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

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

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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- 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

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

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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

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:


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

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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

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


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

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


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

= 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

(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

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