quản lý nhà nước ở cấp huyện đối với giáo dục mầm non, tiểu học và trung học cơ sở vùng đồng bằng sông cửu long bản tóm tắt tiếng anh

INTRODUCTION
1. The urgency of the topic
Intellectual enhancing, human resource training, and talent
fostering are strategic objective in developing education and training
(education and training) of our country. Education (Education) at any
levels mainly contributes to training (Training) people, fostering
dignity, life and work capacity, to meet the requirements for the
construction and development of the country’s socio-economy and
actively take part in the globalization background today.
Constitution of the Socialist Republic of Vietnam in 1992
(amended and supplemented in 2001) has asserted: "Education is
developing the first national policy Education development is the
first national policy ". At the 7
th
national delegate congress, our party
continuously advocated the policy: "Paying more attention to the
development of education and training in remote, difficult areas.
Ensuring social justice in education; implementing preferential
policies, and supporting for the families of deserving well of our
country, ethnic minorities, good students, poor students, disabled
students, teachers working in the remote, difficult areas ".
Decentralizing the state management (the state management) of
the Education, Education Act 1998, amended in 2005, 2009 and
Decree No. 115/2010/ND-CP dated 24/12/2010: " Districts’ People
Committee are responsible for performing the state management of
education in the district, responsible to for the provincial People's
Committee on the development of nursery education (nursery
education), lower secondary (lower secondary), upper secondary
(upper secondary) and build social learning in the district. "
The characteristics of the state management in districts for
preschool education, primary and secondary education in Mekong

Delta having its own features that need mentioning such as: What is
the state management of education content for specific regions?
What are the function and power of the state management offices in
districts for preschool education, primary and secondary education?
What are the form and method of the state management in districts
for preschool education, primary and secondary education in specific
Mekong Delta region? Moreover, there are many problems in
1
theory, legal and the practice the state management work for
education in districts haven’t been paid attention or researched so far.
This is one of the important causes that makes the quality of
education in the Mekong Delta districts not high and the effective
management to this object has not been as expected. Therefore, the
basic study of this issue is urgently needed in our country today. That
is also the reason for the author’s choice for the topic "The state
management in the districts for preschool, elementary and secondary
education in Mekong Delta region" as my PhD thesis in public
administration.
2. Research objectives:
To create the scientific foundations of theory and practice
basically to propose a complete solution to the district administration
in preschool education, primary and secondary education in general
and in Mekong Delta region in particular.
3. Research Tasks:
- Studying the basic theoretical issues in administration in the
districts for preschool education, primary and secondary education:
characteristics, content, forms, the methods of administration;
organizational structure, civil servants, employees, financial staff to
clarify the theory of education administration; studying the typical of
national education management and the theoretical issues of

Education Management.
- Investigating, surveying, analyzing and evaluating the real
situation in district administration for preschool, primary and
secondary education in Mekong Delta region.
- Proposing a number of measures to improve the district
administration for preschool education, primary and secondary
education in Mekong Delta region.
4. Object and subject of study:
- The objects of the study is theoretical administration system
and solutions to improve and enhance the effectiveness of district
administration preschool, primary and secondary education in
Mekong Delta region.
2
- The subjects of the study are the activities in district
administration for preschool, primary and secondary education in
Mekong Delta region.
5. Research sphere:
- The content of the research focuses on the policy
administration (central and local) in for preschool, primary and
secondary education in Mekong Delta region.
- The Geographical survey is the provinces in Mekong Delta
region.
- The data of the research is from the 2004 survey (a time when
the Government decentralized administration for preschool, primary
and secondary education for the districts according to 166/ND-CP
Decree dated 09.16.2004) to 2012.
6. Research Hypothesis:
To make administration in district level for preschool, primary
and secondary education effective, we need to improve the policy
system towards decentralization to district administration for

institution, organizational structure, human resources, public finance
and inspection, testing, these policies must be consistent with
economic, social, cultural, educational of the Mekong Delta
characteristics of Mekong Delta region. Specifically: On planning
resources for primary and secondary education teachers: District
level must actively combine with schools in analyzing the teacher
demand for each level, order the training departments according to
requirement, cooperating with heath and population offices to plan
schools and classrooms; On implementing the school year plan
(Education Planning): we need the local decentralization in
developing and implementing the plan in accordance with the
specific of Mekong Delta (interlaced rivers, frequent floods),
building preschool education model suitable with the high tidal
region in Mekong Delta (the "child keeping or kindergarten" models
in community, "child keeping according to the family group model");
Teacher policy: Salaries and allowances for teachers must meet the
minimum needs of the particular employees in order to create
conditions for teachers to focus on their profession; Investment in
education must concentrate regional particularities: Weak soil base
3
needs big investment, because of many rivers, scale and residents to
open the school to be regionally specific criteria; Strengthening the
district administration for education: The Vice Chairman of the
district authorities allocated according to their assigned duties
without basing on the current population and area, Education and
Training Division staff should be commensurate with management
task, not as high as other technical departments.
7. Methodology and Research Methods:
- The methodology is dialectical materialism and historical
materialism. We need Applying dialectical perspective, historical

