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MINISTRY OF EDUCATION AND TRAINING
VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

NGUYEN LE VAN DUNG

DEVELOPING MANAGER TEAMS OF
COMMUNITY LEARNING CENTERS

Major:

Educational Management

Code:

9 14 01 14

SUMMARY OF DOCTORAL THESIS

HA NOI, 2019


This research is completed at:
The Vietnam National Institute of Educational Sciences

Supervisors:
1. Prof. Dr. Pham Tat Dong
2. Dr. Phan Thi Ngoc Anh

Reviewer 1: ....................................................................
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Reviewer 2: ....................................................................
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Reviewer 3: ....................................................................
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This thesis shall be defended at the Thesis Examination Committee at Institute
level, The Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao
street, Ha Noi at ……… ……… dated ……… year ………

This thesis is available at:
- National Library of Vietnam
- Library of the Vietnam National Institute of Educational Sciences


INTRODUCTION
1. Reason to choose the topic
In the past years, we have built an education manager team for educational institutions that
are increasingly crowded, mostly having ethical qualities and political consciousness, professional
qualifications and profession increasingly improved. However, compared to the socio-economic
development and the requirement of educational innovation and development, the education
management team of continuing education has many shortcomings in many aspects. One of main
causes of the above situation is that the development of manager teams of continuing education in
general, especially the development of educational managers of Community Learning Centers
(CLCs) has not been properly cared and limited.
According to the Decision No. 382/QD-BGDDT dated 20/01/2012 of MOET on issuing
the training programs of educational managers; however, according to the above decision,
managers of CLCs are not among the beneficiaries. This fact shows that the development of CLC
managers in the past years has not been paid attention to, affecting the management capacity of
these staff in particular and affecting the quality and performance of CLCs in general. Moreover,

the planning of source training, training - fostering, evaluation, filtering screen and policy regime
to create environment and motivation for developing CLC manager teams has not been
implemented effectively.
In addition to the achieved results, the CLC has also revealed certain weaknesses. One of
important causes of these weaknesses is the limited management of the CLC directorate boards.
From those shortcomings, finding solutions to develop CLC manager teams in terms of quantity
and quality is an urgent need to be addressed. For the above reasons, the writer chooses the thesis
topic "Developing manager teams of Community Learning Centers".
2. Purpose of the research
On the basis of theoretical and practical research of developing CLC manager teams,
proposing solutions for team development, contributing to enhance operational efficiency as well
as maintaining, strengthening and sustainably developing CLCs.
3. Research object and subject
3.1. Research object: Activities of developing CLC manager teams (directors, deputy directors of
CLCs)
3.2. Research subject: Management of developing CLC manager teams
4. Scientific hypotheses
Based on the theory of human resource management and based on the approach of
capacity and approach of developing community to orient the capacity framework according to
the management positions and tasks of CLC manager teams, and to propose solutions of
developing CLC manager teams in the direction of focusing on solutions of fostering capacity,
arranging usage, assigning work efficiently among members of the Directorate Boards and
creating a working environment, legal environment, compensation policy for teams would
contribute to develop CLC manager teams, contribute to enhance the operational efficiency as
well as maintain, strengthen and sustainably develop CLCs in the stage of building a learning
society of Vietnam today.
5. Content and scope of the research
5.1. Research content
- Studying the theoretical basis of developing CLC manager teams.
- Assessing the status of CLC manager teams and the development of CLC manager teams

- Proposing solutions developing CLC manager teams, surveying the necessity and feasibility of
solutions.
- Testing a solution to develop CLC manager teams.
5.2. Research scope
* Space scope: The study was conducted in three provinces: Hoa Binh, Thanh Hoa and Dong Nai
* Content scope: Solutions of developing CLC manager teams (directors, deputy directors).

