Investing in Developing Vocational Training Staff and Teachers

Have the capacity to train at least 02 national standard occupations to serve the needs of the local labor market.

- Develop vocational training facilities in enterprises, production and service establishments, cooperatives, farms, forestry farms, specialized areas, handicraft training facilities, craft villages and a system of vocational training facilities in army corps, military branches, military services, and provincial military commands. Promote socialization of vocational training by encouraging organizations and individuals to invest in establishing vocational training facilities for workers.

Particularly for the provinces and cities in the Red River Delta: This is a region with an advantageous network of vocational training facilities from the central to the grassroots level. However, the provinces and cities in the region still have a lack of synchronization between training needs and the existing system of facilities, between vocational training levels and vocational training facilities with different forms. Even in Hanoi, the locality with the most advantageous system of vocational training facilities, there are still contradictions between the vocational training system for rural workers and urban workers; between rural workers in suburban districts and districts in remote areas. In particular, Hanoi, Hai Duong, Vinh Phuc are also under a lot of pressure on vocational training for rural workers, due to the pressure of industrialization and modernization. Therefore, in addition to promoting the advantages of the existing system of vocational training facilities, the provinces and cities in the Red River Delta need to pay attention to the following issues:

+ Focus on investing in building specialized vocational training facilities located in districts, especially vocational training centers and continuing education centers. Because these are the facilities closest to farmers, the facilities with many years of experience in vocational training for rural workers. In recent years, specialized training for rural workers, especially in remote districts such as Soc Son, Thuong Tin, Ung Hoa, My Duc of Hanoi and vocational training centers

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Other occupations of provinces and cities in the region are mostly undertaken by district-level vocational training institutions.

+ Create conditions for the formation of vocational training facilities in craft villages such as the model of the Bat Trang pottery workshop in Hanoi; the silver inlay training model in Dong Sam, and the embroidery model in Minh Lang, Thai Binh. There should be a summary of vocational training models in craft villages for expansion, because the rural areas of the provinces in the Red River Delta have a large number of craft villages. Vocational training and development of craft villages is one of the fastest and most effective solutions to transform the economic and labor structure, if the craft village solves the market problem.

+ Research the model of combining enterprises in industrial zones with localities to have initial labor recruitment. Enterprises are responsible for solving the problem of vocational training as future employers (what occupation to use labor for, vocational level to train). Compensation when reclaiming land will not be transferred to these laborers but transferred back to vocational training activities. If there is good coordination, compensation funds will be used for the right purpose and will be saved. In particular, waste will be avoided when learning a profession because vocational training is done according to orders and according to the address of use.

+ Improve the capacity of agricultural, forestry, fishery, industrial and professional organizations, women's, farmers, veterans, etc. in transmitting scientific and technological knowledge. This is an organization of farmers, with a method of operation quite suitable to the psychology and characteristics of farmers. Regarding this issue, provinces and cities in the Red River Delta, especially in Hanoi, have had many very effective linkage models such as the linkage between Hanoi agricultural extension and a number of agricultural cooperatives in technology transfer and consumption of clean vegetables, in flower production and consumption. Or in Nam Sach Hai Duong, with the linkage model between farming households and

Pig farming cooperatives in transferring scientific and technological advances and consuming livestock products.

3.3.4. Investing in developing a team of vocational teachers and staff

The project on vocational training for rural workers has proposed quite specific tasks for investment in developing the team of cadres and vocational teachers. These tasks need to be seriously implemented in training facilities in the Red River Delta. Specifically:

- On developing the team of teachers and vocational training managers

+ Conduct investigations, surveys, and assessments of the team of teachers and vocational training managers to have a training and recruitment plan to meet the requirements on quantity (for vocational training centers, each profession must have at least 01 permanent teacher), quality, and structure of training professions.

+ Mobilize scientists, artisans, technical staff, engineers, highly skilled workers at enterprises and production and business establishments, agricultural - forestry - fishery extension centers, and good farmers to participate in vocational training for rural workers.

+ Pedagogical training and vocational skills improvement for

7,500 people to supplement teachers for vocational training centers that do not have enough permanent teachers.

+ Provide management training and career counseling, job search and self-employment for rural workers after vocational training for 12,000 people.

+ Each district has 01 specialized position in vocational training under the Department of Labor - Invalids and Social Affairs.

- On developing a team of teachers, lecturers, and training and fostering of commune officials and civil servants

+ Develop appropriate standards, tasks, regimes, policies, and remuneration mechanisms to attract talented and capable people to teach at the facilities.

Training and fostering cadres and civil servants; people working in all fields and all components participating in training and fostering work; attracting capable people working in agencies and units to participate in teaching on a part-time basis. Researching and perfecting the organization and staffing of training and fostering facilities for cadres and civil servants, with special attention paid to provincial schools.

+ Training and fostering teachers and lecturers of the provincial political school system, district political training centers, training and fostering facilities for cadres and civil servants of ministries, branches and universities and colleges to meet the curriculum and teaching content.

+ Training and fostering teachers and lecturers in new teaching methods, active communication, focusing on practical practice and handling situations, suitable for adult teaching subjects (training and fostering domestically and internationally).

+ Improve the organization, staffing, and supplement the force of teachers and lecturers to meet the requirements of training and fostering commune officials and civil servants, with special attention paid to training schools and fostering provincial-level officials.

The above solutions are very basic. Performing the above tasks well will fundamentally solve the problem of teacher quality to meet the requirements of vocational training in the country in general and in the Red River Delta in particular.

