1 INTRODUCTION Reasons for choosing this topic Vietnam is a multiracial country with 53 ethnic minorities They mainly live in far and wild places, borders and etc Where have many difficulties in socioeconomic development The matter of ethnic minority human resources development in general, and educational human resources to teach them in particular was a special concern of Vietnam’s Party and State: “The issue of developing Education & Training, improving quality of ethnic minority human resources which includes expanding teaching and learning minority languages; rising the quantity and quality of the group of ethnic minority teachers”; “ Developing the group of teacher and management officers is the key phase to meet the demands of education & training innovation.” The Northwest is the hardest region with the most population of ethnic minorities, so its pupils are mainly in minority groups One of the factors limiting its educational development is the language difference in teaching and learning At home and public places, the pupils communicate in their own mother-tongues, so they need a teacher who can use those languages, understand their culture and customs to help them integrate in the educational environment without language gaps At last, the teacher can help pupils learn Vietnamese and widen their knowledge quickly and favorably Ethnic minority elementary teaching staff in the Northwest region has risen quickly in recent years To develop the education, the teaching staff has contributed to generalize elementary education completely, making opportunities for ethnic minority children and bringing them educational equality They, however, has also many insufficiencies in their abilities and teaching skills The cause of the shortcomings is due to ethnic characteristics, regional and historical-culture, economy, the chances of having information and educational enviroment, Primary education is first state of the overall education , which is the basis to form the initial, comprehensive development of the human personalities and set a solid foundation for the next level of education The elementary teaching staff in general and the ethnic minority one in particular are the key factors for the quality of elementary education Thus, it is necessary to train and foster a local teaching staff with qualified teaching abilities and knowledge that are suitable for each region, each race and meet the demands of education innovation Besides, it is also important to make a good working environment and treatment, as well as to use these teachers in such a way that let them to be pleased with their employment, and be wedded to “planting people” career in their hometown For those reasons, the author selects the subject of “Develop the ethnic minority primary school teaching staff in the Northwest to meet the requirements of educational & training innovation” as the topic of this thesis Research purposes The purposes of this research paper is to study argument basis by the way approaching the work of developing human resources and the group of ethnic minority elementary teacher development, by that creating reasons to propose a number of possible solutions on developing the group of ethnic minority elementary teachers in the North-West region in order to meet the demand of education and training innovation Research object and subject 3.1 Research object Elementary school teachers and Elementary school teaching staff in Northwest region 3.2 Research subject Developing the local group of ethnic minority elementary teachers in the NorthWest region to meet the demands of educational and training innovation Scientific theory If supposing the solutions by the way approaching human resources, teaching career standards are suitable to characteristics (of each race and region) and the demand of education innovation of each/multi race and each/multi culture in the community of ethnic minorities by each region, minor region, totally influencing on basis phases of the developing the group of ethnic minority elementary teachers process, these factors will contribute to developing the group of ethnic minority elementary teachers, meeting the demand of education innovation, simultaneously contributing experiences which the ethnic minorities regions with corresponding socioeconomic conditions can consult The range of the study - The management subject: Developing the group of ethnic minority elementary teachers in the North-West region concerns various management subjects, in this thesis the main management class is Education & Training Service - The range of the study: Studying argument basis in developing the group of ethnic minority elementary teachers by the way approaching human resources development; surveying, evaluating the real situation of the group of ethnic minority elementary teachers during the latest 3-5 years (focusing on races of Mường, Mông, Tày, Thái which have a predominant population in the provinces of Northwest region); Proposing solutions on developing the group of ethnic minority elementary teachers in the North-West region which can be applied after 2015 The task of the study (1) Studying argument basis in developing the group of ethnic minority elementary teachers in the background of education innovation; (2) Evaluating the real situation of the teachers, developing the group of ethnic minority elementary teachers in the North-West region; (3) Proposing possible solutions on developing the group of ethnic minority elementary teachers in the North-West region to meet the demand of education innovation; (4) Surveying, exploring the necessity, the realization of the proposed solutions; and examining a number of contents of the two solutions proposed by the thesis 3 Methodology and research method 7.1 Methodology 7.1.1 The system approaching: developing the group of ethnic minority elementary teachers is a system including various factors which have organic and mutual relationship with each other between factors concerning developing group of teachers; between elementary schools in the North-West region and of the whole elementary education system 7.1.2 The human resource development approaching: applying the approaching method for the human resources development to study solutions in developing the group of ethnic minority elementary teachers in the North-West region with the purpose of improving the quality of them suitable to local characteristic, meeting the demand of education innovation 7.1.3 The standardizing approaching: developing the group of ethnic minority elementary teachers in the North-West region must base on the regulations of the education laws and career standards in elementary teacher of Education & training ministry; and well meeting the demand of education innovation 7.1.4 The ability approaching: the group of ethnic minority elementary teachers must have full of professional ability The ability to approach on ethnic minority elementary teachers means pointing out necessary needs and criterion, especially teaching potential, teaching potential in special schools/classes meeting the demand of education innovation 7.1.5 The multicultural approaching: taking advantages of culture of ethnic minorities in developing the group of ethnic minority elementary teachers will help the group of ethnic minority elementary teachers to improve their professional ability better and attribute enriching Vietnamese traditional culture 7.1.6 The practical approaching: the agreement with specific characteristics of the North-West region as well as particular features of the group of ethnic minority elementary teachers (of regions, areas and races) in every province in the NorthWest region; and the demand of education & training innovation 7.2 Research methods 7.2.1 Theoretical research methods: analyzing, summarizing, organizing, generalizing in researching material resources in order to construct argument basis of the thesis 7.2.2 Group of practical researching methods - Experience summarizing method: summarizing experiences from real exercise in developing the group of ethnic minority elementary teachers of Education & Training Services, Education & Training Bureau and elementary schools through yearly reports; concerning materials on books, internet etc - Questionnaire surveying method: questionnaire surveying on the real situation of the group of ethnic minority elementary teachers, real situation in developing the group of ethnic minority elementary teachers in the North-West region; questionnaire surveying on the necessity and the realization of the solutions - Interview method: interviewing management officers and ethnic minority elementary teachers in elementary school about the real situation in developing the group of ethnic minority elementary teachers in the North-West region, gathering the results to be the basis for proposing solutions - Observing method: directly observing class-hours of ethnic minority elementary teachers; teaching activities in school; material facilities, teaching equipment of schools - Educational products of schools researching method: researching on teaching