Tài liệu Solutions to teaching staff management of the people's public security universities

FOREWORD 1. Grounds for thesis As the Communist Party and the State’s pillar, the people’s security forces are mandated to enhance national security, maintain social safety and order, as well as take initiative in the fight against crimes and other illegal acts. In response to increasing demands of national development and preservation, the people’s security forces have been continuously strengthened at any aspect, thereby having fulfilled all the mandated assignments. As far as such achievements are concerned, the cause of education and training given to the people’s security forces is of extremely great significance. Resolution No4 (by the People’ Security Forces Party Central Committee) on further education and training and enhanced scientific and technical application in the people’s security forces in national industrialization and modernization era strongly affirmed: “ Much more particular concern must be given to improving the education and training quality, aimed at developing revolutionary public security forces that are sufficient in morals, intelligence, and professional competence in well response to the industrialization and modernization era. Education and training must be attached to practical recruitment and employment, at the same time that there must be a balance between demands of education and training and those of scientific and technical development....” In well response to the resolution, a number of relevant programs and action plans have been worked out and put in practice with a view to innovating the work of management, improving the quality of education and training, as well as bettering the quality of teaching staff. In order to keep up with the pace of national development, further attention must be paid to human sources in the circle of education and training. The same can be said about that in the people’s public security forces. Accordingly, annual alternative human sources must be ensured. Also, high-quality staff must be made available at any time in the new situation. In fact, teaching staff, known as the core of education and training, has remained certain shortcomings. Specifically, there remains a great shortage of professional teaching staff in the people’s public security educational settings. The imbalance in terms of age, competence and working experience has still existed. As for professional skills and qualities, there has remained a gap between the teaching staff and that in state-run educational settings. In fact, teaching staff, accounting for 47% of total number of officially registered ones in the people’s public security schools, have been graduates from such educational settings. As a result, the contingents are not educationally professional, and teaching staff management has long been facing numerous obstacles. Obviously, such shortcomings have adversely affected the schools’ education and training quality in general. At present, there are 8 people’s public security educational settings, namely The People’s Police Academy; The People’s Public Security Academy; The People’s Police University; The People’s Public Security University; The University of Fire Prevention and Suppression; The University of Techniques and Logistics; The Intelligence 1 Academy; The People’s Public Security Politics Academy. In such schools, education and training are given to between 3,500 and 4,000 students, covering such types of training as Post-Graduate, Full-time Training (with such majors as General Investigation; Criminal Cases Investigation; Anti-Economy related crime investigation; Anti-drug related Crime Investigation; Anti-environment related crime investigation; Administrative management on Social Order; Administrative Management on Traffic Safety; Armed Police; Prisoner Education and Rehabilitation and Forensic Science). In order to gain achievements in education and training innovation and improvement, thereby making contributions to continuously perfected people public security forces in national industrialization and modernization as well as international integration time, the development of teaching staff at the people’s public security schools must be given top priority, both in quantity and quality. Also, personnel organization system must be upgraded in well response to requirements by the State on education and training. Once successfully fulfilled, it probably creates favorable pre-conditions for sustainable development of the people’s public security forces. Consequently, better teaching staff management is of great significance, at the same time posing certain challenges to relevant management units in the people’s public security schools. Thus, determining mode of management which is in line with new changes in current educational management, as well as well corresponds to present teaching staff management situation in the people’s public security schools is of great necessity. In reality, current teaching staff management in higher educational settings has to great extent been influenced by personnel administration that is known as a result of system of budget subsidies of the country. It means that there must be new approaches towards present personnel management. Similarly, the new context of educational management requires timely changes in teaching staff management aimed at meeting the demands of further international integration era. The study of teaching staff management, therefore, is of objective importance to Vietnam’s higher educational settings, including the people’s public security schools. With a view to making contributions to better teaching staff management in the people’s public security schools, at the same time meeting the demands of development of people’s public security forces, we would like to take the thesis “ Remedies for teaching staff management in the people’s public security educational settings” as our thesis title. 