MINISTRY OF EDUCATION AND TRAINING VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES PHAN HUNG THU CURRICULUM MANAGEMENT OF HIGH-SCHOOL TEACHER UNDER AUN-QA APPROACHES Major: Educational Management Code no.: 914 01 14 SUMMARY OF THE DOCTORAL THESIS OF EDUCATIONAL SCIENCE Hà Nội, 2019 The project was completed at: Vietnam Institute of Educational Sciences Scientific Supervisors: A.Prof.Dr Do Thi Bich Loan- Vietnam Institute of Educational Sciences A.Prof.Dr Thai Van Thanh – Vinh University Examiner 1: Examiner 2: Examiner 3: The thesis will be orally defended at the Examining Committee under Institute contest at Vietnam Institute of Educational Sciences addressing at no 101 Tran Hung Dao street, Ha Noi city Time: h dated ./ / This thesis is available for the purpose of reference at: - National Library of Vietnam - Library of Vietnam Institute of Educational Sciences INTRODUCTION Reason for choosing the thesis Teachers and education management officials are the decisive factors, which is not only with the education quality in schools but also important influences on the capacity and quality of each person's life Resolution No 29-NQ/TW regarding to the fundamental innovation, comprehensive education and training reformation has emphasized the task of "Developing teachers and managers, meeting the requirements of training and education reformation; To formulate plannings and plans on training and retraining of teachers and educational management officials in association with socio-economic development demands, security, national defense and international integration Implementing standardization of teachers according to each educational level and training level; Developing the system of pedagogical schools to meet the objectives, training requirements, fostering teachers and educational management officials ” In Vietnam, the system of pedagogical universities plays a key role in training the teaching staff under all levels, so far this system has contributed significantly to the educational development of the country However, with the requirements of basic and comprehensive educational reform, the group of teachers and educational managment officials are showing their limitations and shortcomings, especially, it has not been shown to be systematic, synchronized, updated regularly and continuously Many causes led to this situation, one of the main reasons is that the training program management for high-school teachers in training facilities has not been effective, the training has not really been associated with the needs of society, the quality of output has not been ensured Applying a quality assurance approach in Curriculum management of highschool teacher is a new direction in education in recent years, which receives the attention of many managers and educational institutions The set of criteria to evaluate the quality of curriculums of AUN (Association of Southeast Asian Universities) are interested and registered by many universities in Vietnam and many domestic curriculums have been certified by AUN With the desire to study more fully and deeply about the Curriculum management of high-school teachers at pedagogical universities/faculties, the writer chooses the issue of "Curriculum management of high-school teacher under AUN-QA approaches" as a doctoral dissertation topic to contribute to improving the training quality of high school teachers, meeting the requirements of educational innovation at schools in the current context Purpose of thesis research On the basis of the theoretical and practical research, proposes the solution for Curriculum management of high-school teacher under AUN-QA approaches, in order to contribute into improving the training quality for teacher of pedagogical universities/faculties, contribute into improving the quality of teachers in the fundamental and comprehensive renovation of education and training 3 Subject, objects of research 3.1 Subject of research Activities on training for High School teacher; Students, alumni; Lecturers and managers; employer 3.2 Objects of research Curriculum management of high-school teacher under AUN-QA approaches Scientific hypothesis The quality of training management for high school teachers in training institutions still exists inadequacies and limitations before the requirements of education innovation If solutions are proposed and implemented based on the situation analysis of the Curriculum management of high-school teacher under AUN-QA approaches and the characteristic of pedagogical labor of teachers and the requirements of innovation, it will improve the effectiveness of curriculums management for teachers, contributing to improving the quality of training, meeting the requirements of fundamental and comprehensive innovation of education and training Scope and task of research 5.1 Task of research - Study theoretical bases on Curriculum management of high-school teacher under AUN-QA approaches - Develop a set of performance evaluation criteria on Curriculum management of high-school teacher under AUN-QA approaches - Assess the current status on Curriculum management of high-school teacher under AUN-QA approaches of training institutions - Propose solutions on Curriculum management of high-school teacher under AUNQA approaches - Examine