Management of junior secondary schools teachers training activities under accessing human resources in the current period
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
MANAGEMENT OF JUNIOR SECONDARY SCHOOLS
TEACHERS TRAINING ACTIVITIES UNDER ACCESSING
HUMAN RESOURCES IN THE CURRENT PERIOD
Situation and measures
Tran Dang Khoi
Vietnam Academy for Ethnic Minorities
Email: trandangkhoi@cema.gov.vn
n approaching capacity, professional capacity plays an
important role. One of the current major trends in the
I
approach to professional competence is standardization. The
criteria of the professional standards are designed according
to the model of expanded development, the level of increasing
and higher than the standard of training, is the orientation to
continuouslystriveforthecareerofjuniorhighschoolteachers.
Therefore, management of secondary school teachers’training
according to competency to build secondary teachers with
adequate moral qualities, knowledge and professional skills is
an important and urgent issue contributing to the development
of teachers. sex in the future. From deeply evaluating the
current status of management of training of secondary school
teachers according to human resource access in the current
period, the author has proposed 7 measures to manage the
training of middle school teachers. The basis for access to the
source of resources has the necessity and high feasibility.
Received: 16/2/2019
Revised: 25/2/2019
Accepted: 2/3/2019
DOI:
Keywords: Teachers; Junior high school; Fostering junior
high school teachers; Fostering junior high school teachers
according to access to resources; Managing refresher activities;
I.Background
In most cases, people can continue to study at higher
levels than upper secondary schools to prepare them
for higher abilities. Vietnam is trying to accomplish
the millennium goal, which is universal secondary
education nationwide. So far the majority of
provinces in our country have achieved this goal.
In accessing capacity, professional capacity
plays an important role. One of the current major
trends in the approach to professional competence
is standardization.
The criteria of the professional standards are
designed according to the model of expanded
development, the level of increasing and higher
than the standard of training, is the orientation to
continuouslystriveforthecareerofjuniorhighschool
teachers.Therefore,managementofsecondaryschool
teachers’ training according to competency to build
secondary teachers with adequate moral qualities,
knowledge and professional skills is an important
and urgent issue contributing to the development of
teachers. sex in the future.
In the past years, our Party and State have
continuously paid attention to fostering teachers,
creating opportunities to promote changes in
the way of organizing school management and
managing teacher training to improve High quality
education human resources.
Middle school is a level of education in the
middle of high school: it is the level of primary
education and before high school in the general
education system of our country. This level
of education includes an educational program
conducted within 4 years of study (grades 6 to 9).
This level of education plays a very important role
in the national education system of our country
because this level of education is responsible for
providing good knowledge, skills, attitudes and
generally very basic and important competencies.
It is important for learners to ensure that with the
competencies obtained after this level, people can
join the labor force of the country, directly embark
on labor to produce material wealth for society and
The work of reforming education and renewing
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programs and textbooks in recent years has had a requirements of current job position
significant impact on school management activities.
In addition to the achievements such as improved
facilities, the budget for education is increasing,
especially the teachers with standard qualifications
and higher standards. However, the capacity to
carry out work is still limited. This is one of the
important and urgent issues of fundamental and
comprehensive innovation of education now that
more attention should be paid to the requirements
of education management innovation, especially
the management of compensation work. Nursing
junior high school teachers according to capacity
approach. Focusing on strengthening the role
and responsibilities of managers for managing
secondary teachers ‘training activities according to
capacity approach, improving secondary teachers’
capacity, meeting practical requirements.
II.Actual management of training of junior
secondary school teachers according to human
resource access
1.Point of view, awareness of the importance
and necessity of secondary school teacher
training activities
Survey results on the views and perceptions of
teachers and managers about the importance and
necessity of secondary school teacher training: Level
1 - No matter, no one hits price this level; Level 2
- Average, 13.31% of people rated this level; Level
3 - Important, 86.69% of respondents rated this level.
The survey results show that although this is
an important issue for some people, it is generally
possible that due to low demand (few people
have needs), the management of this issue is
considered relatively low - Mean Xtb value = 2.26
points with 74.23% of people rated at level 2. On
average, 25.77% of respondents rated at level 3.
