Managing teachers’ training activities at lower secondary education towards competency approach

ent (2) Professional/technical development (5) 3 Competency of teaching (8) Setting up an educational environment (3) 4 Competency of education (6) Developing relationships among schools, families and society (3) 5 Competency of political and social activities (2) Using foreign languages or ethnic languages, applying IT, exploiting and using technology equipment in teaching and learning (2) 6 Competency of professional development (2) - Total 25 criteria 15 criteria Notes: Numbers in parenthesis are the amount of criteria in standard 1.5 Activities of lower secondary teachers’ in-service training towards competency 1.5.1 Features of activities of lower secondary teachers’ in-service training In this section, the author briefly presents characteristics of general teachers’ in- service training, referring to its inevitability, regularity, continuity and variety. 9 Moreover, features of its content and close relationship between teachers’ fostering activities and education renewal are also clarified. 1.5.2 Shaping competency in the process of in-service training towards competency approach The author wants to present the nature of lower secondary teachers’ in-service training according to competency approach. According to Belyaeva [120], this activity was based on theoretical research, clarified the formation of teachers’ necessary professional competencies during process to improve qualifications so as to meet the current social requirements. Perspectives on teachers’ necessary professional competencies will be expressed in this section. The European Union highly appreciates the social competency of employees, seen it as a fundamental competency [120], that is: 1) Political and social competency; 2) The ability to live in a multicultural society; 3) Communication competency, in which language competency is increasingly valuable; 4) Competency related to information society, it is important to grasp technology and criticise information; and 5) Competency and desire for lifelong learning. Russian educators highly appreciate some professional competencies of lower secondary teachers through teaching/learning subjects such as: 1) Professional competency shown through teaching; 2) Methodological competency; 3) Psycho-social competency; 4) Psycho-diversification competency in new field, ability and orientation to students; 5) Psychological competency to recognize advantages and disadvantages of self-operation and personality and 6) Open competency. 1.5.3 Objectives of in-service training 1.5.4 Contents of teachers’ in-service training 1.5.5 Forms and organization of in-service training 1.6 Managing activity of lower secondary teachers’ in-service training towards competency approach Surveying, assessing competency of lower secondary teachers’ in-service training Identifying demand of lower secondary teachers’ in-service training Managing, developing contents of in-service training Organizing, implementing teachers’ in-service training Supervising, inspecting the implementation of the plan Leading, directing the implementation of the plan Planning secondary teachers’ in-service training Assessing, summarizing the implementation Figure 1.1. Procedure manage lower secondary teachers’ in-service training 10 In this section, the author clarifies subject and object of management, in which subject of management should be clearly stated. The competency standard 2018 clearly showed responsibility among levels of state management: 1) The Ministry of Education and Training, directly Department of Teachers and Education Managers; 2) Provincial Department of Education and Training; 3) Division of Education and training and 4) General education institutions. Thus, there are 4 levels of management subject affecting teachers in the process of managing teachers’ in-service training. In this thesis, the author mainly focuses on the most direct management level, that is secondary schools or general schools. Process of managing teachers’ in-service training was presented in the article in the Vietnam Journal of Educational Science [52], included steps in Figure 1.1 1.6.1. Assessing profession competency of lower secondary teachers This assessment was based on 3 approaches: 1) Assessing towards professional qualifications or trained competency. There are 4 levels of professional qualifications: graduation from professional high school, college, university and postgraduate; 2) Evaluating towards professional qualifications. At the general level, lower secondary teachers are classified into groups: 1) Unqualified; 2) Qualified; 3) Over qualified. The third approach was based on professional standards. This is an assessment of lower secondary teachers’ professional activities (once/2 years according to Teacher Standard 2018 [10]). It is the basis for implementing the following steps in management process of teachers’ in-service training with 3 levels of competence: satisfied, good and excellent. In addition, teachers can satisfy "key-person" level with specific criteria and responsibilities. 