the necessity and feasibility of proposed solutions - Make experiment for 02 solutions in Vinh University 5.2 Scope of study The thesis focuses on researching the theoretical basis of Curriculum management of high-school teacher under AUN-QA approaches; on the basis of assessing the current situation in the establishments to provide solutions to improve the efficiency of Curriculum management of high-school teachers; Only testing two solutions at Vinh University Surveys were carried out on the basis of the curriculum for high school teachers on mathematics at five universities Methodology and research methods 6.1 Research methodology 6.1.1 Structure - system approach 6.1.2 Personality - active approach 6.1.3 Practical view 6.1.4 AUN-QA approach 6.2 Research methods 6.2.1 Group of theoretical research methods: Methods of analyzing and synthesizing theory through relevant scientific documents, Method of classification of theoretical systems; Generalized method 6.2.2 Group of practical research methods: Methods of investigation; Professional solution; Methods of summarizing experience Place of study implementation Vietnam Institute of Educational Sciences Detailed layout of the thesis In addition to the introduction, conclusions and recommendations, references and appendices, the content of the thesis is structured into 03 chapters: Rotionale on Curriculum management of high-school teacher under AUN-QA approaches; Status on Curriculum management of high-school teacher under AUN-QA approach; Solutions on Curriculum management of high-school teacher under AUN-QA approach; CHAPTER Rationale on CURRICULUM MANAGEMENT OF HIGH-SCHOOL TEACHER UNDER AUN-QA APPROACHES 1.1 Overview 1.1.1 Studies on teachers’ curriculum With the aim of creating a common language for the development of teachers' curriculum, (Fred Korthagena, John Loughranb, & Tom Russellc, 2006) proposed basic principles to change teachers' curriculum including: (1) Learn from practical experience; (2) Building knowledge from practical experience; (3) Shifting from focusing on curriculum to focusing on learners; (4) Promoting through research on training teachers, (5) Learning to connect with colleagues, (6) The relationship between employers (high schools, secondary schools), educational institutions and learners, (7) Teaching activities are conducted according to the approach of each teacher These principles have helped solve the problems of teacher's curriculum facing such as complaints of graduates, employers, parents about the irrationality between equipping with knowledge and skills before taking steps into the labor market (Barone, Berliner, Blanchard, Casanova, & McGowan, 1996); "sock reality" phenomenon of young teachers when they first start work after graduation (Zeichner & Tabachnick, 1981); or the contrast between traditional training methods and new teaching perspectives like constructivist views (Fosnot, 1996) 1.1.2 Studies on output standards of teachers'curriculum Researches of Vlatka Domović Vlasta Vizek Vidović mentioned two major studies for the reform project and the methodology of developing content of curriculum for teachers in Croatia which is developing models of teachers' education (2003-2005) and Output Standards in Education (2008-2009) According to opinion of Snoek (2011) (M Snoek, 2011), when reviewing teachers'curriculum, it has focused on the professionalism of teachers with the foundation as output standards of teachers'curriculum On the basis of considering different approaches, the writer has summed up the framework of factors to ensure professionalism of teachers: (1) Knowledge: Understanding proficiency in the subject, the teaching and learning process, society, policy and organization in education, application-oriented research methods; (2) Skills: Be able to discuss about the educational issues with many listeners, explain the quality of their own work, participate in discussing about the educational policies from the perspective of applying it at school, conducte research in the practice process at the school, contribute into collaborative learning of the professional community, transform the research results into classroom initiatives; (3) Attitude: for student learning, commitment to career and career associations, willingness to contribute to the knowledge base of the profession, commitment to professional ethical standards and honesty in its own work, available willing to explain the quality of their work, focusing on continuous professional development, focusing on improvement and innovation in teaching 1.1.3 Researches on the content of teachers'curriculum Comparative study of Rasmussen Bayer (Rasmussen, Jens, & and Martin Bayer, 2014) on the content of teachers' curiculum for high school systems in Canada, Finland, Singapore (countries with high scores in international assessment systems such as international student assessment program (PISA, TIMMS) and Denmark (GPA) obtained main results as follows: (1) The philosophical professional knowledge occupies a lot of positions in the theoretical system of teachers' curiculum in Denmark; (2) Programs of Canada and Singapore often use knowledge based on research combined with the system of theories in practical orientation and guidance to practice, while Denmark and Finland