MINISTRY OF EDUCATION AND TRAINING
THE VIETNAM NATIONAL INSTITUTE
OF EDUCATIONAL SCIENCES

PHAN THI THUY TRANG

MANAGEMENT OF PEDAGOGICAL PROFESSIONAL
TRAINING FOR VOCATIONAL
COLLEGE TEACHERS IN THE MEKONG DELTA IN THE
DIRECTION OF QUALITY ASSURANCE

Major: Education Management
Major Code: 9.14.01.14

DOCTOR OF EDUCATIONAL SCIENCES DISSERTATION SUMMARY

Ha Noi - 2019


Works to be done in:
THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

Scientific Instructor:
1. PROF. DR. NGUYEN LOC
2. DR. PHAN CHINH THUC

Reviewer 1: ..........................................................................................
.................................................................................................................

Reviewer 2: ...................................................................................
.................................................................................................................

the context of international integration.
The teaching staff is formed from many different sources:
- High school graduates are trained from technical pedagogical universities and
technical pedagogic colleges.
- University graduates from specialized technical universities (fostering career skills
and pedagogical skills) to become teachers.
- Technical staff, artisans and workers with high vocational skills from production
(being trained in pedagogical skills), mainly recruited as vocational practice teachers.
- The need to train high-quality technical human resources to meet the socio-economic
development of the country in general and the Mekong Delta in particular requires the
development of a contingent of teaching staff of Vocational Education in terms of quantity,
quality and industry structure.
In order to remedy the above situation, solutions for continuing training and fostering
pedagogical skills for teachers from different sources are concerned. General Department of
Vocational Training; MOLISA has developed and issued a framework curriculum for
pedagogical skills teaching at elementary, intermediate and college levels. At the same time,
Faculty of Vocational Education has been set up in some key vocational colleges in the
regions to train and foster Pedagogical Skills for teachers in the region.
From the above reasons, the research on the topic "Management of pedagogical
professional training for vocational college teachers in the Mekong Delta in the direction
of quality assurance" is very urgent and highly practical.
2. Objectives of the research
On the basis of theoretical research, assessing the status of fostering and management
status of pedagogical skills fostering for teachers, the studying proposes some solutions for
managing pedagogical skills training for teachers in colleges in Mekong Delta in the direction
of quality assurance.
3. Object and subject of the study
3.1 Object of the study: Pedagogical Skills training activities for teachers of colleges
in the Mekong Delta.
3.2 Subject of the study: Management of pedagogical skill training for teachers of

- Testing a solution at the pedagogical faculty of vocational training at Can Tho
Vocational College on the subject of College Teachers teaching Elementary occupations.
7. Approach and research method
7.1. Approach method:
In this study, the researcher applied the following approaches: System approach;
Quality assurance approach; Human resource development approach; Competency Approach
(output standard); Process approach.
7.2. Research method
Group of theoretical research methods; Practical research methods; Statistical
methods that handle the survey data
8. The defended thesis
- Managing Pedagogical Skills training for teachers in the direction of quality
assurance is a standardized method (in management and control) in order to develop thinking
and self-maintenance to make a difference in motivation and work efficiency. It is considered


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as a new personnel management method in accordance with the requirements of innovation
in educational management.
- In order to improve the capacity of the teachers, fostering the pedagogical skill level
towards quality assurance must be paid special attention by colleges. This is one of the
decisive factors to help teachers form professional and technical knowledge, practical skills
and ethical qualities to well perform the teaching duties.
- Pedagogical Skills training should be based on performance standards and at the same
time choosing an approach based on CIPO model, ensuring that the whole training process
(Inputs, Processes, Outputs and Regulating Contexts) achieves the desired effect.
9. New contributions of the study:
- Contributing to systematizing concepts, theoretical basis of fostering pedagogical
skill management for college teachers towards QA.

