Target
Evaluation | Number of votes | Proportion(%) | |
4.Teaching plan according to TKB | Always true. Relatively true Teaching accumulates and makes up for it at the end of the semester | 52 220 28 | 17.41 73.21 9.38 |
Skills and teaching methods | |||
1.Ability to attract students to the lecture | Very good Normal Not good | 42 99 159 | 13.84 33.04 53.12 |
2. Ability to use directions Reasonable and effective teaching facilities | Good Not good | 192 108 | 63.84 36.16 |
3. Lecturers present lectures that are easy to understand and follow | Agree Normal Disagree | 48 98 157 | 16.07 32.72 52.23 |
4. Opportunity for students to ask questions, speak, and debate during class learn. | Frequently Occasionally Do not have | 159 129 8 | 53.12 42.86 2.68 |
Qualities of lecturers | |||
1.Level of enthusiasm and openness | Very enthusiastic Enthusiastic Not enthusiastic | 69 179 48 | 23.11 59.82 16.06 |
2.Answer students' questions during class | Satisfied Partially satisfied No answer | 158 103 39 | 52.68 34,38 12.95 |
3.Ready to help students with study-related issues | Frequent Sometimes Never | 177 111 12 | 58.93 37.05 4.02 |
4. Fairly and accurately evaluate students' abilities | Completely agree Partially agree Disagree | 114 123 63 | 37.95 41.07 20.98 |
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(Source: Survey results) Statistical results show that among the factors of capacity, quality, and teaching method skills for lecturers in the school. Students' opinions through courses and school years show that the school's teaching staff has been evaluated as having advantages in terms of knowledge provided to students, skills in teaching methods, but there is a limiting factor for the team. team is the "Practical Experience" of the remaining team
weak.
Learning about the standard teaching hour norms of social work lecturers, the project searched the archives of the University of Social Sciences and Humanities - Hanoi National University for each position and obtained the following results:
Table 3.8. Standard teaching hours of lecturers at the University of Social Sciences and Humanities - Hanoi National University according to each position
Unit of measurement: Teaching hours/1 year
Position - duties
Lecture teach | Research | HĐCM and others other tasks | Total hours standard | |
Main lecturer | ||||
Salary coefficient 4.4 - 5.08 | 300 | 213 | 23 | 536 |
Salary coefficient 5.42 - 6.1 | 310 | 213 | 23 | 546 |
Salary coefficient 6.44 - 6.78 + VK | 320 | 213 | 23 | 556 |
Lecturer | ||||
Salary coefficient 2.34 - 3.0 | 260 | 155 | 50 | 465 |
Salary coefficient 3.33 - 3.99 | 270 | 155 | 50 | 475 |
Salary coefficient 4.32 - 4.98 + VK | 280 | 155 | 50 | 485 |
First-time contract lecturer, lecture employee during the probationary period | 140 | 140 | ||
Contract trainer after trial work and continue the next contract | 245 | 245 |
(Source: Administration Department of University of Social Sciences and Humanities - Hanoi National University)
Table 3.9. Current payment norms for scientific research projects of social work teachers
TT
Types of scientific research projects | Convert to numbers class period | |
1 | Scientific works published in school journals | 15 |
2 | Scientific works published in newspapers and magazines are not scored | 20 |
3 | Scientific works published in newspapers and magazines are scored | 30 |
4 | School-level scientific research topics (there are 3 types: A, B, pass) | 110 – 85 - 70 |
5 | Scientific research topics at city and ministerial levels | 150 |
(Source: Administration Department of University of Social Sciences and Humanities - Hanoi National University)
Statistical results show that the teaching hour norms of social work teachers comply with the standards prescribed by the Ministry of Education and Training. However, in the current period, in addition to teaching tasks, participating in scientific research for teachers plays an extremely important role. The statistical results of the table above show that the norms for scientific research hours and professional activities are still low compared to teaching hours, especially for probationary teachers whose contracts are still vacant.
To find out the evaluation of administrators and teachers on the content and process of using a team of social work teachers by asking them to evaluate how often the school conducts the content and process in using the team. teachers according to 4 levels (Poor; Average; Fair; Good). The processing results are shown in the following table:
Table 3.10. Current status of the arrangement and use of social work lecturers
TT
Arrangement and use | Level of implementation | X | Hierarchy | ||||||||
Least | Medium | Rather | Good | ||||||||
SL | % | SL | % | SL | % | SL | % | ||||
1 | Assign and arrange teaching staff existing visiting and visiting lecturers | 72 | 26.5 | 49 | 24.5 | 53 | 26.5 | 26 | 13.0 | 2.17 | 3 |
2 | Link the teaching staff with local social work practice | 68 | 7.5 | 113 | 56.5 | 15 | 7.5 | 4 | 2.0 | 1.78 | 4 |
3 | Identify good lecturers and assign tasks to develop their capabilities lecturer | 72 | 60.0 | 8 | 4.0 | 120 | 60.0 | 8 | 4.0 | 2.40 | 2 |
4 | Planning and appointing good lecturers to key positions latch | 8 | 26.5 | 109 | 54.5 | 53 | 26.5 | 30 | 15.0 | 2.53 | 1 |
The results of the survey on the use and placement of social work lecturers are considered to be at a fairly average level. The level of implementation of the content is achieved with an average score from 1.78 to 2.53 (Min=1, Max=4). Specifically, each content is evaluated as follows:
Evaluate the team of teachers and administrators on the well-implemented content of "Planning and appointing good lecturers to key positions" with X = 2.53 with 26.5% evaluation rate.