and systematic approach to research and analyze problems.
- The methods of the research include: research methods
documents, investigation methods by questionnaires, interviews,
observation, experimental approach social models, forecasting
methods, the treatment information.
8. New contributions of the thesis:
The work is the first systematic study of theoretical, practical
and legal administration at the district level for ECE, primary and
secondary schools in the Mekong Delta.
- In terms of reasoning: contributing to its position, role and
content of the district administration in ECE, primary and secondary
schools as a grassroots level as well as the beginning of the end of
the year on a comprehensive elements: institutional, organizational
structure, human resources, public finance and the inspection and
examination.
- In terms of practice: contributing to changes in practices at the
district administration for ECE, primary and secondary schools in the
Mekong Delta in the elements, in content: institutional,
organizational structure, human resources, finance public
administration and inspection, testing.
9. Dissertation Structure:
In addition to the introduction, an overview of the thesis
research, the conclusion content of the thesis consists of three
chapters: Chapter 1 presents a theoretical basis for the district
administration in ECE, primary and secondary. Chapter 2 presents
the situation in the district administration for ECE, primary and
4
secondary schools in the Mekong Delta. Chapter 3 presents
viewpoints and orientations, complete solution for the district
administration in ECE, primary and secondary schools in the

Mekong Delta in 2020, appendix tables map.
OVERVIEW OF THE THESIS RESEARCH TOPICS
- The research work abroad
On the importance of Education, the enhanced role of education,
Confucius, Alvin Toffler, R.Roy Singh, Allan Walker,
NKKrupxkaia, international organizations, UNESCO, Japan
Education to the absolute priority of all bank books and to help in the
promotion of all aspects of human creativity. Clearly, education is
particularly important priority for scientists around the world.
There have been many scientific studies on decentralization in
management, a number of authors represented: Denis.A.Rondnelli
and John.R.Nelli; GS. Christopher Hood decentralization to ensure
compact and purposeful; ensure honesty and fairness, ensuring
strength and resilience. Japanese government and the local
administration Education (Prefectural Board of Education),
educational institutions and authorities responsible for the huge the
management and implementation of activities within management
education, decentralization Chinese government district management
role secondary schools, primary and kindergarten.
- The local research
Ho Chi Minh Thought as the ideological foundation Vietnam's
education. Document of the First National Congress XI, view
advocated by the Communist Party of Vietnam - based on basic
science in educational administration, confirming the role, position,
importance, strategic goals develop education and training in our
country. Education Law and the bylaws is the legal framework
related topics.
In the country, there are many scientists mentioned in the
classical texts, textbooks, and scientific topics, seminars, articles in
the Journal Science: Pham Minh Hac, Nguyen Canh Toan Dang

Quoc Bao, Nguyen Dac Hung, Nguyen Quoc Chi, Nguyen Thi My
Loc, Bui Minh Hien, Nguyen Minh Duong, Pham Van Kha, Nguyen
Thu Linh, Bui Van Nhon The author presents the basic theoretical
5
perspective, orientation, concepts, approaches, features, content,
national education systems in the administration of education in our
country today and in the future. These are very important content and
rationale of the research process.
- Scientific administrative decentralization of administrative and
many scientists: Le Minh Thong, Nguyen Dang Thanh, Nguyen Huu
Khien, Chi Mai Le, Vo Kim Son, Dinh Thi Minh Tuyet, Nguyen Van
Hau, Dao Thi Ai Thi A series of decentralization, public policy,
human resource training is important rationale for the research thesis.
- The study of social management practices, a number of
authors: Dinh The Huynh, Le Vinh Tan, Tran Thi Ngoc Tram, Ho
Van Thong, Tran Chi Thanh, Phan Huy Hien, Tran Quang Trung,
Nguyen Manh Thang focused on assessing the situation and
propose some solutions to develop education and training in our
country in general and in particular the Mekong Delta.
Through the review, can draw some comments:
- National education are more interested and see it as an
important driving force leading to the training of human resources to
promote economic development - social, so that many foreign
authors focus on research education and educational administration.
Some researchers interested in decentralization for local education
and educational institutions such as Japan, China for ECE, primary
and secondary.
- In the study of the country's most remarkable state curriculum
management culture - education - health su.T. by professor Nguyen
Thu Linh (editor) and Prof. Dr. Bui Van Nhon, Publishing House