Good. Therefore, it can be said that in the work of
management, determining the need for fostering on
this issue is not high. With this value Mean, this
criterion is ranked 6/8 evaluation criteria.
Managing and defining needs to help teachers
update new and modern knowledge and skills
This is a very important issue. Today, modern
society develops and changes very quickly. Human
knowledge of science, technology and technology
has increased rapidly in the present era, leading to
solving three problems of teaching: What to teach,
what to teach and how to teach are the key issues of
the teacher’s profession. These are issues related to
the goals, content and teaching methods.
Therefore, the need to foster to update
knowledge, skills, new methods for teachers,
especially secondary teachers is very important.
Survey of secondary schools in the suburbs of
Hanoi shows that this issue is well managed with
the value of Mean Xtb= 2.77 points with 22.87%
of respondents rated at level 2.Average, 77.13%
Respondents rated at level 3. Good. This criterion
2.Actual management of determining the of being rated as the best management among 8
needs of junior secondary school teachers in evaluation criteria. This situation shows that the
Hanoi coastal provinces
management determines the need for refreshment
to update new and modern knowledge and skills
that are being implemented well in the provinces in
the suburbs of Hanoi.
- The status of management and determination
of training and retraining needs to get more
qualifications and other certificates
- Identify the need for teacher training to meet
professional standards
First of all need to talk about this need. From
the beginning of professional activities, many
teachers have aspirations to supplement their lack
of knowledge to serve their career needs.
Regarding this criterion, none of the respondents
rated at level 1. Poor. Nearly half (43,17%) of
respondents rated at level 2. Average and more than
half (56.83%) rated at level 3. Good. With Mean
Xtb score = 2.57, this can be considered as a very
high indicator to demonstrate the management
training and retraining for junior teachers to receive
diplomas and certificates of Political Theory
Determining the need to foster teachers to meet
professional standards is a problem that is not too
big in secondary schools along Hanoi. According to
statistics, only 2.79% of lower secondary teachers
in the suburbs of Hanoi are not up to standard. This
criterion is evaluated very low, Xtb value = 2.10
points is the lowest among 8 evaluation criteria.
However, this value still exceeds the average value
in the 3-level scale.
- Determine the need for teacher fostering to
and education management. , administrative improve professional standards
management is highly valued and appreciated by
the school. The Mean value is the 3rd highest in
the total of 8 evaluation criteria and exceeds the
midpoint of two levels 2. Medium and 3. Good.
Determining the need to foster teachers to
improve professional standards is a problem that
many secondary teachers in the Hanoi area are
interested in. The determination of demand is also
- Actively manage the needs of training to done very well with the value of Xtb = 2.73, standing
supplement the knowledge for teachers to meet the at the 2nd position of the evaluation criteria with
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more than 1/3 of respondents rated at level 3. Good, schools (2.76 points);
nearly 2 / 3 respondents rated at TB level, no one
rated at level 1. Poor.
2) Clear, complete and detailed assignment
(2.67 points);
- Identify the need for teacher training to meet
the requirements of changing content, programs
and textbooks
3) The work of planning is based on the results
of determining the needs of teachers (2.63 points);
4) The plan fully reflects the objectives and
contents of the teacher training program (2.57
points);
5) Mobilize participation of all members in the
school (teachers, subject groups, unions) - 2.56
points;
6) The implementation schedule of the plan is
detailed, reasonable and feasible (2.49 points);
7) Contribute to the orientation for the planning
of refresher courses at the subject level and
individual teachers (2.49 points);
8) The resources to be mobilized for
implementation are planned in detail, reasonable
and feasible (2.39 points);
In the past, secondary teachers have been trained
and trained many times in relation to innovation of
programs and textbooks. The process of program
change is now beginning, the textbook follows
the strategy of basic and comprehensive education
innovation. Changing programs and textbooks for
junior high school is conducted in the first phase so
the management of this activity is very important.
However, this survey was conducted in mid-2016,
so this issue has not been properly concerned. The
Xtb index = 2.35 points ranked 5/8 of the evaluation
criteria with 65.02% rated at the score of 2. Average
and 34.98% of the respondents rated at level 3. Good.