To achieve the above goals and tasks, it is necessary to implement a synchronous system of solutions, including breakthrough solutions on policies, training and fostering... which are extremely important. Reforming policies in the provinces and cities of the Red River Delta focuses on the following main issues:

Firstly, regarding the regime and policies for vocational teachers. It is necessary to continue to issue consistent policies and regimes for vocational teachers to encourage and attract talented and virtuous people to become vocational teachers, including:

* Salary reform: Consider reforming the salary regime for vocational teachers in a way that takes into account the characteristics of the profession, in order to attract talented and dedicated people to become vocational teachers, and try to help teachers make a living from their profession. At the same time, it is necessary to mention preferential treatment for vocational teachers from the lowlands who go to work in vocational training facilities in mountainous, remote, isolated, island and particularly disadvantaged areas.

* Develop and promulgate standards for vocational teachers and arrange the team according to title. To arrange vocational teachers according to title, it is necessary to develop and promulgate standards for vocational teachers as soon as possible. The standards are the basis for building a training program to standardize the team as well as determining the training content for new vocational teachers in accordance with the qualification standards. At the same time, it is the basis for arranging the vocational teachers to create a reasonable qualification structure.

* There is a special recruitment policy in the direction of sending vocational teachers to difficult, remote and isolated areas between provinces and cities in the region and between districts in each province and city of the Red River Delta. In the Red River Delta, the number of remote and isolated units is small, so it is convenient to arrange young cadres, there is rotation and material incentives to encourage those with high professional qualifications for rural vocational training in difficult areas of the region.

* There are policies to encourage and attract artisans and highly skilled workers who have directly participated in labor and production and wish to become vocational teachers to participate in vocational training at vocational training facilities and vocational training classes associated with enterprises.

* Develop a policy for training vocational teachers in a joint program such as training vocational teachers from technical workers, training vocational teachers from those who already have technical expertise and wish to become vocational teachers...

Second, regarding training future teachers for vocational training institutions in the Red River Delta, it is necessary to focus on solving the following issues, according to each type of training institution:

* For the system of technical teacher training schools. The teaching staff participating in vocational training at facilities in the region is very diverse. That staff is provided by many sources, of which only the number of vocational teachers provided by technical teacher training schools have been trained in pedagogy, the rest have not been trained in pedagogy. Therefore, in the coming years, technical teacher training schools need to strengthen the function of training vocational teachers with the following specific tasks:

Training vocational teachers at college level or higher; Retraining vocational teachers for standardization;

Pedagogical training for new teachers in professions where technical teacher training schools have not yet trained teachers;

Pedagogical training, professional training, advanced vocational skills training, new technology training...

Invest in building qualified technical pedagogical schools to ensure quality training and fostering of vocational teachers.

Building a vocational teacher training model as a basis for determining training and development content. In order to train enough quantity and ensure the quality of vocational teachers, in the coming years, technical pedagogical schools need to soon research and build a vocational teacher training model, in order to diversify the enrollment target, reduce the rate of high school students and attract artisans, high-level workers, good engineers who have worked in production and wish to become vocational teachers. The training time for these subjects is short, focusing only on technical pedagogical training and supplementing some knowledge and skills. Only diversifying the enrollment target and changing the training method in technical pedagogical schools can solve the need.

demand for teachers for vocational training institutions.

Applying new teaching methods in technical pedagogical schools. Technical pedagogical schools need to improve teaching methods,

boldly apply new methods because teaching methods in technical pedagogical schools have a direct impact on the future teaching methods of future teachers.

* For vocational colleges. Vocational colleges have strengths in terms of facilities, teaching equipment, and a team of dedicated, enthusiastic, and experienced vocational teachers. It is necessary to take advantage of this advantage in developing a team of vocational teachers, not only for vocational colleges themselves but also for other vocational training institutions.

Expand the network of training facilities and vocational teacher training by continuing to establish more vocational pedagogical departments at a number of vocational colleges, especially strong vocational colleges, taking into account regional factors. The main tasks of the pedagogical departments at vocational colleges are: Training pedagogical skills for those who have technical expertise and wish to become vocational teachers. Fostering vocational pedagogical skills for vocational teachers according to the framework program of vocational pedagogical certificates; Fostering vocational skills improvement, new technology training, teaching methods training... for vocational teachers.

Only by diversifying the enrollment target and innovating the training and development of vocational teachers as above can we meet the demand for the number of teachers for vocational training institutions. Moreover, promoting the strengths of facilities, vocational training equipment... of each vocational college will allow the expansion of training occupations, especially for occupations that currently technical pedagogical schools do not have the conditions to open.

* Training vocational teachers abroad: In addition to promoting

Internal strength to improve the quality of vocational teachers. To keep up with the level of countries in the region and the world, it is necessary to expand international relations, increase the number of vocational teachers who are trained and practiced abroad with resources from national target programs and scholarships from friends. Especially for key professions and new professions that Vietnam does not have the conditions to train teachers.

There needs to be scientific calculation and precise selection in sending people to train and develop vocational teachers abroad from the State budget. These teachers, after being trained and developed, will become teachers, core, and pass on the knowledge they have learned to other teachers. Every year, it is necessary to make detailed plans and estimate the budget for training and developing vocational teachers abroad.

Third , on training and improving the quality of existing vocational teachers. Training solutions are to prepare teachers for the future. Currently, we still have to continue to use the current teaching staff. They will still be the main force for vocational training in the next 10 years, so there must be timely training solutions so that they are capable of meeting the increasing demand for quality in the coming years. To achieve this goal, it is necessary to:

* Standardized training, regular training and advanced training for vocational teachers.

* Develop training programs and improve training content for vocational teachers

Currently, we have not yet developed a complete training program for vocational teachers. Technology training programs are only available in some general areas. It is necessary to develop and improve programs soon to promptly implement training for vocational teachers to meet the needs of teachers for vocational training institutions.

* Maintain and innovate the content and form of teaching emulation movements.

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