plans, lesson plans, documents, self-improving plans etc of ethnic minority elementary teachers - Typical researching method: carrying on typical researching in three elementary schools/ districts in difficult and even especially difficult area of Lao Cai province - Professional method: asking for opinions of experts in educational management and pedagogy; administrators of Education & Training Services, Education & Training Bureau, elementary schools; administrators of education universities (mainly provincial universities) about solutions suggested by the thesis - Examination method: carrying on examinations to test a number of contents of some solutions suggested by the thesis 7.2.3 Data analyzing methods: using mathematical statistics; using charts, diagram, math table etc The point guards 8.1 The primary teachers from ethnic minority are the human resources of ethnic minority’s education fields and ethnic minority region They have a strong role in the multicutural education enviroment, it is an important internal force in decision quality, effective in education to minority children, guarantee the quity in enducation for minority children Therefore, the devolopment of primary teachers must be done and follow the standpoint to develop the human resource to ensure human resources development strategy of ethnic minority, individual approach way, strengthening the role of school-level management; enhancing the ability of career match suitable for people and regions to satisfy the requirements of education , contribute the goal of steady development education 8.2 The reality of primary teacher development in the Northwest native, besides all the things achieved, there still exist some shortcomings in the unstable number of teachers; the structure is not balance; the quality in not satisfied the current requirements and the new requirements of Education, and not consistent with the characteristics of the Northwest 8.3 The development of primary teachers from ethnic minorities in Northwest native not only ask for interesting team development (stable settlement of the quantity, improving the quality, harmony of the body structure is ethnic composition), but also concentrate on improving teaching skill of teachers from ethnic minorities It is suitable for specific education in ethnic minority areas, to satisfy the requirements of innovation educational, ensure the conformity of the needs, benefit to create the motivation for every teacher and the development of strategy goal for each school, each province and the Northwest region 5 New Contribution of the thesis 9.1 Contributing to codify and develop theories about the development of primary teachers in general and the development of primary teachers from ethnic minorities in Northwest in particular to satisfy the requirements of innovation educational, including the use of new approach method: Approaching to develop the human resource – Approaching the capability – Approaching the multicultural 9.2 It is possible to review the current status of the ethnic minority primary school teaching staff and the development of this type in the Northwest; to identify strengths and weaknesses based on the requirements of educational innovation; and the specific requirements of the Northwest 9.3 Proposing the principles and solutions of development the primary teacher teams from ethnic minorities in Northwest in scientific way, suitable for particular areas, to satisfy the requirements of innovation educational and can be used to refer to the people in many religions 10 The structure of the thesis Chapter 1: The base argument of developing primary teachers group of ethnic minority in the context of education and training innovation Chapter 2: The development status of primary teachers from ethnic minority in Northwest region Chapter 3: The solution to develop the primary teacher group from ethnic minority to satisfy the requirements of educational and training innovation CHAPTER THE BASIC ARGUMENT OF DEVELOPING PRIMARY TEACHER GROUP FROM ETHNIC MINORITY IN THE CONTEXT OF EDUCATION AND TRAINING INNOVATION 1.1 Overview of researching on problems 1.1.1 The research on teacher group 1.1.1.1 The role of teacher group All domestic and international research on the teaching staff have confirmed one of the most important resources to decide the development of the high school in general and secondary school in particular are teacher group which play a decisive role 1.1.1.2 The Professional Standard for teachers – the requirement of innovation education The domestic and foreign researches on the development of teachers in training issues are based on the standard of “The Ministry of Education and Training” (MoET) of each country In Vietnam, the professional standard for teacher are regulated by Decision No 14/2007/QD-BGDDT This regulation is used to this thesis and adding some criteria which are specific in nature and require the requirements of educational innovation for teachers from the ethnic minorities 6 1.1.2 The research on human resource development and development of teachers group from ethnic minority 1.1.2.1 The human resource development- the human resources of ethnic minority The research on human resource development, the human resource from ethnic minority are concerned However, these offering solutions was not synchronizing comprehensively yet, not paying attention to the ethnic and each region and sub-region 1.1.2.2 The development of teacher group – the teacher group from ethnic minority Some researches before have shown the feature of people and regions but it was not specific and pretty general in many levels It was not separated out in each person It should be able to be true with these ethnic groups, but does not match the other 1.1.3 General comments The author has made a great contribution of theories and practices from the issue of methodology about the development of human resources; the human resource development policies; the issue of development to improve the human resources plan However, the issue of development the primary teacher group from ethnic minority in Northwest was not researched and resolved satisfactorily The thesis is going to inherit the achievements gained and explain deeply to the issue: “The development the primary teacher group from ethnic minority in Northwest area to satisfy the requirements of education and training” 1.2 The primary teacher group from ethnic minority 1.2.1 The concept of the teacher and the teacher group from ethnic minority The concepts are clarified in the thesis as: the concept of teacher, teacher group, primary teacher, primary teacher group from ethnic minority, ethnic minority For example, the concept of ethnic minorities: Vietnamese (nation- political community - society is managed by a state, set on a certain territory) It includes many ethnic communities (nationalities – in some cases, the author uses the word “Ethnic Group “to replace the word “Nation “ So, the ethnic minority is the ethnic group whose population is less than majority nation in Vietnam and not carry meaning about “ethnic countries” (For example: Vietnam is one The Vietnamese nation is one, and etc.) But also need to distinguish the concept of “ Ethnic minority “ and the concept of “ Race“ because race is the group who formed in history on a certain territory, there are some common hereditary characteristics in their body (for example, the “white skin” race, ‘yellow skin’ race and “black skin” race ) 1.2.2 The characteristics of primary teachers from ethnic minority 1.2.2.1 The characteristics of the ethnic group and region (1) the characteristics of the ethnic group: Because this will have a great effect of the place they live in/ the region, so each ethnic group presents some factors as : language; common cultural characteristics; and self-discipline of ethnic group: Each teacher from ethnic minority in general and primary teacher from ethnic minority in particular are people who can speak at least languages(Mother language + Vietnamese + the other language ) and also carrying multicultural ( the culture in the place they stay + the Vietnamese culture + the other culture ) Therefore, education environment is also a multicultural environment Although the primary teachers is local in that place but education environment is still the multicultural environment The teacher from ethnic minority is just a part of ethnic minorities in class Not to mention the teachers are from ethnic minorities but their class is not included in their ethnic group but the others This strength as well as the barriers if we cannot exploit and used appropriately (2) the characteristics of region: Characteristics in the different regions, in the different ethnic group, becoming primary school teachers by the different ways, etc make the primary teachers from ethnic minority have the similarities and differences in knowledge, personal capacity 1.2.2.2 Professional development feature (1) Some characteristics related to the number of primary teachers from ethnic minority: The formation and development of primary teachers’ team from ethic minority is affected