Management of junior secondary schools teachers training activities under accessing human resources in the current period

sment 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 
as collective and individual assessments about 
themselves so that they can orient themselves to 
further improvement.
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 
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ 
96 JOURNAL OF ETHNIC MINORITIES RESEARCH
teachers. development of an entire school.
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 
competency standards, but basically, the need for 
teacher training can be determined in two ways: 1) 
Teacher retraining Professional standards and 2) 
Teacher training is determined by the goal of 
retraining. How to determine this fostering needs to 
meet the needs of secondary teachers in the current 
period.
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 
of secondary schools in the provinces in the suburbs 
of Hanoi, most of the respondents said that the form 
of training is not diversified, the content of fostering 
is not abundant, the method of retraining is not 
change. Therefore, the training of teachers has 
not been highly effective. In order to improve the 
quality of training high school teachers according 
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.
In order to renovate the form of fostering from 
concentrated to non-concentrated forms, take the 
school unit as a fostering unit.
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 
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.
The measure aims to systematize the necessary 
competencies that each teacher should have, 
categorize those content to determine the hierarchy 
of the content to be fostered. 
This measure just meets the needs of teachers 
of lower secondary schools, while limiting the 
loss of funding for schools because they do not 
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.
5.Measure 5: Diversify the form of teacher 
training according to competency approach
Diversify forms of training teachers to approach 
competency to create favorable conditions for all 
secondary teachers to participate in fostering and 
ensuring continuity in the participation of teachers 
and classes. At the same time, create conditions 
for learners to participate in learning effectively. 
Give learners the initiative in choosing the form of 
learning that suits them.
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. This form will create a sufficient time to foster 
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 
have a plan from before the summer break so that in 
August, the schools will work together to organize 
training courses for teachers to take turns between 
subjects so as not to make photos. enjoy professional 
activities of the school.
+ Organization summarizes practical experience: 
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.
6.Measure 6: Managing leaders, directing 
implementation of plans
Innovating the work of directing junior high 
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
97Volume 8, Issue 1
school teachers according to competency approach 
is an impact to promote efficiency and maximize 
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;
- Management and use of resources for 
reasonable and effective fostering activities;
- Handling, resolving active, flexible and 
reasonable operations;
- Handling well the unplanned situations;
- 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.
Implementing this solution to help school 
administrators to catch information in time, monitor 
the process of implementing the plan, evaluate the 
results of implementing the plan and detect problems 
arising in the training of junior high school teachers 
according to approach capacity, thereby ensuring 
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.
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.
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.
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ 
98 JOURNAL OF ETHNIC MINORITIES RESEARCH
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
Ngày nhận bài: 16/2/2019
Ngày phản biện: 25/2/2019
Ngày duyệt đăng: 2/3/2019
DOI:
https://doi.org/10.25073/0866-773X/270
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. 
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
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