Education and Work 2006 "Management education - some
theoretical issues and practical" Prof. Dr. Nguyen Thi My Loc (ed. ),
National University Publishing House, Hanoi, 2012, and refers to the
system of education and training administration theory completion, is
an important basis for the study's authors write chapters apply basic
theory, the rest of the article although written many different content
but most research focuses situation and proposed solutions in the
administration of education and training at the macro level,
university or a specific area at certain localities.
6
- Content of the study is incomplete and unresolved issues
specific nature of the problem at the district administration for ECE,
primary and secondary special areas _ Mekong Delta.
These issues need further study and confirmed:
Overview of the problem thesis research was based on
"Governance in the district for preschool, elementary and secondary
school in the Mekong Delta." The argument focused research and
analysis of state administration at the district level for ECCE,
Primary and Secondary Mekong Delta to continue to assert our
opinion: District remains a grassroots level, starting level, direct key
level and the last level is the administration of education in the
province, there is a significant theoretical and practical utmost
importance and urgency of the current situation. This view does not
overlap with any of the scientific research in the country and abroad.
CHAPTER 1
RATIONALE MANAGEMENT DISTRICT STATE OF
PRESCHOOL EDUCATION, ELEMENTARY AND
SECONDARY BASIS
1.1. Basics:
1.1.1. Management:

Depending according angles research all scientific branches on
the basis those way different approaches which have those different
conceptions about terminology management. General concept of
management is given by cybernetics: Managing the impact of any
orientation on a particular system to order it and the direction of its
development in accordance with the laws of certain.
1.1.2. State Management:
The concept of the current administration are still many
different interpretations: the impact administration is organized and
controlled by the State authority for the process of social and
behavior of human activity by system authorities water from the
central to grassroots conducted on the basis of law to state law
enforcement.
1.1.3. Education, early childhood education, elementary
education and secondary:
7
- Education is a conscious activity of man to equip the necessary
knowledge in all aspects of human life, education often takes place
continuously in the social environment.
- Early Childhood Education: ECE is done feeding, care and
education of children from three months to six years old. ECE is the
first grade of the national education system, laid the foundation for
the initial development of physical, intellectual, emotional, aesthetic
Vietnam children.
- Elementary education: primary education was implemented in
the academic year, from first grade to fifth grade. The age of students
in a class is six years old. Primary Education is the foundation
courses, students have the task of helping to form the initial basis for
developing comprehensive capacity of children, in order to form the
initial basis for the comprehensive development of the human

personality Vietnam South socialist.
- Middle School Education: Secondary education is conducted
in a four-year school, from grades six through nine. Students entering
the sixth grade to complete primary education, there is age eleven.
Secondary Education is responsible for helping students to
consolidate and develop the results of primary education, to help
them have secondary education and the original understanding of
technical, vocational school to high school, vocational school or go
into working life.
1.1.4. State management of education and training,
management education and training
- Public administration is the impact of education and training,
frequent adjustment of the state by state power for the entire
operation of a national education and training to orient, order and
discipline set of education and training activities, aims at the
objectives and requirements of the development of national human
resources.
- Management of Education and Training is influenced or
controlled by the head of education and training facilities and
apparatus management education and training in the operation of the
unit on the basis of policy, development of education and training of
state law and regulation system, internal rules of the organization in
8
order to improve the quality of training, implement education and
training plan is in place.
- The theoretical approach in management education:
(1) Approach function; (2) Objectivity approach / object
management education; (3) Approach behavior / human relations in
management education; (4) Approach state relations in education
management.

1.1.5. Manage state of the education district local
governments for preschool, elementary and junior high school
- The function of the district administration in the following
ways: Function representation, executive functions and operating
functions support community
- Jurisdiction of district education authorities including the
authority of the People's Council (Council) and the jurisdiction of the
district People's Committee (PC) district.
1.1.6. Decentralization
Administrative decentralization are many scientists give
different concept. From administrative practices locally, in our
opinion: administrative decentralization between central and local
rules established by the law on the rights and responsibilities of
administrative bodies at the local level methods in a particular field.
1.2. Ideology, relating point state management about
education
1.2.1. Ho Chi Minh Thought - Education ideological
foundation Vietnam
Ho Chi Minh Thought as a science, this thought always received
from intellectual nourishment, the actual development of Vietnam
and the world, the ideological foundation of education in Vietnam.
1.2.2. View advocated by the Communist Party of Vietnam -
based on the basic science of public management education
1.2.2.1. Education and training is the first national policy
1.2.2.2. Education to enhance the intellectual, human resources
training, human resource training.
1.2.2.3. Education must be both closely associated with the
country's development requirements and appropriate to the trend of
the times progress.
9