by natural condition, socio- economic in minority regions In recent years, thank to priority policies of the government, a number of primary teachers from ethic minority have increased rapidly, focus on some spacious minority such as elementary teachers from Muong ethnic in Hoa Binh; from Mong and Tay ethnic in Lao Cai and Yen Bai; from Thai ethnic in Dien Bien, Son La, Lai Chau; and concentrate in areas II (difficult areas), areas III (particularly difficult areas) of Northwest provinces and the Kinh teachers in ethnic only account for minority This reveals that the number of primary teachers from ethnic is considered majority for each region, sub-region but it is minority in comparison with the total of ones in whole region and country On the other hand, considering the number of ethnic minority students, the Northwest ethic minority primary teachers are incommensurate (2) Some characteristics related to the quality of elementary teachers from ethic minority: At present, basically, Ethnic elementary teachers achieve training standards by level of study, so we can state that they are the ethic intelligentsia As the ethic people have knowledge, they know about customs traditions, cultures like the back of their hand, both their own ethic and other in the community of the people of Vietnam (multiculturalism) This helps them a lot in work and in teaching However, the disparity in knowledge and input capacity (training) and output (after training to be teacher) of Ethic primary teacher is different, that will be challenges for the quality of teacher, but contradictory with truly professional standard of teachers (3) Some characteristics related to structure of ethic elementary teacher: The population, culture and the level of development of different minority is different Therefore, there is a contradiction between the schools/classes with students of this ethnic minority and teachers of that one For example, Students are the Mong people but their teacher is Tay people This shows that there is an amount of difficulties about educational quality in ethnic areas because the educational structure about people is not consistent 1.2.3 Roles of elementary teacher from ethnic minority Besides some general roles of elementary teacher, ethnic elementary ones also play an important part: (i) Implement the content and program of primary education in general, but the different point is that it has to suitable for ethnic minority; (ii) is an essential factor in term of improving the educational quality, and ensure the sustainable development of elementary education in ethnic minority; (iii) Be a good selection and implement special educational method to ethnic minority students; (iv) Be the main force in advocacy, mobilization of community participation in the educational activities in ethnic area; (v) As an important force in preservation, promotion and development of minority culture 1.3 Requirements of teaching staff development from ethnic minority 1.3.1 Renovation education and training with development requirement of teaching staff from ethnic minority 1.3.1.1 Requirements of education and training reform: requires to renovate general education in general, and primary education in particular, with the aim of changing teaching method, from imparting knowledge to organizing guidance, capacity development orientation of student, integrated teaching For primary education in ethnic and mountainous areas, it is not outside these requirements However, the characteristics of ethnic areas require teaching oriented capacity development of ethnic minority students in a multicultural environment Thus, the multi-cultural environment will be large difficulty, challenges by students and teachers of different people, languages and culture…requires teachers during teaching process should respect specific characteristics of each people, but ensures the fundamental essence according to regulations in order to achieve the innovation requirement The demand of integrated teaching in multicultural environment has to ensure both general requirement and the mobilization, synthetic languages, culture… in related multicultural classes/schools to deal with problems and achieve goals and different specific features In addition, the requirements of subjects also have creative experience activities, requirements stipulated in decision 404\QD-TTg: “Compelling, testing a set of textbook (implemented by MoET), including bilingual textbook (Vietnamese – ethnic minority languages) for some subjects in primary school; compiling and testing electronic textbook” Thus, the requirements of education and training renovation require teachers in general; ethnic primary teachers in particular have to have capacity to carry out the demand of innovation, but still assume more a role of innovative teaching method that is in multicultural environment 1.3.1.2 The requirements of ethnic teaching staff development: the requirements of ethnic teaching staff development are stimulated in the decision 449\QD-TTg; decision 2356\QD-TTg, action plan implementing ethnic affairs strategy until 2020 states clearly the importance of developing ethnic teaching staff 9 1.3.1.3 Education and training renovation with requirements of developing ethnic teaching staff: raising standard of qualification of teachers, improving professional capacity of ethnic teaching staff (qualities, moral career, knowledge, skills), but focus education on specific characteristics of each region/sub-region For example, renovation should concentrate on teaching skills in multi-cultural environment, mixed classes 1.3.2 Requirements of professional standards of ethnic primary teacher in context of educational and training renovation The thesis has to clarify some concepts of standard, occupational standard Basically, the occupational standard of primary teachers is suitable for the demand of educational renovation However, prior to renovation requirements, professional standard of ethnic primary teacher need to be adjusted with specific characteristics of each minority areas such as: (i) improving the field of knowledge: have knowledge about integrated teaching, ethnic languages including skills (listening, speaking, reading, writing) to carry out teaching bilingual textbook, cultural knowledge of ethnic minorities;(ii) improving the field of pedagogic skill: integrated teaching skill, bilingual teaching (Vietnamese-Ethnic minority languages), organize creative experience activities, change teaching methods, evaluate profession capacity for ethnic students in multi-cultural environment, collaborative, communicative, self-learning abilities and some social activities,… In addition, ethnic primary teachers need to have specific characteristics, are shaped by the characteristics of different regions and ethic areas, in line with nature of work and communicative relationships such as belief with themselves, their family, society, cling to class and school, suffer hardship… These criteria should be added to the professional standard 1.4 The development of ethnic teaching staff 1.4.1 Human resources development Clarifying some concepts: development, manpower, human resources and human resources development The theme of the thesis applied scientific theories about human resources development or personal development, physical development, planning, training, evaluating and favorable policy, create favorable working environment for people that can develop comprehensively and education and training are considered key and important measure to develop workforce for the scientific basis to build theories on human resources development 1.4.2 The development of ethnic teaching staff under the human resources development approach The development of ethnic primary teacher team is to develop educational human resources, is a process of impacting in management subject to teaching staff in order to develop individual and teacher team, satisfy educational goals Thus, when attaching the concept of human resources development in ethnic primary teacher team, it is understood that “manpower” is teacher; “human resources” is teacher team 10 Accordingly, the development of ethnic teaching staff under the human resource development approaches, including: (1) individual development of ethnic primary teachers; (2) collective development of ethnic primary teachers These contents are the basis for convey, evaluate situation and draw some solutions to develop the ethnic primary teachers 1.4.3 Management and development entities of primary teachers from ethnic minority areas Management is execution and operating done through the relationship between subject and object management (management objects) In the process of managing, role between subject and object is only relative; not only is the subject of this relationship but also an object of other relationships Entity management is direct and indirect superior inside and outside system of education Therefore, the development of primary teachers from northwestern ethnic minority areas is a process with a lot of content (from planning; recruitment; employing; training