MINISTRY OF EDUCATION AND TRAINING THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES PHAM XUAN HUNG DEVELOPING EDUCATIONAL LEADESHIP LECTURERS ON COMPETENCY - BASED APPROACH Major: Education Management Code: 62 14 01 14 SUMMARY OF PH.D EDUCATION SCIENCE THESIS Hanoi, 2016 The dissertation is completed at: THE VIETNAM INSTITUTE OF EDUCATION SCIENCES Instructor: Ass.Prof.Dr Nguyen Cong Giap Dr Trinh Thi Hong Ha Reviewer 1: Reviewer 2: Reviewer 3: The thesis is defended before the juridical board at the Institute level at The Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi On ……………………… 2016 The dissertation can be found at: The Vietnam National Library The Library of The Vietnam Institute of Educational Sciences LIST OF SCIENTIFIC WORKS AUTHORS RELATED TO THE THESIS Pham Xuan Hung (2007), “Construction and development of the teaching staff of the National Institute of Educational Management to 2020”, Chairman of the Project of Ministry, code B2007-29-19 Pham Xuan Hung (2009), Proposed a number of solutions developed faculties of National Institute of Educational Management to 2020, Journal of Educational Administration, No (9-2009), p.31-34 Pham Xuan Hung (2009), “Building Educational Management terminology”, Chairman of the Project of Ministry, Code: B2009-29-37 Pham Xuan Hung (2010), Renovating management of higher education in Vietnam, Journal of Educational Administration, number 10 (3-2010), p.3-8 Pham Xuan Hung (2011), Develop the teaching staff of National Institute Educational Management in the new period, Education Management Journal, No 28 (9-2011), p.3-5,12 Pham Xuan Hung (2012), Research using the term of Educational Management, Journal of Educational Administration, number 40 (9-2011), p.15-20 Pham Xuan Hung, Truong Đinh Mau (2012), Situation Management staff High School northern mountainous provinces, Vietnam, Journal of Educational Administration, number 38 (7-2012), p.25-29 Pham Xuan Hung (2013), Develop training programs and retraining of university teachers approaching competency frameworks Journal of Educational Administration, number 48 (5-2013), p.1-6 10 Pham Xuan Hung (2013), The role and competence of educational management lecture in trained human resource, Journal of Education, No 321/2 (6-2013), p.8-10,17 Pham Xuan Hung (2013), Developing the competence educational management of the teaching staff to meet the requirements of training and retraining of human resources International Symposium Organization and UNESCO Hanoi VVOB co-hosted, 23.8.2013, p 43 11 Pham Xuan Hung (2014), Inspection and Evaluation pupils oriented development competencies qualities Journal of Educational Administration, number 60 (5-2014), p.8-13,27 12 Pham Xuan Hung (2015), Competency model of lecturers University requires fundamental innovation, comprehensive education and training International Conference in Hanoi, Journal of Management Education special number (4-2015), p.231-236 13 Pham Xuan Hung (2015), Faculty development education management approach according to competency: foreign experience in Vietnam Proceedings of Scientific Workshop graduate student in 2015, the Institute of Science GDVN, p.85-90 14 Pham Xuan Hung (2015), Developing the educational management faculty according to competency, Education Management Journal, No 76 (9-2015), p.5-10 INTRODUCTION URGENCY OF THESIS Entering the twenty-first century, every country seems to have the same strategic choice “as a national policy of education” get “educational management as a breakthrough” Leadership, educational management is facing a series of problems in development efforts, innovation, management-oriented and educational institutions with the aim toward all people.Therefore, the educational management personnel need to be trained, highly professional training by experts, scientists, in which the role of the management the teaching staff of education has special significance special - they just teaching and/or training for leaders, educational administrators In Vietnam, the problem of developing the management the teaching staff of education in institutions of higher education with educational management industry remains far left lane; there is little in-depth research on development issues management the teaching staff of education and did not have any research on “Developing educational leadership lecturers on competency-based approach” This is considered a problem in the chain of causes “educational administration is still weak, need to be overcome Based on theoretical models of development approaches and human resource management perspective, the author selected the topic “Developing educational leadership lecturers on competency-based approach” to research the thesis for doctorate in educational administration OBJECTIVES AND MISSION RESEARCH 2.1 Research objectives Proposed solutions to develop the teaching staff educational management approach under competency in order to improve professional capacity to meet the requirements of training and retraining of educational personnel management 2.2 Research Tasks - Develop theoretical basis for developing management the teaching staff of education according to approach capacity; Assessment of the status of professional competency management the teaching staff of education; developing management the teaching staff of education in Vietnam today; Recommended management solutions development team to enhance professional competency for the teaching staff educational management - Assay of necessity and feasibility of the solutions Test solution to demonstrate the feasibility and validity of scientific hypotheses are proposed RESEARCH QUESTIONS AND SCIENTIFIC THEORIES 3.1 Research question: To perform research tasks; author reply thesis respectively research questions: (1) teacher education managers need to have the capacity to perform what role; (2) management faculty of education should be developed in accordance with the standards to meet the requirements of education reform and training; (3) Development status management the teaching staff of education; (4) Which factors affecting the development of the teaching staff educational management; (5) Management of how to develop management the teaching staff qualified education? 3.2 Scientific theories: Currently, development of teaching staff in educational management institutions can learn science education sites, management education sector have not met the requirements of educational management innovation If there are solutions to develop teaching staff educational management according capability approach is testing, testing demonstrated the urgency, feasibility bring high efficiency, such as building energy standards teacher educational management; strategic planning team development; selection, evaluation, classification, training and retraining of professional competency building for teaching staff educational management; motivational work for the faculty of educational management will contribute to improving professional capacity for each faculty and the entire teaching staff educational management CUSTOMER AND RESEARCH SUBJECTS The guest of study: The problem developed the teaching staff of educational management The object of study: Developing management the teaching staff of education according to approach capacity SCOPE OF RESEARCH Thesis research developing solutions management the teaching staff of education according to approach competency in view of management education in institutions of higher education with scientific, management education sector management owners that is the principal of the university, dean, director of the Institute RESEARCH METHODOLOGY 6.1 Approaches Thesis using the approach: access capability standardized method for controlling the capacity operating behavior; approach emphasizes historical shift from “quantity and quality” to the potential human factors; human development approach is based on the capacity to inherit the scientific achievements of human resource management, human resources, optimize staff productivity 6.2 Research Methods Five thesis using research methods: theoretical research methods; practical research methods and summed up the experience; research methods expert opinion; assay methods and empirical, statistical methods and handling of research results POINTS PROTECTION First, Approaching capacity development in management faculty of education are considered management practices towards standardization, in combination with a “selfsustaining growth” and “self impact” of each teacher to create the formidable on motivation and work efficiency; Second, To develop teaching staff education management approach according to the capacity and condition is essential to build a standardized system management competency educational instructors consistent with the requirements of management education innovation Third, To develop teaching staff education management approach according to ability, to manage synchronous content such as: Planning, Scheduling; Selection and use of staff; training