of QA.
1.1.2 Domestic research works:
Research by Pham Thanh Nghi (2000) shows that, in order to be able to manage
strategies effectively, strategic thinking needs to be used and focused on: (1) Creating
organization-oriented activities; (2) Identifying areas of innovation related to the
organization's overall vision, mission, and goals; (3) Reviewing the overall orientation within
the organization's traditional operations as well as further looking in the coming years; (4)
Emphasizing on how and why, defining the strategy and implementing the strategy; (5)
Finding the organization's greatest competitive advantages compared to similar
organizations, selecting the type of students to serve and identifying funding sources [66].
Research by Nguyen Danh Huu (2016) identified basic pedagogical competence
groups of teachers who need to be trained and fostered for development, namely: (1) Capacity
group on ethical qualities; (2) Group of teaching and educational competencies (capacity to
diagnose; capacity of designing educational and teaching plans; capacity to organize the
implementation of education and teaching plans; capacity to supervise and evaluate the results
of teaching and educational activities; capacity to solve problems that arise in practice, the
capacity of integrated teaching, differentiated teaching, teaching for sustainable development
[67]. In general, the research issue has attracted many domestic authors to implement.
However, the above works have not gone into research on management of fostering
pedagogical skill for college teachers.
1.2 Theory of quality and management towards quality assurance
1.2.1 Management:
Management is described as a program of activities undertaken by the manager to
ensure that the organization's objectives are achieved. The Management process includes the
combination of: People; Time; Work; Currency; Place; Machinery (technology); Source of
raw materials. From a functional perspective, manager performs many different activities
depending on the organization, or according to the levels of the managers. However, there
are some basic, common tasks for everyone to manage in all organizations. People often call
these most common tasks as the management function. Up to now, many management experts
agree that there are four basic management functions: Planning; Organization; Leadership /

process of leadership and functions. This must be based on human, financial, physical and
information resources. Without these resources, the functions will be useless to the
organization's goals, any management function is related to resources, none of the resources
does not affect function of management. Thus, in order to achieve the organization's goals
effectively, it is necessary to invest, considering the mission of the functions with the presence
of all investment resources in the organization.
From the above-mentioned approaches, it is shown that: Management is the process
of planning, organizing, leading and examining the work of its members to achieve the
organization's goals [59].
1.2.2 Quality concept
The concept of "quality" is perceived from many different perspectives:
a) According to absolute conception
b) According to relative conception
c) The conception of vocational training quality is based on many components: Quality
is a multidimensional concept, so when mentioning the quality of vocational training, it is
necessary to mention many different elements, directly or indirectly affecting quality.


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The researcher said that: Quality of training is a dynamic, multi-dimensional, historical
concept - specifically, containing many quantitative and qualitative factors. From a different
perspective of interest, the evaluation of vocational training quality can serve different
purposes, possibly emphasizing the function of one component or the function of another.
With the most common purpose of evaluating the quality of vocational training is to analyze
and find solutions to improve the quality of training in vocational education institutions.
1.2.3 The levels of quality management:
Quality management is an effective system of unified operation of different parts of
the organization, responsible for implementing quality parameters, maintaining and
improving it to ensure production and consumption. The most economical way to satisfy the

a) Management model according to Europe


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b) Organizqtion Element Model - SEAMEO
c) Management model by ASEAN Union (AUN&QA ): The QA model of training
program (training program) according to AUN-QA starts from determining the needs of
stakeholders. These needs are loaded into expected learning outcomes, the model is shown in
Figure 1.5 as follows:

Sơ đồ 1.5: The QA model of training program according to AUN-QA (version 3.0)
The quality assurance of school level is included in the school's missions, tasks, targets
and goals. Version 3 of the QA model for training program according to AUN - QA includes
11 criteria: (1) Expected learning results; (2) Description of training program; (3) Structure
and content of training program; (4) Methods of teaching and learning; (5) Examining and
evaluating students (Students); (6) Teacher quality; (7) Quality of support staff; (8) Student
quality and activities to support students; (9) Infrastructure and equipment; (10) Improve the
quality; (11) Output.
The model ends with meeting the needs of stakeholders and continually improving
the QA system [6].
d) Quality management model according to ISO 9000:2000
e) Quality assurance model approaching CIPO of UNESCO
Also according to Nguyen Loc [58], American author Hoy W.K.and Miskel C.G
argues that following a quality management model includes inputs, processes and outputs
with about 21 indicators of all kinds. Academic achievement is only one of many indicators
above (see Figure 1.6).


