Quản lý trường phổ thông liên cấp trong các doanh nghiệp tư nhận ở việt nam tt tiếng anh

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PREAMBLE
1. Reason to choose the topic
Education is an indispensable condition for the existence and development of
each individual and human society. Thus education exists with the existence of
human society, which is the basic characteristic path for humanity to survive and
develop.
Education originates from social life, has a social nature and is inseparable from
social life. Education has long been an indispensable need of human society, a central
issue of social life as it determines the future of each person, the nation and awakens
the creative potential in each person. Education is also a prerequisite for
implementing human rights, democracy, cooperation, intellectual, equality, mutual
respect, and the key to a better life, a more harmonious world. Therefore, education
must be the cause of the entire people. Only the participation of the whole society in
education could ensure the development of high quality and effective education. In
other words, it is necessary to do well the socialization of education, to mobilize the
combined strength of the entire people to participate in education to meet the society's
demands on the quality and quantity of education.
In recent years, education and training have achieved many achievements,
however there still are many shortcomings and weaknesses both in size and structure,
quality and brand, which have not met the country's renovation requirements,
therefore renew education and training careers are needed [14]. The 11th National
Congress of the Communist Party of Vietnam pointed out that Education and Training
have a mission to improve people's intellectual standards, develop human resources,
foster talents, and make an important contribution to Vietnamese culture and people.
Developing education and training together with developing science and technology
is the top national policy; investment in education and training is investment in
development. Basic and comprehensive innovation of education and training
according to the development needs of the society are needed together with
improving the quality according to the requirements of standardization,
modernization, socialization, democratization and international integration,

effectively serving the cause of national construction and defense. Promote building a
learning society, creating opportunities and conditions for all citizens to learn for life.
In order to renew education and to make education meet the needs of learners, our
society needs to mobilize the combined strength of the State and the people in all
fields. How to make education become an indispensable need of the people, have an
impact and directly affect the country, to the life and productive labor of each person
in society.
Resolution No. 29 on basic and comprehensive innovation of education and
training, meeting the requirements of industrialization and modernization in the
context of the socialist-oriented market economy and the integration of the country
sacrifice. The Ministry of Education and Training has developed a plan to implement
and direct, organize the implementation, inspection, supervision, and evaluation of
the implementation of the resolution. The promotion of socialization of education and
training is one of the tasks in the Ministry of Education and Training's action plan to


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implement comprehensive fundamental reforms, develop and improve the quality of
outside educational institutions. publicity is an important task in the renovation
process. In the action plan, the Ministry of Education has also concretized the
contents of socialization: completing education socialization policies; policies to
ensure equality of rights and obligations of learners and teachers in public and nonpublic educational institutions; Issue a mechanism for education and training
institutions to actively cooperate and cooperate with prestigious domestic and foreign
individuals and units to mobilize resources to improve the quality of education and
training; create conditions for domestic and foreign organizations and individuals to
invest in building preschool educational institutions, general education, professional
education and higher education establishments; formulating policies to encourage
socialization of infrastructure investment, building part or whole of works in service
of education or using existing house and infrastructure funds for education and
training establishments non-public rental for a definite time; [1] During this

implementation process, it is necessary to mobilize the strength and wisdom of social
forces to participate in education so that education can develop strength to meet the
demand. learning of the people and proceeding to build a learning society. In such a
situation, everyone, every house, every sector must have the responsibility to care for
and care for education, but cannot expect to rely entirely on the State or white for
education.
Although the State has paid attention to investment in education, it has not been
able to meet the development requirements of the education career today. Article 12
of the Education Law of 2005 stipulates: "Developing education, building a learning
society is the cause of the State and the entire people. The State plays a key role in
the development of education; diversify types of schools and forms of education;
encourage, mobilize and create conditions for organizations and individuals to
participate in educational development. All organizations, families, and citizens have
the responsibility to take care of the educational cause, coordinate with the school to
realize the educational goals, build a healthy and safe educational environment ”[6]
Currently, many private enterprises have invested in the education sector with
huge investments in facilities, training programs, and staff with a focused and
comprehensively invested capital. The establishment of a system of high schools
managed and implemented by enterprises has affirmed its brand and quality, with
criteria and quality standards at regional and global levels. Thus, educational
socialization is increasingly proving its correctness and increasingly proven as a truly
effective solution in the development of education and training.
Studying the issue of management of non-public schools, first of all, to fully
understand the socialization of education is an objective requirement (of necessity) of
the educational development itself in the economy. socialist-oriented market; is the
process of reforming organizational methods operating in the field of education and
training to create new motivations and open up the ability to fully exploit the great
resources of society, promote the development of teachers. education and training
during the period of industrialization - modernization, opening, and international
integration.

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Recognizing that education is a type of service that will help the state,
individuals, social organizations and businesses to adjust more appropriately to their
educational career, with specific educational institutions.
This project aims to clarify the management of high schools according to the
interdisciplinary model in private enterprises in both theory and practice.
In the process of socializing the educational career of our country, in recent
decades, the contribution of enterprises, especially private enterprises to the
education career is very large, there is businesses already Long-term strategy to shape
a world-class Vietnamese education model such as Vingroup, Vinaconex, FPT ...
Studying the model of inter-school schools in enterprises, a vivid practice of the
socialization of education career to improving quality, towards achieving
international standards in general education is necessary. has theoretical and practical
significance for Vietnam's educational development.
Therefore, the thesis selected the topic “Inter-school management of private
enterprises in Vietnam”
2. The purpose of studying the topic
The thesis focuses on clarifying the theoretical basis and practical management
of inter-school schools in private enterprises, thereby proposing management
solutions to contribute to improving the quality of general education towards
integration. international.
3. Object and object of research
3.1. Object to study
Inter-school of private enterprises in Vietnam.
3.2. Research subjects
Inter-school management of private enterprises in Vietnam.
4. Research questions
How does the interdisciplinary school in private enterprises in Vietnam play in

the process of socialization of general education development? Which solution
promotes these roles so that this kind of school develops steadily, meeting the
learning needs of the society and bringing about a high quality, high-class
international standards for Vietnamese general education?
5. Research hypothesis
Proposing inter-school management solutions in private enterprises in Vietnam
to meet comprehensive educational goals, international integration should be based
on the theory of education and modern education management, determined. structural
elements of a comprehensive, school-based overall quality management perspective
and the application of educational economic ideology of Marxism: education is a
kind of service worker (or services), investment in educational development (opening
schools) in a market economy is essentially different from investing in other
manufacturing industries. This management perspective will ensure the impact and
enforcement in accordance with objective rules, in line with the objectives and
characteristics of the inter-level schools in private enterprises, contributing to the
implementation of the task of improving people position, training human resources,
fostering talents of the education system in our country in general and the system of
inter-level schools private enterprises in Vietnam in particular.