and retraining; assess task performance etc, must follow standard competency built environment and motivation is appropriate to develop management faculty of education NEW CONTRIBUTIONS OF THE THESIS 8.1 On theoretical basis - The thesis has built a theoretical basis for developing management the teaching staff of education according to approach competency development theory-based human resource competency; - On the basis of the overall pattern of UNESCO university teachers and university lecturers model of higher education under the Law on Vietnam, The thesis has been the model proposed by the teacher's educational administration with a factors that educators, educational administrators, researchers, social activists - Recommended content structured framework trainer competency management education 8.2 On the basis of practical - Assessment of the situation and given the overall picture of the status management faculty of education, such as quantity, structure, professional competency and operations management development management faculty access to education according to ability; - Construction frame faculty management competency of Vietnam's education includes standard competency: teaching, professional, scientific studies, social activities, community and individual capacity; since then, the proposed 30 criteria, the rating and demonstrated to evaluate teachers according to the standard of education management competency; - Recommended solutions are 6-17 activities subject to development management faculty of education management approach according to the capacity of institutions of higher education with scientific, educational management industry taking urgent and feasible STRUCTURE OF THE THESIS In addition, the Introduction, Conclusion, the list of scientific works published, References, Appendix;The thesis consists of three chapters; Chapter 1: Rationale for the teaching staff developing management competency approach education; Chapter 2: The practice of the teaching staff developing management competency approach education; Chapter 3: The solution developed primarily the teaching staff educational management approach under competency Chapter 1: THEORETICAL BASES FOR DEVELOPMENT OF FACULTY EDUCATION MANAGEMENT APPROACH TO COMPETENCY 1.1 Research Overview issues 1.1.1 Research on the development of university teaching staff according to reach capacity a) Competency and modeling career Overseas, Leonard Nadler (1969), professor emeritus at George Washington University, American sociologist to work: “Human Resource Development (USA), Designing Training Programs: The Critical Events Model Building blocks of human potencial series, Leonard and zeace Nadler; David McClelland (1970), Harvard University, proposed testing” other intelligence capacity” and 25 groups of professional capacity; Fenwick, Senior Wendell R Eaves (2006), University of Education, the University of North Carolina, Chapel Hill (USA) with works Encyclopedia of leadership and management education “Encyclopedia of Educational Leadership and Administration Publisher SAGE Publications “Original from the University of Virginia has an overview of capacity with schools under the concept of the British: the capacity is limited by three factors KSA: Knowledge, skills, attitude; Americans also are any factors that lead to success, high efficiency to complete a task are considered capacities In Vietnam, Pham Tat Dong authors, Nguyen Quang Uan Nguyen Minh Tang said that ordinary people are capable of it's qualities, the potential is an essential condition for human beings capable of completing an act certain activities in line with high quality b) Professional capacity of university teachers Work “status of teachers” (1987) by UNESCO and ILO, the National Commission on Teacher's Professional Standards has issued a request of principle first career orientation: teacher teachers should know and be able to do? Should have the core competencies? International Conference of Higher Education (1998) in Paris, the UN Secretary-General UNESCO Koichiro Masura has messages about the model's overall capacity GVDH XXI century should have standards for “quality , the capacity of a true scientist, a passionate educator, cultural activist and positive social management is a gifted education” Department of “Management of human resources in the public sector” (2001), by Christian Batal overall theory of “management approach developed under the competence of human resources”; David D Dubois authors, William J Rothwell (2004), Human Resource Management based on capacity “is the scientific basis for the application, capacity development model of university lecturers abroad c) A number of research projects developing university teaching staff in Vietnam The capacity model be applied, such as: “Teachers' Professional Standards”; CDIO model applications; teacher competency standards higher education career oriented applications modeled POHE Netherlands emphasize “the capacity and efficiency of the work done ” 1.1.2 Research on the development of teaching staff education management approach according to competency a) Access to model development competency in management faculty of education According to Lawlor (1994); Hondeghem, Vandermeulen (2000): there are reasons why universities increasingly popular approach competency model are: (i) globalization; (Ii) the transition from commodity perspective is central to human-centered; (Iii) converting the views just are functional, the principle to satisfy customers; and (iv) the environment is constantly changing to adapt Therefore, universities must pace, capacity model, which first of all have to start from university lecturers teaching for leaders and managers of education Phillip L.Hunsakr (2001), “Training in Management Skills” (Publishing house University of San Diego); Sherry Fox (2011), “Unlocking the Value of Competencies: A Look at competency-based management” for that “management and leadership is a subject of the application, the lectures on management science student students researchers who need to apply professional capacity” Association of Human Resource Management USA (SHRM) said that this is the “key” to develop the human resources of the new decade From here, the university such as the USA (Brown Mackie College, Ball State University, Georgia State University; University of Iowa, Boston University), University of Australia (Monash University), University of British (Oxford University); Indian University (Jadavpur University) and the University of the Philippines (Central Luzon State University), South Africa have applied to develop teaching staff education management approach under capacity Thus, the issue of research on faculty development management education accessible under capacity was more interested foreign authors studied b) The new research raises competency model approach applied to the development of teaching staff education management Vietnam - Access to energy is seen as strategic development tool who lecturer suit the current situation and future; - The whole point of the research faculty model management capabilities overseas educational shows, it is the individual capacity or efficiency called individual is the most attention - The management body education faculty constantly refresh their capacity to have a balance between capacity and capability trainer learners; In Vietnam, very few studies on the development of teaching staff education management approach under capacity; Author selection focuses research thesis 1.2 The basic concepts of the subject 1.2.1 Management education faculty and management faculty of education a) Lecture is just common nouns the work of teachers teach in higher education establishments, vocational colleges b) Management Lecturer Teacher education is the civil servants of university lecturers teaching professional body of knowledge management undergraduate education of bachelor's degrees, master's and doctoral training and perform tasks and retraining of educational managers of the national education system, as stipulated by the Law on education c) The management faculty of education is part of the university teaching staff mission: training, training for leaders, educational management “change in thinking, develop range strategic view” to meet the requirements of education innovation management, school management 1.2.2 Competency and competency framework educational management Lecturer a) Competence Air capacity is the sum of the component skills, knowledge and attitude with the characteristics and properties of the individual psychologically fit specific requirements of a given activity designed to create output products and outstanding importance b) educational leadership competency lecturers i) The traditional interpretation: including: qualities and capacity are the two parts have a close relationship with each other, they form the personality structure of each faculty ii) According to model competency: Capacity Management Lecturer education is a combination