Determine the need for retraining teachers to
meet current professional activities as required by
the work assigned by the school
9) The implementation schedule of the plan is
detailed, reasonable and feasible (2.38 points).
In their professional activities, sometimes
due to the requirements of the work related to
geographical, economic and social conditions ...,
the teachers of professional activities do not follow
the trained expertise. Therefore, there is a need
to retrain teachers. However, the demand of this
field of activity is not high, so the level of teacher
evaluation is not high, only a little higher than the
score of 2. Average. With the value of XTB = 2.13
points, ranked 7/8 evaluation criteria. It is worth
noting that about 9% of respondents rated this
criterion at level 1. Poor.
4.Actual implementation of the plan for
retraining junior secondary school teachers
according to capacity approach
Results of surveying the situation of organizing
implementation of secondary school teacher
training plan according to capacity approach, there
are all 6 contents assessing this situation, which can
be classified into 2 groups: group 1 - content targets
It was assessed that the Mean value was in group
3. Good (Xtb ranged from 2.33 - 3) including the
following contents (arranged in the order of mean
reduction), that is:
The content of the training program for
secondary school teachers is an important factor to
improve the quality of teacher training. The survey
shows that 8/10 criteria for assessing this content
have the necessary level of group 3. It is necessary
with the range from 2.40 to 2.63 points. In general,
at all evaluation criteria, the level of necessity is
lower. At the appropriate level, only 3 criteria are
classified into group 3. Suitable (mean value varies
from 2.39 to 2.57), 7 remaining criteria only have
mean value of group 2. Central Flasks range from
1.92 to 2.32 points.
1) Arrange, select and nominate the right
subjects to attend refresher courses, train with Xtb
= 2.51 points. This is the highest rated content in
this review;
2) The courses / roofing courses suitable for
time and place for learners with Xtb = 2.48 points;
3) Assessing the level of human resource quality
(lecturers participating in the training classes): true
expertise, good qualifications and good attitude.
Xtb = 2.45 points;
The remaining three contents have the Mean
value within the range of the Average group (Xtb:
1.67 - <2.33), which are content related to resource
mobilization: infrastructure resources, resources,
organizational forms and financial resources. Detail:
3. Actual development of secondary school
teacher training plan
The status of management of secondary school
teacher training plan is evaluated according to 9 all
criteria with all mean Mean values ranging from 2.38
to 2.76 points and all belong to group 3. Good (group
3. Good is about 2.33 - 3 points. We can arrange the
content of the evaluation of activities to build the
operation plan from high to low as follows:
4) Evaluate the level of material resource
mobilization including facilities, facilities, materials
... for teacher training plans with Xtb = 2.29 points;
5) Organizational forms are appropriate,
attractive and effective with Xtb = 2.13 points;
1) Publish and disseminate broad plans in
6) Assessing the level of financial resources
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mobilization for maintenance activities according shows us the best way to see the effectiveness of
to the plan with Xtb = 2.04 points, the lowest among teacher training activities.
the evaluation contents and this value is equal to the
level 2. Central scale of scale.
Therefore, in the survey of teachers of lower
secondary schools in the provinces along Hanoi,
5.Actualleadership,directtheimplementation the price has implemented the effective price of
of the plan of training secondary school teachers secondary school teacher training activities through
according to capacity approach
assessing the progress of improving professional
capacity of teachers after participated in training
courses at all levels and forms. The professional
capacity here is based on the current standard of
professional secondary teachers of the Ministry of
Education and Training.
The results of surveying the status of leadership
and directing the implementation of the plan of
training secondary school teachers according to
capacity approach, we give 6 good questions which
can be called 6 contents of appraisal work. direct
the implementation of training plans for teachers.
