Developing the teaching staff of Transport colleges in the period of industrialization, modernization of the country and international integration

closely combine theory with practice, applying learning and research results in production labor.

Requirements for scientific research capacity

+ Ability to design a research problem: To design a research problem requires teachers to come up with questions to serve as a basis for finding answers.

+ Capacity to develop research plans: Teachers must have the skills to plan human resources (full-time human resources, part-time human resources, administrative secretaries, support staff, etc.); plan the progress of project implementation according to the requirements of the agency assigning the research task; prepare budget estimates for research.

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+ Ability to select and use research methods: Teachers must have the skills to select approaches to problems appropriate to the content of the topic.

+ Ability to collect data and process information: Teachers must have the skills to collect information through forms such as document research, interviews, observations, experiments, tests, survey forms, organizing scientific conferences... and the skills to process information in both qualitative and quantitative forms.

+ Ability to analyze, synthesize, and evaluate collected data: Teachers must have the skills to synthesize collected data into tables, charts, diagrams, graphs... to analyze, evaluate... as arguments to prove scientific hypotheses.

+ Ability to write reports and scientific initiatives: To have a complete scientific report, teachers must develop a detailed outline, present the chapters in a unified manner in a logical order and scientific style.

+ Ability to write articles for newspapers and scientific conference entries: Teachers must have the skills to write scientific articles to publish a scientific idea; publish each separate result of a research project; initiate scientific discussions in the press or present at scientific conferences...

+ Ability to organize scientific research activities for students: In addition to performing the role of a researcher, teachers must have the skills to organize and guide students to participate in scientific research activities to contribute to improving the training quality of the school.

Social management and service functions

This is a function that many Vietnamese university lecturers are performing, which is highly appreciated and expected by society. In this role, lecturers provide their services to the school, to students, to social organizations - unions, to the community and to society in general. Specifically for the school and students, a lecturer needs to perform services such as participating in management work, administrative work, participating in social organizations, advising students, contacting internships, finding jobs for students... The management of the school's training work is carried out through professional organizations such as: departments, faculties, scientific councils, functional departments and unions in the school in the forms such as: building, implementing and monitoring teaching, learning and research plans; evaluating teaching and learning results, political and ideological quality of students; improving and proposing measures to improve training quality. Teaching staff are responsible for participating in tasks such as: head, deputy head of faculty, department; faculty assistant; academic advisor; in charge of experiments...

In their field, teachers review scientific journals, attend and organize scientific conferences; for society and the community, teaching staff in training institutions are citizens of Vietnam, so they have the right and obligation to participate in social activities such as: performing military service, public service according to current regulations; participating in militia and self-defense movements, maintaining political security and social order and safety at work and residence, protecting state secrets, participating in preventing natural disasters, epidemics and other social evils... In addition, teachers in the role of experts also perform services such as consulting, providing information, writing articles. In this function, teachers act as a bridge between science and society, to quickly bring scientific knowledge into community life.

Requirements on management capacity and social service

+ Ability to participate in faculty and department management: Requires teachers to know how to develop, implement and supervise the implementation of teaching, learning and research plans.

of faculties and departments; evaluate teaching results of teachers and learning of students; propose measures to improve training quality.

+ Student management and academic advising capacity: In addition to teaching, teachers are also assigned the task of class leader and academic advising for students. To meet the requirements of the task, teachers must have a firm grasp of training, testing, assessment regulations; student work regulations... to apply in the management process, guide students to register for credit-based learning volume to ensure it is suitable, develop a study plan, and strive to practice to meet the school's training goals.

+ Capacity for mass organization work: Understand and effectively participate in mass organization activities (party activities, trade unions...); organize emulation movements in study and training, guide students to participate in union and association activities...

+ Capacity to deploy and apply research and technology results into production practices: Scientific research products of colleges are mainly applied research products, which only have real value when deployed into production practices and bring high economic efficiency. Each research project after being tested needs to be deployed and applied in production labor.

+ Ability to disseminate scientific knowledge to the community: Have the skills to disseminate scientific and technical knowledge to all classes of people.