separate these section; (3) Only Finland (at University of Helsinki) incorporates a theoretical overview in the research methodology module, belongs to the group of knowledge related to scientific practice; Research at Haapsalu University, Tallinn University (2010) (Kasesalu & Anneli, 2011) in Estonia to identify the main issues for teachers who have just started their classes, it has partly assessed the quality of teachher training based on the outputs of graduates Researchers make recommendations for the teacher education policy, it should be adjusted its content to fit the special needs and the gender-based differences of practitioners 1.1.4 Studies of innovative trends in the teachers'curriculum Management activities for teacher curriculums Studies on the management of teacher curriculums (including training teachers in high school) mainly focus on issues to ensure, improve the quality of training, evaluate the curriculum, training institutions, the strengths and weaknesses, opportunities and challenges… Ensure and improve the quality of teacher education Report on Quality Assurance (QA) and Legal Requirements in Initial Teacher Education (ITE) of (Bills & al, 2008) is based on the research of selecting a number of international documents from 2002 to 2006, focusing on the relationship between the management process, organization and initial education framework within the quality of the program and commenting on the characteristics of United States, United Kingdom and Australia which has given three important statements below: (i) The promotion and strengthening of effective cooperation between training institutions and schools (where trainees can practice and work) are central to the quality assurance of curriculum, through closed and mandatory agreements such as in United Kingdom; (ii) There are similarities with the objectives of QA among these three countries, but there are differences in the implementation process; (iii) There are differences in the conceptual framework approach in these three countries: In United State, each Training Facility designs its own conceptual framework for QA based on the guidelines of NCATE (the National Council for Accrediation of Teacher Education) Meanwhile, in other countries, especially the United Kingdom, the regulatory framework and official documents for teacher education are not taken seriously Evaluating the teacher curriculums The Review Report (2014) of the National Council on Teacher Quality of the United States (NCTQ) on Teacher curriculums (Greenberg, Julie, Arthur McKee, & and Kate Walsh, 2013) stated that most of the teacher curriculums not bring the results which is compatible with the level of time and economic investment spent This is evidenced by the following results: (1) Only less than 10% of certified cirrculums achieved three or more stars (according to the 4-star rating system of the United States) There are only curriculums achieved four stars and all are the high school teacher curriculums; (2) The consideration of the input of the teacher curriculums is too easy: Only ¼ of the input limited curriculums are ½ of the candidate group, while the rate for other developed countries is 1/3; (3) Only 1/3 of high school teacher curriculums, which are currently trained for students, are qualified to teach according to the Common Core State Standards, now they are applied in 45 states in the United States; (4) Only 7% of training programs ensure that students have a solid internship experience (supervised practice by certified experienced teachers) Teacher training policy According to (Snoek, Marco, Anja Swennen, & and Marcel Van der Klink, 2011), after analyzing policy documents on teacher training in Europe (06 documents from OECD, EC, ATEE, ETUCE), gave some conclusions regarding the legal position and professionalism of the teacher training agency as follows: The role of teacher training agency and their professionalism in a very limited way mainly refers to expectations and requires the teacher training agency; In addition to the documents of ETUCE, no specific proposals have been made about increasing professionalism or promoting professional development of teacher training agency; Only OECD's Teacher matters documents recommends bringing standards of teacher training agencies into the evaluation framework to certify the curriculum Many studies show that this area has little interest in general (Smith, 2003, Swennen & Van der Klink, 2009), completely incompatible with the importance that teacher training agency has contributed in overall quality of curriculums Trend of innovation for teacher curriculum management Traditional teacher curriculum usually includes subjects that are not interrelated, so there are many misconceptions about the effectiveness of teacher curriculums (Linda Darling-Hammond, 2006) believes that in order to develop the teacher curriculum, it needs to establish close relationships, interferences among subjects, between practice at school and in fact to link between theory and practice, help relationships between schools-learners being closer, more proactive serve many different learners; 1.1.5 Research on quality assurance models for teacher curriculums (Delvin Grant, Erhan Mergen, & Stanley Widrick, 2010) introduced about the typical