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6. Research tasks
6.1. Study the theoretical basis of the management of inter-school in private
enterprises.
6.2. The survey, assess the situation of management of inter-school education in
private enterprises - a case study of the Vinschool high school education system.
6.3. Proposing solutions to implement the management of inter-school schools
in private enterprises towards comprehensive quality objectives, in line with the
development of society and international standards.
7. Scope of research

The thesis focuses on the case study of high school according to the inter-level
model of Vinschool education system, belonging to Vingroup, from 2015-2018.
8. Protection points
8.1. High schools in private enterprises, invested and managed by enterprises are
a method of socializing important general education not only in the immediate state
of insufficient conditions. the ability to receive all children in the age group, not
enough resources to invest in developing according to the different and world-class
quality models.
Strong enterprise is a potential organization, an important component in the
process of implementing the socialization of Vietnam's educational career, from
investment in school development resources to implementing career orientation, and
solving output, jobs for the younger generation. If recognizing and formalizing this
important role of enterprises through and with the policies of the state, encourage
enterprises to take care of the education career, enhance the responsibility of
enterprises for source education. The human resources of the country, the policy of
socializing education activities will promote efficiency and sustainable development,
contributing to reducing the burden on the growing investment demand for state
education. Besides, businesses and state management agencies in education need to
have close coordination and commitment to ensure the quality of education of
schools in the enterprise. Therefore, it is necessary to have solutions to manage
schools in general enterprises, research and manage high schools invested by
enterprises to have a solid basis for replicating and doing well in this model to meet
the demand of education career to promote the socialization of general education,
improve the quality of education and international integration.
8.2. Inter-schools (including Primary, middle and high schools) are a school with
many advantages:
a / Ensuring consistent system throughout the impact of education and teaching
to school born.
b / Satisfy the convenience and peace of mind for parents and students.
c / Bring development to the community and society.

8.3. It is necessary to have appropriate and feasible management solutions from
macro-level books to micro-level operating procedures in schools to ensure
comprehensive educational requirements, international integration of inter-schools in
private enterprises in Vietnam.


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9. New contributions and meaning of the thesis
9.1. The dissertation has systematized the theoretical issues to build a theoretical
framework on the management of the model of inter-level schools of private
enterprises in Vietnam.
9.2. Analyzing and assessing the status of management of inter-school schools in
private enterprises, strengths, weaknesses, opportunities and obstacles, the status of
management contents and the development of inter-school system belonging to
private business
9.3. Proposing solutions and recommendations for managing the inter-school
system of private enterprises in the context of current education innovation. The
solutions have great practical implications for the management of inter-school system
of private enterprises, adding to the theory of educational management of issues of
managing PT schools in private enterprises in Vietnam. male.
10. Methodology and Research Methods
10.1. Methodology
10.2. Research Methods:
10.2.1 Theoretical research method
10.2.2. Group of practical research methods
* Observation method.
* Method of investigation.
* Test Method.
* Methods of summarizing experience.
* Professional solution.

* Data processing methods.
11. The thesis structure
In addition to the introduction, conclusion, Appendix, List of References, List of
published works, the thesis has a structure of 03 chapters:
Chapter 1: The rationale for managing inter-schools in private enterprises
Chapter 2: Practice basis for managing inter-schools in private enterprises.
Chapter 3: Solutions for managing inter-schools in private enterprises
Chapter 1
THE RATIONALE FOR MANAGING INTER-SCHOOLS
IN PRIVATE ENTERPRISES IN VIETNAM
1.1. Overview of studies
1.1.1. Domestic studies on schools, school management
These thesis are all about high school but only mention one aspect of upper
secondary school management, so it will be the basis for the author to study and
deeply understand this issue. half.
In the past years, there have been many valuable scientific researches on school
management, high school management; Managing non-public educational
establishments; Researching school models; The issue of education socialization, the
issue of mobilizing communities to participate in educational development; Studies
on school quality management at high schools.


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From the overview of domestic research, it has been shown that there have been
many studies on general school management in general as well as management of
non-public schools, but there has not been any work going deep in the study of the
management of high schools according to the inter-level model in private enterprises
in Vietnam. The author will continue to study this issue in a comprehensive and
profound way, so that it is suitable, effective and feasible, step by step improving the
quality of education, towards international standards of inter-school schools in private

businesses.
1.1.2. International studies on schools, school models
Since the 70s of the last century, the issue of research on schools, school models
has appeared and this problem has become a trend that scientists in many countries
study.
1.1.2.1. In the United States of America
1.1.2.2. In the UK
1.1.2.3. In the Russian Federal Republic
1.1.2.4. In some developing countries
1.1.2.5. Studies of OECD countries
Overseas studies show that the school problem is interested in educators and
educational managers. Schools can be called by different names, but most research
works refer to the basic characteristics of a school in the context of both an
educational institution and the current elements of it is both a social institution and its
diverse relationships with the community.
Through research, with the author's knowledge, currently there is no research
work on the management of inter-school schools in private enterprises in Vietnam.
With studies of school-related issues will be references and background studies to
help the author's research on the management of multi-level schools in private
enterprises in Vietnam in a deeper and more comprehensive way.
1.1.3. Studies on management of non-public schools as a method of
implementing socialization of education
Socialization of the education career is not only a way of doing education only
in our country but also a popular way of education of countries around the world,
including developed countries.
With the characteristic of a multi-level school in private enterprises in Vietnam,
the research on socialization is a very important reference and inheritance for the
author to study and propose effectively. The management of inter-school schools in
private enterprises, with a special feature of 100% investment in schools, is private
capital, a socialization source.