Management of teaching staff should be based on the functions of teachers: Teaching, scientific research, management and community service. Therefore, management must be based on the competency approach: Teaching capacity, research capacity, management capacity and social service capacity. Teachers' capacity can be assessed and measured through knowledge standards, skills standards and attitudes standards of teachers. However, within the scope of the research, the thesis does not address this issue in depth. Teachers' competency standards are a big issue, and are also one of the next research directions of this topic.

Thus, the author of the thesis can diagram the functions and capacities of a teacher as follows:

FUNCTIONS OF LECTURER

TEACHING

SCIENTIFIC RESEARCH

COMMUNITY MANAGEMENT AND SERVICE

Activities/tasks to be performed

Scientific research capacity

- Design NC problem

- Develop a research plan

- Select and use PPNC

- Data collection and information processing

- Analyze, synthesize and evaluate data

- Writing reports and scientific initiatives

- Write articles for journals and scientific conference entries

- Organize scientific research activities for students

Activities/tasks to be performed

Teaching ability

- Design training program

- Build outline

- Writing textbooks and monographs

- Design lessons and make teaching plans

- Teaching theory

- Practical instructions

- Use teaching and assessment methods

- Use technology and teaching aids

- Organize and control the class

- Stimulate students' interest in learning

- Use of language and presentation of tables

- Handling pedagogical situations

Management and community service capacity

- Participate in managing departments and subject groups

- Student management, academic advisor

- Union work

- Applying research results and technology into production practices

- Disseminate scientific knowledge to the community

Diagram 1.4: Model of functions and competencies of lecturers

1.5.2. Concept of teaching staff

A team is “a group of people in a disciplined organization” [53]. Thus, the human resources in the management apparatus of a school (management in a broad sense) includes the following components:

- Leadership (or direction): task of outlining policies and orienting organizational activities towards the future with long-term goals;

- Management staff (narrow sense): task of managing specific tasks to operate the organization;

- Management support staff: tasked with performing professional tasks.

- Teaching staff (lecturers): teaching tasks, scientific research, participating in management and serving society;

- Research staff (researchers): scientific research tasks, working at scientific research centers under academies and universities.

Thus, the Faculty of Education is a group of people working in the academic profession, organized into a force, with a common mission of realizing the educational goals of a university. They work with a plan and are connected to each other through material and spiritual benefits within the framework of the law and social institutions. The Faculty of Education plays an important role in the training system in Vietnam. To meet the requirements of university education reform, it is necessary to redesign the teacher training program. The quality of the Faculty of Education is not only reflected in the level of professional knowledge, teaching and scientific research capacity, but also in the ability to educate.

1.5.3. Managing the teaching staff

Currently, there is no specific definition of DNGV management, however, it can be considered from different perspectives:

Managing lecturers is one of the contents of management and operation activities of higher education institutions and is one of the important solutions to build schools. Managing lecturers is knowledge management, managers must grasp the specific characteristics of the intellectual team that works creatively with individual tendencies. The specificity is also shown through the characteristics of the intellectual production sector, in which intellectual products cannot always become commodities and cannot always be economically accounted for.

Managers must know how to handle well the relationship between management and creative freedom of the teaching staff, accept the rich diversity of individual creative thinking and manage with theoretical orientation and targeted programs. Material producers, the motivation that drives them to produce and do business is profit, but for knowledge in general and teaching staff in particular, the need for understanding, responsibility, honor before the community, professional prestige... are especially important factors of teachers that managers must fully recognize with many aspects and meanings.

From the reality of universities, colleges and personal experience, the author believes that managing lecturers is first of all managing people, managing highly qualified human resources with high academic autonomy.

Managing lecturers is one of the basic tasks of universities and colleges. Managing lecturers must comply with the law on education. However, the emphasis here is that management does not impose all regulations, programs, plans... on the role of lecturers, forcing them to comply, but management mainly creates favorable conditions for each lecturer to maximize his/her ability, physical and mental strength, and contribute to the cause of educational development. Or according to Werther and Davis (1996), human resource management is "finding every way to create favorable conditions for everyone in the organization to successfully complete the strategic goals and plans of the organization, increasing everyone's contribution in a direction consistent with the organization's strategy, ethics and society" [98].

