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The traditional educational paradigm has become outdated as a result of changes in both the cultural and socioeconomic setting. A more sustainable and acceptable teacher is needed in education. A quantitative study was conducted. 95 administrators and teachers at the University of Technology and Education participated in this study with the aim of analyzing the current status of the teacher education model at the institution. According to the findings of the study, the model for educator preparation has been put into practice primarily through the processes of planning, organizing and directing activities related to educator preparation as well as inspecting and assessing the quality of education. The outcomes of the study indicate that it is essential to design educational programs that are appropriate for the present context. In particular, the study suggests that one of the most important steps towards achieving success is to incorporate technology into teaching methods. The process of educating teachers with the right degree of expertise and skills should be emphasized by educators and policymakers by developing relationships with other educational institutions and allowing teachers to participate in internships.

Education and training are critical components for the development of high-quality human resources. Teachers are the most important factor in determining the overall quality of education and training system in any country. As a result, in order to improve the quality of human resource training, it is necessary to first improve the quality of teacher education. It is necessary to have a contingent of teachers who are capable of teaching according to the approach to practicing competence; that is, they must know how to accurately determine the standards of practice competence of the students and then design programs, organize teaching, and evaluate teaching results according to those competency standards in order to train qualified human resources to practice. This study resulted in the development of a scale to evaluate teaching in the direction of approaching the performance capacity of technical pedagogy universities. The results also revealed that both lecturers and students had access to competency-based education during the entire academic duration. The old methods, on the other hand, were still used extensively and frequently up to 90-100 percent of the time in the teaching process. Fifty to one hundred percent of modern methods and materials, however, have not yet been fully explored or utilized. The study recommends arranging adequate funds to universities for conducting additional research into other aspects of teaching and learning to ensure performance improvement.

As the global economy grows, the labor market's demand for qualified employees increases. However, the present situation is not able to meet labor market requirements; laborers are inexperienced, and their professional skills are inadequate. Collaboration between vocational schools and businesses is essential for educational activities. This study aimed to investigate the degree of perception, the contents, the forms, and the variables that influenced collaboration activities in practical training between vocational schools and businesses. A quantitative study method was conducted on 570 respondents (195 teachers, 125 managers, and 250 graduated students) randomly recruited from four provinces/cities in Vietnam. The results show that participants perceived the importance of practical teaching coordination activities in vocational schools and businesses. In addition, some contents and forms were applied to collaboration teaching activities between vocational schools and businesses Future studies should consider similar experimental studies to develop appropriate practical training collaboration activities models based on perception levels and factors impacting activities.

Background: Six basic characteristics of competency-based teaching are: (1) teaching is conducted based on performance and individual needs; (2) the process can provide immediate learner feedback; (3) performance competencies are determined based on work analysis; (4) the program contains measurable goals and (6) uses performance standards as a reference for performance evaluation. Objective: This study is conducted to investigate the training quality of Technical Pedagogical University according to competency-based teaching. Methods: This study uses a quantitative approach, a survey of 54 school administrators and 186 lecturers from Technical Pedagogical University and 43 school administrators from Vocational Schools in Vietnam. Results: The main findings of the current study are (i) the training quality at Technical Pedagogical University that school administrators and lecturers from Technical Pedagogical University reported was relatively high; (ii) the levels of satisfaction with task requirements at Technical Pedagogical University reported by school administrators at vocational schools were relatively high. Conclusion: Although the evaluation from school administrators and lecturers from the two institutes is quite high, educators should focus on diversified and effective methods to enhance the quality of teaching in educational settings, especially competency-based teaching in universities.