quality management models, experience in applying quality management models at educational institutions, and the group of writers stated that basic parameters in the quality management process of an educational institution, curriculum is: quality of design/planning, quality deployment, quality improvement 1.2 ASEAN University Network with quality assurance activities 1.2.1 ASEAN University Network (AUN) AUN implements programs and activities to encourage and enhance cooperation and educational development to expand regional integration towards achieving global standards AUN's current activities are divided into five areas including: (1) Exchange programs for young people, (2) Academic cooperation, (3) Standards, Mechanisms, Systems and policy of cooperation in higher education, (4) Course and program development, (5) Forums for regional policy and global policy 1.2.2 A set of standards for evaluating the quality of training programs according to AUN-QA One of AUN's main activities is to build a quality assurance system including standards and criteria that are matched each other among universities to use in assessing quality AUN - QA models include: internal strategy, system and strategy for internal quality assurance (IQA), external quality assurance (EQA) including the quality accreditation In 1998, AUN debated the initiatives and led to the development of AUN quality assurance model AUN-QA model for the curriculum focuses on education and learning with the following factors:  Input quality  Process quality  Output quality 1.3 Some concepts and terminology related 1.3.1 Management According to (Taylor & and F Hill, 1997) thought that "management is knowing exactly what wants others to and then see that they have done the job best and cheapest" or "the art that makes the job done through others" according to (Richard L Daft & Dorothy Marcic, 2010); in terms of operation “management is a special labor form of leader with a combination of intellectual employments, linking the management apparatus is a unified and harmonized body which coordinates all stages of management levels in rhythmic operation with high efficiency” according to (Mason A Carpenter, Talya Bauer, & and Berrin Erdogan, 2012)… 1.3.2 Training management Training management is the application of knowledge, skills, tools and techniques for training activities to recognize the results of training according to the Project Management Institute (Project Management Institute, 2000) With the above approaches to training management, we can understand that the training management in universities is the central management of the school to implement the function of developing higher education, serving the needs of social development The object of training management in schools is all activities of teachers and students and pedagogical organizations in the school in the implementation of plans and curriculums in order to achieve the objectives of the training specified according to (Nguyen Tri Duc, 2010 ) and managers need to master the overall model of training process shown in the above diagram according to (Ministry of Education and Training, 2010) (Figure 6) 1.3.3 Curriculum The curriculum is an overall and system plan for the entire training operation, including: training purposes, objectives, output standards, training contents (with width and depth), training method and form of training organization (with methods, means, teaching tools), method of assessing the results of training (in comparing with the output standards) 1.3.4 High-school teachers High school teachers are those who work in teaching - education in high schools, have the same task of educating, training the high school pupil, helping them to form and develop personality according to the defined educational goals for each level 1.3.5 High-school teacher curriculums The curriculum for high-school teacher is an overall and system plan for the entire training operation, including: training purposes, objectives, output standards, training contents (with width and depth), training method and form of training organization (with methods, means, teaching tools), method of assessing the results of training (in comparing with the output standards), which aims to develop the expertise and capacity of high school teachers, to help them achieve the requirements of the profession 1.3.6 Curriculum management of high-school teacher Management of curriculum for high school teachers is the organization and supervision of resources of the training institution to equip students with the appropriate knowledge, skills and attitudes to become high school teachers or foster their professional capacity 1.4 Curriculum management of high-school teacher under AUN-QA approache 1.4.1 Necessity of Curriculum management of high-school teacher under AUN-QA approaches Based on the set of standards for evaluating the quality of AUN's cirrculum to apply in the process of managing and developing the curriculum according to AUN's approach to determine the program objectives, design, implementation and inspection and evaluation of the program The curriculum management of high-school teacher under AUN-QA approache must follow the steps below:  Develop reference system for each standard, criteria:  Perform tasks according to the reference