2. Aims of study Based on theoretical and practical study, the thesis puts forward a set of remedies for teaching staff management in the spirit of personnel management aimed at ensuring the teaching staff of proper quantity and high quality, thereby helping improve the quality of education and training in the people’s public security universities. 3. Objectives for study 2 3.1. Objective for study: Teaching staff management at the people’s public security educational settings. 3.2. What to study: Remedies for teaching staff management at the aspect of personnel management 4. Scientific Hypothesis At present, teaching staff management in the people’s public security schools has remained a number of shortcomings due to the influence by personnel administrative management. As for current higher educational management, there is a new trend that once the new approach of personnel management has been conducted in teaching staff management, at the same time such additional measures are taken as: developing personnel strategy by unit; innovating the recruitment and employment of teaching staff; working out procedures for teaching staff evaluation and reforming types of education and training; granting more policies on teaching staff, and so on. Once satisfactorily fulfilled, the teaching staff in the people’s public security schools is probably ensured in both quantity and quality, making contributions to higher quality of education and training. 5. Tasks of study 5.1. Overall study of arguments over higher teaching staff management. 5.2. Survey-based study of real state of teaching staff management in the people’s public security schools. 5.3. Recommending a set of certain measures for teaching staff management at the people’s public security schools, at the same time conducting certain surveys to determine the science, necessity and feasibility of such above-recommended measures. 6. Approaches of study 6.1. Methodology Historical and logical approach; aim-focused approach; systematical approach 6.2. Specific approaches of study: Theoretical approaches of study; Practical approaches of study; Supportive approaches. 7. Scope of study 7.1. Scope of objectives of study Scope of study is within teaching staff management in the people’s public security schools at the aspect of personnel management. 7.2. Scope of objectives of inquiry and areas of survey Management and teaching staff at the people’s public security educational settings, namely (i) The People’s Police Academy; (ii) The People’s Public Security Academy; (iii) The People’s Police University; (iv) The People’s Public Security University. 3 8. Recommended arguments - Teaching staff in the people’s public security schools is insufficient in quantity, suffering from an imbalance concerning age, profession and level of training. Their professional competence to some extent fails to meet the demands of high-quality human sources education and training at the people’s public security schools. - Personnel management approach is updated, advanced and corresponds to teaching staff management in the people’s public security schools. - Study on recommending the overall application of teaching staff management measures under personnel management approach so that the quantity and quality of teaching staff are ensured in line with the demands of high-quality education and training at present. 9. New contributions by the thesis - Arguments over suitability, necessity and effectiveness of teaching staff management in the people’s public security schools under personnel management approach. - Well identify the issues of teaching staff management in the people’s public security schools that are in need of solutions. - Well develop a set of certain teaching staff management approaches in the people’s public security schools under personnel management approach, thereby meeting the demands of high-quality education and training at present. 10. Structure of the thesis In addition to the parts of foreword (focusing on general issues), conclusion and recommendation, the thesis consists of 3 chapters as follows: Chapter 1: Basis of arguments over higher teaching staff management Chapter 2: Real situation of teaching staff management in the people’s public security schools Chapter 3: Details of teaching staff management approaches in the people’s public security schools. 4 Chapter 1. THEORETICAL BASIS ON STAFF MANAGEMENT 1.1. Problem study overview 1.1.1. In foreign countries Reseaches of the Asian Development Bank (ADB) have revealed the overview of public administration. Although ADB’s work is related to several fields, but its content will serve effectively in identifying basic tasks of officers as a teacher. UNESCO’s World Conference on Higher Education in the 21st Century (Paris, 10/1998) has confirmed a strong policy on staff development which has played an important role in the universities. The thesis content is also slightly mentioned in some more reseaches from Bikas C.Sanyal, Micheala Martin, Susan D’Antoni,... 