of knowledge, skills and attitudes, they are moved into specific operational capacity to carry out the roles and have obtained results; c) Competency framework of educational management lecture Lecturer frame management capacity of education is set the requirements of one or more of the work necessary to perform the role; with each role, should have the corresponding capacity 1.2.3 Development management faculty of education a) Development of the teaching staff of educational management levels of organization is part of human development of higher education b) The subject development teaching staff of higher education establishments, mainly with levels of management is: the policy level, technical and operational level; c) Content development teaching staff includes tasks such as planning, scheduling; selection and recruitment; layout and use; training and retraining; evaluate the effectiveness of implementation of tasks; and working environment accordingly; at the same time, must adhere to the management functions such as planning; implementation; Steering leadership; monitoring inspection in each of the activities d) Methods developing management faculty of education Faculty developing management education more accessible models such as personality structure model trainer; operating model of higher education faculty; model development of human resources; or integrated models: oriented behavior and work; according to the professional activities and according to the capacity component 1.2.4 Developing management the teaching staff of education according to approach competency “Developing educational leadership competency-based approach lecturers on” is the standard system standardized professional capacity management trainer education on content management as the process of planning, development planning, recruitment, distribution the use, evaluation, training and retraining of teachers, reward policy, incentive, motivate the team etc, are based on competency standards 1.3 Educational management lecturers in institutions of higher education with scientific/education management sector 1.3.1 Features professional employees who manage the education faculty a) The object of training and retraining - The participants comprised students and staff have experienced teachers teaching subject qualifications planning educational managers or managers are doing education ; - Students should be provided the scientific knowledge of educational management, skills findings and propose solutions to consulting, delivery and practice capacity improvement and innovation management practices education - The school needs the unity between scientific reasoning educational management with practical management education and addressing the balance between capabilities and requirements of leadership educational management b) Is the employee who pedagogical faculty of education management is the competency of human resource management education c) Working Environment trainer pedagogical education administration, both the university auditorium just sticking breath, life management practices and management education in the schools; d) Professional training in a multidisciplinary, multi-sector, but must be “common” in the range competency is systems thinking about education management theory and practice educational management e) Source Selection faculty educational management including university lecturers are teaching, research and specialized education, engineering, economics, psychology, pedagogy, culture and specializations close management science education; managers from basic education 1.3.2 Personality model of educational management lecturer There should be four in a following way: Trainer educational administration are Pedagogy; educational administrators; researchers and social activists and community Each capacity is constituted by the knowledge, skills and attitudes in each respective field of integrated elements of knowledge, skills and attitudes to make up the personality of the model management professor lecturer virtue 1.3.3 Capacity requirements of educational management lecturer On the basis of analyzing characteristics of pedagogical workers; Lecturers who manage education should have the capability in the model of personality to be able to complete the responsibilities and their duties 1.4 Lecturer management team prior educational requirements management workforce development education 1.4.1 Manpower educational management requires professionalism Management Science education should be closely focused educational management practices is a breakthrough, the key decisions on the quality of education - training; Before this requirement, educational management personnel should have professionalism Therefore, the management team of trainers education must have the capacity to be able to level the training and retraining of personnel management is education 1.4.2 Lecturer standardized management team education Party's view, the Government set for the management team of trainers educational requirements need to standardize the professional competency of each faculty and the entire teaching staff, such as (1) the number of team structure Lecturer contingent reasonable educational administration; (2) good moral character; (3) solid professional competency; To make inquiries about standardized management team of trainers education, necessarily need to develop innovative methods of this team 1.4.3 Developing innovation methods lecturer team management education Developing innovation methods lecturer team management approach to education under competency to manage team development activities by: standardization competency, planning, planning, training; Selection use, evaluate faculty Standard competency; and policies, working environment, motivating faculty development 10 ii) About educational management experience: Among 178 teachers, 97 teachers (54.5%) experienced management from grade school department Professional, scientific head of the unit, room, balcony or Principal/Deputy Principal; 28 teachers (15.7%) experienced management agency under the State management of education Some teachers have not experienced management education rate of approximately 28.1% of group young lecturer under the age of 35 iii) Experience teaching educational administration: management statistics education teacher seniority under years 25.8%; 5-10 years is 23.0% However, half of all teachers were not confident undertake thematic teaching, especially the thematic fostering education managers; most teachers are aged 41 or older experienced refresher training and education managers from 10-20 years and over 20 years, the rate is 32.0%, respectively and 19.1% 2.3.3 Organization management faculty of education According to Article 15, 16 university charter in 2014 on defining the functions, tasks and organization of specialized scientific disciplines; characteristics and extent because of the specialized management education and industry training organizations Faculty of Educational management and organization management department heterogeneous education; only about 25% have held faculty or department management independent educational management, others are living transplant 2.3.4 Competency management faculty education: Survey results reality of human capacity to manage education faculty below, compared with the set requirements, the management faculty of education is limited, shortcomings: 2.3.4.1 Teaching competence: The criteria have average rate, weak high: construction and development programs, training curricula, training materials education managers; foreign language and computer skills to use adult teaching methods; Communicating in a multicultural environment and international integration); The dedication in guiding essay, thesis, dissertation, thesis; 2.3.4.2 Professional competence: The criteria have average rate, weak high: Cognitive oriented education reform teaching and educational management; Interdisciplinary knowledge and specialized knowledge of educational management; cooperation, links with educational management practices; Ability to apply knowledge of international integration; 2.3.4.3 Scientific research competence: The criteria have average rate, weak high: Ability collaborative research with educational institutions and educational administration; Announcing the results of scientific research in management education, consultancy and transfer of results of scientific research of education management; Guide research students; 2.3.4.4 Community social activities competence: The criteria have average rate, weak high as: The ability of communication and service provision of education management; to contribute to the education management operations; Construction of the model of education management and job placement for students; 2.3.4.5 Personal competence: The criteria have average rate, weak high: Awareness oriented career development goals; Self-taught self-training; Collaborative work with colleagues and experts at home