Improving the quality of postgraduate training in educational science and teacher training in Viet Nam

Introduction. Higher education plays a pivotal role in addressing the demands of socio-economic development and aligning with the needs of the labor market. To achieve this strategic objective, higher education institutions in Vietnam are redefining their pedagogical approaches, curriculum frameworks, and professional development initiatives. In response, some universities in the Mekong Delta region have introduced more postgraduate training programs in educational science and teacher training. However, these initiatives face challenges that impede their effectiveness. A significant gap exists between actual needs and the prevailing conditions necessary to ensure the quality of these training programs. This study aims to evaluate the effectiveness of quality assurance measures in these programs and highlight key areas for improvement to better align with contemporary educational standards. Materials and Methods. This research employs a convenience sample consisting of 235 participants, comprising managers such as presidents, vice presidents, principals, vice principals, deans, vice deans, and department heads, as well as lecturers from 8 universities offering educational science and teacher training programs in the Mekong Delta region of Vietnam. Notably, approximately 45% of the participants are female. Furthermore, nearly all participants, both managers and lecturers, hold doctoral degrees. Participants completed a comprehensive survey assessing various aspects of postgraduate training. The assessment used a Likert scale with 38 observed variables to quantify perceptions of quality across different facets of the educational experience. Results. Our result showed that there are 8 universities offer programs in educational sciences and teacher training. Postgraduate programs: 19 master's majors across 4 universities and only 4 doctoral majors across 3 universities; Teaching staff: the region has 2 professors, 39 associate professors, and 217 PhDs involved in training. Despite these efforts, challenges remain due to the limited number of postgraduate programs available. Evaluation of postgraduate training quality in the Mekong Delta region highlights areas of strength and opportunities for improvement. Key findings from 136 lecturers and 99 managers include: a) quality of teaching staff: average rating around 2.8 to 2.9, indicating room for improvement; b) research capacity: average rating around 2.7 to 2.8, highlighting the need for enhanced research initiatives; c) facilities and resources: rated positively with averages around 3.5 to 3.6; e) areas of concern: collaboration on scientific research and document compilation received lower ratings (2.2 to 2.4), indicating immediate need for improvement. Conclusion. The study underscores the necessity for continuous development in postgraduate training programs within the Mekong Delta's educational institutions, Vietnam. It recommends the adoption of integrated strategies that encompass upgrading faculty skills, revising curricula to include contemporary educational needs, and bolstering infrastructural and administrative support to foster a conducive learning environment. These enhancements are vital for preparing educators who are capable of navigating the complexities of modern educational demands and contributing effectively to the region's educational advancements.