1.2. Theoretical issues about high school and inter-school model in private
enterprises
1.2.1. Concept of high school and high school
According to the educational dictionary [17], the definition of education is an
activity towards people through a system of measures to impart knowledge and
experience, training skills and lifestyles, and nurturing necessary thoughts and
morality for the subjects, helping to form and develop competencies, qualities and
personalities in accordance with the goals, objectives, and prepare the subjects to


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participate in productive labor and commune life. This is a specific and indispensable
activity of human society, an indispensable condition for maintaining and developing
people and society. Education is a part of the reproductive process of expanding
social labor, and people who are educated are the most important factors, both the
motivation and the purpose of social development. In the human society, a
phenomenon arises and develops with human society, that is, the previous generation
passed on to the generation after the social experience to participate in social, labor,
production and other social activities.
High school for training students with qualifications from Primary to High
School, helping students develop morality and intellect, physical, aesthetic and basic
skills, developing personal ability, personality actively creating and forming the
personality of Vietnamese socialist people, building up the status and responsibility of
citizens, preparing students to continue studying or going into working life,
participating in construction and protect the country.
1.2.2. Secondary schools in private enterprises
1.2.3. Type of non-public school in Vietnam
The school in the national education system is established according to the
State's planning and plans in order to develop the educational cause and is organized
according to the forms of public, semi-public, people-founded and private, as called

public schools and non-public schools. Schools of all types of public and non-public
schools are subject to State management by educational management agencies
according to the assignment and decentralization of the state.
1.2.4. Current types of Vietnamese schools
Considering the level of education, currently in Vietnam, there are primary
schools, secondary schools, high schools and secondary schools from primary to high
schools. The classification of high schools in Vietnam is based on different criteria:
Currently, the system of inter-school schools in private enterprises in Vietnam is
very successful and replicated, such as Olympia schools, Vinschool high school, TH
School, ... this is the system system of inter-level schools in private enterprises in
Vietnam. This model has been researched by the author to clarify the theoretical
issues, the situation and propose effective management measures to improve the
quality and efficiency of this school alone, asserting prestige and seeing clearly
contributions of this model in the education system.
1.2.5. Featured high school in private enterprises
a. Purpose of school establishment:
Implementing the policy of socializing the education career of the Party and
State;
Meeting the learning needs of the developing society;
b. Objectives and scope of activities:
Building the school into a developed educational unit in the form of high-quality
and high-quality services.
Inter-school provides training for students with qualifications from Primary to
High School, helping students to develop morally and intellectually, physically,
aesthetically and basic skills, developing personal ability, actively creating and
forming the personality of Vietnamese socialist people, building up the status and


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responsibility of citizens, preparing students to continue studying or going into

working life, participating in construction and protect the country.
Helping students strengthen and develop the results of Primary education,
secondary schools complete general education and have common knowledge about
career-oriented techniques, conditional on promoting individual ability to choose the
direction continue to study University, College, Intermediate, vocational training.
Performing educational activities in accordance with professional regulations of
the Ministry of Education and Training and Hanoi Department of Education and
Training for inter-level schools.
c. Operation mechanism
Organizational chart apparatus:
School Board

Administrators

Academic Department
Primary

Secondary

Highschool

Administrative Department

Accoun
-tants

HR

IT

Office

Different academic teams

1.3. Theoretical issues of management of inter-school schools in private
enterprises
1.3.1. Management concept, education management,
school management
Thus, it is possible to understand that school management is
the lawful impact of the school management subject (school owner,
principal) to the customer managing the school (teachers, staff,
students and forces). other educational participation, ...) to bring
the school's educational and teaching activities to the school's
educational goals.
School development management is the process of creating
changes, changes in school scale, organizational structure,
conditions to ensure the teaching, learning and quality process,
effective training suitable to each stage of socio-economic
development at different levels (national, regional, local ...),
meeting the human resources needed for the fields of labor
activities and social life, thereby developing capacity, creating jobs,
improving living standards and quality of life, social and economic
status of the population ¬ and finally contribute to the development
of society.


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1.3.2. Managing inter-level schools in private enterprises
Managing inter-level schools in private enterprises is built on the theoretical
basis and general characteristics of modern schools management and taking into

account the characteristics of inter-level schools.
Education is a process of training people purposefully, in order to prepare people
to participate in social life, to participate in productive labor by organizing the
transmission and comprehension of the humankind’s socio-historic experiences.
Currently, school managers pay much attention to the target components,
contents, methods, management organization and results; these are the core
components of the pedagogical process, if the management and impact run in the
right way, there will be a good qualified result in the school. Visual perception of
school management can be shown in figures 1.1 and 1.2 below:
Economic Environment - Culture - Society (local - community)
Teachers

Organization/Administr
ation

Teaching-learning process/education

Goals of
eductaion

Learners

Programmes PP/GD
Educational Activities

Management
Facilities/ Finance

Figure 1.1. School-based management model and
comprehensive

educational goals
The school-based management model and comprehensive educational
objectives have the following basic characteristics:
Comprehensive educational goals are the orientation and the key points of the
whole educational organization and management process in schools. They guarantee
that a comprehensive quality of education becomes a feature of the school
organizational culture. They are the belief, the awareness and the needs which
dominate the acknowledgement and actions of the members of the school (managers,
staff, teachers, students ...)
A comprehensive education quality assurance system and quality plan built and
developed in the school include organizational design and goal-oriented management;
the operational mechanism in accordance with organizational and functional
management model under the direction of the principal and in compliance with legal
regulations; procedures, standards, specifications, operational procedures of
management stages, educational and teaching aspects of the school and assured
conditions (human resources, financial resources, materials …)