and retraining; to examining; evaluating, and giving remuneration policies); Department of Education and Training directs to implement objectives, tasks of those contents, and the subject indirectly related 1.5 Several factors affecting the development of primary teachers from ethnic minority areas Studying about factors affecting the development of primary teachers from ethnic minority areas shows that: - Besides the positive effects issued by the Party and the State overlaps, there still are negative effects of the policies: overlaps and management hubs, so that those policies are very difficult to implement and promote more powerful development - Complex natural conditions, weak infrastructure, the isolated minority residents (hamlet/ village) create difficulties in communication, learning, striving of primary teachers from ethnic minorities - Poverty and disease affects to physical growth and intellectual resources of ethnic minorities directly, affecting human sources of primary teachers in particular ethnic minorities and minority intellectuals in general - Some customs and mentality of the backward people affected directly and indirectly to the development of physical and mental of primary teachers and intellectuals from ethnic minorities - Divergence in language hindered in acquiring cultural knowledge, science and technology, exchange of expertise and professional, of primary teachers from ethnic minorities, especially in context of education innovation Conclusion of chapter Researching domestic and international works is the precious document to refer, inherit and select for research, in particular clarify the role, the basic and different characteristics of elementary teachers from ethnic minorities about ethnic and regional features In context of education innovation, there are demands of teaching requirement to develop the capacity of minority students, teaching integrated (in multicultural education environment) Each researched content, the thesis has 11 made clear the correlated basic concepts; in particular, applying the theory of developing human resources to build a theoretical framework for the development of primary teachers from ethnic minorities in the current context There are many external factors, which are the advantages and difficulties in the development of teachers in general and primary teachers in particular in ethnic minority areas, impact to the development of ethnic minority primary teachers CHAPTER THE DEVELOPMENT STATUS OF PRIMARY TEACHERS FROM ETHNIC MINORITY IN NORTHWEST REGION 2.1 Schedule of condition survey Based on the theoretical framework built in Chapter 1, the author selects typical problems and criteria to examine, investigate and research Accordingly, the survey frame includes: (i) Survey methodology: investigating by questionnaire; interviewing; observation methods; case studies; (ii) Survey sites: primary schools, division of education and training, department of education and training in the northwest; (iii) Survey subjects: primary teachers from ethnic minorities (431 survey forms); managers (school, division, ministry) (60 ones); (iv) Survey results: Total survey forms given are 500 ones, and 491ones received; (v) Typical study: Lao Cai province; (vi) Data analysis: carrying out analyzing questionnaires; surveying and totaling up data; then selecting and arranging data in order to analyze, synthesize, compare, build charts, diagrams, tables for the study; in addition, the thesis has more additional data through the communication channel of General Statistics Office, Ministry of Education and Training, through electronic portals,… 2.2 Overview of the natural and economic social conditions, and primary education in the northwest 2.2.1 Natural and economic social conditions in the northwest The northwest provinces have difficulties in socio-economic conditions: many communities of ethnic minorities live together; there are many customs and outdated practices; people mainly live in rural areas, and their living standards is quite low, compared to the national average; literacy levels and traffic conditions are limited 2.2.2 Northwestern primary education The northwest education in elementary school developed rapidly in scale of schools, classes and students from ethnic minorities The quality of education is improving gradually (increasing the number of students in class, the number of repetitions fell) However, the quality of education compared to the national average is still lower: the number of dropouts are still high, the number of student completing educational levels are low, 12 2.3 Perspective and reality of developing managers and teachers in Vietnam primary schools 2.3.1 The standpoint of the Party and the State on developing of human resources from ethnic minorities The views of the Party and State Constitutions from 2013 through the Decision No 449 / QD-TTg, Decision No 2356 / QD-TTg, Decree No 05/2010 / ND-CP, , which is the legal basis for developing ethnic minority teachers in general and primary teachers from ethnic minorities in particular, is consistent with the urgent requirement of developing socio-economic of the nation in general, and ethnic minority areas in particular, especially education and training 2.3.2 Development status of managers and teachers in Vietnam primary schools This status was resolved by the standpoint of developing primary teachers in general and ones from ethnic minorities in particular, forecasting development by 2020 2.4 The status of northwestern primary teachers from ethnic minorities 2.4.1 The quantity and structure of primary teachers from ethnic minorities 2.4.1.1 About the quantity: Survey results in the north west Province show: there is a lack of teachers from ethnic minorities, compared to regulations: (i) the number of primary school teachers from ethnic minorities increased gradually along with the number of students from ethnic minorities; some provinces has the high proportion of primary teachers from ethnic minorities, accounting for more than 50 per cent, some ones make up a low rate of total teachers; (ii) The norms of primary teachers from ethnic minorities/classroom is unstable: there is redundant with this province but a shortage of teachers in other provinces Especially, there is a lack of shifts a day The proportion of students from ethnic minorities/ ethnic teachers is quite large, compared to the number of students/teachers in general, which suggested that there is a lack of ethnic teachers (iii) According to the provisions of Circular No 02/2014 / TTLT BNV-UBDT, there is a lack of primary teachers from ethnic minorities, compared to the proportion of northwestern ethnic minorities 2.4.1.2 About the structure: Results of survey show that: The percentage of primary teachers from minority areas among schools is uneven, mainly in difficult and extremely difficult areas; Structure by ethnicity was not suitable for residential structures in the provinces with the majority ethnic minority Basically, the majority ethnic quite developed However, there are ethnic groups make up the majority but with the low rate of primary teachers from ethnic minorities, such as the Hmong, which led to the conflict between students from ethnic minorities and teachers who are not the same ethnicity with them; there are differences between the age of primary teachers from ethnic minorities in some schools; many school have a high rate of young teachers; on one hand they have the advantage of training level; on the other hand; they lack experience in ethnic minority teaching, in special classes and enthusiasm for school, class… 2.4.2 The quality of primary teachers from ethnic minority areas The quality of primary teachers from ethnic minorities in the northwest focusing on contents: (i) Training level; (ii) Professional capacity One of them will focus 13 primarily on three aspects: professional standards; renovation requirements; specific requirements about people and regions; 2.4.2.1 Level of training of primary teachers from ethnic minorities Basically, qualification of primary teachers from northwestern provinces is standard and above-standard However, in fact, this ratio compared to professional standards is still inadequate Some teachers are not the same ethnicity with students in class: there are difficulties in Vietnamese and ethnic minority languages; lacking cultural knowlegde (in multicultural education environment) still hinder the development of education On the other hand, in context of education innovation, the issue of Vietnamese-ethnic bilingual teaching; Teaching technology (computers - technology), English, is inadequate Besides, Hmong and Tay primary teachers in Lao cai, Yen Bai, and Thai ones in Dien Bien, Son La should be fostered vietnamese 2.4.2.2 The occupational capacity of the primary school teaching staff of the northwest ethnic minorities The reality about professional competences of primary teachers who are ethnic minorities in Northwest is evaluated by: teacher’s professional standard, requirements in educational innovation and special education’s requirements at ethnic and