Factors Affecting the Management of Bdtx Activities for High School Teachers

Standard 3 - Building an educational environment

Criterion 8: Building school culture

Criterion 9: Practicing democracy in schools

Criterion 10: Implement and build safe schools, prevent school violence

Standard 4 - Developing relationships between school, family and society

Criterion 11: Establishing collaborative relationships with students' parents or guardians and stakeholders

Criterion 12: Coordination between school, family and society to carry out teaching activities for students

Criterion 13: Coordination between school, family and society to implement moral and lifestyle education for students.

Standard 5 - Using foreign languages or ethnic languages, applying information technology, exploiting and using technological equipment in teaching and education.

Criterion 14: Use of foreign languages or ethnic languages

Criterion 15: Application of information technology, exploitation and use of technological equipment in teaching and education.

1.4.2.3. The BDTX program for high school teachers issued by the Ministry of Education and Training

The Continuing Education Program for High School Teachers is stipulated in Circular No. 30/2011/TT-BGDDT dated August 8, 2011 of the Minister of Education and Training on promulgating the Continuing Education Program for High School Teachers, which includes the following areas:

* Required knowledge

- Training content to meet the requirements for performing tasks of the high school year applied nationwide (hereinafter referred to as training content 1): The Ministry of Education and Training specifically stipulates for each school year the training content on guidelines and policies for developing high school education, programs, textbooks, knowledge of subjects, and educational activities in the high school education program.

- Training content meets the requirements for implementing the task of developing high school education in each period of each locality (hereinafter referred to as training content 2): The Department of Education and Training specifies for each school year the training content on developing high school education in the locality, implementing programs, textbooks, and local educational knowledge; coordinates with projects (if any) to specify training content according to the plans of the projects.

* Optional knowledge block

Elective knowledge block (hereinafter referred to as training content 3): includes training modules to develop professional capacity of high school teachers:

The Ministry of Education and Training has implemented continuous professional development for preschool and primary school teachers since the 2012-2013 school year in the spirit of innovation to improve the quality and effectiveness of this work. With the viewpoint: Continuous professional development for teachers is an objective requirement, both urgent and long-term strategic to achieve the goal of improving the quality of education to meet the requirements of educational innovation; Continuous professional development for teachers is identified as the task of the state management agency of education, of educational institutions and of each teacher. The Continuous professional development program for teachers issued by the Ministry of Education and Training has innovated in terms of form, content and training methods. The training contents are divided according to the requirements/competencies that teachers need to meet compared to the Professional Standards. The program is designed into modules for teachers to choose according to their continuous professional development needs to meet the Professional Standards and the requirements of educational practice. To create a legal framework for continuing professional development for preschool, general education and continuing education teachers, the Regulation on continuing professional development for preschool, general education and continuing education teachers was signed and issued by the Minister of Education and Training on July 10, 2012 (Circular No. 26/2012/TT-BGDDT). According to the spirit of the regulation, the implementation of continuing professional development is carried out in both top-down and bottom-up directions. The Ministry of Education and Training, the Department of Education and Training, and the Department of Education and Training direct the mandatory contents to develop education in the sector and locality, but in which teachers are still allowed to propose and select continuing professional development contents according to the needs of continuous professional development of each individual teacher, supporting them to improve their level.

Meeting the Professional Standards and continuous professional development, the training content includes: Compulsory knowledge block (Content 1 and Content 2) to train teachers to meet the requirements of performing the tasks of the high school year applied nationwide and to meet the requirements of performing the tasks of developing high school education in each period of each locality, the specific content is based on the situation of the school year tasks of the level of the Ministry of Education and Training, the Department of Education and Training specifically stipulates; Optional knowledge block (Content 3) The Ministry of Education and Training stipulates including 41 modules with specific requirements on content, objectives, and training duration to foster and develop the professional capacity of high school teachers.

Along with the regulations on content, form, documents, reporters, conditions and requirements for units participating in teacher training, the work of evaluating teacher training results has also been innovated compared to previous training cycles. Evaluation of teacher training results has been regulated in the direction of combining commonly used assessment forms such as formative assessment and summative assessment. Using appropriate assessment forms for teachers at each level as well as different training content and methods will allow for accurate and fair evaluation of teacher training results. Teachers are granted a certificate of recognition of teacher training results each school year when they have results of approved training contents in the plan and results of implementing the annual training plan. The results of the teacher's performance evaluation are saved in the teacher's file and are the basis for evaluating and classifying teachers, considering emulation titles, implementing policies and using teachers.

1.5. Factors affecting the management of professional development activities for high school teachers

1.5.1. High school teachers' awareness of BDTX

Awareness plays a very important role in the activities of each person in social life. Awareness helps each person, each organization, each community orient their activities. In addition, awareness also helps people and organizations know how to self-regulate their behavior in the process of practical activities to achieve set goals. The quality of regular training activities for high school teachers depends largely on the awareness of teachers participating in training activities. Teachers have the right awareness of the importance of

Only when teachers have the importance, meaning, and goals of professional development activities can they have plans, attitudes, and serious learning behaviors. On the contrary, if teachers have incorrect, superficial, and coping perceptions, and do not see the urgency of professional development activities, and still perceive this as an unimportant formality, and that there are many other jobs that are more important than this job, then the quality of professional development activities for teachers will certainly be low.