1.2.2.4. Forms of education and training is socialization and
diversification.
1.3. The importance of state management of education and
training
1.3.1. The importance of education and training
In the world throughout history have defined educational
placement, meaning, importance and especially for that education is
a social phenomenon in particular, it was born, survive and grow
with the development of human society. Education formed from
cultured human.
1.3.2. The importance of state management of local
education district
1.3.2.1. Administration in the area of education is to contribute
to the district level to ensure that the policies and objectives,
educational strategies are implemented in the right direction and
have practical effect in the area.
1.3.2.2. Administration of local education district is to facilitate
learners to participate fully in accordance with the program plan with
the best quality.
1.3.2.3. Administration of local education districts help ensure
implementation of training policies fostering arrangement teachers,
educational administrators (education manager) in educational
institutions also as remuneration for them to develop professional
skills, fulfill the duties of teachers.
1.3.2.4. Administration in the area of education is to contribute
to the district level to mobilize resources for investment in education
as the network layer, the material and equipment for teaching and
learning by teachers and students.
1.3.2.5. Administration of local education district to promote the
work of inspection, testing and teaching and learning activities, anti-

dropout.
1.4. Characteristics of state management of local education
district
1.4.1. Characteristics of state management of education
From a public relations approach in education manager,
administration of education characteristics include:
10
1.4.1.1. Characteristics associated administrative and
management expertise in the management of educational activities
(administrative characteristics - education).
1.4.1.2. State power in active management is characterized
1.4.1.3. The implementation of educational administration are
characteristics associated state - society.
1.4.2. Characteristics of state management of local education
district in the Mekong Delta
1.4.2.1. District level is a grassroots level start, end key and also
direct the final level of administration in the area of education district
in the Mekong Delta.
1.4.2.2. The district level is where the best and make career
education advocates socialization - Front policy decision victory
socialization career education in our country in general and in
particular the Mekong Delta.
1.4.2.3. The district level is the decision level, closest, closest to
organize networks on-demand classroom learners in the Mekong
Delta.
1.4.2.4. District level to ensure funding for education and
training in the Mekong Delta.
1.4.2.5. District level of the Mekong Delta is a mechanism to
manage specific areas of education and training.
Thus, from Congress IV, V, the Communist Party advocated:

Reinforcing the Party base associated with the implementation of
tasks to build political districts, communes organizations build
business , the combat units and launching mass movements the
district is building forts in the fields of politics, economy, culture,
society, defense-security. After more than 30 years of construction
and development, decentralization issues have to adapt to changing
process of international integration and globalization trends,
internationalization. Many point to the still underestimated the role
and position of the district, especially in education and training and
that it is the task of education and training sector. From the current
management practices, there are too many adverse social factors are
formed from the left side of the market economy has a strong impact
on the quality of education and training, allowing us to continue to
11
assert the view: the district level is still a grassroots level start, end
key and also directly in the final level of education and training
administration and district is a fortress so far remain valid for local
administration of education - the view was correct and consistent
with the current MD.
1.5. Decentralization of state management of local education
district
1.5.1. The necessity of decentralization
- Local Decentralization is a tool, measures to promote and
ensure effective administration activities.
- Local Decentralization inevitably leads to a result which
confirms the relative independence of a subject in a certain field.
1.5.2. The objective hierarchy
The goal is to reach decentralized effectiveness, more efficient
administration, social QL.
1.5.3. Forms of decentralization

Decentralisation may have the following basic form:
Decentralization, delegation of responsibilities, authorization
(assignments).
1.5.4. The principles of
- To ensure the consistency and power of national sovereignty.
- Ensure effective rule, any more realistic level, more timely
resolution, better serve the people assigned to perform that level.
- Combined management industry to manage the territory and
ensure equality among administrative units - the territory.
- Decentralization of authority must be clear, the
responsibilities, functions associated with each level.
- Decentralization ensure conformity tasked with the ability of
localities.
1.5.5. Content decentralized state of education in our
country
System of national education is formal education and continuing
education. Continuing education is considered the method of
education, on the other hand, it is considered important parts along
with parts of formal education made education system national.
There are 4 levels of education and training qualifications.
12
The basic principle of decentralization of education
administration responsibilities: (1) To ensure consistency, smooth
and improve the effectiveness and efficiency of education
administration, (2) ensure the correspondence between the tasks,
authority, responsibility of the financial resources, personnel and
other conditions necessary to perform assigned tasks; (3) assignment,
assignment and identify specific tasks, authority and responsibility in
the field of education the People's Committees at all levels and the
relevant authorities, at the same time promoting the highest

activeness, creative agencies at all levels of the education authorities
and perform assigned tasks.
Decentralization of Education and local administration at
district level are specified in Article 8 of Decree No. 115/2010/ND-
CP dated 24/12/2010 of the Government: "DPC is responsible for
performing the state management of GD in the district, responsible to
the provincial People's Committee on the development of ECCE,
primary, secondary and social development learning in the district. "
To ensure strict hierarchy, relative independence, effectiveness
of an administrative level, district level decentralization must be
comprehensive, stable on 5 areas: institutional decentralization,
decentralization the organizational structure, human resource
decentralization, financial decentralization and decentralization of
the inspection and examination. This is also an attribute of any
administration in the world.
Above is the theoretical contribution of general decentralization
and decentralization of education in particular geographical district.
This is content throughout the thesis and which is reflected in the
content of education decentralization administration section 1.6 of
the thesis.
1.6. Contents of state management of local education district
1.6.1. Institutional: enforce the constitution, law and public
policy in the area of education district
1.6.1.1. Administration of the program, academic plan
1.6.1.2. Administration of quality education and moral
education of students in the district area.
1.6.1.3. Administration of the movement in the district area.
13
1.6.1.4. Administration in the fight against illiteracy and
education districts in the province.