good and 15.0% good rating ranked highest in the ranking. Some of the contents implemented at an average level include: Linking teaching staff with local social work practice
The survey results show that the use of social work lecturers clearly demonstrates a number of advantages such as managing teachers' teaching hours and having plans to promote their internal resources in performing teaching tasks well. However, there are still many drawbacks, such as using teachers who do not match their training expertise and job position. Therefore, the effective arrangement and use of lecturers is not only in recruitment, but in all stages: arrangement, use, promotion, evaluation, arrangement, rotation, management and implementation of policies for employees. with lecturers must ensure openness, fairness and accuracy.
The biggest limitation in using social work lecturers encountered over the years is that the key stages: planning, training, and use in a scientific and conscientious manner have not been carried out. Reality shows that these three stages are not closely linked to each other, and are even separate from each other. The issue of fully and seriously understanding the arrangement and use of teaching staff still has many limitations. Through the interview results, it can be seen that teachers have good professional qualifications, have good management and administration capabilities, and good qualities but have not been promoted or appointed to appropriate positions. Meanwhile, there are teachers with limited professional expertise and qualities who are assigned to take on key positions or department leaders. The phenomenon of teaching assignments that are contrary to the training profession and not in the correct structure, although not common, still exists in some schools.
The use of visiting lecturers and the association of low-ranking lecturers shows that there is a need for practical solutions to coordinate the effective use and exploitation of social work lecturers in schools with major codes. This.
3.4.2.3. Training and fostering of social work faculty members
Table 3.11. Current status of training and fostering lecturers in the social work sector
TT
Training and fostering work | Level of implementation | X | Hierarchy | ||||||||
Least | Medium | Rather | Good | ||||||||
SL | % | SL | % | SL | % | SL | % | ||||
Carry out training, fostering | |||||||||||
1.1 | Prepare training and refresher plans nourishment | 51 | 25.5 | 42 | 21.0 | 87 | 43.5 | 20 | 10.0 | 2.38 | 4 |
1.2 | Determine training needs content, method, form, location.... | 64 | 32.0 | 4 | 2.0 | 87 | 43.5 | 45 | 22.5 | 2.57 | 1 |
1.3 | Determine the training framework | 60 | 30.0 | 42 | 21.0 | 87 | 43.5 | 11 | 5.5 | 2.25 | 6 |
1.4 | Estimate resources for training | 33 | 16.5 | 68 | 34.0 | 87 | 43.5 | 12 | 6.0 | 2.39 | 3 |
1.5 | Apply rewards and discipline | 56 | 28.0 | 40 | 20.0 | 96 | 48.0 | 8 | 4.0 | 2.28 | 5 |
1.6 | Perform evaluation of digging results create | 31 | 15.5 | 52 | 26.0 | 98 | 49.0 | 19 | 9.5 | 2.53 | 2 |
2 | Training and fostering content | ||||||||||
2.1 | Training to improve qualifications (master's, doctorate) of lecturers domestically and internationally outside | 60 | 16.0 | 27 | 13.5 | 32 | 16.0 | 81 | 40.4 | 2.67 | 1 |
2.2 | Training to improve knowledge about international integration | 7 | 44.0 | 105 | 52.5 | 88 | 44.0 | 0 | 0.0 | 2.41 | 4 |
2.3 | Training to improve theoretical skills political argument, political bravery | 12 | 39.0 | 77 | 38.5 | 78 | 39.0 | 33 | 16.5 | 2.66 | 2 |
2.4 | Training to improve abilities use information technology | 64 | 15.0 | 98 | 49.0 | 30 | 15.0 | 8 | 4.0 | 1.91 | 6 |
2.5 | Fostering and improving foreign language skills (internal and external). water) | 50 | 47.0 | 53 | 26.5 | 94 | 47.0 | 3 | 1.5 | 2.25 | 5 |
2.6
Create conditions for lecturers to participate in international scientific conferences and seminars, and publish articles on the international magazine | 70 | 21.0 | 87 | 43.5 | 42 | 21.0 | 1 | 0.5 | 1.87 | 8 | |
2.7 | Supplement professional knowledge, update technology and techniques social activity skills | 45 | 2.0 | 87 | 43.5 | 4 | 2.0 | 64 | 32.0 | 2.44 | 3 |
2.8 | Supplement professional knowledge pedagogy, teaching methods | 68 | 21.0 | 87 | 43.5 | 42 | 21.0 | 3 | 1.5 | 1.90 | 7 |
3 | Form of training | ||||||||||
3.1 | Long-term fostering | 20 | 53.0 | 90 | 45.0 | 106 | 53.0 | 4 | 2.0 | 2.67 | 1 |
3.2 | Topical training, short term | 56 | 20.0 | 96 | 48.0 | 40 | 20.0 | 8 | 4.0 | 2.00 | 3 |
3.3 | Training in the form of self fostering | 106 | 32.0 | 26 | 13.0 | 64 | 32.0 | 4 | 2.0 | 1.90 | 4 |
3.4 | Short-term, proactive training | 68 | 21.0 | 87 | 43.5 | 42 | 21.0 | 3 | 1.5 | 1.83 | 5 |
3.5 | Participate in seminars, competitions, and associations lecture | 72 | 26.5 | 49 | 24.5 | 53 | 26.5 | 26 | 13.0 | 2.17 | 2 |
a) Regarding the organization of the fostering and training process
Organizing the implementation of training and fostering to develop social work teachers in the current context is identified as a whole including 7 basic contents and stages and have a close relationship with each other.
