MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION CU THI THUY COMPETENCY-BASED PRESCHOOL TEACHERS DEVELOPMENT IN EDUCATION INNOVATION Specialty: Education management Code: 9.14.01.14 SUMMARY OF PhD THESIS IN EDUCATION SCIENCE Hanoi - 2020 THE PROJECT IS COMPLETED AT HANOI NATIONAL UNIVERSITY OF EDUCATION SCIENTIFIC SUPERVISORS: Assoc.Prof.Dr Nguyen Thi Yen Phuong Assoc.Prof.Dr Nguyen Thi Thu Hang Reviewer 1: Assoc.Prof.Dr Tran Thi Minh Hang National Institute of Education Management Reviewer 2: Assoc.Prof.Dr Nguyen Van Hong VNU University of Education Reviewer 3: Assoc.Prof.Dr Phan Thanh Long Hanoi National University of Education The thesis is defended at the PhD Thesis Examination Council of Hanoi National University of Education At: Date: /….2020 The thesis can be found at: - National Library of Vietnam - Center of Information and Library of Hanoi National University of Education INTRODUCTION Rationale 1.1 Resolution 29-NQ/TW of the 11th Central Committee of the Communist Party of Vietnam on "the basic and comprehensive innovation of education and training" showed that "Developing the teachers and education managers, meeting the requirements of education innovation and training Formulating the planning and plans for training and fostering teachers and education managers in association with the needs of socio-economic development, security, national defense and international integration Standardizing the teachers and education managers according to educational and training levels… competency" is a prerequisite to implement educational process of “changing from knowledge delivery into the competency-based approach" Preschool education is the first level in charge of care and education for children before school age (3 months to years of age), establishing a foundation for the formation and development of children's personality right from their early years of life Preschool teachers are those who take care of, nurture and educate children at months to years of age, play a very important role in developing children's abilities, shaping the initial fundamentals of personality The quality of teachers in the national education system depends on many factors; firstly, it is the teacher development of management levels Strengthening the development of preschool teachers from the stages of planning, recruitment, employment, etc will improve their professional quality On the other hand, the competency-based approach is a modern method in line with the requirements of education innovation with educational purpose of changing from knowledge delivery into building skills and competencies for learners and children 1.2 In reality, the preschool education systems have recently achieved rushing development The number of preschools has rapidly increased in various forms (public preschools; non-public preschools in international preschool models, high-quality preschools, bilingual preschools, private childcare groups, etc) At present, there are about 1.2 million teachers in the country, including 769,070 teachers (preschool: 294,673, primary teachers: 392,554, secondary school: 309,368, high school: 137,475) The total number of managers at the general school and preschool levels is 149,100, in which the number of general school and preschool managers is 133,200; the number of managers in the units, departments and ministries is 15,900 Facing new requirements of education in the period of national industrialization and modernization, the preschool teachers have revealed certain shortcomings The percentage of standard and above-standard preschool teachers is high, however, the professional competency is not commensurate with the training level Development of preschool teachers in terms of planning, recruitment and employment, training and fostering, evaluating and building a working environment for teachers, etc has some limitations Such reality requires specific studies to give solutions for the preschool teachers development in the new period Therefore, the development of human resources for preschool levels should be studied according to the competency model in education innovation 1.3 In education management, there have been many studies on the management and development of preschool teachers such as the study on the development of preschool managers, however, there have been few in-depth studies on the competency-based preschool teachers development in education innovation On this basis, the topic: "Competency-based preschool teachers development in education innovation" is selected for the writer’s study with a desire to propose some innovation solutions for preschool teachers development in a new view towards improving the professional quality in education innovation Purpose of the study Based on theoretical and practical study on the development of preschool teachers of representative provinces in the regions across the country, the thesis proposes measures to develop the preschool teachers in the competency-based approach to improve the quality of preschool teachers, thereby, to improve the quality of preschool teachers in today’s education Object and subject of the study 3.1 Object: Preschool teachers in education innovation 3.2 Subject: Competency-based preschool teachers development in education innovation Scientific hypothesis Some achievements have been made in the development of preschool teachers to meet job requirements in preschool education institutions In the context of innovation requirements for preschool education, the development of preschool teachers is exposed the shortcomings in planning, recruitment and employment, etc of preschool teachers Proposal and implementation of measures for the