Overall assessment of management of secondary
school teacher training activities
We can see 5/6 content with evaluation results
from 2.34 to 2.64 (Group 3. Good). Only the 6th
We can see that in the management of secondary
content and ranking 6/6 is the evaluation of the teachers’ retraining activities in Hanoi, the
school leadership in implementing the adjustment “Management of building secondary school teacher
plan when necessary with the value Mean, Xtb = 2.31 training plan” is the lowest rated management
is the lowest and belongs to the group 2. Medium. activity among 10 contents. above management
However, this value is also close to the threshold of with Xtb = 2.32 points of the average group.
2.33 which is the lower boundary of group 3. Good. However, this index is close to the bottom of 2.33
Therefore, we can affirm that the implementation of the Good group, so we are not very unhappy.
of the junior secondary school fostering plan in the When studying this issue again, the author found
provinces along Hanoi is quite good.
that the reason for this activity was generally
considered low because the implementation of the
plan, especially financial mobilization, facilities
and means for implementing the plan is relatively
low, leading to a general assessment of this activity
as low as mentioned above.
Eight of the remaining nine management
activities have Xtb values in the Good group.
However, here we can see a clear grouping of these
8 activities:
6.Actual status of inspection, inspection and
evaluation of the training of secondary school
teachers according to capacity approach
Of the 7 contents evaluated, there are two
assessments with the mean Xtb index in the Medium
group (Mean: 1.67 - <2.33). That is the content of
“Assessing the inspection implementation (if any)
in the implementation of the school plan” ranked at
the end of 7/7 content with Xtb = 2.29 points and
content “Evaluation of withdrawal experience of
- The efficiency of fostering is assessed as lower
implementing the school’s training plan ”with the and located separately from 7 other activities with
value of Xtb = 2.31 points ranked 6/7. However, the Xtb value = 2.34 - close to the lower boundary
these Mean values are close to the lower boundary of the Good group.
(2.33) of group 3. Good, so we can consider these
contents near the level of group 3. Good according
to Likert scale.
- Management management of construction
of secondary school teacher training plans in
provinces along Hanoi is rated the most with Xtb
Overall assessment of the effectiveness of = 2.55 points, showing that the construction of
secondary school teacher training
training plans for secondary teachers is quite good.
However, there are still many issues to further
improve this management.
The training of junior high school teachers is a
training and re-training process to provide learners
with certain professional knowledge, skills and
- After the remaining management activities,
attitudes to satisfy the different needs and goals of the overall assessment is nearly the same and has
learners. The contents and programs are designed to Xtb value ranging from 2.41 -2.43. This range is
be suitable for junior high school teachers.
After going through refresher courses,
knowledge, skills, professional attitudes or in
very small, negligible. These are the following
management activities (in descending rankings):
1) Managing the leadership and direction of
general, the professional capacity of the teacher is implementing teacher training plans;
significantly raised. Therefore, the evaluation of the
effectiveness of secondary school teacher training
activities through the assessment of progress and
professional capacity development of teachers
2) Content management and teacher fostering
programs;
3) Managing teachers’ performance assessment;
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4) Managing teacher training goals;
5) Directing the supervision, inspection and
inspection of teacher training activities
have not been put into much application; The
methods used in the training process are still slow
to innovate.
- The awareness of teachers and managers on
BD activities Junior high school teachers according
to their competency approach still have many
limitations, they think that these are new and
difficult to access contents due to psychological
fear of change.
III. Measures to manage junior secondary
schools teacher training activities according to
access to human resources
1. Measure 1: Managing and raising the
awareness of teachers and managers about the
position and role of teacher training according
to competency-based approach
6) Management of teachers’ needs.
These values are quite high but still show that
there are many facilities to improve and perfect the
management of secondary school teacher training
activities in provinces along Hanoi.
The management of secondary school BDGV
activities according to the initial capacity approach
has been concerned by educational management
levels with XTB of the level of implementation from
6.55 to 3.06 and XTB of efficiency level. ranging
from 2.39 to 3.02. In which, the content of managing
organizational forms and conditions for facilities
for junior secondary teacher training in accordance
with competency is assessed as the highest with
This solution helps managers and teachers
XTB of implementation level and efficiency level to realize correctly, fully and deeply about the
of 3.06 and 3. , 02. This shows that the management importance and meaning of teacher training
of the activities of junior high school teachers activities, especially to foster teachers according to
according to the competence approach still focuses competency in the current context.At the same time,
on the traditional management contents. The level to raise awareness about the theory and practice of
of implementation and the level of effectiveness secondary school teacher training activities in the
of organizing the planning of secondary school current period.
teacher training activities according to capacity
approach is still low with 2.55 and 2.41, similarly in
the management content. Determining the needs of
secondary school teachers in the area, XTB of this
content only reached 2.58 in the implementation
level and 2.40 in the effectiveness level. This
shows that these contents are not really concerned
by management levels, so the implementation
efficiency is not high.