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6. Research tasks
The thesis performs the following tasks:
• Researching the theoretical basis for developing CLC manager teams;
• Assessing the current situation of developing CLC manager teams;
• Proposing solutions of developing the CLC manager teams;
• Surveying, exploring the necessity and feasibility of solutions proposed by the thesis;
Testing a proposed solution.
7. Methodology and specific research methods
7.1. Methodology: System approach; Human resources management approach; Capacity
approach; Community development approach; Practical approach;
7.2. Specific research methods: Theoretical research methods; Practical research methods; The
complementary methods
8. Thesis viewpoints
(1) The CLC manager teams are an important factor to determine the quality and effective
performance of CLCs. Developing CLC manager teams based on the theory of human resources,
approach to capacity and approach to community development is to develop CLC manager teams
ensured with the quantity and improved with the quality.
(2) The CLC manager teams still reveal a number of certain limitations, especially the
professional capacity that has not met the requirements in the current context of building a
sustainable learning society and community development. Developing CLC manager teams is the

process of developing this team in accordance with the capacity framework of CLC managers.
(3) Fostering capacity; allocating and assigning effective tasks among members of the
Directorate Board and creating working environment, legal environment, and compensation
policy are considered as the basic solutions of developing the quality of CLC manager teams.
9. New contributions of thesis
- In theory: Contributing a theoretical framework of developing CLC manager teams
based on the theory of human resources, the approach to capacity and the approach to community
development to developing the capacity frame of developing CLC manager teams.
- In practice: (1) Surveying, analyzing and assessing the current situation of CLC manager
teams, the current situation of developing CLC manager teams with strengths and limitations; (2)
Proposing a system of scientific principles and solutions that are suitable to reality of developing
CLC manager teams, meeting the requirements of CLC development in contributing to building
the learning society from locals (communes, wards and towns).
10. The structure of the thesis the list
In addition to the introduction, conclusions and recommendations, references and
appendix, the thesis is structured into 3 chapters.
Chapter I - Theoretical basis of development of CLC manager teams
Chapter II – Real situation of development of CLC manager teams
Chapter III - Solutions of development of CLC manager teams

CHAPTER 1. THEORETICAL BASIS OF DEVELOPMENT MANAGER TEAMS OF
COMMUNITY LEARNING CENTERS
1.1. Overview of issue research
An overview of the development of the CLC manager teams at home and abroad helps the
thesis have the most general and comprehensive view of research contents. The thesis has
systematized the researches on developing the CLC manager teams into 3 major issues as follows:
(1) Research on the foundation of CLCs; (2) Research on developing the CLC manager teams; (3)
Research on the development of the CLC manager teams.
The issues need to be further studied and resolved
The documents mainly focus on researching staff development issues in terms of training

and fostering to improve management capacity in different regions across the country. However,

3


this is only one content in the development of the CLC manager teams. Besides, some important
contents for staff development such as the compensation regimes and policies for the manager
teams; the monitoring, examination and evaluation of the quality of the manager teams or creating
working and legal environment has also been mentioned but at a weak level. Moreover, for
manager teams, they have a special feature in that they work part-time so the content of
developing the CLC manager teams needs to be studied in a specific way and must be specified
how are the differences in the management of developing the CLC manager teams compared with
the management of developing the education managers in general? In addition, contents such as
planning for team development, recruitment, appointment, dismissal and rotation of staff that are
difficult to apply to the CLC manager teams are mentioned in the same way as the planning and
use of regular management staff in general. Meanwhile these researches have not yet deeply
analyzed the work arrangement and assignment among members of the CLC directorate board or
emphasized the fostering, self-fostering and creating working and legal environment,
remuneration regime for the CLC manager teams.
The studies also identified 4 capacity groups of the CLC managers based on the approach
to management function, namely planning capacity, organization capacity, direction capacity and
monitoring and evaluation capacity but had no the specific capacities of the CLC managers.
Clearly, the CLC managers have a unique and differentiated management method than that of
school administrators. Due to the CLC typical operation mechanism, it is a coordination
mechanism with all community organizations, so it also makes a difference in the CLC
management mechanism. The CLC manager teams must not only demonstrate their competencies
in the functions of the management (planning, organization of implementation, direction,
monitoring - evaluation) but must also have specific competencies related to community
development education, including capacity of mobilizing resources from community, capacity of
mobilizing all community subjects to participate in center activities, capacity of coordinating with

