MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY CHE THI HAI LINH MANAGING THE TRAINING OF PRIMARY TEACHERS IN PEDAGOGICAL UNIVERSITIES/ FACULTIES ACCORDING TO COMPETENCE APPROACH Specialization: Educational Management Code: 9.14.01.14 SUMMARY OF DOCTORAL DISSERTATION OF SCIENCE AND EDUCATION Nghe An – 2019 The dissertation was completed at: Vinh University Science instructor: Prof Dr Thai Van Thanh Reviewer 1: Reviewer 2: Reviewer 3: The dissertation will be protected at the ministerial-level dissertation council meeting at: Vinh University At on , (At 2p.m on April 14th, 2019) The dissertation can be found at: - National Library - Library of Vinh University INTRODUCTION Reason for choosing the topic 1.1 The training of high quality primary human resources in Vietnam is an urgent requirement in the current period, in which the training of university-level primary teachers according to competence approach is the correct scientific way to form knowledge and professional capacity to meet social requirements 1.2 Implementing the National Assembly's Resolution No 88/2014 / QH13 on renewing general education textbooks and programs, the new general education program is built according to the orientation of developing learners' capabilities and qualities Therefore, primary teachers' training institutions should focus on training primary teachers who have a vision towards the world, bravery and ambition; must form for primary pedagogical students with affection and love for career, love for children, dedication to work, having necessary pedagogical skills to cooperate and lead learners' activities, etc in order to meet new demand for education, firstly to prepare for new requirements of the general education curriculum and textbooks 1.3 Approaching competence is a relatively new training method in Vietnam Output standards and training programs have not been invested in construction, so over the past time, the training and management of primary teacher training were limited and inadequate; There are many reasons for this, of which direct cause is mainly due to the lack of innovation in training management From the above reasons, we selected the topic "Managing the training of primary teachers in Pedagogical Universities/ Faculties according to competence approach" to study Purpose of the study On the basis of theoretical and practical research, the dissertation proposes solutions to manage the training of primary teachers according to competence approach, contribute to improving the quality of training, meeting the requirements of general education innovation Object and subject of the study 3.1 Object of the study The primary teacher training activity at Pedagogical Universities/ Faculties 3.2 Subject of the study Management of primary teacher training in Pedagogical Universities/ Faculties according to competence approach Scientific hypothesis The primary teacher training activity at Pedagogical Universities/ Faculties is currently having certain limitations, but the main reason is that management of this activity is not good If it is proposed and implemented synchronously solutions based on competence approach, with the principles, process of managing the output standards, the training program attaches the training results to the interests of learners and society, the quality of primary teacher training can be improved to meet the requirements of education innovation Tasks and scope of the study 5.1 Tasks of the study 5.1.1 Studying the theoretical basis of the management issue of primary teacher training in Pedagogical Universities/ Faculties according to competence approach 5.1.2 Researching on the practical basis of the management issue of primary teacher training in Pedagogical Universities/ Faculties according to competence approach 5.1.3 Proposing solutions for management of primary teacher training in Pedagogical Universities /Faculties according to competence approach 5.1.4 Examining the urgency and feasibility of the proposed solutions; Testing a management solution for training primary teachers in Pedagogical Universities/ Faculties according to competence approach 5.2 Scope of the study 5.2.1 Researching on management solutions for training primary teachers at university degree, formal system at Pedagogical Universities/ Faculties according to competence approach 5.2.2 Surveying the current situation, probing the urgency and feasibility of the proposed solutions in some Pedagogical Universities/ Faculties which trained primary teachers from the 2016-2017 school year to the 2017-2018 school year 5.2.3 Experimenting a proposed solution at Pedagogical Universities/ Faculties: (Hanoi Pedagogical University, Hanoi Pedagogical University 2, Thai Nguyen University of Education, Vinh University, Hue Pedagogical University, Ho Chi Minh City University of Education) Methodology and research methods 6.1 Methodology: system approach; practical approach, operational approach; capacity approach 6.2 Research methods: + Group of theoretical research methods: Methods of analyzing and synthesizing documents; Generalizing method; Modeling method; + Group of practical research methods: Method of investigation by questionnaire; Methods of exchange and interview by topic; Method of collecting expert opinions; Experimental method; + Mathematical statistics method: Using statistical formulas, Microsoft Excel software to process the collected data The defense points 7.1 Managing primary teacher training according to competence approach to enhance the quality of primary teacher training to meet the requirements of education innovation This method of management requires a synchronous innovation from organizing the design of output standard, the capacity framework, training objectives, and management method for training to assessing the training results according to output standard; At the same