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Being an open management system, ensuring the organic and intimate
relationship among the school, society and the community in the process of
implementing comprehensive educational goals.
Content and methods of school management
- Content of school management.
School nanagement includes the following:
Managing all the school’s facilities and equipment to best serve the teaching,
educating students and students’ learning.
Well managing the existing financial resources of the school in accordance with
the financial management principles regulated by the State and the education sector.
At the same time, mobilizing and raising other financial sources to build facilities,

purchase equipment for educational and teaching activities.
Organizing teachers, teachers, staff and students to well perform the tasks in the
working program of the school.
Well directing the professional activities under the Ministry's and the school’s
education program.
School management also means to take care of the material and spiritual life of
the school’s teachers and employees.
Well managing the students' learning under the regulations of the Ministry of
Education and Training. Student management includes both time management and
quality learning, mental attitude management and learning methods. Well managing
students is an important management content.
Mechanisms
and policies
for managing education systems
Socio-economic
environment

Community

Overall objectives
( Talent eductational on comprehensive education platform)

Intermadiate objectives I
(Mentality)

Intermadiate objectives I
(Physical)

Intermadiate objectives I
(Moral/Aesthetic)

Life skills

Educational activities inside and outside the school
(teaching, cultura-sports, social activities..)
(M-ND-PP-HTTC-PT-KTDG)

Planning

Organizing and
directing

Monitoring and
evaluating

Organization apparatus and educational management mechanism of the school

(Principal, professional departments and subjects)

Figure 1.2. Management model base on school and comprehensive educational goals


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1.3.3. Content of managing inter-level schools in private enterprises
a) Operational objectives, vision, mission and school administration
b) Management and evaluation of educational results and Education results
c) Content management, educational programs
d) Managing methods and forms of educational institutions.
e) Managing school organizational apparatus, teachers and students

f) Educational environment
g) Managing school facilities and equipment
1.3.4. Factors affecting the inter-level schools management model in private
enterprises
Through the research and practice of management, the author have shown some
factors that affect the management of inter-level schools in private enterprises as
follows:
- Factors related to the external environment and social tastes
- Factors related to State policies
- Internal elements
+ Factors related to vision, mission and the school administration
+ Factors related to content management and program
+ Factors related to methods and forms of educational institutions
+ Factors related to management and evaluation of educational results
+ Factors related to the educational environment
+ Factors related to organizational structure
+ Factors related to school’s facilities and equipment
From these influencing factors, through the study, the author have emphasized
some of the following signs show that if they are not implemented well these things
will affect inter-level schools management in private enterprises.
Chapter 1 Conclusion
On the basis of studying the theoretical basis, studying the school models as well
as the issue of socialization in education, the issue of managing the schools in the
context of a socialist-oriented market economy with the participation of private
economic sectors, especially private enterprises with strong potentials, is a
characteristic of Vietnamese general education management in a modern context.
This fact raises many issues from both the theoretical and practical perspectives of
managing the schools system in Vietnam. In chapter I, the thesis has clarified the role
of private enterprises in the development of education systems in general and the
school education in particular and also clarified the advantages of the inter-level

school model in private enterprises, especially, schools which are implemented for
non-profit purposes. For private enterprises with strong potential, the investment in


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setting up inter-level schools is expected with highly challenging goals and well
effective operation.
The thesis has identified characteristics of inter-level schools in private
enterprises; identified the management contents in the organization and development
of inter-level schools in private enterprises, which are the basis for the dissertation on
the status of organization and development of inter-level schools in private
enterprises in Vietnam in chapter 2.
Chapter 2
PRACTICAL BASIS FOR MANAGING INTER-SCHOOL
IN PRIVATE ENTER PRISES
2.1. International experience in managing non-public schools, high schools
in the market economy
2.1.1.America
2.1.2. Australia
2.1.3. Englannd
2.1.4. Japan
2.1.5. German
2.1.6. Finland
2.1.7. Russia.
2.2. Introducing survey organization
2.2.1. Purposes of surveys
2.2.2. Contents of survey
2.2.3. Methods of organizing surveys
2.2.4. Select the surveys’ object
2.2.5. Organize survey and interview activities

2.3. Overview of private enterprises that have inter-level schools and the
Vinschool
The quality of system of inter-level schools in enterprises has been well –
organized in the recent years, these schools have made clearly qualified contributions
following the international educational standardization. With inter-levels model
(primary, secondary, high school) especially being managed and developed by private
enterprises, all advantages of dynamism, autonomy and professional working style
effectively combine business and educational environment, these educational
institutions have created high quality international products. Through the thesis, the
author would like to introduce some inter-level schools managed by enterprises in
Viet Nam such as Olympia School, Doan Thi Diem Ecopark School, VinSchool.
2.3.1.Compare 3 inter-school schools: Olympia School, Doan Thi Diem Ecopark
School, VinSchool:
Factors related to vision, mission and school administration
In general, the 3 schools in the study are oriented to become an internationalclass school, but still maintain and promote the traditional values of Vietnam. In
terms of governance, the schools are divided between the School Board (responsible
for administration) and the School Board (responsible for academic) All schools are
established by education enterprises and must actively source revenue and


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expenditure so it is difficult to increase the scale into a chain of systems. In fact, all of
these schools have only one campus. Financial potential will have a certain impact on
facilities and teachers.
Factors related to content and program management
The following table shows the comparison of program content between 3
schools:
Olympia
Doan Thi Diem Green field
Nguyen Sieu

There are 4 main A. Vietnamese system
High quality system
components
1. Standard program of the Study under the program
Ministry of Education and of
the
Ministry
of
1. Basic program Training
Education and Training of
Ministry of Education
Vietnam
and
the
and Training Program. 2. International English
supplementary
program
program: 8 – 12 english
2. English language
approved by the Hanoi
lessons/ week.
program - assess 4
Department of Education
3. Thinking transformation
listening and speaking
and Training.
program: “ The leader in me”
skills according to the
Particularly, the subject of
by Global education