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dropouts
Quality made

Figure 1.6: Assessing quality according to input - process – output of USA
Source: Hoy W.K.and Miskel C.G., (2001) Educational Administration (excerpt
according to [58]).
Quality assurance model according to SEAMEO organization with 5 elements of
management of input quality, process, result, output and efficiency; The AUN-QA model has
provided 11 QA standards for training programs with the aim of achieving expected results
for stakeholders. In particular, the labor and product management must be competent and
qualified to create quality products and the product user must actively evaluate to contribute
to QA.
1.2.5 Managing pedagogical professional training for college teachers towards quality
assurance:
1.2.5.1 Concept of Pedagogical Skills, fostering Pedagogical Skills for college
teachers
a) Pedagogical Skills: “Skills” According to the definition of the Vietnamese
Dictionary 1992: To be understood as a professional occupation, professional work of an
occupation. [71]; Pedagogy: According to the definition of the Vietnamese Dictionary 1992:
is a science of teaching and education in schools [71].
Thus, the term "pedagogical profession" is a professional work of teaching
profession, an educational activity and a method of teaching a specific job or subject of a
teacher. The minimum standards of the most common teachers for all occupations include the
following competencies: Professional career competence; Pedagogical career competence;
Supporting competence (information technology, Internet, foreign languages,
communication); Competence includes Knowledge, Skill, Professional Attitude and
Workhabit.
b) Fostering the pedagogical skills for teachers: “Training” according to the
definition of the Vietnamese Dictionary 1992 is to become a competent person according to
certain standards [71]; Fostering: According to the definition of the Vietnamese Dictionary

the region.
1.2.5.2 Some principles of quality assurance
1.2.5.3 Managing training pedagogical skills for college teachers in the direction of
QA
At present, there are no studies mentioning the organization and management of
pedagogical training for college teachers towards quality assurance, in the context of
international integration and global change. However, organizing and managing professional
training activities for university lecturers in the direction of quality assurance requires strict
process compliance.
From the meaning of how to foster pedagogical skills for teachers in the direction of
QA in building and developing the training program, the researcher has generalized the
meaning of how to foster pedagogical skills for teachers in the direction of QA in the
organization and manage fostering pedagogical skills activities for college teachers in the
Mekong Delta such as: building competence for teachers in "hard skills" and "soft skills".
The method of fostering pedagogical skills for teachers in the direction of QA is a method to
make teaching activities at colleges more effective as all students of the university are


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focused on education to improve and enhance results. learning compared to expected learning
outcomes, in line with the increasing demand for training high-quality human resources of
society in the context of deep, wide international integration and global change. Therefore, it
can be said that, applying fostering pedagogical skills training for teachers in the direction of
quality assurance is very useful and integrated with the world's trend in implementing
fostering pedagogical skills program for college teachers, one of the solutions contributing
to improving the quality of vocational education.
a) The process of evaluating program quality of colleges
- Self-assessment process: Conducting self-assessment according to the procedure
specified in Section 2 of Circular No. 28/2017 / TT-BLDTBXH of December 15, 2017


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following key aspects: quality; qualification; pedagogical capacity. The requirement for
fostering pedagogical competence for teachers is firstly equipping them with basic,
systematic knowledge about psychology, helping teachers to form psychological research
skills and apply them to training themselves, being able to analyze, explain and understand
the psychological phenomena of students on a scientific basis. Since then determine the
appropriate teaching methods to achieve quality and effectiveness. Fostering pedagogical
skills for teachers in the direction of QA is an urgent requirement in the context of current
international integration, which is the research content of the thesis.
1.3.2 College teacher model
According to Vu Xuan Hung [42]: Teachers are responsible for performing teaching
tasks in vocational institutions, contributing to training human resources for technical workers
directly for the national industrialization and modernization. Due to the nature and
characteristics of professional activities, teachers have very specific characteristics. They are
both educators, with qualified and capable of organizing and managing teaching and
educational activities; being a technologist-technician with a certain level of professional
knowledge and skills of a training major or profession; being a scientist capable of carrying out
and participating in research activities, technical improvements, innovation of training methods
and contents; being a manager capable of organizing and managing activities according to his
functions and duties and is also a social activist with knowledge, participation and organization
of social and community activities.
Thus, we can generalize the career model of teachers according to the following
model:
Educator