Raising awareness for teachers about the
importance and necessity of fostering teachers
according to competency approach will help
teachers to properly assess the objectives of
fostering activities, have the right attitude about
this activity, help teachers enthusiastically
participate in fostering activities and participate in
a positive spirit, making an important contribution
to absorbing the content of the fostering program,
- The capacity of lower secondary teachers in improving the effectiveness of fostering activities.
the study area is still limited, mainly focusing on
traditional competency groups such as educational
capacityandteaching capacity. New capacitygroups
such as capacity to learn objects and educational
environment, capacity of social and political
activities of teachers are not really interested.
- Activities to improve secondary school
teachers in the study areas are still limited in
the implementation of the contents of fostering
secondary school teachers according to this capacity
approach, which requires the determination and
selection of contents to improve junior teachers
Access to capacity is an urgent issue to improve the
effectiveness of this activity.
2. Measure 2: Innovating management of
capacity assessment activities, determining
the needs and objectives of training secondary
school teachers
Assessing secondary school teachers according
to vocational standards to help leaders and superior
management agencies to determine the level of
meeting the professional position of teachers,
thereby planning training, retraining, rotation and
appointment. At the same time, the staff, teachers,
staff, students of the school have objective and
transparent information about their teachers.
Teachers have self-recognition through their
own information and evaluation results as well
- Regarding the program, method, form, time, as collective and individual assessments about
conditions for implementing the organization themselves so that they can orient themselves to
of secondary school teacher training according further improvement.
to competency approach, there are still some
limitations, mostly still traditional. The program
has not been updated and has appropriate features
for the objects and areas; The form of organization
is still focused fostering in the summer, new forms
Evaluation of junior high school teachers
not only brings a positive meaning of helping
teachers become more and more perfect, meeting
increasingly quality and work efficiency, but also
an important factor to promote the development of
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teachers. development of an entire school.
and ability to apply creatively to practice and
need to meet the needs of teachers is essential to
compensate for the “gaps” of energy strength and
capacity building for teachers.
On the basis of teacher evaluation, the school
will obtain the necessary information on teacher
training needs. The need for teacher retraining can
be determined according to teachers’ professional
The measure aims to systematize the necessary
competency standards, but basically, the need for competencies that each teacher should have,
teacher training can be determined in two ways: 1) categorize those content to determine the hierarchy
Teacher retraining Professional standards and 2)
of the content to be fostered.
Teacher training is determined by the goal of
This measure just meets the needs of teachers
retraining. How to determine this fostering needs to of lower secondary schools, while limiting the
meet the needs of secondary teachers in the current loss of funding for schools because they do not
period.
have to repeat the content that teachers already
know. Determining the right problem will create a
learning interest for the teachers and the efficiency
of the training will be high, thereby helping the
management of the school principals to achieve
good results.
3. Measure 3: Managing the construction of
content and training programs for secondary
school teachers
The diversification of training forms has
profound theoretical significance in towards
“learning society”, “lifelong learning”, and
“continuous training” both in line with current
practice. However, according to the survey results
5.Measure 5: Diversify the form of teacher
training according to competency approach
Diversify forms of training teachers to approach
of secondary schools in the provinces in the suburbs competency to create favorable conditions for all
of Hanoi, most of the respondents said that the form secondary teachers to participate in fostering and
of training is not diversified, the content of fostering ensuring continuity in the participation of teachers
is not abundant, the method of retraining is not and classes. At the same time, create conditions
change. Therefore, the training of teachers has for learners to participate in learning effectively.
not been highly effective. In order to improve the Give learners the initiative in choosing the form of
quality of training high school teachers according learning that suits them.
to the capacity approach, it is necessary to renovate
the content, forms and methods of fostering
and orienting themselves to self-study and self-
fostering.