and abroad for educational management; especially the weakness of communication styles in a multicultural environment and international integration 2.4 Development status management faculty of education according to reach competence in institutions of higher education with scientific/education management sector in Vietnam 2.4.1 Awareness of the management of teaching staff development educational management approach under capacity is said to be important, necessary ( X expression is 3.34) 11 2.4.2 Construction standards locations faculty positions management education, only ¾ level ( X expression is 2.55) performed less well In particular, management activities “Building capacity framework teacher education management” there are X 2.32 (lowest, ranked No 16) 2.4.3 Development planning and selection team trainers standard education management capacity was assessed as level ¾ ( X expression is 2.97) 2.4.4 Layout, user management education teachers according to reach rated capacity ranked 4/6 ( X is 2.89); which, in management “Links with practical DNGV local educational management” ( X expression 2.51) rated 14/16 This assessment coincides with the assessment of cooperation capability, linked to educational management practices ranked at the lowest level of professional competence 2.4.5 Performance appraisal management tasks education teachers according to standards of competence, is only ¾ level ( X expression 2.66), two management activities are “public regulation purposes, the evaluation criteria” ( X which is 2:56); and operations management “Perform standard assessment process” ( X which is 2.77) was rated lower level of performance 2.4.6 Training and retraining of teaching staff education management approach according to capacity: the level of awareness ( X which is 3.47) and the implementation ( X that is, 3.00) are ranked in a hierarchy 2/6 In particular, management activities “Fostering professional development” ( X which is 3.50) is assessing the implementation of the best ranked, 1/16 2.4.7 Built environment, motivational work for the faculty management education which X is 3.05 (ranked sixth) is said to be the highest rating In particular, management activities performed “The remuneration policy for the faculty” was rated the No 2/16 with X to be 3.26 2.5 Factors affecting the development situation management faculty of education according to reach capacity in institutions of higher education in Vietnam First, The capacity to organize management development faculty of the School, Faculty, department (operational level and technical level) in accordance with the objectives and mission of the school is said to be influential most to the development of teaching staff education management approach according to the capacity ( X is 3.56) Second, Factors affecting second largest is “Motivation career development of each teacher”, also called “intrinsic motivation” ( X the expression is 3.55) Third, The “Preferential policies, motivate the teaching staff” ( X which is 3.55) was evaluated as factors affecting the 3rd largest 2.6 Development experience teaching staff education management approach under competency abroad Note to content (1) building capacity framework and standards of faculty positions; (2) selection of teachers; (3) use of faculty; (4) developing working environment for teachers All content should be based on standards and professional competence framework can apply to develop the teaching staff education management approach under competency in Vietnam 2.7 Assessment of the situation development management faculty of education according to reach competency 2.7.1 Strengths First, the Party and State always believed in quality, professionalism in human resources management education national education system; teaching staff education managers always self-taught, self-training, constantly improve political quality, professional ethics; 12 Second, The rate management education teachers have teaching experience, experience management through leadership education, professional qualifications, academic titles and titles of high standing in the “top” in higher education learn; Third, Quality management faculty of education are rated good high (13/30 criteria); Fourth, development management faculty of education has been the education management level of interest and direct: the network of higher education establishments have scientific, educational management industry, scientific staff, the leading specialists and management faculty of education developed rapidly, nationwide coverage; Third, an “icebreaker” in the perception of the managers need to develop innovative methods teaching staff education management “traditional” to “capability approach” ; Sixth, The higher education establishments have scientific, educational management industry know-generation convergence of teachers, experts, educational scientists 2.7.2 Shortcomings and inadequacies Firstly, the shortcomings in terms of quantity, structure and energy resources faculty lecturer education management: - On the number: the higher education establishments have scientific / education management sector in Vietnam are now the majority have not mastered the exact number of staff - Structure: multi-disciplinary and multi-sector, lack of consistency in the scientific approach of education management - Competency of eudational management lecturer: no knowledge of specialized knowledge management education, weak professional capacity; standard capacity with low completion rates are below average: scientific research capacity and capability community social activities - The number of international publications on educational management and scientific management has less education are not really tied to practical development needs scientific management theory and practical education management education in Vietnam Second, Working development manager faculty of education did not meet requirements of human development education management to perform “basic innovation, comprehensive”, the expression: - Status of developing hardening of the teaching staff education management including recruitment, assignment, evaluation, screening, training, training etc; - Slow/no criteria developed on the trainer position titles educational management: the majority of higher education establishments have not built chassis management capability education faculty with standard mounting positions: lecturer, senior lecturer, senior lecturer; Lack of search strategy, selection of good instructors; job evaluation and grading general faculty, lack of proof; Results of evaluation and classification competency faculty rarely used There are very few forms of training professional development Third, policy development management faculty ineffective education, expressed: - Ranked No 2/16 the author said that this is only “temporary solution” Selection Policy Management PhD education under the state budget under the program 911 (0.5%); Teachers awarded policy elite, academic title (3-4%) - A number of other policies such as specific mode, extended working time prior to retirement; attract faculty are Vietnam abroad return home to participate in teaching, scientific research collaboration and technology transfer ) is very limited - Many shortcomings, especially between standardization requirements and faculty development policy management faculty of education, consequences which affect the confidence of the educational authorities and institutions education and training for the quality of training and retraining of specialized management education 2.7.3 Cause (3 groups of basic cause) 13 2.7.3.1 The cause of the management faculty of education that is the mismatch between the number, structure and energy resources faculty lecturer education management as: (1) Awareness of the management of the need to develop management faculty of education according capability approach is not consistent; (2) Scientific management education in Vietnam compared with foreign countries is relatively new and young; (3) Faculty of education management have not been trained in a basically correct specialized management education; scientific approach to management education inconsistencies (4) competency of management faculty education did not meet the training requirements and fostering 2.7.3.2 The cause of the developing subject teaching staff education management as: (5) Development of teaching staff education management approach capacity in Vietnam is still relatively new field; (6) Decentralisation of education management expertise; (7) Planning team development and faculty recruitment management of the school education/science based on administrative procedures, not to focus on competency standards ; (8) Using the existing teaching staff as assigned, the layout is not based on the capacity; (9) The process of assessing and grading teachers not correctly reflect faculty competency; (10) Management activities of professional development for teaching staff inefficiency; 2.7.3.2 The cause of the