Through the survey results of managers and teachers, the content "Determining training needs in terms of content, methods, forms, locations.... " of the school has value.
highest average, reaching X = 2.57, ranked first in the rankings with 43.5% of opinions rating it as good, and 22.5% of comments rating it as average. Content
"Implement training outcome assessment" has X = 2.53 and the content " Estimating resources for training" .
As the results above show, the difference between content ranked 1 and 7 is 0.25 units. This index has a low level of difference, showing the implementation of internal work contents
The organization and implementation of training and fostering of social work faculty members is relatively synchronous, coordinating units and departments closely and seriously.
b) Regarding training and fostering content:
With the results of evaluating the content of trained and fostered teachers with average scores from 1.87 to 2.67, it shows that: The training content is unevenly distributed, that is, there is content that is trained "often". often", with content that is rarely implemented or even "not implemented". In which, the content is regularly trained such as: " Training to improve the qualifications (master's, doctorate) of lecturers at home and abroad " (ĐTB: 2.67), followed by the content " Compensation Nurturing and improving the level of political theory and political courage" (Score: 2.66) and " Supplementing professional knowledge, updating technology, and skills in social activities" ( Score = 2.44) are the content with the highest GPA. Also, “ Create conditions for lecturers to participate in international scientific conferences and seminars, and publish articles in international journals; Supplementing knowledge about pedagogical skills and teaching methods" are the contents with the lowest average score;
The explanation for the above actual assessment could be due to a number of reasons:
- In the group with the highest average score (Ranking 1,2,3), there is specific training content on the system of knowledge and skills related to occupational skills and social activities; related to the pedagogical capacity of teachers to perform functions and tasks. This is a very practical, planned and regularly implemented training content for all social work teachers today.
+ For content in the group with a lower average value (XH 4,5,6,7), select 2 contents (ranked 5 and 6) to analyze, because these are the contents with the "ranking" position. is in the middle" (average) in the evaluation and ranking of managers and teachers:
+ Scientific research is a basic activity in universities; associated with teaching-learning activities, this activity has a special, indispensable and overlooked position in any university. With that meaning, fostering scientific research capacity for social work teachers is very necessary. The actual survey of fostering scientific research capacity for teachers shows that: Firstly, the awareness of the meaning of the content of this work from the leaders as well as the teachers is relatively good and at an average level in the table of content.
fostering. Second, the training content lacks direction, is one-sided, simple and formal. Third, the determination of training content is not close to practical requirements and is not based on actual needs that require resolution by the school and the locality. In addition, in the process of organizing and implementing this training content (mainly self-training), there are many shortcomings and inadequacies.
To learn more about the scientific research activities of social work teachers, through the profile of the University of Social Sciences and Humanities - Hanoi National University, we obtained the following results:
Table 3.12. Statistics on the number of accepted topics of social work lecturers at the University of Social Sciences and Humanities - Hanoi National University
Year
Scientific research at school level | Scientific research at city level | Research Ministerial level | Total | |
2014 | 13 | 2 | 2 | 17 |
2015 | 15 | 2 | 3 | 20 |
2016 | 19 | 1 | 4 | 24 |
2017 | 17 | 2 | 3 | 22 |
2018 | 20 | 2 | 4 | 26 |
(Source: Department of Scientific Management and International Cooperation, University of Social Sciences and Humanities - Vietnam National University, Hanoi) The above survey results show that scientific research activities of teachers at the University of Social Sciences and Humanities - Vietnam National University, Hanoi have been developed at all levels from school level, city level and Acceptance of ministerial-level topics. This is a positive sign showing the quality of teachers
The social work sector has received certain attention.
Compiling the statistical and survey results, we found that a problem has arisen: the ranking of professional knowledge training content has a lower difference compared to the knowledge training content group. vocational skills and scientific research capacity. Therefore, organizing training content with updated content on professional skills for social work teachers is a premise for each teacher to access methods, technology as well as innovation in teaching and learning activities. Research.
c) Forms of training and retraining
To have evidence of the training and fostering of social work teachers, we have approved the administrative records of 3 strong training schools in the field.