local organizations, agencies and unions, capacity of gathering people to share information,
discuss, make decisions and take action together, solve local problems...
With the above analysis, it can be seen that the research contents about the development of
the CLC manager teams have not been studied in a specific, complete and systematic manner.
The issues that the thesis needs to focus on solving
- Researching the theoretical basis for the development of the CLC manager teams
• Characteristics of CLC models in Vietnam
• Characteristics of the CLC manager teams
• Development of the CLC manager teams based on their composition and structure
- Surveying the actual status of developing the CLC manager teams
• Actual situation of CLC manager teams
• Actual situation of management of developing the CLC manager teams
- Proposing the system of solutions of developing the CLC manager teams
- Surveying, exploring the necessity and feasibility of solutions proposed by the thesis;
Test a content of the proposed solution.
In summary, the research on the development of the CLC manager teams is an
indispensable need for practice. The results of international and domestic research overview
helped the thesis to have more valuable sources of references, which is the premise to apply and
develop the thesis in researching the current situation and proposing solutions for developing the
CLC manager teams.
1.2. The basic concepts
The thesis has deeply studied into three basic concepts closely related to the topic, which
are the following concepts: (1) Community learning center; (2) Development of education
management staff; (3) Managing community learning center.
1.3. Characteristics of the CLC manager teams
1.3.1. Tasks and powers of the CLC manager teams
The direct management team of CLCs (the board of directors) includes 01 director, 02 vice
directors working on a part-time basis. This is reflected in "Regulation on organization and

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operation of CLCs in communes, wards and towns" (Issued with the Decision No. 09/2008/QDBGDDT dated 24/3/2008 of MOET). Tasks and powers of this team are specified in Article 12,
13 of the Regulation.
1.3.2. The role of the Directorate board in managing CLC
The subject of direct management in CLCs is the CLC board of directors, and in the
directorate board, the director is the person who has the highest decision-making power in CLC
activities. The board of directors plays a major role in the operation, maintenance and
development of CLC activities. It is the responsibility of the board of directors to run all center
activities and be responsible before the law and the superior management agency for all center
activities.
1.4. The content about the development of the CLC manager teams
1.4.1. Theory of human resources management
The thesis uses the theory of human resources management by Leonard Nadler to develop
the CLC manager teams. But because the CLC manager teams have several different
characteristics from the manager teams at regular schools, namely:
- Failing to payroll arrangement for the CLC manager teams as the regime of civil servants
and officials in centers. Therefore, the CLC manager teams are always fluctuating according to
the management term of members of the CLC directorate board. For the president/ vice president/
secretary of the commune and the president/ vice president of the commune-level Association for
Promoting Education, the term of leadership is 05 years and there is no overlapping process for
these two titles. Meanwhile, the principal/ vice principal of the elementary/ secondary schools
also has a leadership term of 5 years and no more than two consecutive terms at an educational
institution and have transfer and rotation by the District DOET.
- The CLC manager teams works as the regime of working concurrently, which means that
they will both work in the management of the commune authorities, schools, associations for
promoting education and concurrently hold positions in the CLC directorate boards. As such,
these teams are essentially public servants/ officials with the State salaries based on their positions
and concurrently holding positions in the CLC directorate board that are entitled to the CLC
allowance under the current regulations.