competency-based preschool teachers development will improve the quality of the preschool teachers and contribute to improving the quality and efficiency of child care, nurturing and education in preschool education institutions Tasks of the study 5.1 Establishing a theoretical basis for competency-based preschool teachers development in education innovation 5.2 Surveying and assessing the real situation of professional competency of preschool teachers; developing the preschool teachers according to competency-based approach in education innovation 5.3 Proposing measures for competency-based preschool teachers development in education innovation 5.4 Testing the necessity and feasibility of measures for competencybased preschool teachers development in education innovation 5.5 Testing to affirm the efficiency of the measure Organizing to raise awareness for the managers, preschool teachers about professional competency of preschool teachers in current education innovation Limitations of the study 6.1 Limitation of contents: Studying and developing the preschool teachers based on the approach to human resource and capacity management (focusing on the quality of preschool teachers) 6.2 Limitation of surveyed area: The survey is conducted in representative provinces of all regions in the country (Hanoi, Son La, Nghe An, Quang Binh, Kon Tum, Can Tho and Binh Duong) 6.3 Limitation of surveyed objects: Group 1: Education managers at all levels and functional departments of the district committee Group 2: Teachers of preschools Group 3: Lecturers who train preschool teachers at the colleges of education where the preschool teachers are trained 6.4 Period of the study: From 2016-2019 Methodology and study methods 7.1 Methodology: Competency-based approach; Competency-based approach to development of human resources; Standardized approach 7.2 Study methods: Group of methodologies; Group of practical study methods: Methods of experiences summary; investigation by questionnaires; interview; observation; expert; experiment; mathematical statistics, etc to develop theoretical and practical basis, propose solutions for competency-based preschool teachers development in education innovation Defended points 8.1 Professional competency of preschool teachers has its own characteristics, individualizing their professional activities Determining the professional competency framework of preschool teachers in education innovation will be the foundation for the development of preschool teachers to improve their professional quality in the context of education innovation 8.2 Facing the requirements of education innovation, the preschool teachers and development of preschool teachers reveals shortcomings in terms of professional competency, contents for development of preschool teachers: Planning, recruitment and screening; training and fostering ; assessment and creation of motivation for preschool teachers As a result, the quality of preschool teachers as well as the child care - education in preschools are limited 8.3 Developing preschool teachers in competency-based approach, based on the identified professional competency framework of preschool teachers, will improve the quality of preschool teachers and teachers, the quality of child care and education in preschools New contributions of the thesis 9.1 Establishing a theoretical framework for competency-based preschool teachers development in education innovation Determining professional competency groups, including 18 typical professional competencies of preschool teachers 9.2 Discovering and properly assessing the real situation of professional competency of preschool teachers; real situation of the competency-based preschool teachers development in education innovation 9.3 The thesis develops and affirms the effeciency of measures of preschool teachers in education renovation The findings of the thesis can be used as references in the training of preschool teachers and applied into the reality of competency-based preschool teachers development in education innovation at training institutions 10 Structure of the thesis In addition to the introduction, conclusions, recommendations, references and annexes, the thesis includes chapters: Chapter RATIONALE FOR THE COMPETENCY-BASED PRESCHOOL TEACHERS DEVELOPMENT IN EDUCATION INNOVATION 1.1 Overview of the study 1.1.1 Study on human resource development In human resource management, there have been many studies of international and domestic scientists on management and development of human resources associated with the names of scientists: Leonard Nadler, Adam Smith, Stivastava, John E Kerrigan and Jeffs.Luke, William J Rothwell, Luu Xiaoping, Nguyen Thanh Nghi and Vu Hoang Ngan, Doan Van Khai, Nguyen Minh Duong and Phan Van Kha, etc Such studies focus on concepts, contents and factors that affect human resource management in society 1.1.2 Study on development of teachers and preschool teachers Teachers development is an aspect of human resource development in education and training and has a decisive influence on improvement of the teaching quality in schools, especially development of preschool teachers for early childhood education in the national education system, which plays a decisive role in shaping and developing the child's personality There have been many study projects of scientists such as Lee Meng Foon, Jacques Delors, Nguyen Thi My Loc, Ho Lam Hong, Nguyen Thac, Nguyen Anh Tuyet, etc Such projects focus on the theoretical and practical aspects in the development of preschool teachers 1.1.3 Study on the competency-based preschool teachers development in education innovation There have been many studies on human resource development