1.1.2. In Vietnam Staff management approached by human resource control is shown by Nguyen Duc Chinh and Ngo Cuong from the Falcuty of teacher training, Hanoi National University in 2005. Their study mentioned about university management (including staff control and assessment) within three main fields: financial management, staff management and location manamement at universities. Besides, the theses of Tran Xuan Bach (2009), Nguyen Thi Thu Thuy (2012), Trinh Ngoc Thach (2008), Tran Thi Bach Mai (2006), Nguyen Thi Tuyet (2007)… also indicated staff management. Of which, Nguyen Thi Viet Ha proposed some of effective methods in managing and training teachers at the People’s Police University. Some distinguished reseaches on organization rennovation in Vietnam’s Universities came from Vu Ngoc Hai, Lam Quang Thiep, Dang Xuan Hai (2003), Vuong Thanh Huong, Nguyen Viet Su… In other extents, human resource management is mansively noticed in several kinds of materials such as books, articles and science writings… However, most of them did not include detailed methods and so they were hard to be applied. In conclusion, there have been a lot of studies in personnel control in education field. However, what we really require is some systematic and comprehensive researches on staff management in police universities with detailed contents: staff recruitment and using, staff policies, teacher training and assessment… 1.2. Management and human resource management 1.2.1. Management Basing on its approaches, the thesis uses the definition: Management is the process of planning, organizing, leading and supervising the work of the members of the organization and using all available resources to achieve the organization’s goals. 1.2.2. Personnel management and human resource management 5 Personnel management is the manager’s activities including the recruitment, using, development, encouragement and providing favorable conditions for both individuals and groups to effectively achieve the objectives of organizations, and, therefore, creates least dissatisfaction among the manage. Human resource is a series of comprehensive decisions forming the employment relationship. The decisions directly contribute to the organization’s strength and employees achievements. Human Resource Management is defined as attracting, developing, and maintaining the workforce with full of capacity and enthusiasm to fulfill the mission, and strategic goals of the organization. The two expressions can be exchanged in several cases; however, they are clearly different in detailed comparison. 1.2.3. Contents of Human resource management 1.2.3.1. Planning - Step 1: Determining the goals of the organization - Step 2: Determining the organization’s attraction - Step 3: Developing hypotheses about future conditions - Step 4: Analyzing the action plan, deciding the best method. - Step 5: Implementing the plan and evaluating the results. 1.2.3.2 Recruitment and use of human resources - Based on the school’s human resource development plan. - Applicants should meet the general criteria of the State, the private sector and regulatory units, especially their job requirements. - The plans for recruitment from both insides and ousides must be made public. - Applicants must be used for the initially desired position. - Implement rotation can be used, but still must ensure capacities and strengths of each teacher. 1.2.3.3. Training and developing Training is a series of activities offering opportunities to learn and improve job: Training at school, job training, self-study, self-improvement… 1.2.3.4. Evaluating and screening the teaching staff Performance evaluation is the process of formally evaluating one’s work and giving him/ her feedback, with two basic purposes of maintaining a labor force quality: the purpose of evaluation and development. The manager has both verdict and advisory roles, focusing on the developmental needs of subordinates. Performance evaluation methods must be in line with the standard criteria of relevance and reliability standards. 6 1.3. Universities and the development trend of universities 1.3.1. Position and role of universities A university is an institution of higher education which is built for teaching, learning, scientific researching, managing its property and infrastructure, transfering technology and holding other activities in line with the education law and the regulations of each sector and school. 1.3.2. Some of the development trend of universities 1.3.2.1. General trend of development - Higher education will consider creating capacity as its focus. - The map of student demographics has changed dramatically. - The school is no longer the exclusive place to create and transfer knowledge. - Global University Ranking will continue with its change. - The university have increasingly been marketed. 1.3.2.2. The trend of massification of education 1.3.2.3. The trend of internationalization of education 1.3.2.4. The trend of self-reliance and social self-responsibility 1.4. Teaching management staff management by approaching human resource 1.4.1. Concept, position and role of the teacher 1.4.1.1. The concept of teachers The concept of teachers is understood under the Article 54 of the Law on University Education. Teaching staff is a collection of teachers organized into a force with the same function in order to implement the training objectives of a higher education institution. 