mountainous regions Based on professional standards surveyed in fields such as: (i) political quality, morality and lifestyle; (ii) professional knowledge; (iii) teaching skills; Each field pays attention to criteria about innovative requirement, special education’s requirement at regions and ethnic groups In general, the survey result in each field shows that some requirements/criteria of primary teachers who are ethnic minorities has existed many restrictions Moreover, they usually focus on the requirements/ criteria of professional knowledge (disadvantages in professional knowledge at senior classes (grade and 5); and pedagogical skills as teaching skill for organizing special classes, especially multi-grade classes at satellite campus If they are not interested and trained appropriately, these difficulties will be the next disadvantages of integrated teaching method, teaching toward to developing student’s capacity in the multi-cultural environment following to innovative spirit and other skills (studying lesson, communicative skill…) 2.5 The reality of developing the primary teachers from ethnic minorities at the Northwest region 2.5.1 Construction planning of primary teachers who are ethnic minorities The survey results about construction planning of primary teachers in general and teachers who are ethnic minorities at the Northwest region show: - Education and Training departments have not planned to develop the human resources of educational department in general and plan primary teachers who are ethnic minorities in particular Some provinces also plan to develop the human resources (Lao Cai province); - Education and Training departments have not yet guided Departments of Education and Training, primary schools to build and develop the primary teachers 14 who are ethnic minorities in every school; and other schools that have not yet built the development planning of teachers and depended on the reparation of supervisor - Therefore, Education and Training Departments have not been positive in the development plans of primary teachers from ethnic minorities It depends on innovative spirit to maintain the human resources for every school (efficient in quantity, quality and structure), meet the demand of practicality, innovative program and textbook from 2018 2.5.2 Choosing and employing primary teachers from ethnic minorities The survey results on the work of selection and use the ethnic teachers show: 2.5.2.1 Selection: (i) the selection work has to follow correctly the instruction about content, the form of examination and admission However, our government has not yet had special regulation for ethnic teachers; (ii) a few contents are suitable for ethnic regions On the other hand, the criteria have not reflected clearly qualification’s requirements of ethnic teachers (iii) The selection work has existed a lot of disadvantages for local area and had an influence in teacher’s work as well as supervisor’s work (iv)The primary schools have not yet been active in teacher staff, so the selection work is not suitable for each school (There is a lack of Tay teachers at school which has the majority of Tay students In contrast, some schools having fewer Hmong students have a large number of Hmong teachers Consequently, region / sub-region features (customs, habits, language between ethnic teachers and other ethnic students) still be not guaranteed 2.5.2.1 Employment: (i) The proportion of primary school teachers from ethnic minorities working standards and qualifications on the standards makes up the majority ethnic groups; the rate of teachers who have the professional certificate: politics, English, information technology remains is low; (ii) The majority of primary school teachers for ethnic minorities said that current arrangements in work is quite suitable However, a small number of teachers also have to teach part-time electives, some classes (specific) layout inappropriate teacher; (iii) Creating manager resources and primary school teachers from ethnic minority teachers still maintain at low level, mostly Kinh people; (iv) Primary schools carried out rotation modes with ethnic minority teachers; however, this work does not include the stability of quality as well as the criteria for object rotation (v) These policies are complied with state regulations, no separate policy for regional, provincial and subregions Preferred mode of primary school teachers from ethnic minorities likes the Kinh teachers working in particularly difficult areas; not motivate teachers to strive for ethnic minorities 2.5.3 Training and retraining primary teachers from ethnic minorities Results of the survey about training and retraining show: - The training and retraining of primary school teachers from ethnic minorities with professional standards is not much interest, although the training level is standard and above-standard, but not commensurate with professional capacity, and innovation requirements (teaching oriented developing student capacity in multicultural environment, integrated teaching), and specific educational requirements; 15 - Paying attention to the electives with specific elements (ethnic language courses) and compulsory subjects such as Vietnamese ones which are special courses for primary school teachers from ethnic minorities (because Vietnamese is not mother tongue) in the training and retraining is not regular, continuous; - The content of training and retraining are not suitable for practical needs, heavy on theory, while need to increase practical (hands-on) - The skills required to meet the standard as the ability of self-learning, selftraining have not been overvalued Ability to participate in the process of training and retraining is limited 2.5.4 Checking and evaluating primary teachers from ethnic minorities Survey results show that: - Basically, school inspected and evaluated primary school teachers in general, in particular ethnic minorities ones, according to written guidance; - However, the evaluation of some schools has not followed the professional standards to judge, not adjusted to suit the characteristics of the school's practical requirements of some nature areas; - The inspection and assessment is a formality, reverence; therefore, there is no motivation to strive and build on strengths, and overcome the weaknesses of ethnic minority teachers; - Some teachers are not analyzed and cared satellite campuses (remote areas); they should be seriously assessed to ensure the overall quality of the school - The inspection and assessment is a formality and reverence, so it does not motivate as well as promote the strengths and overcome the weaknesses of ethnic minority teachers - The assessments are not concerned about all the ethnic minority teachers and classes of the satellite campuses (the remote) should be under supervision to ensure the overall quality of the schools 2.5.5 The remuneration policy for primary teachers from ethnic minorities A convey on the remuneration policy of primary teachers from ethnic minorities indicates that: - The reward policy, remuneration for primary teachers in general and ethnic minority teachers in particular is performed properly with the policy of the Party and the State However, there is no specific policy for primary teachers from ethnic minorities - A lot of policies impacted to locals are sometimes late or untimely, so it does not create motivation to the sector together with the ethnic minority teachers so that they can devote themselves to national education - It is very difficult for some schools to create a special working environment (environment multicultural education) for ethnic minority teachers due to both subjective and objective reasons Therefore, ethnic minority teachers still not have a good, creative working environment 2.6 General Evaluation 2.6.1 Achievements and advantages 16 Almost primary teachers from ethnic minorities have good political qualities and moralities such as being gentle, honest, diligent, and always preserving their traditional culture and mobilizing ethnic minority children to schools Training levels, professional abilities of them are gradually improved The recruitment, usage, training and fostering, evaluation and treatment policies for ethnic minority teachers have been concerned by the Departments, the Ministry of Education and Training along with primary schools These achievements and advantages are an important basis to be able to carry out the solution of developing the Northwest ethnic minority primary teachers more conveniently and efficiently 2.6.2 Limitations, shortcomings and causes The Department of Education and Training has not focused on developing capacities for primary teachers, especially those from ethnic minorities The rate of the ethnic minority primary teachers achieving on the standard level is not high, in addition, these teachers are just good at training, yet showing professional standards like the capacity of Vietnamese and ethnic languages A number of their skills have not meet the demand of the innovation such as training capacity development for ethnic minority students