Experiences of Some Countries in Developing High School Teaching Staff

In terms of policies, increasing investment funds... so that we can implement solutions to develop the Party's teaching staff. In Da Nang, the city's leaders are also directing the implementation of the above Resolution and have had initial results; the team of education managers and teachers in the city have a correct understanding of the importance of developing the Party's teaching staff in general and the Party's teaching staff in high schools in particular. In addition, society is also very interested in and wants to improve the quality of education and training, in which the role of the Party's teaching staff is a decisive factor. The above are favorable conditions and opportunities for the Department of Education and Training of Da Nang in developing the Party's teaching staff in high schools.

2.6.4. Difficulties and challenges

In addition to the advantages and opportunities, the development of the Party of Teachers of High Schools in Da Nang City is also facing many difficulties and challenges, such as: A number of teachers need to be retrained and fostered to meet the requirements of innovation; a number of teachers lack the will to strive and a sense of responsibility, so more effective solutions will be needed to change their awareness and actions; the remuneration policy, especially the salary level, is still low, so it has not attracted and encouraged teachers to strive to complete their tasks; the economic conditions of the city are still difficult, so the investment of funds for the Department of Education and Training in implementing programs and plans to develop the Party of Teachers of High Schools will face certain difficulties ... All of the above need to be actively resolved to contribute to reducing the difficulties and challenges in the development of the Party of Teachers of High Schools in Da Nang City.

2.7. Experience of some countries in developing high school teachers

From the collected documents, it is possible to draw foreign experiences regarding

with some stages in the process of developing the DNNGV:

2.7.1. Teacher selection and employment

In Singapore, they always identify: Teachers are the leading factor . All reasons

Theories may be true for schools, but a basic principle is that without good teachers, there can be no good students . Teachers are the ones who develop students' potential. Therefore, they have paid attention to selecting quality teachers , promoting teachers' capacity, and building a new career structure for teachers in the direction of career advancement.

In Korea, high school teachers are trained at universities of education, KNUE, faculties of education, and other universities with education programs. The government provides scholarships to 40% of teacher training students to attract excellent students to the industry. Teacher selection is carried out by the Department of Education through public examinations. Korea highly values high-quality teachers, therefore, it has focused on building quality universities and central research institutes, and selecting good teachers to teach human resource training programs. Thanks to the right investment, identifying the important role of teachers, especially high-quality teachers, the quality of education in Korea can be on par with advanced countries .

In France, the selection of teachers is first an internship, then further training to ensure standards in the teaching profession. This increases the attractiveness of teacher training institutions, while reducing the gap between supply and demand in training human resources for the education sector.

2.7.2. Teacher training and development

In recent decades, Finland has been a country with a rapidly developing education system. According to the results of the Project for International Student Assessment (PISA), Finnish students' level of achievement is always at the top. The reason for such spectacular educational achievements is that Finland focuses on developing general education staff. Their philosophy and scientific training process have helped to train highly qualified teachers that few countries can keep up with. The teaching profession is highly regarded by society.

Important . The major of training to become a teacher for students who have finished high school has become a very popular major . Students who are selected to train to become teachers are all passionate, dedicated, talented, and have pedagogical skills. The teacher training program in this country, in addition to learning about teaching methods , is also equipped with scientific knowledge about human development according to age. Therefore , Finnish teachers are not simply teachers but are considered independent educational researchers. The work of supplementing and fostering teachers in Finland is organized elaborately.

There are various institutions that organize refresher courses and teacher training. Each university has a teacher training center and each locality has a summer university, which organizes many refresher courses for teachers. In addition, the Open Academy and the Civil Academy also organize refresher courses for teachers. The refresher system for teachers aims to ensure that teachers are constantly updated with the latest knowledge and teaching methods .

Japan is a country where the state and society are very interested in developing education. After World War II (1945), along with the process of forming a new education system following the American model , the teacher training system in Japan has fundamentally changed . The main changes are shown in the following two points:

- The teacher training program is designed to include three parts: general education, specialized education and teacher vocational education (main content for granting teacher certificates).

- Teacher training colleges were reorganized into four-year teacher training colleges and teacher training could be conducted in other colleges.

According to the Educational Personnel Certification Law enacted in 1949, teacher training is conducted at

University and college. Those who want to become teachers must obtain a teacher certificate after graduating from a university or college. Teacher certificates are issued by the provincial or municipal education boards. There are two types of certificates: regular and temporary . Regular certificates are valid for life and in all provinces and cities. Temporary certificates are issued when the authorities cannot accept teachers with regular teacher certificates and have a term of 3 years.

Table 2.11: Types of teacher certificates and standards for granting teacher certificates

Education level

Certificate Type	Basic qualifications	Minimum number of credits to accumulate
Certificate Type	Basic qualifications	Career-related courses	Courses related to the lecture	Courses related to the subject or profession career
GV elementary	Advanced Certificate	Have a master's degree	41	8	34
	First class certificate	Have a bachelor's degree core	41	8	10
	Second Class Certificate	Have a high degree class	31	4	2
GV middle school	Advanced Certificate	Have a master's degree	31	20	32
	First Class Certificate	Have a bachelor's degree core	31	20	8
	Second class certificate	Have a high degree class	21	10	4
GV high school	Advanced Certificate First Class Certificate	Have a master's degree Have a bachelor's degree	23 23	20 20	40 16
Kindergarten teacher	Advanced Certificate	Have a master's degree	35	6	34
	First Class Certificate	Have a bachelor's degree core	35	6	10
	Second class certificate	Have a high degree class	27	4	6

Maybe you are interested!