1.4.1.2. Roles, responsibilities, obligations and the rights of teachers a) The role of the teacher The teacher’s role is considered as a teacher;as a scientist; as providers of social services; reporters… Besides, they also have several fuctions in advising, providing information, acting as the bridge between science and society and bringing science to social community. b) The resposibilities, obligations and rights of teachers  Resposibilities: (i) Teaching; (ii) Researching, experimenting science, engineer and technology; (iii) studying political ideology and professional; (iv) Participation in training management of the school; (v) Participating in and fulfilling their social and civil obligations.  Obligations and rights 7 Teachers have to complete their assigned workload, be entitled to under the rules, and obey all provisions of agency work. 1.4.1.3. Teacher capacity Capacity is a complex psychological attribute, is the convergence of many factors such as knowledge, skills, great techniques, attitudes, experiences, the willingness to act and responsibility. It includes Professional capacity; Approach capacity; Social competence; Individual capacity. Standard capabilities include: (i) Minimum standard: Defining the minimum power required to each learner at a pre-set time at school; (ii) Average standard: Identifying the competencies that learners at the intermediate level should be achieved; (iii) Maximum standard: Describing the competencies that learners can best be achieved. 1.4.2. Teaching staff management 1.4.2.1. Concept of teaching staff Teaching staff is a collection of teachers organized into a force with the same function in order to implement the training objectives of a higher education institution. Teaching staff management is one of the management and administration activities of the university; and is one of the key solutions to build and develop the school. 1.4.2.2. Planning the teaching staff Step 1: Forecast and estimate school demand for teachers; Step 2: To propose policies; Step 3: Implement. 1.4.2.3. Recruitment and use of teaching staff - Recruitment is the process of recruiting and selecting staff based on school demand. - Selection Process: To receive, accept applications; Preliminary interviews; Conduct a test of knowledge, expertise and professional; Quizzes; Physical exam (depends on each school); Determine the list of potential candidates; Give out final decision. 1.4.2.4. Training and supporting of teaching staff Training, and supporting includes: - Training; - Retraining; - Supporting and Self supporting. 1.4.2.5. Screening and assessment The assessment of teachers is a formal system using objective methods such as information gathering, analysis, result evaluation according to the required objectives of the individual or organization routinely. Some types of assessment: Self-assessment; Colleagues in the mutual evaluation team; Immediate superiors assess the lower-level; Immediate subordinates rate superiors; Judging from customers; Integrated assessment; Evaluation according to the transcript; 8 Ranking; Basing on important events; Evaluation by the written reports; Assessment according to the process of behavior; Evaluating with the model of 360. 1.4.2.6. Develop and implement preferential policies for faculty There should be several policies to attract highly qualified teachers to work in schools such as giving rewards after evaluating their performance. At the same time, teachers are necessary to be created a working environment (pedagogical environment and the physical environment) and good conditions for training and self training, ... 1.4.2.7. Information technology as a tool to effectively support management of teaching staff Records and working process management; Teaching plan and schedule management; Managing the progress of the teachers; Teaching hour management; Event management in schools; Managing the situation of teaching. Chapter 1 conclusion. 1. The concepts used in the study subjects were further clarified and they therefore interprete the theoretical framework of the thesis. 2. Teaching management is a regular and continuous duty of higher education management boards, an important solution to put into effect the education objectives, innovation strategies in the period of industrialization - modernization. The management effictiveness is evaluated by the results of the management objectives and the manageent results also are true measure to evaluate the school tasks. Poor manamement shows of the incompelition of the school's st forth mission and goals. Therefore, we can say, teaching staff management is a key factor leading to the school effective management. 3. Teachers management to change the administrative personnel management prolong affected by the focusing mechanism into human resource management is in line with innovation management solutions for higher education which was set in Vietnam’s renovation project in education from 2006-2020. The police universities belong to the higher education management system, so they must develop in this trend. 4. Teaching staff management in police universities require the consideration of the characteristics of the police teachers to effectively change the structural elements, components and relationships (internal and external) of human resource management process in the view of human resource management. 9 Chapter 2. THE SITUATION OF TEACHING STAFF MANAGEMENT AT VIETNAMESE POLICE UNIVERSITIES/ ACADEMIES. 2.1. The development of Vietnamese Public Security’s universities and academies 2.1.1. The structure, system and network Vietnamese Ministry of Public security currently has 4 academies and 4 universities: 1) People’s Security Academy; 2) People’s Police Academy; 3) People’s Security University; People’s Police University; 5) University of Fire Fighting and Prevention; 6) University of Logistics and Techniques; 7) Academy of Intelligence, 8) Academy of Politics. 