and there are a few studies on the competency-based preschool teachers development in education innovation by international and domestic scientists such as: George T Milkovich, Sherry, Maxwell, Lim, and Early, 2006; Ray, Bowman, and Robbins, 2006, Mac Van Trang, Dang Thanh Hung, Nguyen Hai Thap, Nguyen Thi Bach Mai, etc Such projects discusses about the development of teachers in terms of planning, recruitment and employment, etc in association with competency-based approach in education innovation 1.1.4 Assessment of previous studies and determination of the thesis's contents a) Studies on management and development of educational human resources, in which preschool education follows the approach of human resource management (planning, recruitment and screening, use, training and fostering, assessing and building a working environment for preschool teachers) The writer's thesis inherits the above approach of previous studies and concretizes it in the competency-based preschool teachers development in order to create the unique colors of preschool education human resource and develop source such human resource b) Determination of the thesis's study contents: Determination of the basic professional competency framework of preschool teachers and establishment of theoretical and practical basis to propose solutions for the competency-based preschool teachers development in current education innovation 1.2 Education innovation and requirements for preschool teachers and development of preschool teachers 1.2.1 Today's social context and education innovation 1.2.1.1.Today’s social context: The development of science and technology, the context of information technology, changes of economy, culture and social changes in the world as well as in Vietnam 1.2.1.2 Innovation of preschool education: Innovating management; Following current democratic trend, appropriate empowerment according to job position; Innovating teaching and educational methods; Innovating the preschool education program; Innovating the management of preschool teaches in the current period, specifically, management based on professional standards/professional competency standards of preschool teaches; Regularly innovating the fostering, constantly improving the professional competency of preschool teaches; Innovating in the trend of preschool education internationalization 1.2.2 Requirements for preschool teachers and development of preschool teachers 1.2.2.1 Requirements for professional ethics of preschool teachers: Preschool teachers must have political quality, standard ethics and lifestyle; Preschool teachers must have Heart and Talent; Preschool teachers must have a scientific and effective working style; Preschool teachers must have a firm stuff: Preschool teacher must have awareness, curiosity and love of learning, etc 1.2.2.2 Requirements for professional competency of preschool teachers in education innovation: Competency in nurturing and caring children; educating them for comprehensive development; Competency in observing and assessing children's development; Competency in developing the plans of the child care, nurturing and education; Competency in group management; Competency in building safe, healthy and friendly educational environment at preschool education institutions 1.3 Preschool teachers in education innovation 1.3.1 Concept of preschool teacher and preschool teachers * Preschool teacher: “Teacher in preschool education institution is responsible for nurturing, caring and educating children in schools, kindergartens, independent childcare groups” * Preschool teachers: refers to a staff of teachers in charge of nurturing, caring and educating children in preschool education institutions, including the Principal, Vice Principal and teachers in the groups and classes In the thesis, the teachers are limited to those who directly perform the task of caring and educating children in preschool education institutions 1.3.2 Functions and tasks of preschool teachers Preschool teachers must meet the requirements and functions of teachers according to Article 70 of the 2005 Education Law amended in 2009 and have specific tasks and functions of preschool levels: Performing the task of nurturing, care and education; Building an educational environment, organizing activities to nurture, care and educate children; conducting child assessment and management; taking responsibilities for the quality of nurturing, caring and educating children; independent childcare groups, kindergartens, etc 1.3.3 Characteristics of pedagogical labor of preschool teachers Pedagogical labor of preschool teachers is a labor activity in the national education system, with its own characteristics of goals, objects, working time, conditions, environment and work products 1.3.4 Quality and competency requirements of preschool teachers: Requirements preschool children; for career; for themselves; for parents; for colleagues and superiors 1.3.5 Professional standards of preschool teachers: In 2018, the Ministry of Education and Training issued the professional standards of preschool teachers (specified in Circular No.26/2018/TT-BGDDT promulgating the regulations on the professional standards of preschool teachers) including basic requirements on political, ethical and qualities and lifestyle; knowledge; pedagogical skills to be gained by preschool teachers aimed at meeting the objectives of preschool education The 2018 professional standards of preschool teachers are approached in the direction of competency development, meeting the current innovation trend There are five professional standards of preschool teachers, including quality standard and competency standards