system:  Self-assessment: when a reference system has been developed and implemented, units can self-assess in advance 1.4.2 Principles and cycles for curriculum management of high-school teacher under AUN-QA approaches 1.4.2.1 Cycles for curriculum management of high-school teacher under AUN-QA approaches 1.4.2.2 Principles for curriculum management of high-school teacher under AUNQA approaches 1.4.3 Contents for curriculum management of high-school teacher under AUN-QA approaches 1.4.3.1 Management of training objectives With the goal of training high school teachers based on output standards of curriculums, according to AUN-QA standards, the output standard must be: (1) The 13 Satisfy the requirements as expected Be better than the required level 2.2 Current situation of implementing high school teacher cirrculum and capacity of high school teachers In order to understand the reality of the implementation of the training program and the capacity of high school teachers according to the AUN-QA approach of universities/faculties of educational universities in recent years from the perspective of the units used, the writer has conducted survey managers at serveal high schools and obtained the following results: 2.2.1 The deployment of curriculum for high school teachers Figure 2.1 Radar chart on deploying the curriculum for high-school teacher 2.2.2 The capacity of high school teachers - products of teacher curriculums 14 Figure 2.2 Radar chart on assessing capacity of high school teachers 2.3 Reality of curriculum management of high-school teacher under AUN-QA approache 2.3.1 Input management Through the evaluation results of target groups on the status of input management for high-school teacher under AUN-QA approache, we see: For the objective management factor in training the high-school teacher under AUN-QA approache, there are 4/6 contents with GPA> 4.0; Management and professional development factors of teachers and support of high school teachers curriculums according to AUN-QA approache, under the evaluation perspective of the group of teachers & managers, there are 10/19 factors with GPA> 3.5; From the perspective of evaluation of the group of students & Alumni, there are 2/7 criteria with GPA> 3.6 Figure 2.3 Radar chart on management contents for teacher training objectives Figure 2.4 Radar chart on assessing the management content and professional development content of teachers and supporting program of students and alumni 15 Figure 2.5 Radar chart on the assessment level of management and professional development content of teachers and supporting program of teachers and managers In general, the input management of universities in recent years has not been done at a high level Currently, the schools are making efforts in improving the quality of training, building solutions to overcome these weak problems in order to improve the quality of output, supply high quality human resources to meet social needs 2.3.2 Management of the training process To assess the status of managing the high school teacher training process according to AUN-QA approach, the writer has evaluated the following aspects: (1) Manage content of curriculum for high school teachers; (2) Manage the teaching and learning activities of high school teachers; (3) Manage the examination and evaluation of high school teacher training results and (4) Manage infrastructure resources for high school teacher training Figure 2.6 Radar chart on contents for management of teaching and learning activities 16 Figure 2.7 Radar chart on contents for management of the assessment of training results Figure 2.8 Radar chart for Management of facilities resources for learning 2.3.3 Output management 2.3.3.1 Employment management of Graduates Referring to this issue, Mr L.C.D said: “It is necessary to follow the work of students agter their graduation, which is not easy to implement, it is one of the weaknesses of the current universities In recent years, universities have organized the collection of information of graduated students through many channels such as mail, phone, letter, and the results show that it is very difficult for many students to find suitable jobs with their profession after graduation” Figure 2.9 Radar chart on job management of graduted student 17 2.3.3.2 Management on the progress of learners In general, the management of the progress of learners in schools today meets the practical requirements Figure 2.10 Radar chart for management of learners' progress 2.4 General assessment of the status of curriculum management for high school teacher 2.4.1 Advantages - Output standards are built in accordance with the vision and mission of the school, clearly reflecting the needs of the learners and the requirements of the employers; Admission policies and criteria are clearly defined, issued, widely disseminated and updated; Enrollment methods and criteria are well defined and evaluated effectively after each enrollment period - Supervise and evaluate the implementation of educational purposes, the role of teachers and learners; Organize and implement the design and deployment of a consistent teaching and learning program; Develop processes and plans to implement teaching activities to create conditions for learners to actively acquire what