2.1.2. The studies and majors are being trained at Public Security’s universities and academies Criminal investigation; Reconnaissance investigation; Administration of Social order and safety; Prisoner Education and Rehabilitation... 2.2. Features of teachers at police universities In addition to the characteristics of the university teachers in general, police teaching staff have some of specific characteristics as follows: 2.2.1 The basic qualification requirements Love and passion for work; teaching qualification; deep understanding of the specific characteristics of the subjects. 2.2.2. Factors affecting police teaching staff 2.2.2.1. The impact of political factors, economic, social 2.2.2.2. Environment, field activities and subjects of police struggle 2.2.3. Professional activities of the police force 2.2.4. The goal of building the people's police force 2.3. The situation of teaching staff at Public Security’s universities and academies 2.3.1. The quantity, structure, and education level of the teaching staff a) The quantity, gender and age of teaching staff and education administrators. According to statistics; the insufficient quantity of teaching staff at the universities and academies is at high level and the synchronism in various aspects has seriously impacted on the future of the universities and academies b) The education level of teaching staff. The differences on specialization capacity as well as the disparity in quality between doctors and other titles are large enough to influence on the inheritance of specialization in the future. The proportion of doctors is 8.70%; Master of Arts: 45, 44% (up to 2013) 10 2.3.2. The politics and qualifications of teaching staff a) The politics of teaching staff The proportion of teaching staff got intermediate level of politics is 78, 53%. b) The qualifications of teaching staff The proportion of Masters of public security qualification is 50% but is not high. And it’s necessary for Public Security’s universities and academies to increase this proportion in order to further enhance the teaching quality 2.3.3. The foreign language and informatics level of teaching staff a) The foreign language level Among 885 lecturers having foreign language, only 185 lecturers archive B.A. level or international standard (20, 90%). This proportion is too low. The amounts of lecturers who can be proficient in 4 language skills (Reading, Writing, Listening and Speaking) are also too short. And in general the foreign language of teaching staff is in low level. b) The informatics level: The teaching staff has equipped themselves with the knowledge of informatics for teaching activities, especially preparing lesson plans. In addition, technology facilities for teaching are still not sufficient. 2.4. The situation of teaching staff management at People’s Police University 2.4.1. The overview of the study on situation 2.4.2. The result of the study 2.4.2.1. On arrangement for teaching staff 2.4.2.2. On recruitment and employment for teaching staff 2.4.2.3. On training and improving teaching staff 2.4.2.4. On evaluation and selection for teaching staff 2.4.3.5. On mechanism and policies for teaching staff 2.5. The assessments of the situation of teaching staff at Public Security’s universities and academies 2.5.1. Strong points - The Public Security’s universities and academies have received the interests and attention of the Party, the State and the Ministry. - The teaching staff has basically met to the teaching demands and missions; especially most of universities and academies are now aiming at criteria: Quantity, Quality and Structure. - The directors or rectors of Public Security’s universities and academies have taken full advantage of their authority over structure, personnel, fund, and finance to 11 issue the policies and regulations in order to increase the income for teaching staff under Decree No 43/2006/NĐ-CP. - The universities and academies have done their right authority which facilitates their own units to determine personnel norms. - Among teaching staff, there are a lot of leading experts of Public Security force which makes favorable conditions for the qualification development and international integration. 2.5.2. Weak points - On structure and qualification: The proportion of students/ teachers at the universities and academies is now in high level; even very high level with some studies. - The universities and academies have not absolutely promoted their authority. - The regulations on Teachers’ responsibility and missions at the universities and academies depend on the higher authorities’ regulations. They are not sufficient and unified. - The evaluation for teaching staff is not effective. The results have not been used to improve, reward, discipline, or arrange the teaching staff yet. - The competence in foreign language and informatics teaching staff is not basically high which causes difficulties for training and improving overseas. - A lot of teachers have not spent enough time on scientific research as well as have not found the important role of scientific research in improving their qualification and teaching. - The amounts of teachers who are trained regular teaching qualification are low. Majority of teachers are trained in short-term courses. 