According to the human resource management approach, teacher management is the management of highly qualified human resources with high academic autonomy in universities and colleges. This is a synthesis of many processes and diverse aspects of school activities. The content of teacher management is first of all to manage according to the functions and tasks of teachers. Teacher management includes some basic contents as follows:

- Planning the teaching staff

This is one of the key steps to ensure that the school's human resource needs are always adequately met. This management content includes:

Many specific issues have been regulated, but effectiveness depends on specific application to each subject.

Based on the functions, tasks and forecast of the training scale of the school; forecast of new emerging industries and professions, human resource needs of each specific unit, regulations on the structure of qualifications, academic titles and degrees to conduct planning of the teaching staff to ensure stability and development of the organization.

- Recruitment and use of lecturers

Recruitment and use of teachers is one of the important contents of teacher training management. The principal (Director of the training institution) is authorized to recruit personnel; the competent authority is responsible for evaluating and approving the recruitment results.

Recruitment must be based on legal regulations and the school's human resource development needs to recruit candidates who meet the prescribed standards, suitable for each job position. The process of recruiting and using teachers is closely linked to the decentralization of staff management between management levels: Ministries, branches, universities, and colleges.

To select the best candidates, training institutions must publicly announce their recruitment plans on mass media with professional and technical standards; job positions, preferential regimes; recruitment time and location... with many diverse recruitment forms.

The process of using teachers must be reasonable, in accordance with their expertise, profession and position for which they have applied. Attention must be paid to orienting teachers to integrate well into the organization, especially newly recruited teachers, helping them get acquainted with the organization, introduce them to colleagues and practice the work content they must undertake. During the working process, transfers and rotations can be carried out but must still ensure that they are suitable to the capacity and strengths of each teacher.

- Training and fostering lecturers

The process of training and fostering teachers must be consistent with the training institution's human resource development plan. Manage and arrange teachers according to their titles and training levels so that they can develop themselves; consider training, fostering, and self-development as an evaluation criterion for teachers to improve their capacity and working ability to achieve expected results.

To do so, the school must regularly organize long-term and short-term training courses to improve the professional qualifications and skills of teachers. Along with that process, the school must also create maximum conditions for teachers to self-study and self-improve their academic autonomy in many different forms: assigning topics and scientific research projects; sending them to participate in seminars and scientific conferences; sending them to exchange academic knowledge with domestic and foreign experts; creating a good working environment for teachers to regularly interact with colleagues and students...

- Instructor evaluation

The concept of "evaluation" has many definitions depending on different approaches.

According to the Vietnamese Dictionary, assessment is a value judgment.

According to author Nguyen Duc Chinh (2005), “evaluation” includes the collection, analysis, interpretation and use of information about people in general. In other words, it is the collection of evidence about the activities that teachers must do as teachers, researchers, and social activists. On that basis, comments are made to help teachers improve, thereby improving the quality of training of the school.

Evaluation activities appear in many areas of social life and play an important role in the field of education. In the activities of higher education institutions, in addition to evaluating the quality of training programs, facilities, techniques for teaching and scientific research, etc., evaluating the quality of the staff is an indispensable step in management work. The evaluation of teachers must be carried out seriously, accurately, and fairly to be effective. Only by understanding and evaluating correctly can we discover good teachers, talented teachers, and use them effectively to improve the quality of training. Through the results of teacher evaluation, there are mechanisms and policies for reasonable arrangement, use, treatment or dismissal. In schools, the evaluation of the staff includes teachers, researchers, managers and administrative and service staff. To evaluate the performance of teachers, it is necessary to establish a system of evaluation criteria with basic factors, which are: (1) Standards

Developing the teaching staff of Transport colleges in the period of industrialization, modernization of the country and international integration - 8

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