is conveyed from teachers; - The standards applied in the inspection and assessment are consistent throughout the training program; Directing the implementation of many methods of inspection and evaluation in accordance with the output standards; 2.4.2 Disadvantages However, the management and professional development of teachers and support program of students and alumni have been concerned, but the implementation results are not high; The examination and evaluation of high school teacher training results have not been conducted well; The infrastructure resources for training is still limited These are limitations that need to be overcome to implement effective curriculum - The content in the management and professional development of educational staffs and support program of students and alumni is still limited such as: students have not been carefully instructed about implementing the final thesis; The program has paid special consideration and attention to first-year students and students who are facing difficulties; Students are in difficult conditions to find help from teachers and support 18 staffs; The management under work results of teachers has not been implemented to encourage and support for training, scientific research and other activities; - The content in the management and assessment of high school teacher training results is not good such as: Information on exam matrix/evaluation criteria table and scale has not been publicly announced to teachers and disseminated to learners; Evaluation activities have not been conducted regularly during the teaching process, so supplying information to adjust teaching activities is limited; The learner still has difficulty in appealing about the results of examination and evaluation; Exam-test activities have not covered the content of the subject, it has still focused on some contents - The resources of the facilities for training have been upgraded and supplemented by schools However, the study and research has not been met such as: Libraries and learning resources are not fully equipped to meet the curriculum, which have not been updated regularly, to timely support for training and research activities; Laboratories and equipment are not fully equipped and updated to support for training and research activities 2.4.3 Reason of the situation 2.4.1.1 The cause of success In recent years, the Party, the State, the education and training sector have built and implemented many guidelines, policies, action programs and strengthened the international cooperation in higher education in order to enhance the force for pedagogical schools This has created favorable conditions for the curriculum management of high school teachers according to AUN-QA approach Pedagogical schools initially have guidelines and action programs to implement management innovations, develop curriculum and teacher lines to meet the requirements of educational innovation Teachers have a sense of training, striving to improve their political, ethical, professional qualities and scientific research, consciously serving the community 2.4.1.2 Reason of limitations and shortcomings Accordingly, for Ministry of Education and Training, the Government Inspectorate has pointed out many limitations and shortcomings in this work Details as follows: - For the teacher Although the quality and quantity of the teachers are increasing day by day, however, the use of teaching facilities is not much, so it is impossible to convey all information needed to provide the learners, The amount of time that teachers spending on classes at schools is too large, so it limits the time for scientific research and practical research On the other hand, the teaching method is still mostly preaching, making learners absorb passively, the content of teaching is theoretical, lacks of updated practice leading to hardening, dogma, low applicability - For the learner The input quality of many higher education institutions is too low, so low that it cannot be lower anymore, mainly focusing on schools reviewing records and admissing, the creative initiative in learning and research of students is generally not high, lack of scientific thinking, the majority learn passively, follow the movement, learning to finish the "study by qualification", due to so, when graduating, there is not enough knowledge to meet the pressing requirements of reality and being rejected by it - For the curriculum 19 The curriculum as een slow to innovate and efo m la k of update t eo as not been linked to practice, too many subjects and unreasonable time structure, leading to Vietnamese students studying too much but knowledge not suitable with reality - Program content and textbooks are not appropriate Currently, the textbook program is gradually being replaced, reformed, it is focused into comprehensive education orientation for students, overcoming the previous shortcomings, mainly teaching knowledge, heavy on theory, not paying attention to emotional education and action for students - The management mechanism for the education sector is not appropriate At present, the local education sector is affected by the horizontal impact of the locality more than the vertical impact of Ministry of Education and Training The schools conduct teaching and organizing