2.5.3. Opportunities - Vietnam is now in the development and international integration which facilitates higher education to quickly approach advanced educations in the world. - Vietnam has conducted the Project on Education Renovation 2006-2020. And one of contents of the Project is the renovation of education management towards strengthening the authority, increasing the social responsibility and promoting the competitive capacity of universities and educational system. - The Ordinance on staff and civil servant, amended in 2003, is issued. This makes favorable conditions for educational units in general and universities in particular to build effective management mechanisms. - The instructions of decentralized personnel administration are suitable to new management mechanisms. So, it is not easy to devolve and manage teaching staff. - Decree No 115/2005/NĐ-CP have facilitated Public Security’s universities and academies to issue the regulations on science for their own units as well as the regulations on teachers’ scientific research. 12 2.5.4. Challenges - In the globalization context and the implementation of international commitments (BTA, AFTA ...) and the accidence to WTO; higher education in general and in Public Security force in particular are having a lot of big challenges. - Most of universities have not yet promoted their authority on finance to supplement the budget. - The state documents are not still synchronous and are under public administration. - The procedure for approving the titles (Professor, Associate Professor) is still not good. - There are not still concrete regulations on teachers ‘scientific research; on the association between the postgraduate training and scientific research. - The authority on personnel of universities are not associated with the authority on annual admission norms. 2.6. International experience in teaching staff management. 2.6.1 Experience of the U.S. 2.6.1.1. The U.S.’s Military Academy. 2.6.1.2. University of Richmond – The U.S. 2.6.2. Experience of Europe 2.6.3. Experience of Canada 2.6.4. Experience of China 2.6.5. Experience of Australia Chapter 2 conclusion Despite attaining particular achievements, the teaching staff management at Public Security’s universities and academies has been exposing a lot of problems such as the deficiency of teaching staff; the disparity in age, qualifications or training majors. The plans to enhance the teaching staff of People’s Police University are still spontaneous and subjective. The recruitment plan is still occasional or casual with ineffective implementation. The training plan is not strategic and specific, far from reality. Since these, in the face of challenges and opportunities; an essential requirement of teaching staff management emerges. It means that it is necessary to build up a system of suitable measures to pass staff management influenced by subsidization and concentration on points of view on promoting self-control and self-responsibility. This is corresponding to the function of educational bases in socialist-oriented market economy – an important factor nowadays. 13 Chapter 3. CONTENS OF TEACHING STAFF MANAGEMENT SOLUTIONS IN POLICE UNIVERSITIES 3.1. The development orientation of the police universities 3.1.1. The general objective of education and training development in police forces By 2020, the system of education and training in police forces must have a fundamental shift in the structure, scale and quality; criteria system for training organization and quality control is standardized; school systems and educational institutions are invested in accordance with national standards and get close to the educational achievements of modern advanced countries in the region and the world; meet the training needs and fostering high-quality human resources and build up talents for the career of protecting national security, maintaining social order and safety in the period of industrialization, modernization and international integration of our country. 3.1.2. Specific objectives of education and training development in police forces 3.1.2.1. Overall planning, improving the system of schools, training centers of professional fostering 3.1.2.2. Defining the system level training in police forces 3.1.2.3. Identifying reasonable organizational training methods 3.1.2.4. Planning, building the teaching managerial staff 3.1.2.5. Strengthening the effectiveness of the management to ensure the uniformity of the education and training management 3.1.2.6. Ensuring economic efficiency and raising the level of funding to ensure the training of police 3.1.3. Building teaching and managing staff 3.1.3.1. Guiding viewpoints 3.1.3.2. Development orientations - Determining the structure and staffing of teachers and educational managers which lead to staff recruitment or replacement. - Enhancing the quality of teaching and managing staff to meet and exceed required standards. - Improving practical knowledge and professional skills for police teachers. - Building and strengthening the system work policies GV, CBQLGD; improve the ethical quality, accountability of teachers, CBQLGD. 3.2. The principles to set up solutions 14 3.2.1. Ensuring the systematic 3.2.2. Ensuring practicality 3.2.3. Ensure legacy 3.2.4. Ensure effectiveness 3.2.5. Ensure orientation use 3.3. Proposed solutions 3.3.1. Renewing the planning, training and retraining of teaching staff 3.3.1.1. Goals of solutions Building the teaching staff with a reasonable scale, synchronization, inheritance, expertise structure development (fields, majors), and the structure of qualifications (academic titles and status), age structure, gender... 