By 2020 there will be about 70,000 unemployed pedagogical graduates.

That is the figure that Associate Professor, Dr. Bui Van Quan, Principal of Hanoi Capital University, gave at the scientific conference "Training teachers at multidisciplinary universities to meet the requirements of current educational innovation" in Hanoi on May 17.

Modern educational methods will help students develop comprehensively.

Associate Professor, Dr. Bui Van Quan gave statistics that currently, there are 108 training institutions for preschool and general education teachers nationwide, including 9 pedagogical universities, 1 university of education, 31 faculties and pedagogical majors in multidisciplinary universities, 35 pedagogical colleges, 19 faculties and pedagogical majors in multidisciplinary colleges, 3 pedagogical colleges and 10 vocational colleges.

Except for Dak Nong province, the remaining provinces and cities currently each have at least one teacher training facility. Of which, the Northern mountainous and midland regions have 19 facilities, the Red River Delta has 26 facilities, the North Central and South Central Coast have 23 facilities, the Central Highlands have 8 facilities, the Southeast has 18 facilities, and the Mekong Delta has 14 facilities.

Associate Professor, Dr. Quan commented that the structure of the network of teacher training institutions, especially the structure by territory (each province/city has at least 1 teacher training institution) and the traditional teacher training method (parallel training) have fulfilled their historical role and mission.

However, the teacher training system has revealed fundamental limitations such as the development of a network of teacher training institutions that has not really come from the need for teacher development. The network of teacher training institutions has developed in an unstable state because many pedagogical colleges, which are weak in both facilities and teaching staff, have been upgraded to universities, or renamed to expand enrollment for university-level training in pedagogical and non-pedagogical fields. There is no stratification in the network of teacher training institutions...

Mr. Quan said that by 2018, the number of teacher training students graduating each year (by type of teacher): Primary school is 19,200 people, secondary school is 18,700 people and high school is 23,030 people. Even if the average number of students/teachers increases to the same level as developed industrial countries, by 2020 the system will not be able to recruit all newly graduated teachers, there will still be a surplus of about 41,000 people for primary school, 12,200 people for secondary school and 16,900 people for high school.

“Teachers are professional workers”

Associate Professor, Dr. Quan expressed the view that it is necessary to build a network of training facilities and organize teacher training models/methods based on the viewpoint that "teachers are professional workers".

Mr. Quan analyzed that, with the above viewpoint affirming the professionalism in the professional work of teachers, it is necessary to set specific standards for teacher training and require that those who do training work at teacher training institutions must be professionals in teacher training. In the coming time, there should be studies to evaluate current teacher training models/methods.

Mr. Quan said that managers need to design the structure of the teacher training network to take into account the situation of the “teacher shortage crisis” and ensure that the teacher structure needs to be met in terms of training level; The design of the structure of the teacher training network must pay attention to the diversity of training models/methods. In addition, the teacher training network must be stratified.

“It is necessary to redefine the function of pedagogical practice schools, especially pedagogical practice schools belonging to teacher training institutions (pedagogical practice schools belonging to teacher training institutions are not purely vocational practice facilities). The teacher training process must be designed and organized closely with the practical life of the school, ensuring a close relationship between training and fostering according to the perspective of continuous development of the teacher profession (continuous development of the teacher profession is a process that includes all 3 stages: pre-teacher training, teacher training and vocational work at preschool or general education institutions) - Mr. Quan suggested.

According to Associate Professor, Dr. Nguyen Manh An, Hong Duc University, Thanh Hoa, it is necessary to implement plans and training plans for cadres and lecturers in accordance with their assigned positions and tasks; give special priority to training majors that do not have PhD-level teachers... At the same time, it is necessary to have mechanisms and policies to attract a large number of excellent students to study pedagogical majors at local universities: In fact, the input of candidates admitted to study at local universities is relatively low in quality, affecting the output quality, including the teaching staff.

Prof. Dr. Duong Ngoc Hai, Vice President of the Vietnam Academy of Science and Technology, Director of the Academy of Sciences, said that currently, the awareness of the importance of scientific research in teacher training is not adequate. Part of the reason is due to low research funding and a lack of lecturers doing scientific research. If it is a research university, both of these problems can be solved. The strategy for developing the Pedagogy sector in the university network needs to be improved to match the general trend in the world of research universities: Research combined with Teaching-Training.

According to Associate Professor, Dr. Quan, how should the system of teacher training institutions be designed in the future, what will be the prospects of teacher training colleges, how will the relationship between teacher training institutions and preschool and general education institutions be established and operated, what are the conditions to ensure it... are questions that are not easy to thoroughly answer. It requires time and intellectual investment from pedagogues in an organized scientific research program with a very specific orientation.

According to Dan Tri