In order to build the content of comprehensive
and perfect secondary school teachers’ training,
meeting new requirements on quality and
competence for teachers, it is stipulated in the
career standards of junior high school teachers and
at the same time fostering knowledge about news.
learning, foreign languages, as well as knowledge
of science, socio-economic knowledge to serve the
local educational development requirements.
Diversify forms of fostering teachers according to
access to lower secondary school capacity through:
+ Fostering in the form of concentration: The
study time is determined from one week to ten days,
concentrated in one location of one of the city’s
schools.Thisformwillcreateasufficienttimetofoster
teachers with some significant skills knowledge.
The knowledge is continuously uninterrupted.
Teachers are not dominated by work so focus on high
learning. However, with the situation in schools, it is
difficult to open classes in a long time for about 10
days because it will affect teaching and learning in
schools. In order to meet this form, schools should
In order to renovate the form of fostering from have a plan from before the summer break so that in
concentrated to non-concentrated forms, take the August, the schools will work together to organize
school unit as a fostering unit.
training courses for teachers to take turns between
subjects so as not to make photos. enjoy professional
activities of the school.
+Organizationsummarizespracticalexperience:
The strong side of that measure is to analyze the
advantages, limitations and causes of advantages
- limitations in the process of professional
management. The experiences summarized from
the objective situation will give managers the
correct assessment of teachers in the school.
In order to innovate the training method on the
basis of self-study, self-study as a key, suitable to
the learning conditions of each teacher.
4.Measure 4: Develop plans to foster
secondary school teachers according to their
competency
Management of secondary teacher training
activities under current capacity approach must
aim at improving the professional capacity of
teachers, by providing them with a specific system
of knowledge and working skills that is the way
Teaching methods, test skills, assessment, analysis
6.Measure 6: Managing leaders, directing
implementation of plans
Innovating the work of directing junior high
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school teachers according to competency approach arising in the training of junior high school teachers
is an impact to promote efficiency and maximize according to approach capacity, thereby ensuring
the potential of individuals and units, encouraging
people to actively participate in fostering activities
Measure of innovating the direction of training
secondary teachers according to the capacity
approach includes some basic contents as follows:
- Issuing management and leadership decisions
to direct the implementation of issued management
decisions on secondary teacher training;
- Maintain and expand the internal and external
school relations to ensure teachers’ fostering and
self-training activities;
the training of secondary school teachers to take
place in the right direction, achieving the goal.
Renewing the inspection and assessment towards
improving the influence and effect of inspection
and evaluation of the work of fostering teachers in
the spirit of goodwill, democracy and cooperation
among members of the school’s collective teachers,
thereby discovering and encouraging the potential
of professional development of each teacher and
collective pedagogy.
IV.Conclusion
Management of teacher training activities in
general and lower secondary teachers in particular
is an urgent issue both in theory and practice,
especially practical for secondary schools in the
provinces around Hanoi.
- Management and use of resources for
reasonable and effective fostering activities;
- Handling, resolving active, flexible and
reasonable operations;
- Handling well the unplanned situations;
The competency models of teachers in general
and lower secondary teachers in particular have been
shown that: Training capacity is the professional
capacity of teachers received during the training
process at vocational training institutions. career
(pedagogical school) is the starting point of teachers
in the course of their professional activities. There
is a certain gap between the trained capacity and
the professional capacity of junior high school
teachers due to many reasons and reasons such
as: The capacity requirements of job positions, the
need for additional qualifications and additional
certificates In addition, the need to meet standards,
raise standards and foster updated knowledge and
retraining according to other objectives makes
training, retraining and retraining activities very
diverse and rich and research and management.
These activities lead to great social efficiency.
-
Encouraging teachers, individuals and
departments in the school to develop creative and
innovative thinking in learning and retraining to
become more and more enthusiastic about the
profession and careers.