time, the influence of objective and subjective factors on the management process must be taken into account 7.2 Primary teacher training activity has been carried out and achieved certain results However, before the innovation requirements of Education - Training, the quality of training and management of primary teacher training still exists inadequacies and limitations Therefore, it is required that Pedagogical Universities/ Faculties must develop training programs and build output standard in accordance with the training objectives associated with the requirements of general education and management reform of primary teacher training according to competency approach 7.3 Forming the opinion of primary teacher training according to competency approach; Improving management of training programs; Constructing output standard in accordance with training objectives; Innovating management of training methods; Organizing the conditions to ensure training activities, etc are the basic solutions to maintain and improve the effectiveness of management of primary teacher training according to competence approach, meeting the quality requirements of primary human resources to serve the current fundamental and comprehensive innovation of general education Contribution of the dissertation 8.1 Systematizing and enriching the theoretical issues about management of primary teacher training in Pedagogical Universities/ Faculties according to competence approach 8.2 Providing a full and objective picture of the current status of management for training primary teachers in Pedagogical Universities/ Faculties according to competence approach 8.3 Proposing management solutions for training primary teachers at Pedagogical Universities/ Faculties according to competence approach; proposing the process of improving the training program in accordance with the requirements of education renovation and the program of fostering and enhancing the capacity of teachers who take part in training primary teachers in Pedagogical Universities/ Faculties, contributing to improving quality training of primary human resources for the national education system Structure of the dissertation Apart from the introduction, conclusion, recommendation, list of references, appendices, the content of the dissertation is presented in chapters: Chapter 1: Theoretical basis of management for training primary teachers in Pedagogical Universities/ Faculties according to competence approach Chapter 2: Current situation of management for training primary teachers in Pedagogical Universities/ Faculties according to competence approach Chapter 3: Management solutions for training primary teachers in Pedagogical Universities/ Faculties according to competence approach Chapter THEORETICAL BASIS OF MANAGEMENT FOR TRAINING PRIMARY TEACHERS IN PEDAGOGICAL UNIVERSITIES/ FACULTIES ACCORDING TO COMPETENCE APPROACH 1.1 Overview of the studied issues Through an overview of domestic and foreign research projects on training and management of primary teacher training, it is shown that the training and management of primary teacher training according to competency approach are studied and approached in many different angles, from output standard of the training program, contents, training policies and management methods, etc However, the studies have not given training management solutions comprehensively and systematicly The enrollment, construction and development of training programs, the process of implementation, teaching - learning activities, test and evaluation should be reorganized scientifically and effectively according to certain standards and criteria Issues of the dissertation need to focus on research: theoretical issues, objective and subjective factors affecting training and management of primary teacher training according to competence approach in the current context; Establishing the practical basis for proposing management solutions for training primary teachers according to competence approach, contributing to improving the quality of training to meet the requirements of education innovation 1.2 Some basic concepts 1.2.1 Primary teachers The dissertation uses the concept of "Primary teachers" according to the Charter of primary schools: Primary teachers are those who teach and educate students in primary schools and other educational institutions to implement primary education programs 1.2.2 Competence approach Competence is the system of necessary knowledge, skills and attitudes to perform specific tasks and activities of a profession according to the set criteria From the competence concept, it is possible to understand: competence approach is the determination of specific competence standard system corresponding to the curriculum of learners, thereby determining appropriate ways and methods to form and develop that competence system for learners 1.2.3 Training primary teachers according to competence approach From the concept of training, it is possible to understand that primary teacher training according to competence approach is a method of training to form the competences, consider the formation of competences as the core which is both the basis for the beginning and the ultimate goal of the training process 1.2.4 Management of primary teacher training according to competence approach Management of primary teacher training according to competence approach is a system of purposeful and planned impacts to fulfill the goals, output standard, training plans, contents of training programs, testing and evaluation of training activities to ensure the formation of capabilities that meet occupational requirements 1.3 Primary teacher training activity in Pedagogical Universities/ Faculties according to competence approach 1.3.1 The objective of primary teacher training according to competence approach The objective of primary teacher