Note :

- Teachers moving from second class to first class need 3 years of experience

teach and accumulate 45 credits.

- Teachers who want to move from first class to senior class need 5 years of experience.

teaching experience and accumulate 15 credits.

- Teachers in special schools need 13 - 47 credits for special education subjects in general education.

- There are several types of teacher certifications for secondary schools depending on the subject.

learn as teacher teaches

In China, since the education reform in 1985, the development of teachers has been paid attention to and focused on. In order to improve the quality of teaching, the Chinese government launched the "National Teacher Training Network Program". The purpose of the program is: to modernize teacher training through educational information , provide lifelong learning services and support through teacher training networks, satellite television and other media ; and to greatly improve the quality of teaching in primary and secondary schools through "large-scale, high-quality, high-efficiency" training programs as well as continuing education.

In Singapore, the National Institute of Education (NIE) at Nanyang Technological University ( NTU) was established to train teachers for Singapore. It is the only institution that offers teacher education and training programmes at various levels from certificate to bachelor and postgraduate degrees. This programme provides both quantitative and qualitative evidence for the development of education policy and teacher training in Singapore. According to Dr Moo Swee Ngoh, every school needs to have a significant shift in thinking and in practice, which means there is a need for change and teachers are lifelong learners , requiring continuous professional development for teachers .

In France, the social respect for teachers is the result of three factors: cultural tradition, quality - qualifications - capacity and remuneration policy. Since 1989, the long-standing and traditional teacher training schools have been replaced by teacher training institutes and universities ( IUFM ). Each educational administrative unit has an IUFM responsible for training teachers as well as training pedagogical consultants . By 2008, the IUFMs were transformed into member schools of multidisciplinary universities ; the teacher training plans and programs for member schools are all according to government regulations and teacher training is at two levels: bachelor's (BA) and master's (MA); The selection of teachers is first of all internship, then further training to ensure standards in the teaching profession, this increases the attractiveness of teacher training institutions, and at the same time reduces the gap between supply and demand in human resource training for the education sector.

2.7.3. Teacher remuneration policy

Japan always believes that "teachers are noble people, workers , and professionals", so they pay great attention to training and building policies and regimes for teachers, in which salaries are classified according to each type of teacher and educational level .

In China, in order to attract more teachers, they have made efforts to make teaching a more attractive and respected profession. The government has supported salary increases for teachers , exempted tuition fees for teachers' colleges, and teachers' salaries are based on factors such as training level, years of service, administrative and technical positions . The government has designated September 10 every year as Teachers' Day; teaching has become the first profession in China to have its own anniversary. After two decades of searching for ways to solve the problem of teacher shortage and development, governments at all levels in China have raised the social status and salaries of teachers. Strategy

Their motto is: “Revitalizing the nation’s future is education, revitalizing the future of education is the teacher”. Currently, Chinese teachers must achieve the following abilities : handling curriculum, organizing classes, using teaching methods, evaluating learning outcomes , researching in teaching, surveying public opinion, understanding students’ knowledge and abilities…

In Korea, the government bases its salary on the credits teachers accumulate, and at the same time, policies to improve teachers' capacity and professional ethics are always a top priority in educational development policies.

Lessons learned for Vietnam:

Through analyzing the experience of developing the DNNGV of the above countries, we can draw lessons for Vietnam:

- We need to pay attention to the development of the teaching staff, this team will determine the quality of education. Enhancing the position of teachers in society according to the recommendation of UNESCO/ILO on the position of teachers is: "Progress in education depends largely on the qualifications and capacity of the teaching staff in general and on the humanistic, pedagogical and technical qualities of individual teachers" and "the appropriate status of teachers and the public's respect for the teaching profession are of essential importance in realizing educational goals and objectives".

- Teacher training should be carried out by pedagogical schools . The program content and training methods must meet the requirements of teachers' professional development. Regular training should be organized for teachers to access new knowledge and teaching methods to improve their capacity.

- It is necessary to build appropriate salary frameworks , policies, benefits, and honors so that teachers can ensure their lives, feel secure in their jobs, and actively promote their abilities and qualities in their tasks .

Chapter 2 Conclusion

Building a teaching staff to meet the requirements of educational innovation is of great significance. However, at present, the teaching staff of high schools in Da Nang city still has many limitations and has not met the requirements of educational innovation.

The planning for high school teacher development has not been really focused on, leading to a lack of uniformity in structure, a lack of teachers in some subjects; the quality of teachers and the ratio of teachers have not been harmonized and balanced between schools; there are still differences between schools, especially schools in the outskirts of the city.

The selection of new teachers focuses on standards of training level, heavily on degrees, and has not yet developed a set of criteria to accurately assess pedagogical capacity and professional ethics, so it has not really ensured a comprehensive, fair, objective and accurate selection of teachers. Therefore, there are still a number of teachers whose pedagogical capacity does not correspond to their training level, does not meet the requirements and is not exemplary in qualities, ethics, etc.

Training and fostering work still has many limitations; training students at pedagogical universities has not fully met the requirements of general schools in terms of capacity, skills, pedagogical expertise, educational methods, professional ethics, etc. The effectiveness of fostering work is not high, has not met and become the personal needs of each teacher. Managers and teachers all want to change the form and content of fostering in a practical, effective direction, suitable to the actual requirements of teachers and the situation of education and training innovation.

The work of inspecting, checking, evaluating and classifying teachers is carried out regularly and is necessary. However, this is also the most difficult and weakest step, and needs to be focused on directing and implementing more effectively. Many opinions from managers and teachers are that the inspection, checking, evaluating and classifying are sometimes general, lacking objectivity, and using inappropriate evaluation methods.

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