US standard
English: study under the
organization Franklin Covey.
framework.
Cambridge
Accessment
4. Internationally recognized
3. LIFE Program –
English Program (CAE).
computer certification: IC3,
learning in Fostering
The
Cambrigde
IC3 Spark and MOS.
Environment, quality
5. Stem-robotics Program.
education.
international
bilingual
4. ICT-Media Program: 6. Math thinking program teaching proficient use algorithmic thinking. The system: study under the
of software, processing Doan Thi Diem school owned program of Ministry of
math development program information collection
replacing or supplementing Education and Training of
and programming.
Enterprises – managing the Ministry of Education's Vietnam and under the
math program.
business brand and
Cambridge program.
8. Cambrigde system
initially familiarizing

Cambrigde Program: Parallel
PR-marketing.
English: 10-14 lessons/
teaching program of the
English: 8-18 lessons/
Ministry of Education and week.
week
some
subjects
of
the
Cambridge program including
Maths, English, Science và
Global perspective.
English: 10-14 lessons/ week.
Factors related to methods and forms of educational institutions
All three schools maintain low numbers, Olympia is 20-25 students/ class and
Doan Thi Diem and Nguyen Sieu are 30-35 students/ class. Along with good facilities


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and low numbers, all schools can apply teaching methods that focus on learners, such
as project-based teaching, active teaching ... Except Doan Thi Diem is too new
schools all encourage the application of information technology and organize
teaching in the form of e-learning. Nguyen Sieu has started testing integration of
eLearning (e-learning) into teaching for all levels through the program BYOD (Bring
Your Own Device).
Factors related to educational management and evaluation
All schools have an entrance test in which Grade 1 students are measured for
psychological, health and aptitude. Students in Grades 2 to 12 must take an entrance

exam that includes 03 subjects: Math, Vietnamese and English. Grade 10 students add
requirements on test scores.
Factors related to educational environment and teacher quality
All schools show deep concern for the educational environment and the quality
of teachers. Olympia school has 25% of teachers with Master degree or higher, 3
teachers are doctors. All English teachers have TESOL, CELTA, IETLS, TOEFL
certificates. Meanwhile, Nguyen Sieu has many teachers who won the title of Good
Teacher at the City level, winning the National Prize in competitions organized by the
Ministry of Education and Training of Vietnam.
Most schools announce interest in teacher training, but there is no information
on the standardization level as well as the teacher evaluation system to help them
improve their skills and professional capacity. .
All schools have active communication activities, diversifying forms of parent
meetings, being actively led by students. Digital marketing channels are also updated
continuously and richly, creating an integrated environment between parents and the
school
Factors related to school facilities and equipment
The following table shows the Comparison of Facilities of 3 schools
Olympia
Doan Thi Diem Greenfield Nguyen Sieu
- Classrooms with average - Wooden classrooms with
- 50m2 Classroom with
acreage of 56 m2.
acreage of 50-70 m2.
modern equipment.
Full
categories: - Classrooms are equipped
- Using green roof multipurpose gymnasium, with projectors, magnet
technology
to

save outdoor
soccer
field, boards.
electricity. Central air library, laboratory, music - No swimming pool, no
theatre.
conditioning system.
room.
Full
categories: - No swimming pool, no - There is a semi-boarding,
lunch at the canteen, eating
multipurpose gymnasium, theatre.
outdoor
soccer
field, - There is a semi-boarding, simple, sleeping in class.
library,
laboratory, lunch at the canteen, with
function room, music, art. no buffet menu. Separately
- In – house swimming sleeping in the boarding
pool. The theatre with area.


15
capacity of 350 seats.
- There is a semi-boarding,
lunch at the canteen, with a
buffet menu.
In general, all 3 schools have good facilities, an average area of over 1.8 m2 /
student, exceeding the standards of building Vietnamese schools. The difference of
facilities is mainly dependent on financial resources, can invest in swimming pools,
theaters, information technology applications and whether to organize elective

boarding menus or not
Factors related to financial autonomy
The following table compares tuition fees and other fees for 3 schools
Olympia
Doan Thi Diem Greenfield Nguyen Sieu
Annually
Monthly
Monthly
125 million dongs per 5.4 million dongs: Primary 5.5 million dongs: Primary
year: Primary School.
School and Secondary School.
145 million dongs per School.
6.4 million dongs:
year: Secondary School.
6.4 million dongs: High Secondary School
165 million dongs per School.
4.5 million dongs: High
year: High School.
Cambridge: 9 – 9.5 million School.
dongs.
Cambridge: 8.5 – 16
million dongs (A level).
1. School Development: Monthly
No information
18m dongs
1. School Development:
2. Catering: 20m dongs/ 2.5m dongs
year.
2.
Catering/semi

3. Shuttle: 23m dongs/year boarding: 1.9m dongs/
4. Learning materials: 5m year.
dongs
3. Shuttle: 2m dongs/year
General comments and different lessons drawn from comparing 3 schools
1) Schools focus on managing programs and methods. However, the bilingual
system seems to have to teach two programs in parallel, which can lead to overload
for students
2) All schools have a variety of extracurricular activities, however, the extracurricular clubs have to pay fees. At the same time, service activities, especially semiboarding, are of different quality and all require measures to manage food safety and
hygiene.
3) Schools have announced interest in teacher quality, but there is no specific
information on teacher evaluation and training system.
4) Schools focus on investing in facilities, but not all schools have enough
international swimming pools and theaters.