development policy management faculty of education (11) Not paying attention to the particular nature of this kind of “special”; (12) Working environment: policies, practice facilities management education for teaching staff education management research, practice, application deployment models serve education management training and retraining of educational personnel management Sum up Chapter Based on a theoretical basis; the survey results as a basis to illustrate answer research questions (3) on the status of the teaching staff development educational administration; groups analyzed weaknesses and shortcomings and 12 cause (of the faculty itself, subject to management and team development policy); probably noticed: there are many reasons, but basic cause, which is that we not have a system of criteria and professional competency frame management education faculty Chapter 3: SOLUTION DEVELOPING EDUCATIONAL LEADERSHIP LECTURERS ON COMPETENCY-BASED APPROACH 3.1 Educational management lecturer oriented development in period 2011- 2020 First: Ask education management personnel should have the professionalism; Secondly, human resource development planning for the education sector; Third: To contribute to solving the problem weaknesses and inadequacies It is also a scientific basis to help us drive development solutions proposed teaching staff education management approach according to capacity to ensure the synchronization, the practicality and feasibility 3.2 Principles propose solutions The research, selection of development solutions management faculty of education according to the capacity approach should ensure the guidelines are mainly uniformity, practicality and feasibility 3.3 Solutions developing educational leadership lecturers on competency-based approach 3.3.1 Solution Develop Standards faculty capacity education management 3.3.1.1 The purpose of solution In order to standardize the professional capacity to manage education faculty (research answers questions and of the thesis: (1) teacher education management should have what 14 capacity; (2) Faculty education administrators should be developed according to certain criteria) 3.3.1.2 The content of the solution, there are three basic content: (1) raise awareness (2) methods of capacity building framework; (3) Classification faculty titles) 3.3.1.3 Implement a) To raise awareness about the need to build professional competency standards management trainer education i) Mastering the system of legal documents on professional titles standards officers university lecturer; ii) To renew the thinking faculty development focus from quantity and structure to reach professional capacity; iii) Determine the structure and content of the standard system capacity management career education teachers (modeled personality, activity patterns) b) Construction Standards faculty capacity education management i) Principle frame construction management capability education faculty, ensuring: systematic; balance the proportion of time worked for each activity; and interference with exceptional properties, because a capability that can be used for different roles (the number is not too much between 30-35) ii) competency frame construction management education instructor modeled personality faculty of education management; iii) Develop a standard set of faculty management capacity of Vietnam's education Standard Capability standards of teaching (covers criteria); Standard Professional capacity of education managers (involves criteria); Standard Research capacity (covers criteria); Standard Capacity community social activities (inclusive criteria); Standard personal capacity (covers criteria); Content, degree requirements and indicators for assessing teacher education management capacity standard is the author presented in the Appendix 3.3 c) Perform classification lecturer title management officer education Professional title management officer education teachers teaching in institutions of public higher education with science/education management sector include: i) Senior Lecturer (Grade I) Code: V.07.01.01; ii) Senior Lecturer (Grade II) Code: V.07.01.02 iii) Lecturer (Grade III) Code: V.07.01.03; Standards for teacher professional titles prescribed educational management tasks increases with criteria on qualifications and training, training and professional competency standards and professional summary (see Appendix 3.4) 3.3.1.4 Conditions for implement solutions The higher education establishments need to develop employment schemes, describing the mission requirements; layout implementation tasks according to official criteria for the classification of university teachers as prescribed 3.3.2 Solution Planning solution strategy developing educational leadership lecturers on competency-based approach 3.3.2.1 The purpose of solution Develop strategic plan for managing development teaching staff according to the standard of education management capacity needs is training and retraining of personnel management system of education education period 2015-2020; ensuring the development of teaching staff education management in the long term 15 3.3.2.2 The content of the solution Survey, situation analysis management faculty's educational establishments of higher education; Construction development vision; Identify the issues that need special attention in the construction of the teaching staff of the education management higher education establishments; Identify strategic measures; Develop action plan and roadmap for implementation 3.3.2.3 How to implement a) Pursuant to the planned development of the teaching staff in accordance with the standard of education management capacity b) Strategic planning development management faculty of education: Step 1: Survey and analyze the situation of the teaching staff of the education management of higher education establishments (Institute / School / Faculty) Step 2: Develop the vision developed by the Institute / School / Faculty Step 3: Identify strategic objectives and specific targets for each specific sector development activities management faculty of education Step 4: Identify the strategic measures for development of faculty education management Step 5: Develop action plan and roadmap for implementation Step 6: Determine the conditions (resources) developed faculty of education management 3.3.2.4 Conditions for implement solutions Strategic orientation mission, strategic goals (faculty and university), from there, the various levels of management from departments, faculties, schools all the work involved in implementing development planning team five-based system trainers competency standards Analysis and description of the capacity requirements for faculty positions in the Department/Organization Department; Coordinating the management to implement the content of the strategic development of specialized teaching staff education management 3.3.3 Solution Selection and use of management education teachers according to reach capacity 3.3.3.1 The purpose of solution To help higher education establishments have scientific, educational management industry has been faculty substandard education management capacity to meet the requirements; rational use and effective management faculty of education 3.3.3.2 The content of the solution - Planning for faculty recruitment and communication mechanism to attract lecturers from various sources; diversification of faculty recruitment mode of teaching educational institutions towards open - Trainers organize selection criteria based on the capacity of faculty positions; - Assign, faculty layout (organic and visiting existing) grading standards lecturer positions, participate in training and retraining; on a contract basis (teaching assistants, probation), contract lecturer according to the thematic; - Links management faculty of education with practical management education institutions, school management, such as strengthening coordination of training institutions, the national resource center can help teachers held practice, observing practices education management and school management 3.3.3.3 How implement a) Recruitment of faculty management education accessible under capacity i) Develop criteria for selection of faculty educational management (organic and visiting) ii) Structure of faculty recruitment management education: diversity (Diversified): Multi experience in educational administration and school management, multi-industry structure training (philosophy, economics, culture, science natural science, social ), multicultural and 16 age appropriate for higher education establishments to perform the tasks of training the management level education sector in the long term iii) The process of recruiting faculty education management: Selection Criteria based primarily on system capacity requirements Capacity trainer frame management education b) To arrange to use faculty members and visiting existing c) Link trainers with practical management education institutions 3.3.3.4 Conditions