applied for 13 competencies 1.3.6 Professional competency and professional competency framework of preschool teachers in education innovation Competence is a combination of knowledge, skills and attitudes to ensure that people can effectively perform activities in a certain field Professional competency of preschool teachers is a combination of components of knowledge, skills, attitudes in preschool education activities to ensure that the preschool teachers can effectively implement the child care and education in preschools The professional competency framework of preschool teachers is a set of tools describing the necessary professional competencies of preschool teachers in accordance with the specific requirements of child care and education so that preschool teachers can effectively complete professional activities On the above-mentioned basis: a) Requesting to innovate preschool education for preschool teachers; b) professional standards of preschool teachers; c) functions and tasks of preschool teachers; d) the professional characteristics of preschool teachers and the requirements on professional competency for preschool teachers in education innovation, in this thesis, the professional competency framework of preschool teachers is determined to include professional competency groups: Competency in execution of professional ethics; professional development competency; Competency in organizing child care and education activities; Assessing the child; Competency in building a safe, healthy and friendly environment; Cooperative competency in child care and education; Integration and competition competency 1.4 Competency-based preschool teachers development in education innovation 1.4.1 Concepts of development, development of human resources and development of preschool teachers according to competency-based approach Development: is the process of growth in quantity and qualitative change of existing things and phenomena that has been developed but not yet completed and should be constantly improved to meet the requirements of new environment Human resource development: is the process of changing the quantity, quality and structure of human resources to better meet the requirements of the socio-economy in all aspects: Adequacy in terms of quantity and quality, reasonable structure with high professional qualifications for tasks completion Developing preschool teachers according to competency-based approach: is the process of changing the quantity, structure, quality (quality and professional competency) of preschool teachers through the following activities 1.4.2 Management decentralization for development of preschool teachers in education innovation The preschool teachers development is under the management of many management subjects: Ministry of Education and Training, Department of Education and Training, Office of Education and Training, Preschool Each subject has different roles, however, they have the common purpose of quality improvement of preschool teachers 1.4.3 Contents of the competency-based preschool teachers development in education innovation 1.4.3.1 Planning the competency-based preschool teachers development: Developing a plan for teachers development (ensuring number of teachers/children) and structuring gender, age, ethnic group, professional competency and experience; Analyzing and designing the work of preschool teachers based on competency; Determining resources to implement the planning for competency-based preschool teachers development ; Determining solutions to implement the plan of competency-based preschool teachers development, etc 1.4.3.2 Competency-based recruitment and screening of the preschool teachers: Determining criteria for recruitment of preschool teachers towards the competency framework of teachers (selecting the right people, the right jobs); Determining the process of preschool teachers recruitment based on planning; Organizing the selection and examination of preschool teachers based on competency; Selecting in association with screening teachers; Supervising the recruitment according to the recruitment process applied for preschool teachers, etc 11 opportunities for preschool teachers Factors affecting the competency-based preschool teachers development in education innovation are those that belongs to the State policy mechanism for preschool teachers, preschool education sector; factors of social environment, preschool and preschool teachers Chapter PRACTICAL BASIS FOR COMPETENCY-BASED PRESCHOOL TEACHERS DEVELOPMENT IN EDUCATION INNOVATION 2.1 International experience in the competency-based preschool teachers development Based on the experience of the competency-based preschool teachers development in the countries: the United States, Australia, Germany, France and Asian countries, some lessons on the competency-based preschool teachers development are given as follows: a) Vietnam should study the application, specifically we should reconsider the fact that the recruitment and employment of preschool teachers must first come from the actual needs of preschools 2.2 Organizing a survey on real situation of competency-based preschool teachers development in education innovation 2.2.1 Survey purpose: To establish a practical basis to propose solutions for the competency-based preschool teachers development in education innovation, in order to improve the quality of preschool teachers 2.2.2 Survey contents: Surveying the real situation of preschool teachers in the current education innovation (quantity, structure, professional competency); Surveying the real situation of preschool teachers development in education innovation; Surveying the influences of factors of