Social activist

Technican

views. However, the researcher said that: According to F.N. Gonobolin [36]: there are 10
typical competencies, the basic of pedagogical competence is the ability to understand
students; ability to communicate learning materials; capacity to attract students; ability to
persuade people; organizational capacity; capacity to handle pedagogical situations; ability to
forecast results; creative capacity in teaching work; operational process control capacity;
competence based on interest . This is the basis for teachers to assert themselves in the teaching
process.
c) Standard of college teachers: Circular No. 30/2010 / TT-BLĐTBXH dated
September 29, 2010 of the Ministry of Labor, War Invalids and Social Affairs providing for
teacher and vocational trainers' standards: (1) "Teacher standards" is a system of
requirements. basic requirements on political qualities, ethics, lifestyles, professional
capacity that teachers need to achieve in order to meet vocational training goals; (2) "Criteria"
is a field of standards, including requirements with relevant content demonstrating the
competence of teachers in that field. Each criterion has a number of criteria; (3) "Standards"
are the specific requirements of the criteria. There are indicators of evaluation in each
standard.
1.4. Training pedagogical skills for teachers to approach performance standards
1.4.1. The concept of training, competence, implementation competence
1.4.1.1 Fostering: According to the Vietnamese dictionary: "Fostering” in a broad
sense, is the process of education and training to shape the personality and distinct qualities
of the personality according to the chosen orientation.
Fostering Pedagogical skills for teachers is essentially fostering pedagogical
competence to supplement pedagogical knowledge, improve the quality and teaching
capacity of teachers, reaching a specified pedagogical level (level one , level two...).
1.4.1.2 Competence : “Competence” is a scientific term, with many different views
on this term. Competence is different from ability and skill. Competence is the "successful"
implementation of a "real" mission; while the ability is only potential (expectation, latent) in
individuals that have not been revealed in reality; skill is only one of the 3 main components
of competence (knowledge, skill, attitude). Therefore, it is a mistake to say that a person who
has just graduated from a good education is a competent person. According to the researcher,

(3) In 2011, in order to meet the requirements of teaching staff development, the
Ministry of Labor, War Invalids and Social Affairs issued the "Program of pedagogical
training framework for teachers and teachers of Vocational Intermediate Level, Vocational
College" [84]
* Comment: “Program of pedagogical training framework for teachers and teachers of
Vocational Intermediate Level, Vocational College" with objectives, time, content,
implementation method, specific requirements have contributed to the additional number of
teachers, improved the quality of teachers, contributed to the training of technical labor force
directly serving the socio-economic development of the region and the whole country.
* In order to improve the quality of teaching staff's access to international-level
pedagogy, the Ministry of Labor, War Invalids and Social Affairs and the General Department
of Vocational Training instructed the compilation of the framework curriculum and
vocational pedagogical curriculum approaching the international level.
The textbook "City & Guilds 1106 International Pedagogical Curriculum level 2"
consists of 4 lessons as follows Lesson 1: Identifying needs and assessing input; Lesson 2:
Planning and preparing lessons; Lesson 3: Teaching methods; Lesson 4: Checking the results
of the learning process.


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Through the application, it shows that City & Guilds 1106 International Pedagogical
Curriculum level 2 put into training has contributed to improving the quality of pedagogy for
nuclear teaching staff at vocational colleges and vocational schools, approaching the
international level.
1.5. Applying CIPO model in managing pedagogical skills training for teaching
staff in the direction of quality assurance
1.5.1 Managing subjects: Management subjects with different management levels,
with different functions, tasks and authority in management of pedagogical skill training for
teachers are: Government, MOLISA and relevant Ministries , People's Committee of