- The Chairman of the District People's Committee makes a decision on the structure of
the management board of CLCs based on the proposal of the Commune People’s Committee (for
the position of center director) and the proposal of the CLC director (for position of center deputy
director). But in essence, CLCs are directly managed by the Commune People's Committee and
directed by the professional guidance of the District DOET. Therefore, the commune level is the
subject of direct management of CLC managers.
Due to the different characteristics of CLC manager teams as analyzed above, the thesis
does not use the original human resource management model of Leonard Nadler to apply to
manage the CLC manager teams. It focuses on the following basic contents (see Figure 1.1):
Management of Manager Team of CLC

Developing Manager
Team of CLC

Using Manager Team of
CLC

Fostering, selffostering to
improve
competence

Using, valuating
team

Creating environment of
developing Manager
Team

Creating working
and legal

environment and
compensation
policy

Figure 1.1. Model of managing CLC manager teams

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1.4.2. Access to capacity in CLC CB staff development
On the basis of research and analysis of capacity approach, the thesis builds a capacity
framework for CLC manager teams. This capacity framework must also ensure conformity with
the CLC organizational and operational model. The capacity framework includes the following
basic standards:
(1) Political and moral qualities
(2) Professional competence on developing community activities/ training/ learning
programs
(3) Community-based Management Capacity of the CLC activities
* Capacity of planning the CLCs activities
* Capacity of directing and organizing the implementation of the CLC activities
* Capacity of monitoring and evaluating the CLC activities
* Capacity of mobilizing resources inside and outside community for the CLC activities
* Capacity of linking, coordinating with community organizations, individuals,
departments, agencies and unions for the CLC activities
1.4.3. Community development approach in developing the CLC manager teams
Community management community of CLCs becoming "community development
workers" is a positive factor contributing to the growth and sustainable development of
community, because they are the ones who implement the local community activities. The CLC
cadre management team not only needs leadership and CLC management competencies but also
needs the capacity for higher education.

1.5. The importance of developing the CLC manager teams
Developing a staff of CLC managers is implementing the Party's resolutions and directives
on cadre work; Besides, meeting the needs of developing CLC models in particular to realize the
goal of building a learning society from grassroots level (commune, ward, town); Also meet the
needs of each cadre holding concurrent positions at CLCs
1.6. Developing the CLC manager teams according to the theory of human resources,
capacity approach and community development approach
1.6.1. Allocating and assigning specific tasks for each member of the CLC director board
Based on capacity framework developed for the CLC manager teams, the managers will
determine their management ways to conform to working environment. Besides, the management
levels also consider it as a basis for developing the local team local by combining various types of
different training and fostering. For the CLC directorate board, because they work on a part-time
basis, the division of work according to ability and expertise of each member of the management
board will also have the differences compared to the management staff at regular education
institutions.
1.6.2. Training and fostering the CLC manager teams
The nature of training and fostering the CLC manager teams is to improve the quality and
capacity of the CLC manager teams so that they have sufficient personal conditions in fulfilling
their duties, functions and powers. In order to improve the quality of the CLC manager teams,
training and fostering activities are indispensable. Applying the above training process to the CLC
training process as follows:
(1) Identifying the needs of training of the CLC manager teams;
(2) Planning on training and fostering of the CLC manager teams;
(3) Organizing the training and fostering courses for the CLC manager teams;
(4) Directing and supervising the training and fostering of the CLC manager teams;
(5) Monitoring and evaluating the quality and effectiveness of training and fostering of the
CLC manager teams.
1.6.3. Regimes and policies for the CLC manager teams
The compensation regimes and policies as factors motivating this team wholeheartedly for

6


management whereas it can also reduce the work enthusiasm. The remuneration is manifested by
material or spiritual priorities. Therefore, in formulating and perfecting regimes and policies, it is
necessary to thoroughly grasp the viewpoint of associating tasks with interests, ideals with
benefits. The main content of the remuneration policy for the CLC manager teams focused on
honoring the CLC manager teams with the development of community and creating motivation
and capacity development for the CLC manager teams.
1.6.4. Evaluation of the CLC manager teams
Evaluating the quality of the CLC manager teams not only understands the status of all
aspects of this team, but also makes predictions about the quality of the team as well as outlines
feasible plans for activities to improve the quality of the team. On the other hand, the evaluation
results of the CLC manager teams are the basis for managers to have self-adjustment to adapt to
the requirements and standards of that team. When evaluating the CLC manager teams, it is
necessary to specify: purpose of evaluation; principles of evaluation; contents of evaluation;
method of evaluation.
1.6.5. Creating working environment, motivation for the CLC manager teams
The factor of creating working environmental and motivation for the CLC manager teams
is an indispensable factor in developing team. The management levels need to build an
environment (physical and mental environment) to help the CLC manager teams to work more
effectively. Besides, it is necessary to issue policies motivating the CLC manager teams.
1.7. Factors affecting management of developing the CLC manager teams
(1) Objective factors: The management mechanisms and policies of the State and the
Education sector; Conditions of local socio-economic development; (2) Subjective factors:
Quality, capacity and qualifications of the CLC managers; Working environment in CLCs.
1.8. Decentralization of management and responsibilities of all levels in developing CLCs
and the CLC manager teams
The responsibility of levels in developing CLCs and the CLC manager teams as follows:
the responsibility of the Provincial DOET, the responsibility of the province-level Association for