for the implementation of measures There are rules and regulations on the content of human resource management of the university (tertiary education institutions) such as hiring standards, appointment, use, evaluation, training and retraining, based on capacity ; investment in infrastructure, work room to attract experienced teachers with academic titles and health status, dedicated to the retirement age continues to teach 3.3.4 Solution Assessment and grading management capacity education instructors Capacity standard 3.3.4.1 The aim of the solution Helping higher education establishments have science education management industry: clarifying faculty capability levels; ensure openness, fairness and democracy in the implementation of the regime, policies, rights and obligations of the faculty; replace (or supplement) for assessing university lecturer official duties under the current 3.3.4.2 The content of the solution Public regulation plans, objectives, teacher evaluation standards of education management; Perform assessment process under the faculty competency standards; and Using the results of the assessment and grading management capacity of education faculty in the appointment, planning, training, fostering and rewarding 3.3.4.3 Implement a) Develop a plan, evaluate management faculty professional education according Standard b) Implement assessment process under the faculty competency standards c) Using assessment results management education lecturers 3.3.4.4 Conditions for implement solutions Construction, issued documents detailing the working mode of the faculty consistent with the characteristics of each department, the level of training/training and the specific conditions of their units These content-related policies and regulations, need to be updated and timely communication on the Website of the higher education establishments 3.3.5 Solution Training and retraining of professional capacity building for teaching staff education management 3.3.5.1 The purpose of solution The purpose of this solution is to help the heads of institutions of higher education with scientific/education management industry has been faculty ensures educational management structure, capable to meet the requirements of professional standards and criteria faculty positions 3.3.5.2 The content of the solution The content of the solution is to determine the organization and operation processes improve training for all teachers; Standard training faculty positions and training requirements vary by job-based competency standards 3.3.5.3 Implement a) Training trainers resource management capabilities as standard education 17 Every year, the higher education establishments should plan on sending trainers masters, doctoral education management in foreign countries such as Singapore, China, Australia, USA, Japan and other countries in the region b) To foster professional capacity building for management faculty of education to meet the requirements of human development education management i) Identification of target groups, content, fostering process Training content: Fostering improve; Fostering standards and foster titles on demand to change jobs The process of organizing training for management education teachers according to reach capacity ii) To foster the teaching staff education management approach under capacity 3.3.3.4 Conditions for implement solutions a) For training: Based on the criteria for the classification of university lecturers titles publicize the rules and regulations on the content of human resource management of the university as : standards of recruitment, appointment, use, evaluation, training and retraining, based on capacity; b) For the training: Develop 5-step process of training professional development and professional teaching staff for education management under capacity approach including analysis of capacity shortage to identify needs; frame construction training program; organize refresher courses; capacity assessment; and improved training programs for the following cycle 3.3.6 Solution Motivating work for teaching staff education management 3.3.6.1 The purpose of solution Developing the capacity underlying the implementation to promote creative work in each faculty and the entire teaching staff education management 3.3.6.2 The content of the solution Management factors: (i) the relevant owners to benefit themselves trainers and lecturers such as self-motivation; ii) The elements of the task expectations; iii) The elements of the professional liability value per faculty, each higher education establishments and higher education systems 3.3.6.3 How implement a) Develop self-motivation every faculty use, assign teachers based layout capability; Meet the needs and attention to material interests and spirit of each faculty; simultaneously, to properly assess the capacity to perform the tasks of the trainer b) Strengthening the development resources management faculty of education in response to the activities of teaching, research and professional development; Location work assigned; Career development capabilities of faculty However, not too “flighty” and require high demands with existing practices of an institution of higher education c) To exchange and international cooperation in the training and retraining of teachers education administration, construction mechanism faculty exchanges between institutions of higher education with universities to train teachers in the world; exchange visits, study at a foreign university, some have specialized training of education managers and the fostering of educational managers d) Develop environmentally aware organization learning and lifelong learning e) Legal environment attractive enough, ii) environment for teaching staff education management work to be standardized; and iii) Develop cultural space, “said creative learning organization” 3.3.6.4 Conditions for implement solutions Mechanism conditions of education, scientific research for faculty members and visiting 3.4 Exploration of the necessity, feasibility and practical solutions 3.4.1 Exploration of the necessity and feasibility of the solutions 18 3.4.1.1 Purpose: confirming the reliability of the system -17 solution management activities of the thesis proposal 3.4.1.2 Legal content and methods Content solutions referendum really urgent, feasible for developing teaching staff education management approach according to the capacity of the higher education establishments are now not The method of referendum law in two forms: the exchange, direct interviews and questionnaires used 3.4.1.3 Subjects referendum The scientists, experts in educational administration; Department of Teacher Leadership and management staff educational establishments, the Organization and Personnel; Higher Education Department Ministry of Education and Training; Education management staff and faculty education management institutions of higher education with scientific/education management industry Total: 286 people 3.4.1.4 Referendum process - Round 1: from 22-23/4/2015, research students live interview local experts and international scientists, managers of education; Senior lecturers and senior lecturers of some institutions of higher education with science / management education sector performed in the scientific conference at the Academy educational administration; - Round 2: From 4/2015 to 8/2015 solicited comments through questionnaires (referendum votes: 310, earning 286 votes, accounting for 92%) 3.4.1.5 Referendum results the necessity and feasibility of the proposed solutions a) The result is statistically referendum: apply all the average value calculated in educational statistics Results calculated comments of n = 286 samples synthesized urgency, the feasibility of the proposed solutions as data table 1.3 below Table 3.4 Consolidating comments about the urgency and feasibility of the proposed solutions ASSESSMENT LEVELS SOLUTIONS Percent URGENCY FEASIBILITY age AND CONTENTS 4 X X % 1.5 21.0 42.8 34.7 4.8 23.8 38.3 33.1 Soution Build Competency 3.11 3.00 Standards 60 122 99 14 68 110 95 % 6.6 21.2 28.8 43.4 5.8 24.3 28.1 41.8 Solution Strategic planning 3.09 3.06 development 19 61 83 124 17 70 81 120 % 4.9 20.0 34.7 40.3 4.3 25.3 32.5 37.9 Solution Selection and use 3.10 3.04 14 57 99 115 12 72 93 108 % 11.9 16.4 29.3 42.0 8.3 22.5 29.5 39.7 Solution Assessment and 3.10 3.01 classification capabilities 34 48 84 120 24 64 84 114 % 5.7 26.4 36.4 31.8 5.5 28.5 35.5 30.5 Solution Refresher training 2.95 2.92 improve competency 16 76 104 91 16 80 102 89 % 5.7 15.9 40.2 38.2 5.0 18.2 38.5 38.5 Solution Motivating work 3.11 3.11 16 46 115 109 14 52 110 110 % Average 6.1 20.2 35.4 38.4 5.6 23.8 33.7 36.9 b) To analyze and evaluate the results of referendum: Based on statistics solicited opinions, fellows calculation to determine the average score on the urgency and feasibility of solutions; from Table 3.4, compare the average value all solution; 17 operational management and development management faculty of education