3.3.1.2. Contents of the solutions (i) Planning the teaching staff with a reasonable scale and structure synchronization; (ii) Issuing a standard system for each grade of teachers; (iii) Promulgating standards for teachers; (iv) Forming some teams of intensive study; (v) Training and fostering to strengthen teachers’ capacity and qualifications; (vi) Apply the solutions in using effectively the teaching staff; (vii) Strengthening international cooperation in the field of training the police teachers. 3.3.1.3. Orientation to implement solution To ensure the implementation of the above objectives and planning and training contents, fostering the teaching staff, we need to fulfill the following measures: (i) survey and forecast the teacher demand; (ii) Organize and payroll teaching staff; (iii) Training and retraining teachers; (iv) Establish different classes of scientific research. 3.3.2. Renewing the recruitment and use of teaching staff 3.3.2.1. The goal of solution Successfully creating an effective mechanism in recruitment and use of the teaching staff: Right positions for right people; Correct people use; Paying according to the individual's dedication and consistent with costs paid by the unit, at the same time meeting the human resources development strategy. 3.3.2.2. The content of the solution Making use of one’s self-responsibility right for the implementation of its standards and regulations, the recruitment process and use of teaching staff. 3.3.2.3. Orientation to implement solution (i) Strengthening decentralized recruitment to the unit; (ii) Constructing teacher recruitment standards; (iii) Using and allocating the right people and tasks to match the capabilities and strengths of each person. 3.3.3. Building and perfecting the treatment policy for teaching staff 15 3.3.3.1. The goal of the solution + Helping managers to promulgate regulations to improve the management and policies and then attract talented teachers to work in the unit. + Enhancing the living quality of teaching staff. 3.3.3.2. The content of the solution Comprehensively focusing on the completion the policies to meet with the transformation of higher education in our country today, especially the transition from education system to the education credit. 3.3.3.3. Orientation to implement the solution Reforming the wage regime as well as adding salary ratios for classroom teachers to ensure reasonable material benefits for each group of trainees, therefore to make real wages to become the main income of teachers which facilitates the reproduction of labor, family and social development. 3.3.4. Improve the process of evaluating teachers 3.3.4.1. The goal of the solution Firstly, to motivate teachers in the form of reward when they have tried to create positive energy and when their efforts meet the requirements of the unit and the demands of other involved parties. Secondly, to develop human resources, make good use of teachers’ capabilities and potential by training, fostering professional skills and improving education levels as well as applying human resource development measures to each unit and relevant interest groups. 3.3.4.2. Content of the solution + Recommending the completion the regulations of teacher’s specified authorities. + Recommending completing the process of evaluating teachers. The overall teacher evaluation includes the following items: + In terms of quality: Assessing both purposes and methods. + In terms of quantity: Overall assessing both annually and in terms of periods and subjects. + About time: Assessing achievements both in the past and in coming time. + On the issue relating to the relevant groups: both to self-assess and to be evaluated. 3.3.4.3. Orientation to implement the solution (i) Constructing of teacher’s authorities; (ii) Developing the assessment process to evaluate the teaching staff under 360 degrees model; (iii) Developing the assessment culture in view of "sitting together". 3.3.5. Building the system of teacher’s information management 16 3.3.5.1. The goal of the solution + Creating the coherence, clarity of personnel information through timely system of extensive, accurate and easy information. + Checking and evaluating the operation and effectiveness of teaching staff management. 3.3.5.2. The content of the solution Recommending measures to enhance the effectiveness of information systems of teaching staff management associated with the applicable managing activities; to apply information management by computers. 3.3.5.3. Orientation to implement the solution (i) Managing teachers’ information with their functions; (ii) Managing teachers’ information without their functions; (iii) Develop a management data system by information technology. 3.3.6. Buiding the environment of social self- responsibity in the police universities 3.3.6.1. The goal of the solution + Creating an inside and outside environment by increasing decentralization and resposibility for human resource management to control and develop the schools. + Development orientation associated with school policy system accordingly. + Construction to become an institution of "learning culture". 3.3.6.2. The content of the solution + Developing the plan of the school human resource development with the viewpoint to bear social responsibilities. + Establishing quality assurance activities and conducting quality assurance at training units. At the same time proposing solutions to build the strategic planning of human resources development. 