1.6.1.5. Administration of inclusive education for the disabled
list, local defects district.
1.6.1.6. District administration about raising children in the
school age and dropout prevention
1.6.2. The apparatus and method of state management of
local education district
1.6.2.1. District-level People's Committees.
Responsibility for administration of the education district
People's Committee, was assigned in Article 8 of Decree No.
115/2010/ND-CP dated 24/12/2010 of the Government: District-
level People's Committees are responsible performing the state
management of education in the district and is responsible before the
People's Committees of provinces in developing ECCE, Primary,
secondary and building a learning society in the district with 10
content.
Structure apparatus and operation of People's Committees of
districts are defined in Article 119 to Article 127 of the Law on
Organization of People's Councils and People's Committees through
2003. Method of administration of the People's Committee is the
method of persuasion and methods of enforcement. Form of
administration of the People's Committee of legalistic forms and
forms less legalistic.
1.6.2.2. Department of Education and Training
Department of Education and Training is the specialized agency
under the People's Committee, held uniformly in districts, towns and
provincial cities under Decree No. 14/2008/ND-CP dated 04/02/2008
of government. Department of education and training is an advisory
body, to assist the district People performing the state management
of the sector education and training 8 contents of Decree No.
115/2010/ND-CP.

1.6.2.3. Administration apparatus of the commune People's
Committee.
As one of the final administrative system of administrative state.
Responsibility for administration of the educational level People's
14
Committee, was assigned in Article 10 of Decree No. 115/2010/ND-
CP dated 24/12/2010 of the Government, including 6 content. Level
4 is one of the commune's administrative system of Vietnam
administrative agencies, forms and methods of state management of
commune-level People's Committees similar to the People's
Committees at all levels.
1.6.3. State management of human resources at the district
level for preschool, elementary and junior high school
1.6.3.1. The number of team officials and civil servants,
teachers, educational administrators in the district area.
The general principle layout payroll managers and education
staff are arranged by grade school teacher payroll arranged in the
number of sessions per day. Private payrolls preschool teachers is
arranged by the number of children.
1.6.3.2. Standards team officials, teachers, educational
administrators in the district area.
- Preparation officials specified in the Law on Cadres and civil
servants in 2008, including common standards and criteria specific to
each work location.
- Brigadier ethics house Catholic is stipulated at Decision No.
16/2008 / Decision - Ministry of education and training immediately
16/4/2008; standards occupational preschool teachers is prescribed in
Decision number 02/2008 / Decision - Ministry of education and
training on 01/22/2008; professional standards of primary school
teachers are defined in Decision 14/2007 / Decision-Ministry of

Education and training on 04/05/2007; standard professional
secondary school teachers, high school teachers are defined in
Circular 30/2009 / education of 22/10/2009 Ministry of education
and training.
1.6.3.3. The work of reviewing, planning, training, allocation
of human resources in the area district.
Reviewing the recruitment process, use and management of
civil servants according to Decree No. 24/2010/nghi-government.
For teachers, educational administrators, to conduct the review,
evaluation, reorganization of teachers, educational administrators to
have refresher training plan to ensure sufficient quantity and weight
15
the structure, raising qualifications, professional ethics for teachers,
educational administrators. Contents of training in the country,
including: political theory, knowledge, skills administration,
knowledge integration, information technology, foreign language
majors; ethnic language for public servants working in areas
languages of ethnic minorities.
1.6.4. State management in the financial district for
preschool, elementary and junior high school
1.6.4.1. Mode, salary policy for civil servants, teachers,
educational administrators in the district area.
Wage insurance is not just social media but also foster the
human development goals - economic society. Salary regime
stipulated in Decree No. 204/2004/ND-CP dated 14/12/2004 and
allowances.
1.6.4.2. The operational cost of education administration
apparatus local district.
For the People and the specialized agencies of the DPC
operating funds allocated from the state budget state budget law. For

units made public autonomy under Decree 43/2006/ND-CP dated
25/4/2006 of the Government.
1.6.4.3. Funding training for staff cadres, teachers,
educational administrators in the district area.
1.6.4.4. Investment in construction of facilities and equipment
for ECE, primary and secondary school districts in the area:
The work plan developed network of schools and classrooms,
the construction of schools and classrooms. .
1.6.4.5. Social education in the area of the district
1.6.5. State management of inspection, inspection, settlement
of complaints and denunciations and handle violations of local
education district
To settle complaints and denunciations according to the Law on
Complaints and denunciations 2005 amended Decree No.
53/2005/ND-CP guiding the implementation of the Law on
Complaints and denunciations and the Law on Complaints and
denunciations amended in 2005.
16
Content inspection and testing specified by the 2005 Education
Act, the law amending and supplementing a number of articles of the
Law on Education in 2009 and the annual plan of the joint venture
with the Ministry of Education and Training Inspectorate
Government. One of the very important content that is inspected
dropout prevention.
1.7. Experience educational decentralization of a number of
countries in the world
- Institutions, Japan is a typical implementation of policies
consistent decentralization and strengthening decentralization of
education management at all levels.
- Singapore Experience in training management education:

- Management structure and uniform system of Chinese
education.
Conclusion Chapter 1.
From a public relations approach in education administration
from the characteristics analysis can provide characteristics
administration in the area of education the district can claim: The
district level is still a grassroots level beginning, main level and also
directly in the final level of education and training administration and
district is a fortress so far remain valid for the administration's views
on education and proper and in accordance with Mekong delta. The
research focuses on education issues in the province administration
district has a significant theoretical and practical crucial and urgent
in the current situation.
CHAPTER 2
THE REAL GOVERNMENT MANAGEMENT IN
DISTRICT IN EDUCATION OF NURSERY, PRIMARY AND
SECONDARY IN CUU LONG DELTA
2.1 General introduction in natural condition, socio–
economy in Cuu Long Delta
2.1.1 Natural conditions
Cuu Long Delta is a part of Mekong river, has the area of
3,9734 square km. It lies next to the South – East regions, border
with Cambodia in the North, Thailand Bay in the South - West and
East sea in the South - East. It consists of Can Tho city and 12
17
provinces Long An, Dong Thap, An Giang, Tien Giang, Vinh Long,
Ben Tre, Kien Giang, Hau Giang , Tra Vinh, Soc Trang, Bac Lieu,
Ca Mau. It has 130 districts, towns, cities authorized by province
(generally called district level) 1,611 villages, wards, towns
(generally called village level). The total area lies in limit from 11

0
-
8
0
30’ latitude North (from Long An to Ca Mau) and from 103
0
50’ to
106
0
50’ longitude East (from Tien Giang to Ben Tre)
2.1.2 The condition of socio – economy
Cuu Long delta has the area of 40,518 square km, accounts for
12.2 percent of total area of nation. The increase of economy from
1992 to 1995 is about 15%, from 1996 to 2000 7.9%, from 2001 to
2010 11.7%. The structure of economy is changed in a positive way.
Inferior degree in technology is still poor, especially is the
transportation of Cuu Long delta. Its total population is 17.21 million
people in 2009, equivalent 19.95% the population of nation, the
density of population is 425 people per square km, higher than the
density of population of nation about 260 people per square km. The
structure of peoples in Cuu Long Delta is various. It consist of 31
peoples. Religion consist of Christianity, Buddhism, Islamism,
Protestantism … about 7 million followers.
2.1.3 Feature of education and training in Cuu Long Delta
(1) The levet of education in Cuu Long Delta is the lowest in
country, (2) school network and equipment in Cuu Long Delta are
still poor and incapable (3) In vocational education, college and
university, the ability of training is not good (4) The teacher staff are
incapable of classification which is an important problem for
developing education and training of region (5) classification of

government about education is district level throughout the country
in general and Cuu Long Delta in individual is improved step by
step.
2.2 The reality of government management district
authority about education in Cuu Long Delta.
2.2.1 The reality of government management district in Cuu
Long Delta.
2.2.2 The real government management classification about
education of district in Cuu Long Delta.
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The period from 1975 to 1995 district people’s committee
managed all aspects of education office and primary, secondary. The
period from 1995 to 2004: Education and training service managed
all departments of education including: kindergartener, primary,
secondary and education office. The period from 2004 to 2012,
Nursery, Primary and Secondary were classified, government
management responsibility for District people’s Committee. The real
classification in our country was proved that Nursery, Primary and
Secondary were classified basically for district people’s committee at
the early period after liberating the South region especially in the
period carrying out decision of congress IV, congress V, in spite of
being managed by province level, we have continued to classify
again for District people’s Committee from 2004 until now.
2.3 The reality of government management district to,
Nursery, Primary and Secondary in Cuu Long Delta.
2.3.1 The reality of carrying out constitution, laws an state of
policy in district level with Nursery, Primary and lower Secondary
in Cuu Long Delta.
2.3.1.1 Plans, school curriculum with Nursery, Primary and
lower Secondary in Cuu Long Delta

