirements of professional skills, to meet the requirements of education in the new
period.
3.2.5.3. Conditions for implementing the solution
- It is necessary to have the determination of the school leaders, the consent of all
members;
- Need a team of independent inspectors, trained in a methodical manner, the
departments, divisions and faculties of the school are trained on the purpose, how to file,
report the check the training periodically;
-Have budget and capital to upgrade the conditions to ensure the teaching. The
universities must ensure the training conditions so that the members of the university can
rest assured and believe in completing the work in each stage of the training process,
promoting creativity, continually improving. quality to achieve the goal of managing the
quality of training at universities.
3.2.6. Establishing training quality assurance conditions in Lao PDR
3.2.6.1. The goal of the solution
First, be aware that quality is the only challenge in maintaining quality assurance.
Secondly, building a friendly, comfortable and dynamic environment to create an
atmosphere for all members who are inspired to work and towards the quality of the
school.
Third, the university members understand the law of "supply and demand" in the
current market mechanism and the role of customers in the development and
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development of universities. From that, every member can self-consciously and
proactively work with high responsibility, positive and cooperative spirit.
3.2.6.2. Content of the solution
- Need to respect learners and treat learners as the "customer" number one in the
process of enrollment and training.
- Construction of "school culture" in managing the quality of training in
universities.
- Ensure C students, equipment for the training.
- Develop mechanisms and policies from the state towards universities with
teacher training.
- Promote international cooperation in training, scientific research, and
implementation of educational socialization in teacher training.
3.2.6.3. How to perform
- The school management and leadership board focuses on directing the
development of internal regulations on the implementation of quality culture.
- Create conditions for officials, teachers and staff throughout the school to
understand the importance of training pedagogical culture for students.
-Public information.
3.2.6.4. Conditions for implementing the solution
-Must be supported by all levels, including the highest leader who has a leading
role in leading activities.
- Managers need to be exemplary, if the mirror takes the lead in carrying out
cultural construction and renovation.
-The school principal is always close and determined in every action.
-Every member in the school is unanimous, united, constructive and positively
responded.
-All people have a sense of voluntarily complying with the prescribed, organized
activities set out.
3.3. Investigating the urgency and feasibility of the proposed solutions

3.3.1. Survey purpose
In order to collect and synthesize the evaluation information on the urgency and
feasibility of the university's training quality management solutions.
3.3.2. Survey content and methods
3.3.2.1. Survey content
The urgency and feasibility of solutions for managing the quality of training of
Lao People's Democratic Republic University
3.3.2.2. Survey method: Survey method to exchange questionnaires with 4 levels
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of evaluation on the urgency and feasibility of the solutions
3.3.2.3. Survey subjects: managers (schools, faculties, departments), teachers,
experts and students of Lao PDR (Lao National University, Champa University) Sac
and the University of Su Pha Nu Vong).
3.3.3. Survey results on the urgency and feasibility of the proposed solutions
3.3.3.1. The urgency of the proposed solutions
The results of the statistical evaluation of 189 surveys were investigated on the
urgency of solutions to manage the quality of teacher training of universities in the
People's Democratic Republic of Laos. Survey results show that respondents have a
high appreciation for the urgency (average score of 3.14; standard deviation = 0.65) of
the proposed solutions. In particular, the number of reviews is very necessary and
needs a high proportion. No comments are not considered critical. This evaluation
proves that the proposed solutions are urgent in managing the quality of training at Lao
PDR universities.
3.3.3.2. Feasibility of the proposed solutions
The results of the evaluation of 189 surveys were evaluated on the feasibility of
solutions for quality management of teacher training of universities in the People's
Democratic Republic of Laos. Compared to the evaluation of urgency, the feasibility
of the proposed solutions is also quite high. (average score = 3.23, standard deviation

= 0.71).
3.4. Experiment
3.4.1. Testing organization
3.4.1.1. Test purpose
The purpose of the test is to determine the effectiveness, feasibility and necessary
conditions to deploy one of the proposed solutions.
3.4.1.2. Experimental hypothesis
This test aims to assume that the solutions have been applied to universities in the
People's Democratic Republic of Laos in order to improve the quality management of
teachers and teachers. Price results achieved from the given solutions.
3.4.1.3. Content and testing method
Testing the solution "Organizing fostering and improving pedagogical capacity
for university lecturers"
Experimental location and time: Lao National University, Su Pa Nong University,
Cham Pa Sac University, these are the places chosen for the study because of typical.
Dividing 189 people into 2 groups: 1 group is Lao National University and Su Pa
Nong University is testing (experimental) with 129 people, 1 group of Cham Pa Sac
University is the control (control) with 60 people
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3.4.2. Describing the content of the test process
Faculty leaders and all teachers conduct an analysis of the school's mission,
vision and core values to determine. Organizing communication for 189 teachers and
students in the school and the outside community. The Faculty conducted surveys
through the number of subjects in Table 3.7 to understand and evaluate the
pedagogical competence of teachers objectively through state leaders, department
heads / functional offices, lecturers. , experts and students. From the survey results,
develop appropriate program content to improve pedagogical competence for teachers
according to each teacher level in the survey results table. Survey the results after the