16
5) Các trường đều làm khá tốt công tác truyền thông tới cha mẹ học sinh và xã hội,
đặc biệt chú trọng sử dụng công nghệ thông tin và truyền thông số và cập nhật các dự
án hoạt động trường.
6) Schools have different fees. No school has announced that it is a for-profit system,
so the tuition and fees are understood to cover all costs and investments in the school.
Low fees and fees will affect the quality of employment as well as educational
activities for students
7) All schools have only one main source of income from educational activities,
without the support of mother enterprises (because the enterprises only operate in
education, not multidisciplinary corporations), so it’s difficult to develop the school
chain.
2.3.2 Case study of the VinSchool inter-school system
After transforming the operation model to non-profit, one of Vinschool's top

goals is to devote resources to build a Vietnamese school, for Vietnamese people, to
bring international level, shown in points:
Using international copyrighted programs (IPC,
Cambridge, The leader in me…)
Educational thinking towards an international
approach and using educational methods and
technologies that have been successfully verified
School facilities and
international standards

services

according

to

Building teachers' capacity according to international
training programs
Cooperate with top quality schools in the region and
the world
Developing a "flat school" to apply technology to
connect students (Vinschool is a part of the Microsoft
Showcase school system.)
Creating an environment for students to participate in
international educational contests and playgrounds
Summarize the differences through a case study


17
1) Vinschool is the first school allowed by the Ministry of Education to teach the

integration of the Cambridge program and the Vietnamese national standard
education program. Vinschool also pioneered to become a member of CIS- Council
of International School, an international standard school accreditation council,
whereby school management processes will meet international standards.
2) Vinschool is the first school to introduce GATE centers, differentiated teaching for
special talents for each field.
3) Vinschool has a strict teacher evaluation and training system. Teachers are trained
both in technology and technology to not lag behind in the 21st century, the era of
digital transformation.
4) The cultural training, combining the philosophy of comprehensive education and
education to serve and the philosophy of patriotic culture - discipline - civilization of
Vingroup has focused on educational programs, vietnamese quality, Vietnamese learn.
5) Vinschool has enough financial resources to invest in facilities including
swimming pools and theaters.
6) Vinschool has support from investment enterprises, so the development of the
school chain is very fast. In addition to receiving financial support, Vinschool has
initially embedded career guidance activities based on its ecosystem, especially
practical experience activities, career seminars on smart agriculture. at Vineco, about
industrial technology at VinFast, VinSmart, health care at Vinmec and business at
other units in the group. Vinschool's skills training program also aims at the output
standards of skills that are actually required by enterprises. Thanks to the advantage
of being in Vingroup ecosystem, all medical services linked with Vinmec, foodvegetables are imported from Vineco, security services hire VinSecurity company so
the learning environment is very safe, security, healthy.
2.4. Status of inter-school management in private enterprises
Based on factors affecting the organization and development of the school to
establish questionnaires on 7 areas of school management. By sending the
questionnaires to the schools participating in the survey, 45 votes were collected and
40 votes were collected, summing up the number of responses according to the
results achieved: Not achieved; Good; Medium and weak;
- Degree of need: Very necessary; Necessary; Pretty necessary; Unnecessary.

- With 35 criteria of 7 fields of school management to know their personal views
(managers Education and training School management board, Board of Directors) on
the approval of the criteria set out and assess the status of the achieved results of the
units. We obtained quantitative results on each table. We have calculated the
frequency of respondents according to each level (expressed in percent) to fill in each
column of the summary tables shown in the full text of the thesis.
There are also judgments of managers of experts: The management of surveyed
schools has achieved encouraging achievements, in line with the trend of modern
education development, but in the development process, it is necessary to pay
attention to the following contents:
- Education development policy has paid special attention to the quality and
effectiveness of education; But there is not really a point on the effectiveness of a


18
school and the level of effectiveness with the learners themselves, learners' families,
communities and society.
- The policy guidelines, however, are widespread but not really consistent with
each other and are not specific enough to create a suitable legal framework for
educational development. The case of Vinschool is a special case that not only has a
school campus but also has 33 campuses nationwide. Accordingly, each school must
have a separate tax code and organize its own financial and accounting activities that
have increased the administrative workload for the accounting system. While in fact
Vinschool operates as a unified and consistent 'enterprise', the program investment,
equipment procurement, textbook shopping, and daily food shopping are all
concentrated, because So there should only be one accounting system and one tax
code for effective management.
- Development management is decentralized and decentralized, improving the
autonomy and self-responsibility of the school is reflected through the quality
management system. Management needs to be consistent at all levels. In fact, the

policy orientation of the Ministry of Education and Training is very open,
encouraging teachers to be autonomous about the method to suit the needs of student
capacity, encouraging the use of technology. However, when local agencies create
management, the base is still rigid to distribute programs and administrative forms to
assess the quality of teaching at schools.
- Management decision shows the democracy and concentration of participating
forces and benefits from low level education.
- Management capacity and especially principals are interested to get high skills
in implementing management functions. In the case of Vinschool, we have learned
lessons about training principals and managers on adaptability to change,
management capabilities in the digital age and the ability to understand business
needs and interpret high-level strategies. into specific actions.
- The self-management of the teachers and students has a certain result.
- The National Education Program is in general inadequate, not accessible to the
general education programs in the region. Therefore, boldly innovating, learning,
building new educational programs suitable for learners and local culture is
absolutely necessary. In fact, many contents related to digital economy, digital
transformation, computer science, and artificial intelligence have not been given
adequate attention. The Vinschool case can become a reference for the Ministry of
Education and Training to allow schools to be more open and self-reliant in bringing
elective subjects into training, suitable to each local situation.
- The method of education is respected, many teachers have innovations to
implement teaching methods, but teachers need to be trained and mentored after
training and have projects to measure progress. students after applying new
educational methods; The Vinschool case draws lessons on training teachers who are
able to adapt to new teaching technology in a digital age.
- The form of education in PTLC schools is now diversified; conditions to
ensure that resources meet the specific characteristics of private enterprises, the
selection of appropriate forms of education and teaching organizations, take