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CHAPTER 2
STATUS OF MANAGEMENT OF FOSTERING PEDAGOGICAL SKILLS FOR
COLLEGE TEACHERS IN MEKONG DELTA IN THE DIRECTION OF QUALITY
ASSURANCE
2.1 Overview of socio-economy and vocational education in Mekong Delta
2.1.1 Natural geographic and socio-economic characteristics
2.1.2 Overview of vocational education in the Mekong Delta
2.2 Status of teaching staff and management of fostering pedagogical skills for college
teachers in Mekong Delta
2.2.1 Teaching staff of vocational colleges in Mekong Delta
According to the Report on "Development of education, training and vocational
training in provinces in the Mekong Delta in the period of 2011 - 2015, development
directions for the period of 2016 - 2020" of September 2015 of the Ministry of Education and
Training and the Ministry of Labor, War Invalids and Social Affairs. In the Mekong Delta
region, there are 3416 teachers in 43 schools (this is the number of fulltime teachers excluding
part - time teachers), It is estimated that about 700 teachers teaching general subjects such as
politics, law, physical education, etc. The remaining about 2700 teachers teaching
professional modules, but this proportion is not evenly distributed among specialized
departments so there is still a phenomenon of lack of teachers, some of which are redundant
in part due to the demand of learners according to crowd trend and the labor market, so the
annual number of students registering for vocational training changes about 20% compared
to the registered scope.
Thus, the demand of each year for training and fostering of about "300,000 workers",
particularly the intermediate and college level accounts for about 12-15% in the region [7]
will be a challenge for the vocational education institutions in the Mekong Delta to perform
the mission of training and fostering highly skilled labor force. This challenge can only be
overcome when the state-owned vocational education institutions have a training strategy for

- Training and issuing certificates of vocational education skills and fostering teaching
skills for vocational trainers, according to the program issued by the General Department of
Vocational Training.
- Developing programs and training materials for teachers for each profession and each
topic.
- Regular and advanced fostering for teachers in terms of skills, teaching methods,
curriculum development, and vocational modular training methods...
- Participate in Research on Vocational Education and Pedagogical skills to contribute
to improving the quality of teachers. Deploying and applying the results of scientific research
in vocational education in teaching tasks.
2.2.4 Pedagogical skill fostering activities of vocational education faculties of colleges
in Mekong Delta
The schools have been instructed by the General Department of Vocational Training
to implement the project to establish vocational education faculties, submit to the People's
Committee of province (city) for approval, and then General Department of Vocational
Training will give the school the activities of pedagogical skill training of vocational
education faculties, including: Organization training and fostering to raise occupational skills
and fostering new technologies according to new curriculum and teaching methods for
vocational teachers.
2.4.5 Results of pedagogical skill training and fostering for teachers in schools having
vocational education faculties in the Mekong Delta region
a) The period of 2011-2017:


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School Name

Long An Vocational College
(Established in 2014)


86

14

701

551

150

1841

1375

489

3377

473

681

6.068

2.485

1334

Teaching skills

al skills
Accordin
g to
worker
level 7/7

84

19

65

63

60

65

313

34

279

276

276

279


97

97

61

817

182

635

645

642

599

Table 2.3. Actual situation of teachers of 5 vocational colleges in the Mekong Delta
Source: Statistical report in 2016 of the General Department of Vocational Training
- Survey methods and tools: Survey method by questionnaire. Methods of
conversation, interview ..... Survey time: September 2016 to September 2017
2.4. Actual situation of managing pedagogical skills training for college teachers in the
Mekong Delta
2.4.1 Actual situation of input management
2.4.1.1. Survey form of managers: The survey results show that managers are very
aware of the input quality as well as enrollment, counseling plan .... They only performed a
few criteria of management process at average level. It can be said that they are not interested
in implementing this criterion or do it very often in managing the inputs quality.
2.4.1.2. Survey form of teachers: The survey results show that the management of the

criteria, teaching facilities, programs designed to be compatible with learners, health
indicators, learning environment, processes teaching is very high on average, about 80%
agree and strongly agree, the remain are average about 50%. This proves that the number of
votes surveyed assessing the management of the "process" of training are concerned and
supported by managers.
b) Survey of teachers: the “process” factors of teachers are similar to the survey of
managers. The survey results show that all criteria are assessed the status above 70% agree
and strongly agree. That is, they are satisfied with the actual situation of teaching with the
teachers of the schools. The teaching organization closely follows the content of the lesson
to meet the needs of the learners, but some suggestions about the organized classes outside
the school are not guaranteed in the direction of innovating the current positive teaching
methods.
c) Survey of students: The actual results of the "process" were assessed by the trainees
on a relatively high level of satisfaction. However, there are still low indicators of "Frequent
feedback in the process of pedagogical skills training" in many classes, which are not really
satisfied by many people, even though this is one of important and necessary criteria in the
quality assurance standard.
2.4.3 Actual situation of output management:
Survey results of managers: The results of the referendum show that the indicators
of "outputs" for managers are always important, such as: developing a learner results
assessment plan and feedback indicators for assessing learners. The highest agree almost and