the State, society, schools and preschool teachers on the preschool teachers development in current education innovation 2.2.3 Survey method: a) Questionnaires: Step 1: Discussing with the survey subjects and experts' opinions to prepare a set of questionnaires (from March 2017 to June 2017); Step 2: Conducting a narrow-scale trial survey and revising the set of questionnaires: Implemented in Nghe An province (from June 2017 to August 2017) Revising the questionnaires and official compilation of questionnaires, completed in September 2017; Step 3: Basing on a scientific workshop to standardize the survey forms Step 4: Official surveys in the provinces identified as a location for study and data processing; b) Retrospective method of documents; c) Method of interview; d) Method of data processing 2.2.4 Scoring method and grading scale: Scoring method: Good, very necessary, profoundly influential (4 points); Fair, necessary, greatly influential (3 points); Moderate, less necessary, lowly influential (2 points); Weak, unnecessary, uninfluential (1 point) Grading scale: Level 1: X =3.254.0; Level 2: X = 2.5-3.24; Level 3: X = 1.75-2.49; Level 4: X < 1.75 12 2.2.5 Sample of real situation survey: Survey of 832 objects is distributed as follows: 420 preschool teachers; 382 education managers and functional departments of the committee; Preschool managers; 30 lecturers of departments of preschool education in pedagogical colleges in regions: North (Hanoi, Son La), Central region (Nghe An, Quang Binh, Kon Tum), South (Binh Duong, Can Tho) 2.3 Real situation of preschool teachers development in localities across the country 2.3.1 Planning, development of the scale and network of schools and classrooms The country has 15,394 preschools (an increase of 403 schools compared to the previous school-year), in which there are 12,652 public schools, accounting for 82.19% (an increase of 63 schools, an decrease of 1.81% of public preschools out of total number of preschools compared to the previous school-year); 2,742 non-public schools, accounting for 17.81% (an increase of 340 schools and an increase of 1.81% compared to the previous school year) Many provinces have a high proportion of non-public schools (Da Nang (66.03%), Binh Duong (66.02%), Ho Chi Minh City (62.83%), Ba Ria Vung Tau (33.33%), Dong Nai (30.98%), Hanoi (30.58%), Hai Phong (28.74%), Lam Dong (24.45%) 2.3.2 Managers and preschool teachers The number of managers with standard or above-standard qualification accounts for 99.31%, in which, the number of managers with above-standard qualification accounts for 94.68% (an increase of 1.58%); The number of teachers with standard or above-standard qualification accounts for 98.92% (an increase of 0.23%), in which the number of teachers with above-standard qualification accounts for 67.72%, (an increase of 3.02% compared to the previous schoolyear) The above data shows that: The percentage of regular managers, teachers and employees is not high at only 53.03%, in which the majority of them are managers and preschool teachers; the percentage of managers with standard or above-standard qualification is high at 94.68% And the percentage of preschool teachers with standard or above-standard qualification is also high at 98.92% The number of preschool teachers who make learning efforts to obtain the abovestandard qualification accounts for 67.72% 2.4 Real situation of preschool teachers (salary, structure, quality) Table: Professional competency of preschool teachers No Competency Competency in execution of professional ethics Competency in professional development Requirement ̅ 3.82 3.78 Level Real situation ̅ Level 2.73 2.65 13 Competency in organizing child care and education activities Competency in child assessment Competency in building a safe, healthy and friendly environment Cooperative competency in child care education Integration and competition competency Average 4.00 3.00 3.82 2.73 3.78 2.65 3.76 3.76 2.71 3.70 2.23 3.72 2.76 3.22 2.71 3.24 3.61 2.14 2.56 Require-ment Real situation 3.72 3.70 2.76 2.71 2.23 3.24 3.22 2.71 2.14 2.00 1.00 - Chart: Requirement and real situation of professional competency of preschool teachers Education managers and preschool teachers participated in the survey, evaluated the professional competencies of preschool teachers at the very necessary level and the current level is quite good There is an inequality in the current levels of professional competencies of preschool teachers The competency in building a safe, healthy, friendly environment obtained the highest level and the integration and competition competency is at the lowest level 2.5 Real situation of competency-based preschool teachers development in education innovation Table 2.15 Summary of real situation of contents of the competency-based preschool teachers development in education innovation No Contents Planning to develop the preschool teachers Recruitment and screening of preschool teachers Good Amount % Good Amount % Average Weak Amount % Amount % ̅ Level 30 4.5 453 54.4 119 14.4 230 27.5 2.34 52 6.4 360 43.5 197 23.5 225 26.8 2.29 14 Employment of preschool teachers Organizing the training and fostering for preschool teachers Assessing preschool teachers Building an environment to create motivation for preschool teachers Creating professional development opportunities for preschool teachers Average 216 25.8 330 39.8 229 27.3 65 7.8 2.85 275 33.1 301 36.3 204 24.4 52 6.3 2.96 167 20.0 360 43.1 249 30.0 56 6.9 2.76 245 29.4 353 42.5 171 20.6 63 7.5 2.94 218 26.3 338 40.6 218 26.3 62 7.5 2.87 225 27.0 356 42.9 198 23.8 54 6.7 2.72 The level of contents implementation of the competency-based preschool teachers