19
advantage of the natural and social environment to promote the potentials. The ability
of the school, the teachers and the students has not been promoted.
- Educational environment has advantages thanks to educational policies,
educational socialization; however, it is unclear how to specify policies that state the
responsibilities of economic organizations to use products (students).
- The results of education and assessment of the current educational results are
very difficult problems. All schools focus on assessing according to the regulations of
the Ministry of Education and Training, developing appropriately and achieving
quality goals, aiming at comprehensive development goals. However, the current
assessment method has not fully promoted and systematically systematically ensured
the quality management system process. The Vinschool case has attempted to bring
metrics towards output standards according to the requirements of businesses in the
ecosystem as well as meet VinUn University entry standards.
Chapter 2 Conclusion
In chapter 2, the dissertation has studied the reality of operating and reality of
managing inter-level schools, focusing on the case study: Vinschool. By methods of
investigation, observation, study of documents, records of management activities of
the school, as well as collecting expert opinions on the school's operation model,
there is the difference between the inter–level school model at Vinschool and
inadequacies between the operating philosophy of inter-level model in private
enterprises with general policies and management practices of high school system in
Viet Nam which do not cover this specific type of inter-level schools in order to take
the advantages of such model. With special investment in manpower, resources,
facilities and educational programs, private enterprises having inter-level schools,
especially Vinschool, have strived to achieve the initial achievements in general
education from primary to high school, and of course, Preschool education with
standardized international quality. Through in-depth research and survey with
questionnaires, interviews with experts following the criteria of managing Vinschool

to know the reality in managing the school, and the author have used such results to
propose management, development and improvement measures of inter-level schools
in enterprises in Viet Nam to achieve quality objectives. One of the systematic
limitations of practical implementation of inter-level school model in private
enterprises is that the education sector's policies and regulations are commonly
applied to all types of schools, yet do not cover the characteristics of this type of
school, the regulations of investment on resources for school activities (according to
the market mechanism) and professional regulations are mechanically regulated, rigid
and are under highly centralized operation. Another difficulty is the decentralization
of state management in all levels of education: Primary and secondary schools are
under the management of the education department and people's committees of
districts, high schools are under the management of the Bureau of Education and
Training and the People's Committees of provinces and cities. However, for interlevel schools under the management of the Bureau of Education and Training, all
issues related to primary and secondary education are still intervened by the
education departments of local districts. Therefore, it takes much time to solve any
problems in such inter-level schools, especially those schools, which are operated by


20
private enterprises with challenging goals. The innovation and creativity in operating
operations that are compulsory in these schools will face the resistance of centralized,
bureaucratic, subsidized management.
Chapter 3
SOLUTIONS FOR MANAGEMENT OF INTER-LEVEL SCHOOLS
IN PRIVATE ENTERPRISES IN VIETNAM
3.1. Principle of proposing solutions:
3.1.1. Purpose Principles
3.1.2. Systematic Principles
3.1.3. Practical and efficiency Principles
3.2. Proposing solutions to manage inter-level schools in private enterprises

3.2.1. Solution 1: Complete the guiding documents on policies and
mechanisms to build and develop the inter-level schools in private enterprises in
accordance with a non-profit point of view
Unifying direction on guidelines, regimes and policies under legal documents to
become a legal corridor in the process of building and managing inter-level schools in
the orientation of non-profit operation, all revenues from tuition and contributions of
individuals and organizations are invested in the development of the School
(investment in facilities, Teachers, Educational activities, etc.), thereby creates the
peace of mind for teachers when they perform the tasks, as well as helps students and
their parents have a proper and complete awareness of inter-level school system.
3.2.2. Solution 2: Innovating thinking and management methods in the
direction of decentralization, autonomy, self-responsibility and effective
implementation, promoting the advantages of educational institutions in private
enterprises
There are a number of proposals of "untying" for educational institutions, in
fact, that is giving more autonomy to schools to promote the activeness, initiative and
creativity of the institution. Because of particular characteristics of private schools
operated by enterprises, the implementation is very appropriate, it is necessary to
have appropriate management methods to promote the advantages to develop the type
of inter-level schools in enterprises.
3.2.3. Solution 3: Directing and managing comprehensive education
development for students in combination with the enterprises’ management and
culture.
Deploying the modern, effective management point of view, professional
management style by corporates in combination with the educational goals according
to enterprise output standards and the goal of comprehensive education for students
towards international standardized quality.
3.2.4. Solution 4: Innovating the content and method of impacting on the
subjects of inter-level schools management process towards meeting the standards
of enterprises and international integration

Raising awareness, capacity and responsibility for education managers, teachers,
civil servants, students and parents about the meaning, importance and issues related
to education management, management of inter-level schools, management of


21
teaching towards meeting the output standards of enterprises and international
integration.
3.2.5. Solution 5: Building a comprehensive education quality management
system on inter-level schools
On the basis of clearly defining the overall goals and and the key tasks is to meet
the country's development requirements in the integration period, guaranteeing the
quality of the educational process following the comprehensive educational
requirements.
Completing educational content and programs in the direction of standardizing,
modernizing and approaching the region's advanced level and the world following the
socio-economic realities to improve comprehensive education. Ensuring the harmony
among education, physical education, moral and aesthetic education and social
capacities and life skills.
Fulfilling and improving the quality of planning and directing the
implementation of educational plans (annually and semi-annually). The plans must
follow the goals, content, educational programs; students must be fully developed;
being good at informatics and foreign languages.
Modernizing teaching methods towards "teaching less, learning more" "learn to
lead, learn to be creative, learn to grow and develop, learn to sympathize and care".
Standardizing and improving the management ability and teaching skills of
teacher management staff.
Focusing on inspection - evaluation (periodic and extraordinary) of
comprehensive educational activities of the school.
3.2.5. Solution 6: Enhancing awareness of community mobilization to

participate in general education management
- Overcoming incorrect perception of community mobilization to participate in
education management in a social section.
- Coordinating with social forces to do well improving the quality of students.
- Enhancing the quality of facilities for schools.
- Effectively mobilizing and managing financial resources to enhance school
facilities.
3.3. Testing the urgency and feasibility of the solutions
3.3.1. Purpose
3.3.2. Content, methods and results of study
Table 3.1. Statistics of test results on the urgency of the proposed solutions for
managing inter-level schools in private enterprises
TT

Measures

The urgency

Average Ranking
High
Low
Urgency
urgency
urgency

Completing documents and policies to
46
build and develop inter-level schools
1
in private enterprises towards non- 61,3%

profit education

28
37,3%

1
1,3%

2,60

4


22

2

3
4
5
6

Innovating thinking and management
methods in the direction of
decentralization, autonomy, selfresponsibility
and
effective
implementation,
promoting
the

advantages of educational institutions
in private enterprises
Focus on directing and managing the
comprehensive
education
development for students
Innovating content, methods of impact
on subjects of inter-level school
management process
Building a comprehensive education
quality management system at the
inter-level schools.
Enhancing awareness of community
mobilization to participate in general
education management

41
54,7%

33
44,0%

1
1,3%

2,53

5

55

73,3%

18
24,0%

2
2,7%

2,71

2

32
42,7%

37
49,3%

6
8,0%

2,35

6

58
77,3 %

16
21,4 %

1
1,3 %

2,76

1

53
70,7%

19
25,3%

3
4,0%

2,67

3

2,6

The results of the table above show that the levels of urgency of 6 measures
proposed in the management of inter-school schools in private enterprises in Vietnam
are quite high. It is shown in the overall average score of 2.6 compared to the highest
average score of 3.0 in which 6/6 measures have a higher average score than 2.0.