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strongly agree is 100%. This proves that these indicators have a great influence on the
teaching management process as well as teaching quality.
Survey results of teachers: Feedback of learners after the training course on work
efficiency is assessed by the teacher as 100% of agree and strongly agree, and the lowest
indicator is to determine satisfaction with the practical application of knowledge for the

region by 2025 in a suitable, feasible and effective manner in the context of current
international integration.


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CHAPTER 3
SOLUTIONS FOR MANAGEMENT OF PEDAGOGICAL SKILLS TRAINING
FOR COLLEGE TEACHERS IN THE MEKONG DELTA IN THE DIRECTION OF
QA
3.1 Orientation of vocational education development and development of teaching staff
of colleges in the Mekong Delta up to 2025
3.1.1 Orientation of Vocational Education development
Management of pedagogical skill training for teachers should be screened and
recruited, the use management, training, fostering, standardization, evaluating task
performance, implementin regimes and policies, creating working environment for teaching
staff. This is a fundamental, comprehensive change process towards completion to meet the
requirements and challenges for the overall development of the school.
3.1.2 Objectives
a) Overall objective: Focusing on improving the quality of comprehensive education;
planning pre-school and general education institutions suitable to development scale and
conditions in water way areas; shifting the focus of regional human resource training
development from scale development to improving quality and efficiency, training according
to market and social needs; gradually meeting the requirements of comprehensive renovation
of education and training, contributing to political stability, security, defense and socioeconomic development of region.
b) Specific objectives: Building a network of vocational education institutions with
industry structure suitable to the national human resource development planning; stabilizing
the vocational school network of about 80 schools. Renovating and improving the quality of
secondary education so that by 2020, striving to attract about 15% of lower secondary school
graduates into vocational education. In the 2016-2020 period, an average of 300,000 people

training for college teachers in the Mekong Delta in the direction of quality assurance
a) Pedagogical skill training program: In the context of fundamental and
comprehensive renovation of education and training to meet the requirements of
industrialization and modernization, market economy and international integration, teachers
in general and vocational teachers in particular should play the role of 3 people: Teacher scientist - manager. Therefore, the content of the pedagogical skill training program for
teachers must also be developed with the corresponding requirements.
b) Teaching staff of pedagogical skills: In the context of high-speed development of
science and technology and current international integration requirements, it is necessary to
build a teacher force approaching the international level of qualified pedagogical skills to
teach fostering courses for the teaching staff of key occupations in the regional and
international level.
c) Facilities, equipment for fostering pedagogical skills
Ensuring conditions of facilities and equipment for pedagogical skill training is an
important and decisive factor to ensure the quality and efficiency of pedagogical skill training
in the direction of quality assurance.
3.3.3 Solution 3: Managing the evaluation of outputs and granting graduation
certificates in pedagogical skill training to college teachers in the Mekong Delta in the
direction of QA
The organization of examination and evaluation of each stage will help confirm the
correctness of the plan and timely correct if any errors. The periodic examination and
evaluation will help managers and teachers to recognize the effectiveness of the task of
pedagogical skills training for teachers in the Mekong Delta region in the direction of QA,
identify the responsibilities of managers at all levels and teachers themselves in promoting
strengths and adjusting errors to suit the set goals.


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3.3.4 Solution 4: Innovating the operational management of vocational education
faculty at colleges in the Mekong Delta towards quality assurance

for 74.7%.
3.5. Testing solution 3
Solution 3: “Managing the evaluation of outputs and granting graduation certificates
in pedagogical skill training to college teachers in the Mekong Delta in the direction of QA”.
General assessment: After testing, the solution of "Managing the evaluation of
outputs and granting graduation certificates in pedagogical skill training to college teachers
in the Mekong Delta in the direction of QA" has a higher average score before the test. The
solution has been greatly evaluated and will be one of the important factors to ensure the