1.6.2. Managing activity of lower secondary teachers’ in-service training 1.6.2.1. Identifying demands for lower secondary teachers’ in-service training Every year, the principal reviews and determines needs for secondary teachers’ in- service training, then clarifies the basis for developing a plan to foster and supplement for teachers’ necessary competencies, avoiding repeating the given contents. Determining teachers' needs in terms of quantity and structure will support management activity of effective teachers’ in-service training. 1.6.2.2. Managing, developing objectives of teachers’ in-service training The determination of demands needs to be developed towards the objectives of teachers’ in-service training, responds to the question: What is the purpose of teachers’ in-service training? The previous goal of this training was: i)To meet standards and ii)To improve professional standards. The management of developing objectives of teachers’ in-service training towards competency approach requires identifying the needs for following objectives: 1) Retraining and fostering competencies to meet job requirements; 2) Fostering to obtain additional qualifications and certificates such as: diplomas / certificates in political theory, education management, administrative management... 3) Training and retraining to meet professional standards; 4) Fostering to improve professional standards; 5) Fostering to update new, modern and advanced professional knowledge and skills; 6) Fostering up to curriculum changes, textbook; 7) Fostering through projects, schemes, pilot and implementation programs; 11 8) Enhancing knowledge, self-learning and self-development skills. 1.6.3. Managing to set up contents of teachers’ in-service training program 1.6.4. Managing and developing plans for lower secondary teachers’ in-service training activities. 1.6.5. Managing inplementiation of the plan of in-service training activitis for techers Managing resources to ensure the implementation of plan included: Facilities conditions, Manpower management to participate in lower secondary teachers’ in- service training; Managing financial resources for in-service training activities. 1.6.6. Management of testing and evaluation of training results 1.7. Some basic impact factors to manage lower secondary teachers’ in- service training activities towards competency approach 1.7.1. Guidelines and policies of the Party and the State for developing teaching staff through in-service training activities. 1.7.2. Awareness of managers and teachers about the position and role of in- service training activities in developing personal career 1.7.3. Current requirements of educational renewal in terms of lower secondary teachers’ in-service training activities 1.7.4. Technical conditions and facilities for lower secondary teachers’ in-service training activities SUMMARY OF CHAPTER 1 Basing on theoretical researches, the author drew some following conclusions: 1) To foster and manage teachers’ in-service training activities in general and for lower secondary teachers in particular, it is a matter of theoretical and practical usefuness with great concern from international/domestic scientists, managers. 2) To research and clarify the basic related concepts. 3) To clarify and distinguish two major competencies of teachers: Trained and professional competencies. Many models of competency training are still of theoretical and practical values, such as competency model, Model of competency structure, and Personality Model. Two last models are also applied to assess the operational competency of teachers when they work. 4) Model of working competency includes: model of professional personality, competency framework and standard of professional competency. Competency standards consist of dynamic professional levels, being increased according to the new social requirements. The Ministry of Education and Training has issued the first standards in 2009 [5] for upper secondary teachers and the new standard in 2018 [10] for general teachers. These standards were widely and effectively applied into assessing lower secondary teachers’ competencies. 