Promoting Education, the responsibility of the District DOET, the responsibility of educational
institutions, the responsibility of the commune-level People 's Committee.
Conclusion of Chapter 1
To ensure the development of CLCs in a sustainable way, the development of center staff
is one of the key tasks. Only when the CLC manager teams are ensured in quantity, developed in
quality, comprehensive in structure, this would be a real change in the quality of center
operations. The thesis has studied in depth the theory of human resources management with the
approach of capacity and approach of community development in developing the CLC manager
teams. Based on these approaches, the thesis also identified standards within the framework of the
CLC manager, specially emphasizing on management capacity and community development of
the CLC directorate board.
Besides, with the characteristics of the working position "concurrently" of managing CLC
and no payroll regime for the CLC manager teams that the thesis has selected contents to develop
this team including: (1) Allocating and assigning specific tasks for each member of the CLC
director board; (2) Training and fostering the CLC manager teams; (3) Regimes and policies for
the CLC manager teams; (4) Evaluation of the CLC manager teams; (5) Creating working
environment, motivation for the CLC manager teams.
In addition, chapter 1 also shows the decentralization of responsibilities at all levels in
management and development of CLCs and the CLC manager teams. The theoretical basis for the
development of the CLC manager teams is considered to be a solid theoretical foundation for the
thesis to conduct research on the current situation and propose suitable solutions in the
development of the CLC manager teams.

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CHAPTER 2. THE REALITY OF DEVELOPING
MANAGER TEAMS OF CENTER LEARNING COMMUNITY
2.1. Situation of developing CLCs in Vietnam
According to the annual summary report of the Department of Continuing Education,

MOET, after 15 years of formation and development in Vietnam, the CLCs have now formed a
nationwide network. From 10 piloted centers with Japanese financial support (school year 1998 1999) to the school year 2017 – 2018, there was 11,019 CLCs nationwide. Especially in some
provinces, 100% of communes, wards and towns have CLCs (Thai Binh, Nam Dinh, Vinh Phuc,
Da Nang City, Hai Duong City,...)
2.2. Several general information on survey
- The purpose of the survey is to find out:
(1) Actual situation of CLC manager teams;
(2) Actual situation of developing CLC manager teams;
(3) Factors affecting the development of CLC manager teams.
- Survey locations: 3 provinces Hoa Binh, Thanh Hoa and Dong Nai
- Survey objects: 338 objects including the CLC manager teams (director, deputy
director); the Provincial DOET officials; the District DOET officials; the commune and district
leaders; Some community organizations, agencies, unions;
- Survey methods: questionaires, in-depth interviews, discussions
- Survey data analyzing: The thesis also uses SPSS software to handle the quatitative data
of questionaires through statistics on quantity, percentages, average scores (X) and Spearman's
hierarchical correlation coefficient.
2.3. Actual situation of CLC manager teams
In order to find out the reality of the CLC manager teams, the thesis surveyed the
following contents: (1) The number and composition of center managers, (2) The quality of the
CLC manager teams.
2.3.1. Actual situation of the number and composition of CLC managers in some surveyed
provinces
The thesis has investigated the number and composition of managers of the 03 surveyed
provinces. In fact, the three provinces have the number and composition of managers in
accordance with the regulations on CLC operation.
2.3.2. Assessing the appropriateness of the number and composition of each concurrent
position in the CLC directorate board
2.3.2.1. Regarding the number of members of CLC directorate board
Through the survey, most of the opinions said that the composition of the CLC directorate