training according to competence approach in Pedagogical Universities/ Faculties is currently determined based on the output standard of training ology 1.3.2 The content of primary teacher training according to competence approach Training primary teachers according to competence approach focuses on the following contents: The theoretical knowledge of basic science, educational science on professional activities; Professional skills; Career attitude and pedagogical style; Pedagogical situations in the practice of primary education 1.3.3 Methods and forms of primary teacher training according to competence approach 1.3.3.1 Training method: Applying positive methods to credit-based training process Specially, integrated teaching helps learners complete their learning tasks with the help of lecturers as instructors and means to support the training process 1.3.3.2 Training form: Classroom training; Training outside the classroom and outside the school 1.3.4 Testing and evaluating the results of primary teacher training according to competence approach Testing and evaluating the results of primary teacher training according to competence approach are based on the capacity standard which is built for primary teachers and conducted during the entire training period Types of test and evaluation according to competence approach include: Regular assessment, periodic assessment and process evaluation 1.4 Management issue of primary teacher training in Pedagogical Universities/ Faculties according to competence approach 1.4.1 The need to manage the training of primary teachers in Pedagogical Universities/ Faculties according to competence approach Managing the primary teacher training according to competence approach is to meet the basic and comprehensive innovation requirements of higher education, general education and the need to change the role of primary teachers in modern society 1.4.2 Contents of management for training primary teachers in Pedagogical Universities/ Faculties according to competence approach The content of management for training primary teachers according to competency approach is determined based on management content: Management of training objectives; Management of training programs; Management of training forms and methods; Management of test and evaluation activities; Management of conditions for primary teacher training activities according to competence approach 1.4.3 Management subjects of primary teacher training according to competence approach Participating in the management of primary teacher training according to competence approach includes many subjects with different roles and responsibilities: School principal; Head of functional departments; Dean / Head of Pedagogy / Head of Department / Lecturer; Training coordination unit (satellite schools, secondary schools, etc.); Other support organizations (Youth Union, Student Association, etc.) 1.4.4 Factors affect the management of primary teacher training according to competency approach in Pedagogical Universities /Faculties Objective factors: Documents, regulations stipulate for training and management of teacher training; The trend of international integration in teacher training; Conditions on facilities and finance for training activities; The coordination between training institutions with satellite school system and institutions for pedagogical practice Subjective factors: Training program; Methods, forms of training and the ways to evaluate training results; Team of managers, lecturers and students (awareness, qualifications, qualities, capabilities) 1.5 International experience in training and management of primary teacher training according to competency approach The dissertation researches and learns the experience of training and teacher training management in some countries: the United States, some European countries and some countries in Asia – Pacific The survey results show that: Calculating the average, the rate of respondents who assessed the management of teaching activities reached a pretty level (Average score of 2.68 to 2.96) Table 2.20 Level of implementing management of students’ learning activities Content of assessment Learning and training Quanlity activities in class time % Activities of learning, Quanlity training in practice, practicing pedagogical skills regularly and % practically, teaching practice Activities of learning, Quanlity Level of implementation Good Pretty Average Weak 233 35 20 08 78.7 11.8 6.8 2.7 212 47 27 ten 71.6 15.9 9.1 3.4 105 141 38 twelfth 35.5 47.6 12.8 4.1 13 138 96 49 4.4 46.6 32.4 16.6 _ X extracurricular training, unions, etc inside and % 3.66 3.55 3.14 outside the university Self-learning and selfQuanlity training activities % 2.38 The survey results show that: Calculating the average, the rate of objects assessing the implementation of learning activity management of the students is quite good (average score from 2.38 to 3.66) 2.4.4 Current situation of the management for the inspection and evaluation activities of primary teacher training results according to competence approach The survey results show that: Calculating the average, the rate of respondents assessing the implementation of inspection and evaluation activities at a pretty average level (Average score from 2.12 to 2.51) Table 2.22 The level of implementation of inspection and evaluation activities Activities Inspecting construction the Quantity % and Level of implementation Good Pretty Average Weak 32 131 170 91 7.5 30.9 40.1 21.5 _ X 2.24 implementation of the Inspecting the planning Quantity training objectives to implement training % content Checking the Quantity construction 27 125 179 ninety three 6.4 29.5 42.2 21.9 52 159 156 57 12.3 37.5 36.8 13.4 25 121 175 103 5.9 28.5 41.3 24.3 26 135 163 100 6.1 31.8 38.5 23.6 48 135 166 75 11.3 31.8 39.2 17.7 2.2 of organizational structure % 2.48 and defining functions and tasks Building a system of Quantity standards, criteria inspection for and evaluation of training % 2.16 activities Checking the Quantity organization and direction of the training % 2.2 process Checking activities of Quantity preliminarily reviewing, summarizing and drawing experience in implementing % 2.36 training tasks Detecting and adjusting Quantity % the errors in training 57 156 159 52 13.4 36.8 37.5 12.3 Quantity Identifying the role of % 22 5.2 123 29.0 167 39.4 112 26.4 stakeholders in assessing the professional 2.51 2.12 capability of students 2.4.5 Current situation of management of conditions for training primary teachers according to competence approach The survey results show that: Calculating the average, the rate of respondents assessing the implementation of activities to build conditions for the training at a pretty average level (Average score from 2.26 to 2.86) 2.5 Current situation of factors affecting management of primary teacher training in Pedagogical Universities/ Faculties according to competence approach The results of data analysis show that: / Group of subjective factors greatly affect the management of primary teacher training according to competence approach , in which the factor of curriculum affect the most; / Objective factors also impact significantly on the management of primary teacher training according to competence approach, in which the conditions of facilities and finance are assessed as having the greatest impact on this activity 2.6 Overall assessment of the current situation In order to assess more objectively the current situation of management of primary teacher training as a basis for proposing solutions in Chapter according to competence approach, the dissertation uses the SWOT model to analyze, which shows: strong points , weaknesses, opportunities and challenges in training and management of primary teacher training according to competence approach Conclusion of chapter Managing the primary teacher training activitiy is managing the specific training activity compared to other teacher training ologies in the pedagogical university/ faculty Recognizing the significance and importance of primary teacher training according to competency approach, training institutions initially paid attention to this activity Training of primary teachers according to competency approach over the past years has achieved the encouraging results, but there are still some limitations and shortcomings: from the awareness of the participants to the planning stages, building goals and training programs; organizing and directing the implementation of training plans; checking and evaluating the training quality; coordination mechanism between training institutions and practice schools, recruitment units; conditions for training The study of the current situation from which to propose management solutions for primary teacher training according to competence approach is essential Chapter MANAGEMENT SOLUTIONS FOR TRAINING PRIMARY TEACHERS IN PEDAGOGICAL UNIVERSITIES/ FACULTIES ACCORDING TO COMPETENCE APPROACH 3.1 Principles for proposing solutions Including principles such as: Ensuring goals; Ensuring system; Ensuring feasibility; Ensuring efficiency 3.2 Management solutions for training primary teachers in Pedagogical Universities/ Faculties according to competence approach 3.2.1 Organizing to grasp thoroughly the need to manage primary teacher training according to competency approach for participants - Objectives: to raise awareness for managers, lecturers and students about the position and role of training activity according to competence approach; the need of management for primary teacher training according to competence approach so that this activity achieves the desired effect - Meaning: solving ideological problems, helping members see the position, the role of training activity according to competence approach and the need to manage this activity in the new context - Content and method of implementation: Raising awareness and career orientation for students; Diversifying propaganda and education activities; Encouraging students to actively study and practice professional skills associated with the ology’s output standard and recruitment units - Conditions for implementation: Principals of practice institutions need direct management levels to build plans to raise awareness for participants; Assigning the task for the specialized department to propagate through many information channels about the importance of the training and management for this activity 3.2.2 Managing the construction of the output standards of the training branch according to competence approach - Objective: to build and complete detailed and specific output standard in line with the goal of primary teacher training in the new context - Meaning: orienting the training of primary teachers in Pedagogical Universities / Faculties, ensuring that the ology’s output standard is in line with the society's requirements on the role of primary teachers in modern society - Content and method of implementation: Establishing a steering committee and expert research groups, identifying the necessary competence system associated with the requirements of general education innovation; Organizing scientific conferences in pedagogical sector to consult and perfect the output standard; Proposing the competence framework of primary teachers as a basis for building output standard according to competence approach; Organizing to build the ology’s output standards according to competency approach; Establishing the relationship between training institutions and satellite schools, recruitment agencies - Implementation conditions: Principal and Dean of Pedagogical University need focus on consolidating and enhancing the quality assurance conditions to properly implement