2.3.1.2 The quality of Nursery, Primary and lower Secondary in
Cuu Long Delta
2.3.1.3 The reality of competitive movement in areas of district
level.
2.3.1.4 The real government management of work: illiteracy,
popularized education in areas of district level
2.3.1.5 The real government management in integration
education for the disabled, the handicapped in area of district level
2.3.1.6 The real government management in district level about
calling for children at school age to school and preventing students
from cutting class.
2.3.2 The real government management in management
organization in district level to Nursery, Primary and lower
Secondary in Cuu Long Delta.
2.3.2.1 The real organization and operation method of district
people’s committee in education in Cuu Long Delta.
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- The organization society of district people’s committee Cuu
Long Delta has 130 districts, towns, cities of province (office in
district level, among of them: 12 cities of province 5 districts, 7
towns and 106 districts. All region has 182 ward 125 town and 1,304
villages, 24/30 towns, cities of province, 76 districts having 7
members of people’s committee.
- The operation method of district people’s committee document
enforcement form: rule model and unusual
- Method: persuasive (mainly) and forced
2.3.2.2 The reality of organization and operation of education
and training office.
- The real organization of education and training office under
convey it can be seen, the number of offices has not met the real

need of registered management while districts in Cuu Long Delta has
a large population, the number 1,000 teacher per district (2009 all
area 142,420 teachers per 130 districts, towns and cities. Especially,
we didn’t have specialized investigation employment, which is
difficult for investigation, examination and solving complaint,
denouncement nowadays.
- The real operation is to do as the guide of education and
training office.
During doing classification duty is to cause some problems of
the official decision of education and training office is bigger and
bigger.
2.3.2.3 The real organization and operation of village people’s
committee in education in Cuu Long delta.
In area of government management about education, people
usually use encouraging and persuasive method
2.3.3 The real government management of human resource
in area of district level in Cuu Long Delta.
2.3.3.1 The real government management of the number of
leaders, officers, teachers, education management officers,
employees.
The number of officers in district is distributed stably every year
from 114 to 130 registers for every district, city, the number of
officers and people in not duty according to decree number 92/2009
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degree - government. The number ones mainly Education and
Training office are incapable. There is a shortage of teachers in
nursery, the structure of teachers in Nursery, Primary is not in good
condition
2.3.3.2 The real government management in career standard
for leaders, officers, teachers, education management, officers,

employees
The reality of officers in district level in Cuu Long Delta was
trained, trained again, which meets the need of duty now, officers in
village in general have a great changes in many aspects but
incapable.
Teachers in Nursery in Cuu Long Delta have standard degree
and above standard accounting 85%. The standard of teachers staff,
education management of officers, employees in primary, secondary
has rapid changed in many aspects.
2.3.3.3 The real government management in examination,
planning, training, distribution of officer staff, officers, teachers,
education management officers, employees.
District people’s committee cooperate with education and
Training Service to take examination, arrangement, plan upgrading
training teachers, education management officers, employees in
Nursery, primary, Secondary in all districts. However, the work of
upgrading training teachers, distribution of officer staff, teachers,
education management officers, employees has many limits and
incapability.
2.3.4 The real government management in the state finance
to education in district level in Cuu Long Delta.
2.3.4.1 The real government management in benefit, salary
policy for officer staff, officers, teachers, education management
officers, employees.
The basic level of salary of officers from January 2003 to
May 2012 increased 8 times from 210,000 to 1,050,000 (increasing
400%)- Comparison with the objective of project in the period from
2008 to 2012 ( 990,000 VND per month) was surpassed, but it was
low accounting 37.5% need of living ( If adding 25% to extra duty, it
was 46.9% need of living ).

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2.3.4.2 The real government management about training
fee, benefit for officer staff, officers, teachers, education
management officers, employees.
The rate of budget spending for education in Cuu Long Delta is
from 17.17% in 2005 to 18% in 2010 and It does not reach 20% in
comparing with the total budget spending in province, city of all the
country.
2.3.4.3 The real government management in investing to
build material base, equipment.
Counting to 9 November 2012, all areas had 5465 temporary
classrooms, 3157 nursery classrooms, 666 secondary classrooms, 63
regular education classrooms. Besides, there were many classrooms
in bad condition.
2.3.4.4 The real socialization in education.
Spending many years carrying out the decision number 20/2005/
Decision- Education Ministry, counting to 31 May 2012, Cuu Long
Delta had 123 private schools. Children in private nursery schools
accounted for 9.22%, primary schools 0.18%, secondary schools
0.09%.
2.3.5 The real government management in inspection,
examination, solving complaint, denouncement in education in
district level in Cuu Long Delta.
The result of inspection about against cutting class hasn’t been
treated as legal rule by offices, but people mainly use the method to
persuade to solve it. The Education office has not had specialized
inspectors.
The awareness of the families having 5-year-old children and
community in general is low. There is a fact that the higher
education, the more students cut class. In comparison with other