board is enough, only a few opinions showed that the number of CLC managers is redundant or
lacking. So, in general, the current number of 3 people in the CLC board of directors is quite
appropriate.
2.3.2.2. Regarding the composition of the CLC directorate board
Currently, the model of CLCs developed towards characteristics in many different regions.
Typically, there are several provinces such as some southern provinces tending to merge the
commune-level Culture - Sports centers with CLCs to become Culture - Sports - Learning centers;
some provinces developing model of satellite network of CLCs as learning clubs to the villages/
hamlets/... These models more or less brought the satisfactory performance results for CLCs. The
thesis also assessed the relevance of number and composition of the CLC directorate board as
follows:
Table 2.10. The relevance of structure of the directorate boards of
Culture - Sports - Community Learning Centers
Relevance
Composition of the Directorate
Average
Total Appropriate
Less
None
Board
score
N
%
N
%
N
%
1. Commune-level managers
holding concurrently directors of 316 290
91.8

22
7.0
4
1.3
2.91
CLCs

8


Composition of the Directorate
Board

Total

Appropriate
N
%

Relevance
Less
N
%

None
N
%

Average
score

2. Managers of primary or
secondary
schools
holding
306 182
59.5
52
17.0
72
23.5
2.36
concurrently deputy directors of
CLCs
3. Managers of Association for
Promoting Learning holding
294 212
72.1
50
17.0
32
10.9
2.61
concurrently deputy directors of
CLCs
4. Managers of Culture - Sports
Centers holding concurrently 290 188
64.8
58
20.0

44
15.2
2.50
deputy director of CLCs
Total average score
2.59
The data in Table 2.10 shows that the communal managers working concurrently as
directors of CLCs are still considered to be suitable with the highest level in positions of the
center directorate board with 91.8% of respondents' agreement. This is evidenced by the fact that
in recent years, the CLC Director who is concurrently appointed by the commune manager will
help the CLC operate more effectively, the center staff will also be more concerned. Therefore, in
the coming period, the position of CLC Director is concurrently worked by commune officials
remaining the same. In addition, the Association for Promoting Learning officers working
concurrently as the deputy director of CLCs should still be kept with 72.1% of respondents'
support. Regarding the position of leaders of primary schools or secondary schools working
concurrently as the deputy director of CLCs, there are many different opinions. The table data
shows that only over 50% of respondents supporting this title (59.5%). About titles Leaders of
Culture - Sports centers working concurrently as the deputy director of CLCs also received over
60% of the respondents agreed (64.8%). In fact, the model of Culture - Sports - Learning centers
has just come into operation in recent years, this concurrent title has not had a long time to verify
the suitability. However, initially, this position is also considered to be quite consistent in the
position of part-time deputy director of the Culture - Sports - Learning centers. The Average score
is 2.59 in the range of 2.33 Culture - Sport - Learning center is now appropriate.
2.3.3. Actual situation of quality of the CLC manager teams
The quality of the CLC manager teams is reflected in: (1) political quality, ideology and
morality; (2) professional capacity on development of community activities; (3) capacity of
planning, directing and organizing the implementation; (4) capacity of monitoring and evaluate of
managers; (5) capacity of mobilizing resources in community; (6) capacity of linking and
coordinating with organizations inside and outside the community. The thesis has conducted a

survey on team quality, as follows:
2.3.3.1. The political quality, ideology and morality of the CLC manager teams
Most of the CLC manager teams are self rated themselves to have political quality,
ideology and morality at level of very good and good . This is explained by all the CLC manager
teams working concurrently and they are served positions of management in the bureaucracy of
the state, so normally they have good political quality, ideology and morality.
2.3.3.2. Professional capacity on developing community activities/ training programs/ learning
programs
To managing CLC effectively, the professional capacity of developing community
activities is considered as an important factor to assess the quality of the team. The thesis has
developed criteria to survey professional capacity of the CLC managers.
The data result (Table 2.12) shows that, by working in CLCs is the regime “concurrently”,
most of the CLC board of directors are busy with working inside the Party, education institutions

