The Study On Teacher Management System In Chinese Universities

Stepping into the 21st century, human society is experiencing huge changes in science and technology. Every country endeavors to enhance its comprehensive national strength. Therefore, the development of human resource becomes the issue that attracts the world's attention. As the main places to cultivate well-educated talents, universities and colleges have their significant historic missions. They used to be the places to study knowledge, but now they become the incubators for the country's top talents as well as the nucleus for scientific research. To develop a team of teachers with high quality has become the crucial developing strategy for every university, or even for every state government around the world. Only outstanding teachers can cultivate talented students, improve education quality, innovate continuously and lead an impetus to the development of science and technology in the society. Therefore, to develop a team of teachers with high quality has become the core mission of universities and colleges.Globalization has brought us a lot of advantages as we can exchange experience between countries and use other countries' experience as reference so as to develop better and more quickly during the process of internationalization. Since the higher educational reform in Vietnam started relatively later than other countries in the world, it is essential for Vietnam to refer to other countries' experience. Although many developed countries' experience in education management is of great value to refer to, the differences in social culture between Vietnam and these countries make it difficult to take those countries' experience as reference. However, both China and Vietnam are developing countries, which have a lot of similarities in political system, culture, education and society. China began to open up and reform eight years earlier than Vietnam. The country also participated into WTO and implemented "The Higher Education Law" five years and more than 10 years earlier than Vietnam respectively. Hence, all the negative and positive experience happened in China can be useful for Vietnamese educationalists. As a Vietnamese student in Shanghai, I experienced the swift changes brought by the policy of opening up and reform in the country everyday and saw with my own eyes the success of China's higher educational reform. This paper intends to use first-hand materials as much as possible with the use of libraries, Internet and reference books. Through literature review as well as comparative analysis, the paper will study teacher management systems in China's universities, introduce China's experience in teacher management to researchers in Vietnam and provide a valuable reference for educationalists and school leaders in Vietnam.East China Normal University (ECNU) belongs to China's Project 211 (Chinese government's endeavor aimed at strengthening about 100 institutions of higher education and key disciplinary areas as a national priority for the 21st century) and Project 985, which is a typical Chinese university that has comprehensive management system. This paper takes ECNU as a case study to explore Chinese universities' teacher management system. By analyzing ECNU's achievements in teacher system reform, the paper intends to give Vietnamese school leaders more insights in the practice of teacher management system and a good reference for the reform of teacher management system in universities of Vietnam.The research in this paper focuses on three aspects of teacher management system: appointment system, training system and performance evaluation system. Three suggestions for educationalists and practicians in Vietnam have been made according to the above three aspects. Firstly, the selection process should be reasonable and scientific. Being open, objective and fair is the principle of the appointment system. Universities should improve teachers' salary and benefits so as to attract more talented people to be teachers. Universities should also reasonably set all the posts according to the needs, build a good pay system and select the best candidates under equal competition. Secondly, universities should develop a sound professional training system, which provides teachers with planned, organized, step-up training. Teacher training can be conducted in various forms such as consigned training, on-job training, professional training, and long-distance training. It is important to increase the training benefits during on-job training. Thirdly, it is crucial to develop a complete, scientific and systematic performance evaluation system for teachers and go through the evaluation process strictly during the employment. Universities should integrate qualitative evaluation with quantitative evaluation, carry out multidimensional evaluation and create their own evaluation methods according to the universities' own situations and characteristics.