5) There were many factors having impact on managing lower secondary teachers’ in-service training activities. Research findings will support to manage the quality and efficiency of lower secondary teachers’ in-service training activities 12 Chapter 2. REAL SITUATION OF MANAGING LOWER SECONDARY TEACHERS’ IN-SERVICE TRAINING ACTIVITIES TOWARDS COMPETENCY APPROACH IN IN SURROUNDING HANOI AREAS 2.1 To select research areas. Hanoi is the capital of Vietnam, being the administrative, economic and cultural center of our country with many universities and colleges. So its education level was excellent, including lower secondary education. Due to limited conditions, the author only selects a sample of 3 out of 10 provinces surrounding Hanoi. This sample selection was done on the rule of representation. Provinces of Hai Duong, Thai Nguyen and Vinh Phuc ensure the general representativeness according to different criteria: geographic location (surrounding Hanoi in three directions: East, North and West); Regional aspect (Plain, Midland, Midland-Mountain) and levels of economic-education development (Favorable, average, difficult). Schools were also selected according to similar representation. 2.1. Socio-economic conditions in selected provinces The latest general information about Hai Duong, Thai Nguyen and Vinh Phuc provinces will be shown in terms of natural conditions, culture - society, economic development in 2018. 2.2 Overview of lower secondary education development in selected provinces 2.2.1. Current situation of lower secondary schools and classes The real lower secondary schools and classes in these 3 provinces is shown in Table 2.1. The number of schools has not changed in school year 2016-2017. In the school year 2017-2018, each province increased by 1 school. Table 2.1. Number of lower secondary schools and classes in Vinh Phuc, Thai Nguyen and Hai Duong provinces N0 School year Number of schools Number of classes Vinh Phuc Thai Nguyen Hai Duong Total Vinh Phuc Thai Nguyen Hai Duong Total 1 2015-16 146 183 272 601 1708 2189 2805 6702 2 2016-17 146 183 272 601 1785 1857 2811 6453 3 2017-18 147 184 273 604 1793 1897 2878 6568 Source: General Statistics Office 2.2.2. Current situation of lower secondary students in provinces near Hanoi 2.2.2.1 Number of lower secondary students Table 2.2. Number of lower secondary students in Vinh Phuc, Thai Nguyen and Hai Duong provinces towards provincial border N0 School year Vinh Phuc Thai Nguyen Hai Duong Total (%) Gender Male (%) Female (%) 1 2015-16 58576 63499 92037 214112 (100) 111037 (51,86) 103075 (48,14) 2 2016-17 62043 64233 92658 218934 (100) 113735 (51,95) 105199 (48,05) 3 2017-18 66289 65936 96305 228530 (100) 118956 (52,05) 109574 (47,95) Source: General Statistics Office (GSO) 13 The number of lower secondary students in provinces is shown in Table 2.2, in which percentage of female students decreased slightly each year and shared only 47.95% last year (male 52.05%). This rate and trend raised concern about gender. 2.2.2.2 Current situation of lower secondary students’ quality in provinces near Hanoi Quality of at these schools is shown in two aspects: learning ability (with 5 levels: Excellent, Good, Average, Weak, Very Weak) and behavior (with 4 levels: Excellent, Good, Average, Weak) - Table 2.3 Table 2.3. Current situation of lower secondary students’ quality N0 School year Total (%) Learning ability Behavior Excellent (%) Good (%) Average (%) Weak (%) Very weak (%) Excellent (%) Good (%) Average (%) Weak (%) 1 2015- 16 214112 (100) 20162 (9,42) 80568 (37,63) 81183 (37,92) 16099 7,52) 16099 (7,52) 170941 (79,84) 20257 (9,46) 16099 (7,52) 6815 (3,18) 2 2016- 17 218934 (100) 26304 (12,01) 81638 (37,29) 82498 (37,68) 14146 (6,46) 14348 (6,55) 177848 (81,23) 21020 (9,60) 14146 (6,46) 5920 (2,70) 3 2017- 18 228530 (100) 28502 (12,47) 85138 (38,09) 87057 (38,09) 13789 (6,03) 14044 6,15) 187730 (82,15) 21447 (9,38) 13789 (6,03) 5563 2,43) Source: Report summary from DOET in Vinh Phuc, Thai Nguyen and Hai Duong 2.2.3. Current situation of lower secondary teachers 2.2.3.1 Number of lower secondary teachers Statistics of teachers in 3 provinces were divided by gender and subjects: Culture, Music, Drawing, and Physical Exercise (Table 2.4), expressed both in absolute value and percentage (%). Table 2.4. Number of teachers towards gender and subject N0 School year Vinh Phuc Thai Nguyen Hai Duong Total Gender Subjects Male Female Culture Music Drawing Physical Exercise 1 2015-16 4081 4010 5821 13912 3339 (33,10) 10573 (66,90) 12990 (93,37) 303 (2,18) 318 (2,29) 301 (2,16) 2 2016-17 3832 3990 5687 13509 3253 (34,56) 10256 (65,44) 12485 (92,42) 297 (2,20) 429 (3,18) 297 (2,20) 3 2017-18 3754 3918 5590 13262 3172 (35,18) 10090 (64,82) 12159 (91,68) 373 (2,81) 429 (3,24) 301 (2,27) Source: Data summary from GSO, reports from DOET in Vinh Phuc, Thai Nguyen and Hai Duong provinces 2.2.3.2 Quality of lower secondary teachers Table 2.5. Quality