examination in accordance with the regulations of Ministry of Education and Training, but if the students fail many exams, the class will be repeated, the locality will have opinions and even give their direction opinions, " Achievement disease" has the opportunity to develop in the current education management mechanism Conclusion of chapter To assess the curriculum management of high-school teacher according to AUN - QA approach, the writer has used 65 criteria for the group of teachers & managers and 30 criteria for the group of students & alumni In addition, the writer has built more 09 criterias to assess the status of the deployment of high-school teacher curriculum, there are groups of employers and students & alumni to participate in evaluating this content On the other hand, awareness of high school teachers' capacity is an indispensable part in improving the quality of curriculum management So for assessing whether the capacity of high school teachers today meets the actual requirements or not? The writer has built 16 criteria to evaluate this content and there are groups participating in the evaluation: (1) Teachers & Managers; (2) Students & alumni and (3) employers The survey results show that the level achieved in the content is used to assess the reality of curriculum management of high-school teacher according to AUN - QA approach at universities of education at all levels Curriculum management of highschool teacher according to AUN - QA approach at universities of education accepted by labor market However, there are many indicators at the stage of input management such as: Contents for management and professional development of teachers and support programs of students & alumni; Contents for management of the evaluation & assessment of results of training and facilities resources management for learning is still limited The implementation of the curriculum of high school teachers at universities of education is now done at a above average level, the contents are ensured the requirements set out However, there are still certain difficulties, there are many opinions that the implementation of the curriculum of high school teachers has not met the requirements The capacity of most high school teachers meets the practical requirements, however, the teachers' foreign language competencies and dynamic and sensitive capacities to the changing working environment are still limited 20 CHAPTER sollutions for curriculum management of high-school teacher according to AUN - QA approachES 3.1 Legal basis for giving solutions in high school teacher curriculum management 3.1.1 Orientation for high school education development One of the important legal bases for teacher curriculums management solutions is the orientation of high school education development 1st orientation: Redefine the goal, philosophy and subject function of general education 2nd orientation: Create general education programs in the direction of integration 3rd orientation: Changing the social awareness about general education and vocational education - employment for young people 3.1.2 Orientation for developing high school teachers Doing well the planning of teachers and education managers to take the initiative in forecasting human resources for Education; pedagogical schools to work closely with localities to take initiative in balancing the enrollment quotas and the new training roadmap, retraining and fostering teachers and educational managers Building a modern and autonomous educational school standard; use this standard to test stratification, rank schools and reorganize their network to ensure sufficient capacity to meet the requirements of training and retraining of teachers and education managers which is sufficient in quantity and standardized in quality 3.2 Principles for proposing solutions 3.2.1 Principles to ensure goals 3.2.3 Principles to ensure practicality 3.2.4 Principles to ensure feasibility 3.3 Solutions for curriculum management of high-school teacher under AUN-QA approaches On the basis of analyzing the current status of curriculum management of highschool teachers under AUN-QA approach at universities of education (Advantages and disadvantages in chapter 2) and applying theories related to research issues, the writer has found some disadvantages to overcome The specific solutions are as follows: (1) Organize to raise awareness for managers and teachers about the importance for curriculum management of high-school teacher under AUN-QA approaches (2) Organize to raise capacity of management staff for high school teachers at universities of education (3) Building systems and quality control and assessment tools for High School teacher curriculums and feedback information (4) Strengthen the management organization and professional development of teaching staff and program support 21 (5) Proposing to develop a set of evaluation criteria for curriculum management of high-school teacher under AUN-QA approaches (6) Strengthen the management of facilities resources for learningc 3.4 Relationship among solutions Based on the theoretical and practical basis of the thesis, the writer proposes 06 solutions to improve the curriculum management of high-school teacher under AUNQA approach of universities, these solutions will work with