development in education innovation is quite good, with X = 2.72 (Min = 1; Max = 4) and the contents of the competency-based preschool teachers development are implemented according to the following orders: 1- Organizing the training and fostering for preschool teachers (2.96); 2- Building an environment to create motivation for preschool teachers (2.94); 3- Creating professional development opportunities for preschool teachers (2.87); 4- Employment of preschool teachers (2.85); 5Assessing preschool teachers (2.76); 6- Planning to develop the preschool teachers (2,34); 7- Recruitment and screening of preschool teachers (2.29) 2.6 Real situation of the influence of the factors on the competencybased preschool teachers development in education innovation Table 2.20 Summary of the influence of the factors on the competency-based preschool teachers development No Factors Factor of the State policy mechanism Factor of social environment Factors of the school Factor of preschool teachers Average Profound Great Little No influence influence influence influence Amount % Amount % Amount % Amount % 255 30.6 426 51.3 99 ̅ Level 11.9 57 6.9 3.07 228 27.3 325 39.1 234 28.1 46 5.5 2.88 282 33.8 376 45.1 131 15.9 43 5.2 3.07 335 40.2 341 41.0 120 14.5 36 4.3 3.17 275 33.0 367 44.1 146 17.6 45 5.5 3.05 The influence of the factors on the competency-based preschool teachers development is very high Results of the practical survey for 832 managers at all levels and preschool teachers showed that the number of ideas has an average score X = 3.05 (Min = 1; Max = 4) There are many groups of 15 factors affecting preschool teachers development and the influence of the factor groups is different and unequal The level of influence is as follows: 1Factor of preschool teachers (3,17); 2- Factor of the State policy mechanism; 3- Factor of the school (3,07); 4- Factor of social environment (2,88) 2.7 General assessment of the competency-based preschool teachers development in education innovation 2.7.1 Success: In the development of preschool teachers, there have been certain successes in teachers training and fostering, teachers assessment and employment, creating a working environment and working motivation for teachers Therefore, preschool teachers have recently met requirements, quality and competency to work effectively in preschools, basically ensuring the quality of child care and education The success is achieved thanks to the concern of the Party and the State, the sector of preschool education and localities; the efforts of the managers and preschool teachers 2.7.2 Limitations: Facing with the requirements of education innovation, the limitations in the situation survey are showed: planning to develop preschool teachers has not been implemented in the competency-based approach; the forecast of the needs of teachers and managers of preschool education institutions is not good and the data system is insufficient for training and fostering Teacher assessment is not based on competency In addition, there are limitations in recruitment and screening; building an environment to create working motivation for teachers is not effective, therefore, the quality of preschool teachers is partly limited The above limitations come from the awareness of the managers and preschool teachers, unstable policy regime for preschool teachers; training and fostering sometimes far from reality, etc Conclusion of chapter Through the survey of 832 education managers at all levels and preschool teachers of provinces and cities: Hanoi, Son La, Can Tho, Binh Duong, Kon Tum, Nghe An, etc on preschool teachers and the development of preschool teachers, some conclusions are given as follows: The professional competency of preschool teachers surveyed in the thesis consists of groups, with 18 specific professional competencies According to the requirement, the professional competencies are assessed at a very necessary level as a typical characteristic of preschool teachers, helping preschool teachers to complete its work in the school In real situation, the professional competency is generally at fair level The management levels have implemented many contents and measures to develop the preschool teachers in the approach of human resource management and the implementation of the contents of preschool teachers development is assessed at fair level and in the order as follows: 1Organizing the training and fostering for preschool teachers (2.96); 2- 16 Building an environment to create motivation for preschool teachers (2.94); 3- Creating professional development opportunities for preschool teachers (2.87); 4- Employment of preschool teachers (2.85); 5- Assessing preschool teachers (2.76); 6- Planning to develop the preschool teachers (2,34); 7Recruitment and screening of preschool teachers (2.29) There are many groups of factors affecting the preschool teachers development and the influence of the groups of factors is different and unequal The order of influence is as follows: 1- Factor of preschool teachers; 2- Factor of the State policy mechanism; 3- Factor of the school; 4- Factor of social environment The results of practical survey are the scientific basis to propose solutions to develop the preschool teachers according to the competency-based approach in current education innovation Chapter MEASURES FOR COMPETENCY-BASED PRESCHOOL TEACHERS DEVELOPMENT IN EDUCATION INNOVATION 3.1 Orientation for the competency-based preschool teachers development in education innovation: Guiding viewpoints of the Party and the State on education and training innovation in general and preschool education in particular; Viewpoints of guiding the competency-based preschool teachers