of lower secondary teachers in provinces of Vinh Phuc, Thai Nguyen and Hai Duong N0 School year Total Towards training standards Towards professional levels Unqualified Qualified Over qualified Profess. high school college university Post- graduate 1 2015-16 17849 1083 8240 8526 - 523 16800 526 2 2016-17 18536 665 7779 10562 - 312 17576 648 3 2017-18 18782 524 7479 10779 - 268 17826 688 14 Source: Data from GSO, reports from DOET in Vinh Phuc, Vinh Phuc and Hai Duong provinces 2.2.4. Current situation of facilities at lower secondary schools surrounding Hanoi Statistics were done on December31 2016 (Table 2.6) Table 2.6. Current situation of facilities at lower secondary schools surrounding Hanoi N0 provinces facilities Vinh Phuc Thai Nguyen Hai Duong Total quantity % 1 Number of classrooms 3222 3457 3712 10391 2 Number of libraries 201 216 232 649 6.24 3 Number of subject rooms 179 192 206 577 5.55 4 Number of computers 214 230 247 691 6.64 5 Number of multi-projectors... 161 172 185 518 4.89 Source: Summarizing report results from DOETs in Vinh Phuc, Thai Nguyen and Hai Duong, December2016 2.3. Organize surveys and collect data The following methods were used: Collect statistics and survey, in-depth interviews. However, the author only focused on the technique, organization of surveys and surveys through questionnaires. 2.3.2. Object of the survey Survey sample: 3 provinces, 3 districts in each province and 3 schools in each district according to the principle of representative selection (Difficulty, average and advantage). Target object: provincial level (3 managers) and district level (3 managers). At the school level: 01 school leader at schools with 18-20 teachers, including professional leaders. Total: 586 respondents were distributed towards education management agencies as shown in Table 2.7. Objects included gender, age, working experience, management and training level (Table 2.8) 2.3.3 Content of the survey The content of the survey was based on the theoretical basis, the toolkit was designed on the management process presented in chapter 1 (see Appendix 1), included 10 questionnaires in which 8 questionnaires were completely coincided with 8 steps of the process of managing lower secondary teachers’ in-service training. The first question explores the level of cognitive evaluation of teachers and managers on this issue; The last question referred to factors affecting its management. 2.3.4. Organization, implementation The survey was conducted in June-July 2017. Questionnaires were delivered to respondents; they can fill in their name or leave it empty when completing these forms. 2.3.5 Data processing Excel and SPSS softwares were used to process data. Key index values included: • Mean • Scale: Use Likert scale with 3 or 5 levels, thereby calculating the interval scales and range of scale values. For example, the 3-level, Interval scale = (3-1) / 2 = 0.67. Since then, calculate the scale value range: 1. Poor: from 1 - <1.67; 2. Average: from 1.67 - <2.33; 3. Excellent: from 2.33 - 3. With 5 level scale, Interval scale = 0.8. Since then calculate the range of scale value. 2.4. Current situation and assessment of managing lower secondary teachers’ training activities towards competency approach in selected provinces 2.4.1. Perspective, awareness of its importance and necessity 15 Evaluation results on its importance and necessity are shown in Table 2.9. The findings showed that: in terms of importance, Mean score - average value of XTB = 2.87 score; about the needs: XTB = 2.63 score/3 absolute score. The results expressed the teachers and managers’ viewpoints and perceptions on the necessity were relatively low compared to its importance. 2.4.2. Current status of managing activities of assessing lower secondary teachers’ competency towards competency approach The evaluation process consists of 3 steps: - Step 1: Teachers self-assess and classify; - Step 2: Professional team assess and classify; - Step 3: Principal assesses and classifies teachers; In the 2009 Standard, this process was carried out annually. However, according to the new Standard 2018, teachers self-evaluated every year and the Principal organized teachers’ evaluation once 2 years. The results were presented in Table 2.10; sorted by descending Mean value: 1) Evaluate the management of teachers’ self-assessment inside schools: XTB = XTB 2.53; 2) Assess the management of professional team’s evaluation at lower secondary schools: XTB = 2.34; 3) Evaluate the principal's assessment activity: XTB = 2.41; 4) General assessment of managing teachers’ competency assessment: XTB = 2.42 2.4.3. Current status of managing the needs of lower secondary teachers' training in these provinces towards competency approach The evaluation results determine the needs of lower secondary teachers' training towards objectives shown in Table 2.11 Bảng 2.11. Assessing the management and identifying the needs of lower secondary teachers' training towards competency approach in selected provinces TT Contents Assessment level (%) XTB 1 2 3 1 [3] Fostering to obtain additional qualifications and certificates (diplomas / certificates in political theory, education management, administrative management ...) 