in the multicultural environment, integrated teaching, study skills, and self-study… Specific work environment (the environment of multicultural education) has not been concentrated Therefore, not only ethnic minority students but also teachers have not been working in the best condition Policies have been launched to motivate teachers wholeheartedly with the work The inspection and evaluation of a number of ethnic minority teachers are not in accordance with professional standards for teachers This work is not associated with training and fostering the professional abilities of teachers There are lots of reasons for these above limitations, mainly because the shortage in training for ethnic minority teachers 2.6.3 Advantages and opportunities Education is particularly concerned by the State and Party, which is a big deal for guidelines and policies, financial investments In order to develop ethnic minority teachers, the Northwest government are executing the above resolutions and gaining some achievements Not only management officials, all the teachers but also the whole society concern and hope to improve the education quality in general and primary education in particular In which, the role of teachers is the most important issue 2.6.4 Difficulties and challenges Besides the advantages, the development of Northwest teachers has coped with many difficulties and challenges A number of ethnic minority teachers need training and retraining to meet the current requirements (specific education for regions) and meet the demand of educational innovation The remuneration policy, especially low wages are not really satisfied Multi-ethnic environment is also a sensitive problem The natural condition, economy and society in the Northwest still contain so many difficulties that the development of ethnic minority teachers is really unfeasible 17 Conclusion of Chapter The development of primary teachers in general and those from ethnic minorities in particular has gained some achievements However, in the current stage, a part of ethnic minority teachers has not meet the demand of specific education for regions and educational innovation Therefore, each Department of training and education and primary schools need to promote the achieved results and overcome shortcomings and difficulties, so as to give suitable solutions for practical requirements of the strategic development goals of Education in ethnic minority areas CHAPTER THE SOLUTION TO DEVELOP THE PRIMARY TEACHER GROUP FROM ETHNIC MINORITY TO SATISTY THE REQUIREMENTS OF EDUCATIONAL AND TRAINING INNOVATION 3.1 Principle of propose solutions 3.1.1 Ensure legality: The solution must come from the guidelines and policies of the Party and the State Law on Education Development, consider teachers and management officials the most important part 3.1.2 Ensure practicality: The proposed solution must come from reality, suit practical condition in the Northwest, and meet the current requirements in educational renovation 3.1.3 Ensure the inheritance: The proposed solutions not conflict with the provision The implemented solution which must be inherited and continuing has to selectively carry out and improve, simultaneously meet the requirements of development 3.1.4 Ensure the key synchronism: The solutions must not be carried out independently so that the teachers could meet the demand of training and educational renovation, as well as indicate the main solution 3.1.5 Ensure the feasibility: The solutions including specific elements of the Northwest need to be examined, or tested to have an objective basis It is likely to apply to reality 3.1.6 Ensure the sustainability: The development has to concentrate on training the Northwest ethnic minority teachers so that they could be the main workforce and ensure sustainability 3.2 Some solutions to develop ethnic minority teachers in the Northwest, meeting the demand of innovating education and training 3.2.1 Making the plan of developing ethnic minority teachers 3.2.1.1 The target and significance of the solution - Ensure the number of native ethnic minority teachers, logical structure (emphasis ethnic structure), quality is strengthened and enhanced to meet the requirements of education and training innovation - Help for leaders of Education and Training Department and offices well in human resource management, contributing to the development of human resources in ethnic minority (EM) region - Make a synchronous development, inheritance and development of next-generation of EM teachers, overcome local surplus or deficit, ensure successful implementation of 18 the tasks of the EM teaches and meet the requirements of innovating educational and training 3.2.1.2 Contents and implementing solutions (1) Making plan to develop the number of ethnic minority teachers - The Department of Education and Training, the provinces plan to make short-term, medium-term and long-term forecasts on the number of ethnic minority teachers in each province (noting teachers teaching many subjects and teachers teaching specific grade (multi-grade teaching) under needs of each district / province - Forecast, identify recruitment sources: in addition to the mandatory requirements, people should focus on the ability to teach in a multicultural environment, minority languages, gain in skills to perform Bilingual (Vietnamese- ethnic languages); understand the culture of people, customs and habits of ethnic minorities (2) Develop the ethnic minority teachers It should be focused on the ethnic structure so that the rate of ethnic minority teachers and that of primary students has been ensured, involving in language problems When zoning the ethnic structure, people need care about the population rate, or which ethnic a student belongs to, whether that ethnic is minority or not? Whereas, the Rin should be much more concerned to ensure the sustainable development of the minority community (3) Developing the ethnic minority teachers following professional standards, ensuring the requirements of educational renovation - Evaluating the quality of the ethnic minority teachers based on professional standard, emphasizing some requirements of innovation and specific requirements in a number of criteria/ areas such as ethnic language teaching Bilingual (Vietnameseethnic), teaching basing on qualities, abilities of minority students in a multicultural environment , integrated teaching, organizing a creative activity; knowing the physiological characteristics of the minority students’ psychophysiology, teaching specific classes (integrated class), understanding ethnic culture, teaching in a multicultural - Assessing ethnic minority teachers from each schools - Making plan to develop teachers from ethnic minorities (4) Testing, assessing and zoning the ethnic minority teachers The evaluation of ethnic minority teachers can be done in any period of stage, not only the final one In the process, it can be adjusted and supplemented so as to match with the actual situation and still meet the requirements 3.2.1.4 Conditions for the implementation of measures Approved by involved agencies; ensure financial resources (state or society budget), have facilities to develop and implement a plan; found a qualified steering committee, supervised truthfully and accurately by The Department of Education and Training and primary schools 3.2.2 The innovation of fostering and training ethnic minority teachers according to professional standards in line with education in ethnic minority areas 3.2.2.1 The purpose and meaning of the solution - Raise professional qualifications and pedagogical competence for primary teachers from the Northwest to ensure conformity with the requirements of regions, meet the requirements of educational innovation 19 - Improve the quality of both training, professional competence and knowledge, pedagogical skills, meet professional standards and educational innovation requirements 3.2.2.2 The content and organization of solutions implementation (1) Surveying the status of primary teachers from ethnic minorities: On the basis of the direction of the Education and Training department: the Education and Training department directed the review of the status of primary teachers from ethnic minorities team on qualifications and competencies pedagogy based on professional standards, require special education, innovation and other requirements need to be training and fostering for the primary teachers from ethnic minorities team at primary schools, PTDTBT primary school taken as basis for training and fostering (2) Training and fostering innovation: - Training innovation: Training standards and improve standards (requirements for renovation); Specific training such as teaching in a multicultural environment, ethnic language, thematic of teaching methods specific to ethnic students (multi-grade teaching), thematic of psychoactive characteristics of ethnic students, native culture Training content should reflect these issues in relation to the practice of Education at each region / sub-region / district / commune; Training to meet the requirements of