- Promoting the role of each individual and all
levels of management, raising the sense of self-
awareness, the spirit of initiative, responsibility
and creativity of individuals and departments in
learning, retraining and sharing experiences job.
7.Measure 7: Examining and evaluating the
training of secondary school teachers according
to their competence
Examination and assessment is the process
of monitoring and measuring the results of
implementing the plan of secondary school teacher
training, comparing with the goals of identifying,
analyzing, controlling and adjusting errors and
deviations in The process of implementing
secondary school teacher training plan has been
built before. Renovate inspection and evaluation
of the implementation of the secondary teacher
fostering plan according to the capacity approach
in the direction of: Strengthening the autonomy
and self-responsibility of teachers and teams/
departments / unions in checking, assessing teacher
training; Constructing appropriate evaluation
criteria, ensuring the commendation and rewarding
for individuals and departments to achieve high
results in the work of fostering; Develop the ability
to self-test, evaluate and draw on the experience of
fostering.
The management of retraining activities
according to competency needs to follow a certain,
sequential process based on management functions
including:
1) Assessing faculty capacity;
2) Determine needs, define retraining goals;
3) Develop training programs;
4) Develop a training plan;
5) Organize the implementation of the plan
6) Leading and directing the implementation of
the plan;
7) Monitoring, monitoring, inspection,
inspection and evaluation of plan implementation.
It is also the content of 7 measures that the
author proposed to apply to Junior secondary
schools in the provinces around Hanoi. Tests show
that the measures are highly necessary and feasible.
Implementing this solution to help school
administrators to catch information in time, monitor
the process of implementing the plan, evaluate the
resultsofimplementingtheplananddetectproblems
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References
Bernd Meier, Nguyen Van Cuong (2005),
Training workshop on capacity development
through new teaching methods and means,
MOET-Junior High School Teacher Training
Project, Hanoi.
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QUẢN LÝ HOẠT ĐỘNG BỒI DƯỠNG GIÁO VIÊN TRUNG HỌC CƠ SƠ
THEO TIẾP CẬN NGUỒN NHÂN LỰC TRONG GIAI ĐOẠN HIỆN NAY
Thực trạng và các biện pháp
Trần Đăng Khởi
Học viện Dân tộc
Email: trandangkhoi@cema.gov.vn
Tóm tắt: Trong tiếp cận năng lực thì năng lực nghề nghiệp
có vai trò quan trọng. Một trong những xu hướng chính hiện
nay trong cách tiếp cận năng lực nghề nghiệp là xu hướng
chuẩn hóa. Những tiêu chí của chuẩn nghề nghiệp được thiết
kế theo mô hình phát triển mở rộng, mức độ tăng dần và cao
hơn so với chuẩn đào tạo, là định hướng phấn đấu liên tục
trong sự nghiệp của giáo viên trung học cơ sở. Do vậy, quản lý
công tác bồi dưỡng GV THCS theo tiếp cận năng lực nhằm xây
dựng đội ngũ GV THCS có đủ phẩm chất đạo đức, kiến thức
và kỹ năng nghề nghiệp là vấn đề quan trọng và cấp thiết góp
phần phát triển giáo dục trong tương lai. Từ đánh giá sâu sắc
thực trạng quản lý hoạt động bồi dưỡng giáo viên trung học cơ
sở theo tiếp cận nguồn nhân lực trong giai đoạn hiện nay, tác
giả bài báo đã đề xuất 7 biện pháp quản lý hoạt động bồi dưỡng
giáo viên trung học cơ sở theo tiếp cận nguồn năng lực có tính
cần thiết và tính khả thi cao.
Ngày nhận bài: 16/2/2019
Ngày phản biện: 25/2/2019
Ngày duyệt đăng: 2/3/2019
DOI:
Từ khóa: Giáo viên; Trung học cơ sở; Bồi dưỡng giáo viên
trung học cơ sở; Bồi dưỡng giáo viên trung học cơ sở theo tiếp
cận nguồn năng lực; Quản lý hoạt động bồi dưỡng
98
JOURNAL OF ETHNIC MINORITIES RESEARCH
8 trang
16/04/2022
1140
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