The urgency of methods

The urgency of methods

Figure 3.1. Evaluation of the urgency level of the proposed solutions
The remaining proposed measures are evaluated at a rather high level, showing
that these management measures are very suitable to the actual situation of the
current schools


23
Table 3.2. Statistics of test results on the feasibility of solutions proposed to
manage inter-level schools in private enterprises
TT

Measures

Completing documents and policies to
1 build and develop inter-school in private
enterprises towards non-profit education
Innovating thinking and management
methods
in
the
direction
of
decentralization,
autonomy,
self2 responsibility
and
effective
implementation, promoting the advantages

of educational institutions in private
enterprises
Focusing on directing and managing of
3 comprehensive education development for
students
Innovating content, methods of impact on
4 subjects of inter-level school management
process
Building a comprehensive education
5 quality management system at the interlevel school.
Enhancing awareness of community
6 mobilization to participate in general
education management

Feasibility level
The
average
Ranking
Very
Not
Feasible
feasible
feasible value
35
46,7%

34
45,3%

6

8,0%

2,39

5

35
46,7%

35
46,7%

5
6,6%

2,40

4

41
54,7%

32
42,7%

2
2,6%

2,52

1

28
37,3%

44
58,7%

3
4,0%

2,33

6

38
50,7%

35
46,7%

2
2,6%

2,48

2

38
50,7%

33
44,0%

4
5,3%

2,45

3

2,43

From the table above, we can see that the assessment of the feasibility of 6
measures is proposed at a fairly high level, showing the overall TB score of 2.43
compared with the highest score of 3, of which 6/6 measures have a score of> 2.0 points.
Feasibility
FeasibilityLevel
Level

Feasibility Level

Biểu đồ 3.2. Đánh giá về tính khả thi của các biện pháp đề xuất


24
Solution 3: "Focusing on the directing and managing of comprehensive
education development for students" is rated the highest feasibility (2.52 points) and
the lowest 5 solution "Innovating content, method measures to influence the subjects
of inter-level management process ” has a score (2.33) which is also visible in the

current educational institutions, comprehensive education and education innovation
issues are the requirement and goal of education and society, therefore the proposed
solutions are highly feasible.
Table 3.3. Correlation between the urgency and feasibility of solutions
TT
1

2

3
4
5
6

Urgency
Feasibility
Rank
Average
Average Ranking
ing

Measures
Completing documents and policies to
build and develop inter-level schools in
private enterprises towards non-profit
education
Innovating thinking and management
methods
in
the

direction
of
decentralization,
autonomy,
selfresponsibility
and
effective
implementation, promoting the advantages
of educational institutions in private
enterprises
Focusing on directing and managing of
comprehensive education development for
students
Innovating content, methods of impact on
subjects of Inter-school management
process
Building a comprehensive education
quality management system at inter level
schools
Enhancing awareness of community
mobilization to participate in general
education management

D2

2,60

4

2,39

5

1

2,53

5

2,40

4

1

2,71

2

2,52

1

1

2,35

6

2,33

6

0

2,76

1

2,48

2

1

2,67

3

2,45

3

0

To determine the correlation between the urgency and feasibility of inter-school
management measures in private enterprises, the fellows use Specman hierarchical
correlation coefficients:
r=1-

6∑ D 2

N ( N 2 − 1)

= 1 - 0,14 = 0,86

The correlation coefficient r = 0.86 allows to confirm between the necessity and
feasibility of the 6 proposed measures that are positively correlated, meaning that the
proposed measures are necessary and feasible. . However, with the current
characteristics of the inter-level schools in the current private enterprises, the


25
evaluation score between the level of necessity and the feasibility level has a
significant difference, the higher level of necessity. feasibility level.
Solution 5: Building a comprehensive education quality management system at
the inter-level school. The level of urgency has the average of 2.76 – in ther first rank,
the feasibility level has the average of 2.48 - ranked 2nd.
Solution 6: Enhancing awareness of community mobilization to participate in
general education management. The necessary level of average score is 2.67 - ranked
3rd, the feasibility level has a average score of 2.45 - ranked 3rd. The difference
between the required level and the feasibility level is 0, 32 shows that in practice, this
measure is complicated when implemented in the context of innovation. This is an
important measure in the management of inter-level schools in private enterprises in
Vietnam. In the current conditions, with the characteristics of schools in private
enterprises, the factors determining the quality of learning and quality to meet the
quality assurance conditions are mobilization of socialization, mobilization of Social
components and education work and improve training quality.
In fact, this is a difficult often organized issue. Method 4: Innovating content
and methods of impacting on subjects of inter-level schools management. The need

for a average score of 2.53 - ranked 6th, the feasibility level with average score of
2.33 – ranked. Then the program is strictly regulated nationwide, changing and
adjusting accordingly. This is a job, a complex task set for managers, requiring
managers to invest intellectually, effort and good execution time in accordance with
the roles and characteristics and characteristics of general education and schools in
private enterprises.
It is possible to express an assessment of the necessity and feasibility of the
inter-level school management measures in private enterprises mentioned in the thesis
by the following chart:

Urgency level
Feasibility level

Chart 3.3. Correlation between the urgency and feasibility