0 43,17 56,83 2,57 2 [6] Identifying the need for retraining, fostering knowledge for teachers to meet job requirements 0 74,23 25,77 2,26 3 [1] Identifying the need for retraining, updating new, modern knowledge and skills 0 22,87 77,13 2,77 4 [8] Identifying the need for retraining teachers to meet professional standards 34,64 20,48 44,88 2,10 5 [2] Identifying the need for retraining teachers to increase professional standards 0 26,96 73,04 2,73 6 [5] Identifying the need for retraining teachers to meet the requirements of changes in curriculum, textbook and contents 0 65,02 34,98 2,35 7 [7] Identifying the need for retraining teachers to meet current professional activities towards the requirements of school assigned tasks 9,22 68,26 22,53 2,13 16 8 [4] Identifying the need for retraining teachers in terms of self-learning competency and life-long learning skills 23,89 14,51 61,60 2,38 From Table 2.11, we can see that: the retraining need for updating new, modern knowledge and skills is the highest (2.77 scores); followed by the retraining need for increasing professional standards (2.73 scores); Fostering to obtain additional qualifications and certificates in political theory, education management, administrative management... ranked third order with 2.57 scores; It is noticeable that the need for retraining teachers to meet professional standards (2.10 scores); the need for retraining teachers to meet current professional activities towards the requirements of school assigned tasks (2.13 scores) and the demand for retraining to meet the current job requirements (2.26 scores) shares the lowest order in 8 content reviews and scores belongs to group 2. Average. The remaining 4 needs rank 3. High demand. 2.4.4 Real situation of managing content development, and program of teachers’ in-service training towards competency approach Table 2.12 Assessing levels of necessity and suitability of the content in training/in-service training programs towards competency approach N0 Contents of training/in-service training programs Levels of necessity XTB Levels of suitability XTB 1 [6] (4) Contents of teachers’ training/retraining programs organized by the MOET, DOET, and BOET in order to obtain additional diplomas and certificates (political theory, educational management, state management) 2,45 2,32 2 [3] (3) Contents of teachers’ regular retraining programs organized by the MOET, DOET, and BOET in order to update teachers’ knowledge. 2,56 2,39 3 [5] (8) Contents of teachers’ retraining programs organized by the MOET, DOET, and BOET in order to add certificates meeting their task positions 2,47 2,18 4 [2] (6) Contents of teachers’ retraining programs organized by the MOET, DOET, and BOET in order to supplement certificates meeting their professional standards 2,59 2,26 5 [4] (10) Contents of teachers’ retraining programs organized by the MOET, DOET, and BOET in order to supplement certificates meeting their standard increase 2,47 1,92 6 [9] (7) Contents of teachers’ retraining programs organized by the MOET, DOET, and BOET towards curriculum/textbook renewal (if available) 2,19 2,23 7 [1] (1) Contents of teachers’ retraining programs organized by the MOET, DOET, and BOET towards projects, program 2,63 2,57 8 [7] (5) Contents of teachers’ retraining programs from the MOET, DOET, and BOET 2,41 2,27 9 [8] (2) Contents, retraining programs organized by schools 2,40 2,45 17 Evaluating the contents, program of teachers’ in-service training was implemented towards 2 evaluation criteria: 1) Assessing the necessary level of its contents and 2) Assessing its content relevance for teachers' demand for in-service training. Regarding the necessity, there were 2 contents, 1) Content of the program or instruction manual to support teachers’ self-study activities with c = 2.12 scores (ranked 10/10) and 2) Content of retraining program organized by the MOET, DOET, BOET according to teachers’ textbook renewal (if available) with XTB = 2.19 scores ranked 9/10 was the lowest ranked contents and XTB values are in the group 2. Average necessity. All remaining contents are in level 3. Needed when the value of XTB > 2.33 and in the range of 2.40 - 2.63. About the suitability of contents and programs. Up to 7/10 contented r