Under the impact of the socialist-oriented market economy and international integration, more and more autonomy has been assigned to public higher education institutions to encourage their appropriate and effective use of resources to improve training quality. In reviewing the model of human resource management and knowledge management based on the corporate social responsibility (CSR) approach, this paper presents a model built for developing academic staff under the consideration of several factors including external factors, internal factors, the autonomy and social responsibilities of the University for outputs, stakeholders (university administration board, investors, human resources units, university members) and the quality management of higher education institutions.
The paper presents the lecturing staff professional development process of the Education Faculty in a multi-disciplinary university the Mekong Delta of Vietnam within the current educational reform context. The paper is based on a qualitative interpretive case study that explored the context of the faculty and the practices of professional development for the teaching staff to address new requirements in higher education. Two data collection methods were used: analysis of policy documents (e.g. national educational policies, Education Law 2018, Higher Education Law 2019, provincial documents, and faculty reports), and informal interviews with four educational managers. The findings provided insights into the faculty context and developmental strategy, and revealed an imbalance in the faculty’s lecturing staff development and practical requirements. The paper offers some suggestions for the faculty’s developmental strategy and lecturers’ professional development, particularly to enhance the qualifications of the teaching staff who are capable of enacting educational reforms successfully in their local contexts.
This article reflects a comparative analysis and assessment on structure of the education system of the countries, comparing structure of Vietnam national education system and ISCED 1997-2011(UNESCO), giving some basic orientation on Vietnam national education system appropriate to the International Standard Classification of Education (ISCED 2011) and the Vietnamese National Qualifications Framework (VQF).