test, collect and evaluate the content of the solution through the test results
3.4.3. Analyzing the test results
3.4.3.1. Analyze the input results
Firstly, the survey results on the level of pedagogical competence in the content
of teacher qualifications
Second, the results of the survey on the entry level of pedagogical skills
Thirdly, the results of the survey on the input level of foreign language and
information technology
Fourthly, the results of the input level survey on teaching knowledge about
organizational design capacity, evaluation of curriculum, development of training
programs, and enrollment counseling for students.
3.4.3.2. Test results
Firstly, the results after testing pedagogical qualification

Chart 3.1. Results after testing pedagogical qualifications
The results now show that there is a big difference and change between the two
groups with training in pedagogical competencies and those without training. In the
control group, the results of the pedagogical competency survey have an average score
(average score = 2.43), and in the experimental group the survey results are at a fairly
good level. (average score = 3.05).
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Second, the results after testing pedagogical skills

Chart 3.2 Results after testing pedagogical skills
The results showed that there is a big difference and change between the two
groups trained in pedagogical skills and the group not trained. In the control group, the
results of the pedagogical competency survey have an average score (average score =
2.13), and in the experimental group the survey results are at a fairly good level.

(average score = 2.79).
The third result is after testing the computer skills and foreign languages
Through the testing results, it showed that the IT and foreign language
proficiency of the test individuals increased markedly, different from before and after
training. Before training, the level of informatics and foreign languages of teachers
was mostly at the average level (average score = 2.13). However, after being trained,
teachers' IT and foreign language levels have changed for the better, reaching a good
level (average score = 3.00).
Conclusion of chapter 3
In chapter 3, the thesis has proposed solutions suitable to the actual situation to
improve the quality of teacher training in universities. The solutions for managing the
quality of teacher training of universities in the People's Democratic Republic of Laos
towards efficiency, a synchronous system based on the point of view focusing on
raising awareness and capacity of staff management ministries, teachers, experts on
the urgency to manage the quality of training. The above-mentioned solutions have
been comprehensively and synchronously feasible, suitable to the practical situation in
order to meet and solve the shortcomings in order to improve the quality of teacher
training management in University.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
From the results of the thesis, the following conclusions can be drawn:
1.1. The quality of teacher training is always a top concern of universities and of
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society. In order to improve the quality of general education, it is necessary to improve
the quality of teacher training in universities. Managing the quality of university
teachers' training is an activity aimed at controlling, quality assurance, improving and
improving the quality of teacher training of universities, meeting social requirements
for with the qualities and competencies of teachers and the requirements for renovation

of general education.
1.2. In recent years, universities in the Lao People's Democratic Republic have
had many activities to improve the quality of teacher training. In each field of training
quality, in addition to the criteria that the universities have achieved at a good level,
there are still many criteria that are considered to be unfulfilled or just met.
1.3. From the results of theoretical research and current situation survey, the
thesis has proposed 6 solutions for managing the quality of teacher training of the
University of the Lao People's Democratic Republic:
- Awareness raising for managers, lecturers and experts about the need for quality
and quality management of teacher training.
- Strategic planning, policies and quality management tools for teacher training of
universities in the Lao People's Democratic Republic
- Improve the training quality management system of universities in the Lao
People's Democratic Republic
- Developing standards to evaluate the effectiveness of the training quality
management at universities in the Lao People's Democratic Republic
- Organize training courses to improve professional capacity and pedagogical
career for university lecturers
- Establishing conditions to ensure the quality of teacher training in the Lao
People's Democratic Republic
Test results show that the solutions are considered to be very urgent and quite
feasible. This is again confirmed by the results of testing the solution of Organizing
training courses to improve professional capacity and pedagogy for university lecturers
2. Proposal
2.1. For the Ministry of Education and Sports Laos
- Continuing to pay attention to investing in material facilities and training
equipment such as: investing and upgrading universities so that they have adequate
modern facilities and equipment for training teacher and manager
- Facilitating the organization of international cooperation relationships for
schools with capital projects, technology transfer and inviting good experts from

countries to teach.
- It is necessary to foster adequate knowledge about the conditions, procedures
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