the output standard commitments for learners, parents and society 3.2.3 Organizing the construction of a process for developing training program to meet output standard and capacity frameworks needed for primary teachers - Objective: to aim at training primary teachers to meet professional standard, , to ensure the output standard and training program meets the capability framework, in accordance with the requirements of general education reform - Meaning: creating a change in content innovation, training method for primary teachers, bringing the teacher training program to approach the advanced training programs in the world - Content and method of implementation: Raising awareness of managers, lecturers and related parties about the meaning of the development of training program according to competence approach ; Organizing periodic review, adjustment, supplement and update of training programs associated with training objectives; Organizing improvements, developing training programs that closely follow the characteristics of primary teacher training; Proposing a process to improve the training program according to competency approach - Conditions for implementation: The principal need direct to build a plan to improve the training program according to the policy set out with the determination of the whole system with strategic thinking and vision in primary teacher training according to competence approach to meet social requirements and human resource use units 3.2.4 Innovating management of primary teacher training method according to competence approach - Objectives: organizing primary teacher training activity to meet the relevant output standard derived from the nature of competence approach - Meaning: overcoming limitations and shortcomings of management of primary teacher training activity in Pedagogical Universities/ Faculties; creating an important basis for managing training results according to output standard - Content and method of implementation: Organizing enrollment in the form of capability assessment; Implementing training according to competency approach; Promoting the exploration and innovation in teaching methods; Encouraging students to actively study and practice professional skills associated with output standards and requirements of recruitment agencies; Testing and evaluating the learning result according to competency approach; Managing careers consultancy and recommendation for graduates - Conditions for implementation: The principal must direct to build training plans and determination to implement the new process; attach importance to fostering and enhancing the quality of teachers and experts to effectively implement innovation 3.2.5 Organizing the fostering activity to enhance professional capability for lecturers participating in training primary teachers in Pedagogical Universities/ Faculties - Objectives: to train, foster and develop lecturers who are virtuous, talented, qualified and professional ethics to effectively serve the training of primary teachers according to competence approach - Meaning: Consolidating, enhancing the quality, knowledge and professional skills based on the existing foundation, ensuring that teachers meet the requirements of the teaching process according to the competence approach - Content and method of implementation: Building a fostering plan in accordance with teaching requirements; Renovating the way of building goals and contents of the fostering program according to competence approach; Diversifying organizational forms and fostering methods; Organizing to foster and enhance professional capability for teachers according to the scientific process - Conditions for implementation: The principals of training institutions must build suitable and feasible training plans At the same time, it is required to have the necessary resources to ensure the fostering work effectively 3.2.6 Strengthen conditions to ensure effective management of primary teacher training according to competency approach - Objectives: to identify and ensure conditions to enhance the effectiveness for management of primary teacher training according to competence approach - Meaning: help managers and high school teachers clearly see the important role of facilities, finance and resources; ensuring the organization of implementing primary teacher training activities as planned - Content and method of implementation: Building, supplementing, completing and promulgating regulations and rules on training activities according to competence approach ; Building training programs according to the ology’s output standard and competence framework; Diversifying methods and forms of test and evaluation of training results; Building a friendly and positive pedagogical cultural environment which is suitable to the school's conditions, ensuring the conditions of facilities and finance to support training activities; Coordinating with satellite schools, practice establishments in training pedagogical skills, listening for practice and practicing for students - Conditions for implementation: The management must determine the right position, the role of the conditions to prioritize the implementation, ensuring the sustainability, synchronization, mutual support among the conditions 3.3 Surveying the urgency and feasibility of solutions 3.3.1 Purpose of the survey: collecting evaluation information about the urgency, feasibility of the proposed solutions, adjusting inappropriate solutions and confirming the reliability of highly regarded solutions 3.3.2 Content and method of the survey - Contents of the survey: the urgency and feasibility of management solutions for training primary teachers according to competency approach - Method of the survey: done by questionnaire with levels of evaluation about urgency and feasibility 3.3.3 Objects of the survey: Scientists, experts in education management; Board of directors, Heads of functional departments/ boards, lecturers of practice institutions, primary teachers; Head/ Deputy (of Faculty, Department) of primary education; managers and teachers of primary schools 3.3.4 Survey results Respondents appreciated the urgency (88%) and the feasibility (81.1%) of the proposed solutions which can be implemented in the practice of teacher training management according to competence approach 3.4 Testing solution 3.4.1 Organizing test 3.4.1.1 Test purpose In order to evaluate the effectiveness, feasibility and necessary conditions to deploy the proposed solution into practice 3.4.1.2 Experimental hypothesis It is possible to enhance knowledge, skills for teachers, contribute to improving the quality of training if applying the solution "Organizing the fostering activity to enhance professional capability for lecturers participating in training primary teacher s in the Pedagogical Universities/ Faculties" proposed by the dissertation 3.4.1.3 Content and methods of the test i) Test content We chose this solution to test because this is one of the key solutions in the proposed solutions Good implementation of this solution is the basis for implementing other solutions Moreover, the test of this solution also meets the requirements of a test ii) Test method The test was carried out once, in parallel form, in which corresponding to the experimental groups is control groups 3.4.1.4 Standard and evaluating scale for the test Test results are evaluated based on the development of professional capability (knowledge and skills) of the teachers after conducting the fostering activities 3.4.1.5 Location, time and object samples of the test Pedagogical Universities/ Faculties: Hanoi Pedagogical University, Hanoi Pedagogical University 2, Thai Nguyen Pedagogical University, Vinh University, Hue University, Ho Chi Minh City University of Education 3.4.1.6 Handling test results: Using the formula to calculate the average value; variance; standard deviation; variable coefficient, etc 3.4.2 Analyzing test results 3.4.2.1 Analyzing input results Initial level of knowledge and skills of teachers is not high 3.4.2.2 Analyzing test results on quantitative side i) Test results on knowledge level of teachers after the experiment Chart 3.1 Frequency distribution f i of teachers’ knowledge before and after the experiment Chart 3.2 Accumulated frequency f i ↑ of teachers’ knowledge before and after the experiment It can be seen that the knowledge level of the post-experimental teachers is higher than that before the experiment ii) Test results on professional skills of teachers after the experiment Chart 3.3 The chart compares the results of skill level of teachers before and after the experiment 3.4.2.3 Analyzing test results on qualitative side Through exchanging in-depth interviews and understanding the reality of Pedagogical Universities/ Faculties, we have the following general assessments: The fostering activity has contributed to enhancing knowledge and professional skills for the lecturers participating in training primary teachers according to competence approach Conclusion of chapter To improve the effectiveness of management for training primary teachers according to competence approach, it is necessary to synchronously implement the solutions proposed by the topic Solutions which the topic has proposed through surveys are evaluated as very necessary and highly feasible, can be implemented in practice of primary teacher training management according to competence approach Test result of the solution "Organizing the fostering activity to enhance the professional capability for lecturers participating in training at Pedagogical Universities/ Faculties" has affirmed its effectiveness for enhancing qualifications of knowledge and skills for lecturers in Pedagogical Universities/ Faculties CONCLUSIONS AND RECOMMENDATIONS Conclusions 1.1 Research results of the dissertation have contributed to supplementing and developing the theoretical basis of management issue for training primary teachers according to competence approach such as building a system of tool concepts, especially management concept of teacher training according to competence approach; At the same time, it is clearly pointed out that the management of primary teacher training according to competence approach is both an opportunity to enhance the quality of training, affirming the brand name of Pedagogical Universities/ Faculties and challenges for participating members The way of competence approach is applied throughout to study the contents of the dissertation topic 1.2 The dissertation has surveyed and comprehensively analyzed the current situation of training and management activities for training primary teachers in Pedagogical Universities/ Faculties according to competence approach and influence level of subjective and objective factors on this process On that basis, it shows the strengths, weaknesses, causes of limitations, opportunities and challenges as a practical basis to propose management solutions for training primary teachers in Pedagogical Universities/ Faculties according to competence approach in Chapter 1.3 Based on theoretical and practical research results, thoroughly grasping the spirit of the principles to ensure the objectives, systematic, feasibility, and effectiveness, the dissertation proposed solutions for managing primary teacher training activity in Pedagogical Universities/ Faculties according to competence approach Those are the solutions: - Organizing to research, discuss and thoroughly grasp the necessity of primary teacher training management according to competence approach for the objects participating in training; - Managing the construction of the output standard of the primary teacher training branch according to competence