development 3.2 Principles for proposing measures to develop preschool teachers in the competency-based approach: Principles of ensuring systematicity; Principles of ensuring inheritance and development; Principles of ensuring uniformity; Principles of ensuring practicality; Principles of ensuring efficiency; Principles of ensuring equity in education 3.3 Measures the competency-based preschool teachers development in education innovation 3.3.1 Raising the awareness for managers, preschool teachers about professional competency of preschool teachers in current education innovation Raising awareness preschool education managers and preschool teachers on professional competency and professional competency standards in current education innovation to help such forces gain a deep understanding of the necessity for the competency-based approach, concepts of professional competencies and core contents of professional competencies of preschool teachers; on this basis, they can apply such contents into practice and depending on job position of each individual, management methods for preschool teachers development should be innovated; the preschool teachers get self-awareness and orientation of their own professional competency development; pedagogical schools and pedagogical teachers innovates the 17 training according to the approach of preschool teachers' professional competency) 3.3.2 Planning to develop the competency-based preschool teachers development Planning to develop the competency-based preschool teachers development is aimed at supporting pre-school education institutions and the whole preschool education system to always have preschool teachers who have the quality in line with their professional competency to immediately meet the requirements of the reality in medium and long-term plans In addition, this is considered as a basis for innovating the training and fostering of preschool teachers in the direction of professional competency development, helping the preschool teachers to quickly complete the assigned tasks 3.3.3 Organizing the training and fostering of professional competency for preschool teachers in line with the competency framework The training and fostering starts from the needs, desires to pursue the profession of a preschool teacher Training and fostering are implemented in the orientation of competency-based approach aimed at improving the quality of preschool teachers' professional competency (the preschool teachers are requested to have professional ethics, love to children and attachment to their profession; pedagogical skills to perform the tasks of child care and education) 3.3.4 Directing teachers to self-develop their professional competencies to regularly meet the requirements of education innovation Preschool teachers development helps teachers regularly develop their own professional competencies, which is the highest purpose in training and fostering activities The teachers who regularly self-develop professional competency will facilitate lifelong learning and enhance their lifelong professional competencies, responding to child care and education requirements in all conditions and situations of individual and preschool 3.3.5 Examination and assessment of preschool teachers according to professional competency standards The purpose of teacher assessment is to: collect necessary information about the quality of the teachers, the work efficiency of preschool teachers; promptly detect limitations in the preschool teachers management; understanding each individual's thoughts, desires, actual competency; and grasp the recommendations and proposals of preschool teachers to give directions for the training, fostering and self-study of preschool teachers 3.3.6 Building a legal corridor to honor profession and create motivation for professional competency development of preschool teachers Satisfactory remuneration policies and regimes are one of the important solutions to encourage, motivate the contribution of the preschool teachers into the basic and comprehensive innovation cause of Vietnamese education 18 The State has a satisfactory remuneration policy for preschool teachers, not only to "reproduce the labor force" but also preserve the good qualification, love for the job and love for children of preschool teachers, contributing to minimizing negative phenomena in the preschool education 3.4 Relationship of the measures for competency-based preschool teachers development in education innovation The thesis proposes measures for competency-based preschool teachers development in education innovation Each measure has its own position in the system of teacher development measures proposed in the thesis Measures for competency-based preschool teachers development in education innovation in education innovation have its own characteristics and in close relationship, therefore, it is necessary to synchronously implement the measure proposed for preschool teachers development and base on the specific conditions and circumstances of the environment and people to give priority to one or several measures in specific cases, time and circumstances 3.5 Testing the necessity and feasibility of measures for competency-based preschool teachers development in education innovation 3.5.1 Purposes: To ask for opinions of experts for affirming the necessity and feasibility of measures for the competency-based preschool teachers development proposed in the thesis 3.5.2 Testing method, scoring method and grading scale: Scoring method: Very necessary, very feasible (3 points) Necessary, feasible (2 points); Unnecessary, infeasible (1 point) Grading scale: Level (X = 2.333.0); Level (X = 1.66-2.32); Level (X