3.3.6.3. Orientation to implement the solution (i) Building the plan of the school human resource development with the viewpoint to bear social responsibilities; (ii) Developing an organizational culture of the unit; (iii) Carrying out the quality assurance system and implementing quality control at training units. 3.4. Checking the necessity and feasibility of the proposed solutions 3.4.1. The general problem of checking a) Checking purpose In order to obtain comments from the management and teaching staff at the police universities about the necessity and feasibility of the proposed solutions. b) Checking subjects 03 groups: Managers, professionals and teachers with a total of 90 people. 17 c) Checking content Proposed solutions for police teaching staff management. d) Checking methods Collecting subjects’ ideas filled in testing forms. e) Evaluation of checking results - The necessity is defined basing on the level el of 1 to 3: Strongly necessary - 3 points; Necessary - 2 points; Not necessary - 0 points). - The feasibility is divided into 3 levels from 1 to 3: very feasible - 3 points; feasible - 2 points; Not feasible - 0 points). Applying the Spearman formula for calculating the correlation: r  1 6 D 2  N N 2  1)  3.3.2. Checking results 3.3.2.1. Assay results of the urgency of the proposed solution The correlation between the necessity and feasibility of the proposed solution is shown in the chart below: 2.5 2.452.45 2.42 2.5 2.43 2.4 2.32 2.27 2.3 2.2 2.11 2.39 2.26 2.16 2.13 2.1 Necessity Feasiblity 2 1.9 GP1 GP2 GP3 GP4 GP5 GP6 Chart 3.2. Comparison between the necessity and feasibility of the proposed solutions As we can see from the chart, out of 6 proposed solutions, the third: "Improving the teacher evaluation process with social self responsibility" (2:50 and 2:43) and the fourth "Renewal of planning, training and retraining the teaching staff with social self responsibility" (2:45 and 2:45) have the highest necessity necessity and feasibility highest. Besides, the correlation between the necessity and feasibility of the solution 6: ""Building the system of teacher’s information management" management is quite close (2:39 2:39 and 2:26 2:26). However, the correlation between the necessity and feasibility of the solution 5 is not really tight (2:42 2:42 and 2:16). 2:16 Besides, solutions 1 and 2 are not highly appreciated in their correlation of the necessity and feasibility. In summary, the test results show that the proposed measures are appropriate to 3.5. Test some proposed solutions 3.5.1. Testing purposes To verify the necessity and effectiveness of applying these solutions to demonstrate the scientific hypothesis proposed. 3.5.2. Testing limitation a) Limitation of content: Two solutions are tested: Solution 3.2.4: Completing the assessment process of teaching staff and Solution 3.2.5 : Creating QLDNGV information systems. b) Limitation of the trial period: 6 months, from 7/2012 to 8/2013. c) Limitation of space experiment: The People's Police University. 3.5.3. Test content - For Solution 3.2.4: Planning and organizing to build the evaluation process of the teaching staff according to 360 degrees. - For Solution 3.2.5: Making adjustments, additions and proposing to build information systems for teaching staff management. 3.5.4. Methods and testing process a) Sending suggestions to the Board of the People's Police University and the participants in order to get a common agreement. b) Selecting the object and how to test for evidence c) Preparation of test conditions d) Deployment testing solutions 3.5.5. Test Results a) Test Results of solution 3.2.4 Test results and effective comparison of solution 3.2.4 to improve the process of evaluating teachers were evaluated according to six criteria as table 3.4. See proof and compare the difference in appendix 12, 13, 14. Comparing the assessment levels of after (STN) and before (TTN) applying the test solution showed that most of criteria are assessed in a positive direction (1 and 2) at a higher level. b) Test results 3.3.5 solution The management of teacher’s information not associated with function(content 2) is expressed more clearly than the two remaining contents through 03 measurements (Xtb1 - Xtb3 increased from 1.77 to 2:23 and SD1 - SD3 increased from 0.81 to 0.95). Meanwhile, the comparison groups change slightly their direction, respectively from 1.74 to 1.93 and 0.82 to 0.88. Ranked respectively 2nd and 3rd is the content 1 and 3, Xtb corresponding to the experimental group increased from 2:21 to 2:53 and 1:40 to 1.74, SD from 0.86 to 0.91 19 and 0.69 to 0.90. Respective control groups of content 1 and 3 having Xtb from 2.19 to 2.40 and 1.42 to 1.65, SD from 0.88 to 0.90 and 0.70 to 0.84. Chapter 3 conclusion On the basis of theory and situational analysis, the thesis analyzes the strengths, weaknesses, opportunities and challenges of teaching staff management in police universities. Therefore, the thesis has developed five principles when implementing the proposed solutions. Six proposed solutions are comprehensive and systematic, of which the first solution is such a breakthrough. Besides, the solutions are closely related to each other, complement each other, taking the limitations of this solution to overcome disadvantages of other solutions. There is no only solution to overcome the current shortcomings. A combination of quality solutions at the system level and the unit efforts will possible improve the management of teaching staff. 20