areas, the rate of this in Cuu Long Delta accounts for the highest rate.
2.4 Evaluating the real government management in
district level in Cuu Long Delta.
2.4.1 General in survey method of the real government
management in district level to nursery, primary, secondary, in
Cuu Long Delta.
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We sent 560 votes to ask for opinions of experts (130 votes for
leaders in district people’s committee, 130 votes for management
leaders in education offices, 300 votes for teachers (Nursery,
Primary, Secondary School) in districts, cities in Cuu Long Delta.
2.4.2 The result of the survey.
2.4.2.1 The result of survey about the role of the
government management in district level to Nursery, primary,
Secondary education.
The result of the survey, giving 260 question votes ( 130 votes
for vice chairman of People’s Committee in districts and 130 ones
for leaders in education office in all provinces, cities in Cuu Long
Delta) getting 225 asking votes with the result from 86.26%
determining that district level had an important role and was the
basic class, beginning class, main direct class and the last one had a
very important role and independent in government management in
education in level district with 5 factors: system, organization,
personnel, State finance and investigation, examination solving
complaint and denouncement. District level is stable base in the field
of government management in education, still suitable for the
opinion of the Congress IV, V and the reality of Cuu Long Delta
nowadays.
2.4.2.2 The survey result of real enforcement in
government management policy in district level to Nursery Primary

and Secondary in Cuu Long Delta.
The survey result of 500 leaders in District people’s committee,
Education office, managers in Nursery Primary and Secondary and
teacher about the real level adapting government policy about the
need of society, there were 512 people answering with the result.
Policy system group met 48,65% of system organization, 56,83% of
human resource, 71,11% of state finance, 11,66% of investigation,
81,05% of examination.
Generally speaking, the policy in State finance hasn’t met the
requirement now.
2.4.3 Analyzing, evaluating the real government
management in district level to education in Nursery Primary
and Secondary in Cuu Long Delta.
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2.4.3.1 The strength.
Many ways, policies of government have created positive
changes in Education in Cuu Long delta. Strong classification and
better district authority, with the role of the basic society, the
beginning one, the main one in government management in
education in area, district level has organized to enforce constitution,
law and state policy that ensure the quality of Nursery education,
Primary Secondary being improved much step by step.
2.4.3.2 Limitation, weakness and causes.
(1) Propaganda is limited, (2) Some local pay less attention to
the role of district authority in government management in education
(3) some state policies are not suitable for special condition of Cuu
Long Delta. (4) Government management system organization in
education in district level has some weakness. (5) The quality of
education in Nursery, Primary, Secondary has improved, but is the
lowest in all the country. (6) Mobilizing students to school in levels

of education is low and cutting class is still the highest in all the
country. The number of teachers is both short and abundant. The
staff of offices, teachers, education managers, employees in district
level, village are in capable of level education ability (9) The salary
policy doesn’t ensure the basic meet of life for laborers (10) School
network in Cuu Long Delta is in bad condition, still having
temporary, borrowing classrooms, so many schools don’t have
equipment rooms, subject rooms, schools are still scatted here and
there, plans are not proper.
2.4.3.3 Chances with Education in Cuu Long Delta.
2.4.3.4 Challenges with Education in Cuu Long Delta.
Conclusion Chapter 2
From state management of Education in the areas of districts in
the Mekong Delta, in oder to contribute to improving the quality of
education, next to the proposed reform of institutions and a lot of
related policies may increasingly meet social requirements, the
district authorities in the Mekong Delta should continue to improve,
as a grassroots, starting level, key levels of state management of
education in the areas.
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Chapter 3
ORIENTATIONS AND SOLUTIONS TO PERFECT
STATE MANAGEMENT
OF PRESCHOOL EDUCATION, ELEMENTARY AND
SECONDARY EDUCATION IN THE DISTRICTS IN
MEKONG DELTA REGION IN 2020
3.1. The orientation so as to propose solutions
3.1.1. Our Party's view of education renewal
(1) Development of Education really is the first national policy,
the work of the Party, the State and the whole people. (2)

Constructing education of the people, nation, advanced, modern,
socialist, Marxism - Leninism and Ho Chi Minh’s thouths taken as
the foundation. (3) Radical, comprehensive innovation of education
in the direction of standardization, modernization, socialization,
democratization, international integration. (4) Extensive international
integration of education on the basis of preserving and promoting
national identity, maintaining independence, autonomy and socialist
orientation.
3.3.2. Orientation for social - economic development in the
Mekong Delta in 2020
The Mekong Delta in 2020 to achieve the overall goal: Building
and developing the Mekong Delta becomes the key region of
agricultural production, commodities and fisheries of the country
with high and sustainable economic growth; thriving maritime
economy and the development of the field of culture, society may
catch up with the national average, as the locality and as the active
bridge in integration, trade, economic cooperation with countries in
the region, ensuring solidly political security, national defense and
social order and safety.
3.1.3. Orientation for educational development in the Mekong
Delta in 2020
Developing Education and Training is to enhance the
intellectuals, to train human resources, to foster talents, which is a
prerequisite for socio - economic development in the Mekong Delta.
The goals of developing and vocational in the Mekong Delta period
2011 - 2015 in order to make a breakthrough in improving the
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