1.5.2. Requirements for innovation in teacher training in the new period

The fundamental and comprehensive innovation of Vietnam's education system, especially the innovation of general education textbooks, requires a team of professional teachers, an educator rather than a "teaching worker" with full capacity and qualities to meet the requirements of professional standards. Therefore, retraining and fostering the team of teachers is extremely urgent and necessary. This also sets new requirements for teacher training to be practical, effective and meet the expectations of educational innovation. This has impacted and affected the management of teacher training activities from determining goals, content, training methods to policies and implementing training activities for the team of teachers.

1.5.3. Capacity of leaders of the Department of Education and Training to manage professional development activities for teachers

Management always plays a very important role in helping the organization achieve its goals, the quality and efficiency of work depends on the capacity of the leader. The leaders of the Department of Education and Training, with the assigned task of organizing and managing professional development activities for teachers, are required to have a vision and scientific direction to set out feasible plans that closely follow the goals, propose measures, mobilize resources to effectively implement activities of organizing, directing and evaluating professional development activities for teachers, thereby improving the quality and efficiency of training. On the contrary, if the leaders of the department have limited vision and management capacity, it will greatly affect the quality and efficiency of training work. In short, the capacity of the leaders of the Department of Education and Training directly affects the quality and efficiency of professional development activities for teachers.

1.5.4. Program content and regular training materials are important factors affecting the management of professional development activities for teachers.

These are very necessary and important factors in the activities of teacher training. We cannot carry out teacher training activities without a program, documents and other conditions regarding facilities and policies that go with it.

Usually, quality training programs that are suitable to teachers' needs and available documentation systems are always key factors in training activities.

The method and manner of implementing training activities also have a significant impact on the training activities and management of teacher training activities. If the training methods and manner are not appropriate, it cannot bring about effective training for teachers.

Therefore, in the management and direction of teacher training activities, people attach great importance and pay attention to building programs, determining content, compiling documents (topics/modules) and innovating training methods and methods to make them suitable. On the other hand, building and promulgating regulations, rules, and policies for teacher training. These are considered core issues for effective teacher training activities.

Chapter 1 Conclusion

Chapter 1 of the thesis has studied theoretical issues on professional development for teachers. It presents the basic concepts of the topic; introduces and analyzes the professional development program for high school teachers issued by the Ministry of Education and Training; points out the role and importance of teacher training management; factors affecting training management activities and introduces some experiences in teacher training in other countries, etc.

Along with the requirements for educational innovation in general and high school education innovation in the current period, there are many factors affecting the development of professional development for high school teachers. This requires a solid theoretical system as a basis for proposing solutions to develop professional development programs. At the same time, in that process, it is necessary to identify factors affecting the training and development of teaching skills of high school teachers.

This is the theoretical basis to examine the reality and detect problems of the current situation, thereby proposing some measures to manage BDTX activities for high school teachers, contributing to improving the quality of teaching and learning at high school level in Hoanh Bo district, Quang Ninh province.

Chapter 2

CURRENT STATUS OF TRAINING ACTIVITIES MANAGEMENT

REGULARLY FOR TEACHERS OF HIGH SCHOOLS IN HOANH BO DISTRICT, QUANG NINH PROVINCE

2.1. Overview of the socio-economic and educational situation of Hoanh Bo district

2.1.1. Overview of the socio-economic situation of Hoanh Bo district

Hoanh Bo is a mountainous district located in the Northwest of Quang Ninh province. The natural area is 84,463 hectares; the population is over 52 thousand people, accounting for 14% of the area and 3.6% of the population compared to the whole province; including 08 ethnic groups living, of which ethnic minorities account for 36%. The whole district has 12 communes and 01 town, with a convenient geographical location and traffic, Hoanh Bo has many conditions for goods exchange and socio-economic development, developing the advantages of the district such as tourism services, industrial development.

In recent years, especially in the last 5 years, the socio-economic situation of Hoanh Bo has developed rapidly and steadily. The average annual gross product value has increased. The average income per capita in 2016 increased 1.8 times compared to 2010. Along with economic development, the social sector has had positive changes, the material and spiritual life of the people has been improved. The poverty rate has decreased to 2.02%. The rate of cultural families has reached 84%. Social security has been well implemented, especially in job creation, education, vocational training, poverty reduction, care for people with meritorious services, and policy families.

However, as a mountainous district with agriculture as the main force, the educational level of many communes is still low, the uneven population distribution has led to a relatively clear difference in the level of economic, cultural and social development between communes and towns, between lowland and highland areas, all of which have directly affected the educational development of Hoanh Bo.

2.1.2. Education and training development situation

Strengths

In recent years, the education career of the district has received attention from the Party, authorities at all levels and sectors. The system of schools, headquarters, and public service buildings have been invested in and built in the direction of standardization, and teaching equipment has been invested in and purchased, contributing to making the quality of education and training of Hoanh Bo district more and more comprehensive.

According to the 2016-2017 school year summary report of the Department of Education and Training, the network of schools and classes has developed strongly, basically meeting the learning needs of the people's children. The whole district currently has 36 schools and 11,690 students, including:

Table 2.1. Number of schools and number of students in the district

School	Total	Total number of students
1	Kindergarten	13	3371
2	Elementary	07	2919
3	Secondary School	06	2026
4	Primary and Secondary School	06	1750
5	High School	03	1474
6	Vocational Education and Continuing Education Center	01	150
	Total	36	11690

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Source: Department of Education and Training of Hoanh Bo district Regarding the scale of schools and classes at high school level

The district has 03 schools with high school students, located in 03 communes and towns. Approx.

The distance between schools is from 8 to 15 km. The farthest school is 45 km from the district center. The district's high school network is shown in Table 2.2.

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