Education and ensure implementation one of the three sets of textbooks, including textbooks teach bilingual (Vietnamese-ethnic languages); Resource training; - Fostering Innovation: Fostering according to professional standards; Fostering to meet the requirements of Education innovation focused on capacity building of integrated teaching, teaching-oriented capacity development of students from ethnic minorities in a multicultural environment; Fostered of special education, enhanced Vietnamese qualification (for primary teachers of Hmong, Tay people at Lao Cai, Yen Bai province, primary teachers of Thai people at Son La, Lai Chau, Dien Bien province, especially for primary teachers of Muong people at Hoa Binh province efficient Vietnamese pretty good (due to the residence)), ethnic minority languages (need to focus for the majority ethnic of the provinces), multi-grade teaching (teaching small group and management for multi-grade teaching class), fostering national culture, multiculturalism and psychological characteristics of ethnic minority students (learn the customs and habits, the language of the ethnic minority) (3) Innovation methods, forms of training and fostering - Innovation methods, forms of training: arrangement, class of training objects on demand; Organizing content experimental training samples; - Renewal of methods and forms of fostering: use the form "lesson study" with the motto "hands-on" (4) Innovation of management activities model and fostering: Focus on school’s unit where will be proposed research training needs, content, fostering methodology, fostering organization, performance evaluation fostering results-based on transformation of learners (primary teachers and students from ethnic minorities) (5) Renewal of the inspection, assess the results of training and fostering: Use the form of lesson study to evaluate: teachers implement lessons at class, colleagues and managers can all take hours The principle of "one person show, many people just" brings a rich harvest, lively, encouraging the learning of all teaching staff at the school 3.2.2.3 Conditions for the implementation of solutions 20 Need to have the resources: human, material and financial resources; Must be scheduled on the plan, objectives, contents and methods of organization, the conditions for ensuring effective implementation and decentralized management of each entity; The Department of Education and Training advisory with the provincial People's Committee, the Department of Education and Training advisory with People's Committees of districts in the organization of training and fostering classes; primary schools must actively planning, implementing training plans, fostering primary teachers from ethnic minority team at the school 3.2.3 Renovating the use of primary teachers from ethnic minority team base on professional capacity suitable with the nation and regions 3.2.3.1 The purposes and meanings of the solutions - To develop its full capabilities, competencies, strengths of each primary school teachers from ethnic minorities in the work of teaching - Helps teachers from ethnic minority taught, suitable with regions and ethnic groups (object along ethnic students with teacher) improve the quality of education, while ensuring innovation program requirements, textbooks of secondary education was conducted in the academic year 2018 - Not only help ensure time current labor norms for teachers but also motivate to help teachers of ethnic minorities to promote all career possibilities - Helping to improve the quality of education and create opportunities for ethnic minority children to access to education and ensure equality in education 3.2.3.2 Contents and implementing solutions (1) Renewing the use of current local ethnic minority primary school and Kinh teachers fixing with the regions in teaching at the primary schools, ethnic minority and mountainous area primary schools: to ensure that ethnic minority children go to school under the motto: "bringing the school to students", so that many separated classes are established Use of local human resources in ethnic minority employment is needed at the primary school for the School-specific classes (multi-grade, jutting class, class at PTDTBT school) (2) Using primary school ethnic minority teaching staff to perform tasks based on professional competence of teachers; and using primary teachers from minorities ethnic team after training and fostering their teaching skills in primary schools in regional; (3) Examine the use of primary teachers from minority ethnic team based on ethnic and professional capacity in schools at ethnic minority areas 3.2.3.3 Conditions for the implementation of solutions Decentralization of autonomy, self-responsibility in the use of primary teachers from ethnic minority team for Primary school principals suitable with the characteristics of each school; primary school principals plan to attract a team of qualified primary teachers from ethnic minority pedagogy, suitable with the school conditions (same ethnicity with the majority of the school students: minority languages, cultural understanding nation); Each primary school should have a plan evaluate the operating results of each work content, draw the causes and ways to overcome limitations 3.2.4 Strengthen inspection and evaluation of the implementation of the tasks of primary teachers from ethnic minorities according to professional standards and the actual conditions of the schools 21 3.2.4.1 The purpose and meaning of the solution - Adjusting management activities, and make the inter-linkages between the school and manager and community in order to achieve the goal of developing teachers, and ethnic minority ones - Contribute to improve the quality of teachers, teachers from ethnic minorities, and to ensure conformity with the actual conditions of the schools 3.2.4.2 Performing solutions (1) leaders, managers and teachers generally particular ethnic minority teachers have to witness the importance of strengthening the monitoring and evaluation, thereby aware of the principles of assessment, which is basis for proposed adjustments in order to improve the quality of ethnic minority education (2) Promoting the inspection and evaluation: primary teachers from ethnic minorities perform mission under professional standards, to meet the requirements of education innovation and ensure conformity with the actual conditions of the schools 3.2.4.3 Conditions for the implementation of measures Heightening awareness across the sector about the role of the monitoring and evaluation primary teachers in general, ethnic minority ones in particular; Not only principal but also primary schools should establish assessment board; Department of Education and Training, the primary school and teachers in there have to closely coordinate with each other The school should develop its own criteria, which are included in the plan at the beginning of the school year, in the evaluation ethnic minority primary teachers (e.g ethnic and Vietnamese language proficiency, and ethnic minority culture, teaching in specific classes (multigrade), enthusiasm with school, class ) which are included in the plan at the beginning of the school year 3.2.5 Developing multicultural educational environment appropriately, creative, and caring about the physical and spiritual of primary teachers from ethnic minorities 3.2.5.1 The purpose and meaning of the solution - Carrying out the policy priorities of the Party & State for teachers and primary teachers from ethnic minorities in order to motivate teachers to work for Simultaneously, building creative multicultural education environment in elementary schools - Carrying out solutions in order to encourage, motivate for teachers, and they can be enthusiasm with their teaching 3.2.5.3 The content of solutions (1).Communicating and disseminating priority policies of the Party and State on the development of basic education and primary education in ethnic minority and mountainous areas: there are policies for students and teachers from ethnic minorities, and teachers working in ethnic minority areas; reviewing and assessing existing policies applied (2) Recommending some separated priorities policy to encourage ethnic minority primary teachers: awarding the title of excellent teachers, teacher with high achievements in the emulation movement "two goods" in the education sector, teachers have made outstanding achievements in their studies to motivate them to strive better in education; caring about their material and spiritual life (3) Building multicultural education environment in the primary school: Searching and analyzing the content of the national culture of primary school (each local has 22 difference); Identifying the elements of multicultural education environment in primary school; organizing and implementing inspection and evaluation of building it For example, the spiritual and cultural environment that can be done to integrate ethnic cultural elements in teaching such as customs, traditions, culture, arts, labor and manufacturing experience, traditional craft into