mutual assistance 3.5 Testing the urgency and feasibility of solutions The survey results show that, between the necessity and feasibility of solutions, there is a closed relationship The solutions are evaluated necessary, the feasibility is also appreciated Specifically, the following solutions: Develop systems and control tools, assessment tools for the high school teacher training quality and information feedback; Develop criteria for evaluating the training management activities; Raising awareness for managers and teachers about the importance of curriculum management of high school teachers; Improve management capacity of high school teachers at universities of education; Improve the quality of facilities, teaching and learning facilities and career development organization for lecturers and staffs In summary, the solutions proposed by the dissertation to improve the management capacity of high school teachers under the AUN-QA approach at universities of education are necessary and highly feasible 3.6 Test and experiment with some solutions 3.6.1 5th solution: Develop evaluation standards for curriculum management of highschool teacher under AUN-QA approaches Pursuant to the theoretical basis studied, pursuant to the research of AUN-QA standards - version 2015, the writer has developed the criteria to evaluate the training management for high-school teachers under AUN-QA approaches including 06 contents as follows: (1) Managing training objectives; (2) Managing the curriculum content; (3) Managing teaching and learning activities; (4) Managing the inspection and assessment of training results; (5) Management and professional development of teaching staff and program support; and (6) Managing infrastructure resources for learning The writer has experimented with a solution of nearly 400 questionnaires with groups of related subjects, the writer has processed the data using SPSS, Excel software and gave reliable results, which are highly appreciated by the participants Survey results are as follows: - Through the evaluation results of Table 3.2 for managers & teachers about the status of management of high school teacher training under AUN-QA approach, we find that the coefficient of its reliability is very high (Cronbach's Alpha = 0.920); reliability of factors is good (Cronbach's Alpha> 0.70); GPA of criteria> 3.00 (agree -> fully agree) Comparing the results achieved with the current actual situation of the school, the results are quite consistent From here, it can be concluded that, the set of criteria is used to assess the status of management of high school teacher training under AUN-QA approach is highly effective and feasible In summary, the set of criteria is used to assess the status of curriculum management of high-school teacher is well appreciated by three groups including 22 Students & alumni; Managers & teachers and employers This result is highly supported and agreed on the criteria of suitability, efficiency, necessity and feasibility by the survey people Experimental results of solutions for developing a set of criteria for evaluating the curriculum management of high-school teacher under AUN-QA approach has confirmed the effectiveness and reliability of the criteria; it can be used to evaluate the school's curriculum management under AUN-QA approach 3.6.2 4th solution Enhance to organize management and professional development of academic staffs and program support staffs The writer has conducted a survey on the level of ability to test and evaluate the quality of the curriculum according to AUN approach for managers and teachers before and after the training course which is different From the data shown in Table 3.6.2 It gives the results as follows: + At the very good level: the experimental group accounted for 6.9%, while the control group is 12.0% + At the good level: the experimental group accounted for 51.3%, while the control group is 59.1% + At the above average level: the experimental group accounted for 31%, while the control group is 25.3% + At the average level: the experimental group accounted for 12.6%, while the control group is 2.1% + At the weak level: the experimental group accounted for 2.2%, while the control group is 2.1% The above results show that the training and evaluation for managers and teachers have been remarkably effective, the average value of the control group is higher than the experimental group Showing that the organization of fostering and assessing managers and teachers is highly effective and feasible - Compare assessment results through surveys Table 3.15 Evaluation results of two surveys One-Sample Statistics N Mean Std Deviation Std Error Mean Before 36 3.5208 43938 07323 experiment After 36 3.7625 58680 09780 experiment The results of GPA analysis of two surveys showed that the survey before taking the training course (experiment) had a Mean GPA = 3.52; Survey results after participating in refresher course have a Mean GPA = 3.76 This proves that between the last time and the next time after participating in the refresher/training course, the awareness of managers and teachers has changed The writer continues to use T-test to re-check the difference in the average value of two surveys The results of T-test are shown in Table 3.16 The value of Sig = 0.000