according to energy access by research thesis, are urgent and feasible, in line with reality 19 3.4.2 Tested solution proposed 3.4.2.1 Testing purposes Assess the feasibility and effectiveness of application deployment solution for to demonstrate scientific theories of the thesis; 3.4.2.2 Reason/hypothesis testing Can improve capacity for management faculty of education in institutions of higher education with scientific, educational management sector, if applicable solution competency assessment management education teachers under access contributing to strengthening capacity effective human resource management activities of heads of institutions of higher education, meet the requirements of the current education reform 3.4.2.3 Content and test methods a) Content Test: Build process of assessing and grading management capacity education teachers according to reach capacity and organize the implementation of assessment and grading management capacity education teachers under access capacity b) Test Method: Using the Kolmogorov-Smirnov test of a control to compare two ways: under the old method (prior to trial) and in access capacity (after test) on the same content and guests can sample the test Method of simple tests are often used in education and educational administration 3.4.2.4 Standards and testing Design Toolkit evaluate teachers according to educational management capacity Standard, including scores of criteria, sources prove, the evaluation form (self-evaluation faculty, faculty/department assessment, learning students evaluate student ) each evaluation criteria levels Table 3.5 Synthetic test results to plan and implement evaluation and grading management capacity of the education faculty (Unit: number of respondents respectively) Assessment level The contents testing Total less/ relativel answer (n) No quite good difficult y 1.1 Develop a plan assessment and grading management capacity of education faculty in a 16 32 74 52 51 225 way that (old) 1.2 Develop a plan assessment and grading management capacity education teachers 12 36 55 108 218 according to reach capacity (new) 2.1 Organizations implementing evaluation and grading management capacity of education 29 105 45 35 221 faculty in a way that (old) 2.2 Organizations implementing evaluation and grading management capacity education 21 43 39 116 219 teachers according to reach capacity (new) 3.4.2.5 Location, time, and form testing a) testing Location: NIEM; Hanoi National University of Education; Vietnam National University (VNU) and Dong Thap University; b) testing Period: From 01/8/2014 to 30/11/2015, 20 c) Sample testing object: the management staff and management faculty of education has a total n = 45 3.4.2.6 Tested a) Develop a plan and evaluation toolkit, ranked faculty capacity education management b) Implement general content: End of trial operation, the group reported results collected assessments follow testing procedures and requirements in accordance with the tasks assigned to team leader, results data processing obtained table 3.5 3.4.2.7 Analyzing test results Using a scale of active trials management solution “Performance evaluation and grading management capacity education teachers according capability approach” is: Build Process competency assessment plan lecture education managers and implementation capacity assessment management faculty of education, every operation includes criteria evaluated at two points in time before and after the experiment a) Testing “construction process evaluation plan, ranked faculty capacity education management” k (i) Calculated average value: X   mi xi (with k = 5) i 1 X XC 16.1  32.2  74.3  52.4  51.5   3, 225 X XT  7.1  12.2  36.3  55.4  108.5  4,12 218 (ii) Calculated the variance ( S ) and standard deviation ( R ) of X S2  k  mi ( X i  X )2 n  i 1 R k mi ( X i  X )  n  i 1 (iii) Comparison of average point value, variance, standard deviation methods both planning process of assessing and grading management capacity education teachers (old and new) are feasible; However, construction planning process evaluation and grading management capacity education teachers according to reach capacity (new) have higher efficiency (GPA = 4.12) Table 3.6 The parameter test plan evaluation and grading management capacity education lecturer Xi Follow the way things were (n = 225) 2 mi  X i  X   X i  X   X i  X  mi Xi 16 32 74 52 51 S2  R -2.40 -1.40 -0.40 0.60 1.60 5.76 1.96 0.16 3,60 2.56 92.16 62.72 11.84 187.20 130.56 k 484, 48 mi ( X i  X )   2,16  225  i 1 224 k mi ( X i  X )   225  i 1 484, 48  1, 47 224 follow reach capacity (n = 218) 2 mi  X i  X   X i  X   X i  X  mi 12 36 55 108 -3.12 -2.12 -1.12 0.12 0,88 9.73 4.49 1.25 0.01 0.77 68.11 53.88 45.00 0.55 83.16 S2  k 250, mi ( X i  X )   1,15  218  i 1 217 R k  mi ( X i  X )2  218  i 1 250,  1, 07 217 From there, determine the frequency distribution form nxc = 225 is the number of times answered in a way that previously (the old method) and nxtc = 218 is the answer in turn reach capacity as follows (Table 3.7) (iv) Control test results In this test the statistical test of the Kolmogorov-Smirnov test of level  = 0.05 meaning (probability of error is 5%) Look up tables Kolmogorov - Smirnov with nxc = 225, nxtc = 218 ensures that the result is: 0.1458; Dmax = 0.1841, 0.1841  Dmax => 0.1458; thus allowing testing means at  = 0.05; 21 Table 3.7 Distribution and frequency (frequency) Cumulative of two methods Construction Process evaluation plan lecturer capacity  The way things were (follow the old method)  How to refresh current (follow reach capacity) Counts answer n 225 218 16 7.1 3.2 Frequency level planning 32 74 52 14.2 32.9 23.1 12 36 55 5.5 16.5 25.2 Percentage cumulative frequency level planning 5 51 7.1 21.3 54.2 77.3 100 22.7 108 3.2 8.7 25.2 50.5 100 49.5 From the above results, proven operational management of the building planning process evaluation and grading management capacity education teachers follow reach capacity with greater efficiency assessment plan, graded lecturers way before with the 5% error and may illustrated by the following two ways (Figure 3.5) First, as illustrated by the graph (Figure column) shows ability to apply appropriate, the feasibility of two ways: according to the capability approach is feasible (to apply) is 49.5% good; while plans evaluated in old ways previously only achieved 22.7%; quite appropriate use is 25.2%, compared to 23.1% old ways Figure 3.5: The ability to apply and effectively plan capacity assessment management faculty of education Chart: Compare the ability to apply Graph: Cumulative frequency Performance methods Second, To have a visualization of the results, we expressed the results as a graph as shown in Figure 3.5 From the resulting spreadsheet frequency distribution (%) and table the cumulative frequency distribution W ( i) for two methods of effective planning assessment and grading management capacity education teachers (old and new), draw two lines Wxc cumulative frequency and WxtCNL ( i) To compare Kolmogorov-Smirnov test sample, the plan evaluation and grading management capacity education teachers according capability approach is feasible and effective method than the old plan ago b) Testing “Implementation assessment and grading management capacity education lecturer” Similar calculation section (a): (i) The average point value: according to the statistical tables Table 3.3, row 3.4, we have: X TC  7.1  29.2  105.3  45.4  35.5 720   3, 25 221 221 (ii) The variance, standard deviation X TT  0.1  21.2  43.3  39.4  116.5 907   4,14 219 219 22 Table 3.8 The test parameters assessment, ranked faculty capacity education management in two methods Follow the way things were (n = 221) Xi mi 29 105 45 35 X i X -2.25 -1.25 -0.25 0.75 1.75 X i X 5.06 1.56 0.06 0.56 3.06 X follow reach capacity (n = 219)  X  mi i 35.42 45.24 6.30 25.20 107.10 S2  k 219, 26 mi ( X i  X )   0, 99  221  i 1 220 R k mi ( X i  X )   221  i 1 219, 26  0, 99 220 Xi mi 21 43 39 116 S2  R X i X X -3.14 -2.14 -1.14 -0.14 0.86 i X 9.86 4.58 12.99 0.02 0.74 X  X  mi i 96.18 558.57 0.78 85.84 k 741, 37 mi ( X i  X )   3,  219  i 1 218 k mi ( X i  X )   219  i 1 741, 37  1,84 218 (iii) Comparing the average point value, variance, standard deviation Table 3.9 Frequency distribution and cumulative frequency of the level of implementation assessment and grading management capacity education lecturer Percentage of cumulative Frequency level perform frequency the level of Perform assessment and Counts capacity assessment lecturer implementation capacity classification lecturer answer assessment lecturer capacity 5 29 105 45 35  The way things were 3.2 16.3 63.8 84.2 100 221 (follow the old method) 3.2 13.1 47.5 20.4 15.8 21 43 39 116  How to refresh current 0.0 9.6 29.2 47.0 100 219 (follow reach capacity) 0.0 9.6 19.6 27.8 43.0 Both two methods to evaluate, classify management capacity education teachers are feasible; parameter handling results have found methods to evaluate, classify faculty capacity education management