lectures 3.2.5.3 Conditions for the implementation of measures There should be a consistent direction from the Department of Education and Training, the Ministry of education and training in order to build multicultural education environment into the movement of ethnic schools There should be a consensus, favor of the managers, teachers, teachers from ethnic minorities, workers, students, minority students and the community about the construction of multicultural education environment; there are documents created by teacher and community about building multicultural education environment; Putting the content of building environment multicultural education into emulation criteria for officials, teachers, classes, students and unions in schools; there is a need for financial to support activities (state funding or deposited socialization one) 3.2.6 The relationship between the solutions Carrying out many solutions synchronously is not only in the field of education but also in other areas of economic and social life, not only in the northwest, but the whole country Each of the above solutions play a vital role on the development of primary teachers in general and primary teachers from ethnic minorities in particular, they have organic relationships in the development of ethnic minorities teachers in the northwest elementary school 3.3 Assaying the necessity and feasibility of the solution and test some of the content of them 3.3.1 Assaying the necessity and feasibility of the solution Seeking opinions through questionnaires; assessing in each level; aggregating and analyzing the data in each target group in order to assess the feasibility of the solutions proposed According to assay results, proposed solutions are necessary and feasible 3.3.2 Pilot - Testing contents of the solution 2: "Enhancing professional activities of the ethnic minority primary school teaching staff following the research major"; and a content of the solution 5: "Build multicultural educational environment in Northwest elementary schools" - Tests’ results show that the positive impact of the application of tests with two above-mentioned contents are: educational skills of teachers are significantly improved in comparison with of the previous school year, the percentage of ethnic minority primary school teachers gaining competitive soldiers is higher; It should be noted that this term is very difficult for primary school teachers in general, and the ethnic minority primary school teaching staff in particular because it has some teachers who have reached provincial excellent teachers, and professional leaders via training and fostering skills with lesson researches plus the effort of the teachers themselves Building multilingual, multi-ethnic, multicultural education environment to create a friendly, collective solidarity in the field of pedagogy with a spirit of devotion and enthusiasm without distinction between teachers - ethnic minority primary school teachers; teachers - management officers; ethnic minority primary school teachers - ethnic minority 23 primary school pupils; ethnic minority primary school teachers – parents and community, Conclusion Chapter Thesis topic proposed development solutions for the primary school teaching staff of the ethnic minorities affecting administration subjects and functions These solutions are implemented asynchronously, ensuring the principles, contributing to improving the quality of education in general and the ethnic and education in particular, such as: building the primary school teaching staff of the ethnic minorities which are stable in quantity, synchronous in the structure and improving the quality of teaching capacity for the primary school teaching staff of the ethnic minorities Fellows held an opinion poll of teachers, managers, most of the reviews were satisfied and evaluated the necessity and feasibility of the solutions CONCLUSIONS AND RECOMMENDATIONS Conclusions (1) Primary education plays an important role and creates a solid foundation for the next level of education Primary school teaching staff development in general and ethnic minority teachers in particular are important internal forces which decide the success of the education renovation process of in the ethnic regions Developing theoretical framework for the primary school teaching staff of the ethnic minorities according to human resource development approach as a basis for analyzing, assessing and building solutions for the primary school teaching staff of the ethnic minorities according to human resource development approach and standard teacher, requiring education renovation and special education (2) The primary school teaching staff of the northwest ethnic minorities has the different quantity and structure characteristics: the characteristic of the initial training level is very diverse in different forms, teaching capacities are different, teaching in different environments (multi-cultural environment), ethnic and regional structure are also different Therefore, the development of primary school teaching staff of the ethnic minorities according to human resource development approach and standard occupation are necessary and appropriate in the context of education and training innovation (3) Based on analyzing and assessing the situation of the primary school teaching staff of the northwest ethnic minorities according to standard occupation, requiring education renovation and ethnic region, the thesis analyzed the achievement results and the inadequate points also Since then, proposing development solutions for the primary school teaching staff of the northwest ethnic minorities, meeting education and training innovation requirements The thesis has been testing the necessity and feasibility of the solution which is evaluated as necessary and relatively high viability The offered solutions can be applied to overcome the current problems in the development of the primary school teaching staff of the ethnic minorities to meet education and training innovation requirements Recommendation 2.1 For documents, policies a) The Ministry of Education and Training and relevant Ministries 24 - Promulgating policies to support the primary school teaching staff of the ethnic minorities when being trained and learned at the school and pedagogy departments of learning ethnic and Vietnamese language province while studying - Adjusting, amending and supplementing the salary policy, occupation allowances, region allowances and ethnic allowances for the primary school teaching staff of the ethnic minorities - Adjusting, preferential treatment policy to suit the ethnic and region (Joint Circular 02/2014/TTLT-BNV-UBDT) b) With People's Committees and Ministry of Education and Training in Northwest Provinces - Constructing the preferential treatment policies for the primary school teaching staff of the ethnic minorities about supporting training, fostering, and visiting to improve professional knowledge capacity, professional competence, technology and Vietnamese, ethnic language Supplementing, adjusting emulation and reward policy for the primary school teaching staff of the ethnic minorities - Building specific policies for the primary school teaching staff of the ethnic minorities teaching sessions per day, ethnic minority teachers teaching the particular classroom c) With District People's Committee, Education and training Department and Northwest primary schools - Developing the public house policy for the primary school teaching staff of the ethnic minorities to ensure the material conditions of housing to keep teacher’s minds on their work - Principals of primary schools mobilize proactively the inside and outside school resources to promote the emulation movement - Giving autonomy and self-responsibility for primary schools in the primary school teaching staff of the ethnic minorities selection and use appropriating with ethnic characteristics (ethnic student is the majority of schools); and teacher cultivation in line with practical needs in the primary schools 2.2 For the thesis subject product - The Departments of Education and Training in Northwest Provinces implement staff development solutions for the primary school teaching staff of the ethnic minorities applied in reality - This study should be applied to the areas with socio-economic conditions corresponding to the socio-economic conditions of the Northwest - The thesis subject should be edited and adjusted to become the guidelines for training and cultivating for the primary school teaching staff of the ethnic minorities in general, especially the Northwest area in particular - New subject thesis condition focuses on developing the primary school teaching staff of the Northwest ethnic minorities in the context of education renovation To be able to apply in the other ethnic areas, it needs more research on specific management, development to build content and propose appropriate solutions - Continue testing in order to verify the development solutions for the primary school teaching staff of the ethnic minorities to confirm the scientific basis of the solutions