approach; - Building a process for developing training programs to meet output standards and capacity frameworks needed for primary teachers; - Innovating management of primary teacher training mode according to competency approach; - Organizing the fostering activity to enhance professional capability for lecturers participating in training primary teachers at Pedagogical Universities/ Faculties; - Strengthening the conditions for primary teacher training according to competence approach Through organizing polls, the solutions are evaluated as very urgent and feasible, can be implemented in the practice of primary teacher training in Pedagogical Universities/ Faculties according to competence approach, contributing to enhancing the quality of training human resources for primary education for the national education system This is further confirmed by the experimental results of the solution "Fostering to enhance professional capability for lecturers participating in training primary teachers at Pedagogical Universities / Faculties" Recommendations 2.1 For the Ministry of Education and Training 2.1.1 Continuing to supplement and complete the text system on standardizing primary teachers in order to confirm the role and position of primary teachers in the context of education reform in general and general education in particular 2.1.2 Building and issuing the instruction and direction documents to strengthen the proactive right for Pedagogical Universities/ Faculties in the management of primary teacher training according to competency approach There are adequate preferential policies for pioneering training institutions leading in teacher training according to competence approach 2.1.3 Giving autonomy, self-responsibility and encouraging Pedagogical Universities/ Faculties to actively promote international cooperation, take advantage of international aid and exchange on primary education development and management of primary teacher training according to competence approach 2.1.4 Increasing the key investment for Pedagogical Universities/ Faculties, creating conditions for training institutions to innovate and develop to fulfill their mission before the requirements of basic and comprehensive education innovation and have the capacity to compete in the process of international integration 2.2 For Pedagogical Universities/ Faculties 2.2.1 Enhancing management capability and innovating the thinking of school leaders to ensure the quality of training and effective management of teacher training according to competency approach 2.2.2 Reviewing the overall training regulatory documents related to the training Universities/ Faculties to adjust, unify and organizing and managing primary teacher approach to meet the innovation requirements management process, the system of of primary teachers in Pedagogical perfect to create a legal basis for training according to competence of general education today 2.2.3 Simultaneously deploying solutions which have been proposed in the dissertation to gradually improve the quality of training and management efficiency of Pedagogical Universities/ Faculties; Since then, applying solutions to implement for other professions 2.2.4 Building mechanisms and policies to coordinate with satellite schools, practice facilities and recruitment agencies to ensure mutual benefit in terms of finance or training support to improve the quality of primary human resources 2.2.5 Continuing to build and foster the team of core lecturers with professional competence and good professional qualities to meet the roles and tasks in training teachers in the new context 2.3 For primary schools and recruiting establishments 2.3.1 Actively, positively deploying and implementing the guidelines and policies of the superior in the management activities of the school, actively accepting students who come to listen for practice and practice Creating all favorable conditions for students to well fulfill the task of learning and training at the school 2.3.2 Researching and applying management solutions, especially the professional competence framework of primary teachers in the new context Besides, it is necessary to apply flexibly and creatively in accordance with the reality of each unit Coordinating with Pedagogical Universities/ Faculties to build professional profiles of primary teachers in accordance with social requirements THE PUBLISHED WORKS OF THE AUTHOR RELATED TO THE RESEARCH TOPIC Che Thi Hai Linh (2017), Innovating management of primary teacher training in pedagogical universities according to competency approach, Journal of Educational Science, (142) Che Thi Hai Linh (2017), Professional competence framework of primary teachers in the new context, Education Journal, (412) Che Thi Hai Linh, Pham Thi Huong (2017), Building rubric for evaluating the competence of preparing for lesson plans of pedagogical student, World Journal of Chemical Education, 5(5), 175-179, DOI: 10.12691 Che Thi Hai Linh (2017), Building the output standards of university-level primary education ology according to competency approach at Vinh University, Proceedings of the International Scientific Conference "Training and fostering general teachers, managers of general education and pedagogical lecturers ... focuses on the following contents: The theoretical knowledge of basic science, educational science on professional activities; Professional skills; Career attitude and pedagogical style; Pedagogical... attitudes, in accordance with the requirements of the labor market and the development of national human resources In other words, the competencies (expressed in the knowledge, skills and attitudes)... objects all unify in evaluating the implementation of content, training program at pretty average level ("Pretty" accounts for 27.9%, "Average" accounts for 46.6%) 2.3.4 Current situation of methods