approach follow capacity (new) have higher efficiency (with GPA X = 4:14) From there, determine frequency distribution form counts nTC = 221 is answer in a way previously and nTM = 219 is the number of times answer follow capability approach as follows: (iv) Control test results The first way: illustrated by a bar graph shows the performance evaluation and grading management capacity education teachers follow capability approach is appropriate, good use (high efficiency) is 43%; while the old assessment in a way that previously only reached 15.8%; Applying rather 27.8% vs 20.4% old ways (chart: Compare the ability to apply and graph: Cumulative frequency Performance methods): Second, draw two lines that represent the cumulative frequency WTC and WTT ( i); (In which a horizontal axis poker points xi,, middle axle index (%) the degree of implementation assessment and grading management capacity education teachers follow reach the level of competence achieved xi) Using the Kolmogorov-Smirnov test of: at  = 0.05 meaning; (Kolmogorov-Smirnov table investigation with n = 221, n = 219) ensures that the result is: Dmax = 0.1726 and 0.1564;  Dmax = 0.1726> 0.1564 23 To compare Kolmogorov-Smirnov test samples, demonstrate organizational management performance evaluation and grading management capacity education teachers follow capability approach is feasible and effective way than before here follow the old method c) Ability to deploy use: (i) About construction planning process assessment and grading management capacity education teachers follow approaching capacity, are essential, effective application; (ii) organizational assessment and grading management capacity education teachers follow reach capacity, also need to follow the process; (iii) Implementation process, use GP 4, assessment and grading management capacity education teachers follow approaching capacity to ensure basic conditions: first of all is to have the plan, the Ministry of assessment tools; The second is the determination of the stakeholders implementing management; and the third is the response of the management faculty of education To sum Chapter On the basis of the development-oriented management education faculty 2011- 2020 period, and the proposed solution principle The dissertation proposal: purpose, content, conditions and implementing solutions for developing the teaching staff education management approach according to capacity; Assay results, exploration and test solutions 10 content management operations either: construction process evaluation plan and organize the evaluation of the solution 4, was evaluated as fully compliant right, high feasibility CONCLUSIONS AND RECOMMENDATIONS Conclusions The thesis clarifies theoretical framework, to assess the status management faculty of education and management development management faculty of education follow reach capacity in institutions of higher education with science , education management sector in our country; analyze, identify the cause of about 12 operations management development management faculty of education in institutions of higher education today The solution proposed system solution includes 6-17 active management faculty development management education accessible follow capacity, namely: Building Solutions Standards faculty management capacity education; Scheduling solution strategy development management faculty of education follow reach capacity; Solution Selection and use of faculty management education accessible follow capacity; Solution Assessment and grading management capacity education teachers follow Standard capacity; Solution Training and retraining of professional capacity building for teaching staff education management; Solution Working motivation for teaching staff education management is consistent with the direction and principles of the proposed solution Six solutions dialectical relationship, the impact is inextricably linked to each other; the management level, leaders should not overlook any solution, solutions create a dialectical relationship, intimately, support, promote each other into a synchronous system of unified solution Given the scope, content and tasks, research, thesis authors conducted experimental trials and assessment the urgency, relevance/feasibility of solution with 17 operational management team development teacher education management approach follow aggregated capacity of 286 expert opinion at home and abroad, faculty management and organic educational lectures, scientists, managers of education Practice The results, analyzed by quantitative amount, entirely consistent with qualitative analysis Proved, the implementation of the contents of the solution is entirely scientific 24 basis, consistent, satisfying the trend of modern human resource management, bring greater efficiency and can replace how to assess, classify GV current general Recommendation 2.1 Entities with superior management policy (Ministry of Education and Training), People's Committees of provinces and cities directly managed institutions of higher education with educational sector local management - Directing the planning management training education sector establishments of higher education are eligible for teaching staff and appropriate resources; accelerate the implementation development program teachers and education managers in 2011-2020, including priority development programs faculty of education management; - Every year, the adjustment and supplementation increased numbers of students studying education management industry (and professional training for teaching staff education management at prestigious universities such as Singapore (NIE), Harvard University, Oxford University, the Netherlands, Germany the leading countries use approaches developed competencies in the teaching staff; - Continue supplementing and perfecting the system of standardized documents on professional competence of university teachers college in association with stratification follow Higher Education Act of 2012, such as the early formulation and promulgation of the standards capacity for each faculty positions; Allow institutions of higher education management training education sector linked with the educational institutions and training centers or established high-quality resources to enhance professional practice of educational management administration of the school as the pedagogical practice 2.2 For institutions of higher education with science / management education sector under the Ministry of education and training - Heads of institutions of higher education with management education sector should concretize teacher competency standards education management, the specific requirements of capacity: teaching, professional and research school, social activities and the effectiveness of management education teachers should have; Putting the faculty competency standards in operational management team development, depending on the functions and tasks of the higher education establishments to prioritize content: selection, each faculty search; trainers use layout; evaluate teachers; professional development training young teachers; - Prioritize working conditions, research senior lecturers, experts education management experience, with academic titles and health status, dedicated to the retirement age to continue to participate scientific research, teaching and scientific research guide management education sector; At the same time, can invite entrepreneurs, leaders and managers from the business, the economic and social organization, leadership, education management practices at home and abroad to support, counseling, skills training for faculty practice management education 2.3 For myself every faculty of education management As well as the education faculty of foreign management, personal capacity or “selfmotivation” importance oriented activities directed to perform the role of teachers, scientists, university administrator education, social activist community modeled personality Development management faculty of education follow reach capacity, is ultimately each trainer arouse passion, desire and dedication innovative educational management practices So trainers oneself educational management must constantly study innovative, refreshing professional capacity of itself; ensure balance between the three elements “of expectations, interests, values” in an organization ... education and did not have any research on ? ?Developing educational leadership lecturers on competency-based approach? ?? This is considered a problem in the chain of causes ? ?educational administration... staff educational management faculty Chapter 2: BASIS OF PRACTICE ON DEVELOPING EDUCATIONAL LEADERSHIP LECTURERS ON COMPETENCY-BASED APPROACH 2.1 The situation developed faculty of educational. .. classification of university teachers as prescribed 3.3.2 Solution Planning solution strategy developing educational leadership lecturers on competency-based approach 3.3.2.1 The purpose of solution Develop