9


and unions, so they do not have the time and enthusiasm for the management of CLCs leading the
understanding of the learning characteristics, capabilities, and needs of adults, or knowledge of
building Learning Society, or understanding of the organization of programs/ activities in CLCs
on the basis of surveys has been still many deficiencies. Criteria on the CLC board of directors
has self-learning sense and capabilities, fostering professional qualifications are evaluated at the
best level with X = 3.40. The Average score 3.14 means that the directorate team is assessed on
the professional competence of developing community activities/ training/ learning programs at
fair level.
2.3.3.3. Capacity of planning of the CLC manager teams
Planning for the CLC activities is considered as the first important stage in the
management of the Center Directorate. The stage of planning will be the premise for organizing
the implementation of tasks at CLCs as well as monitoring, inspecting and evaluating CLC
activities.

Table 2.13c. The correlation between the level of implementation and the quality of
implementation of the CLC directorate board in planning
Level
Quality
D2 =
Planning capacity
Average Rank (n) Average Rank (m) (nm)2
1. Fully complying with the system of
2.95
1
3.37
1
0
superior documents
2. Evaluating, analyzing and determining
the priority order for people’s learning
2.91
3
3.19
4
1
needs
3.
Planning
specifically
and
comprehensively for each activity to meet
2.92
2
3.31

2
0
learning needs
4. Estimating resources to deploy (human,
2.85
4
3.29
3
1
financial, material, information...)
Total
2
Applying the hierarchical correlation coefficient (Spearman), we have r = 0.8, so the level
of implementation and the quality of implementation of the CLC directorate board in planning for
the CLC activities has a strong correlation with each other. This means that the more often the
planning is carried out, the better the implementation quality.
2.3.3.4. Capacity of directing and organizing the implementation of activities of the CLC manager
teams
The organizations to carry out activities in CLCs are considered a key task in the
managemtn of the CLC directorate board. Through the survey, the results obtained the reality of
managing the organization of activities performed in CLCs as follows:
Table 2.14c. The Correlation between the level of implementation and the quality of
implementation of the CLC directorate boards in organizing
Level
Quality
D2 =
Organization capacity
Average Rank (n) Average Rank (m) (nm)2
1. Allocating and assigning rationally with
2.94

2
3.22
3
1
CLC officials for each specific activity
2. Actively coordinating with local
2.96
1
3.24
2
1
agencies and organizations
3. Communicating and mobilizing people
2.92
3
3.22
3
0
to participate in CLC activities
4. Selecting the teaching contents, forms
and teaching methods appropriate to each
2.90
5
3.19
5
0
CLC activity

10

Organization capacity

Level
Quality
Average Rank (n) Average Rank (m)

D2 =
(nm)2

5. Mobilizing people to participate in
2.90
5
3.22
3
4
regularly learning at CLCs
6. Guiding and speeding up members to
perform their tasks on progress, adjusting
2.89
6
3.21
4
4
and making decisions in time when having
extraordinary circumstances
7. Motivating for Centers by the forms of
2.85
7
3.34

1
36
encouragement
8. Communicating for individuals and
organizations
to
have
a
clear
2.80
8
3.18
6
4
understanding of the CLC's key roles,
functions, tasks and activities
9. Fully and regularly reporting on CLC
2.91
4
3.22
3
1
activities to local authorities
Total
51
By calculating with the hierarchical correlation coefficient (Spearman), we have r = 0.58
so between the level of implementation and the quality of implementation of the CLC board of
directors in organizing the implementation of CLC activities. Although the organization of
implementation of activities at CLCs has been regularly done by the CLC board of directors, the
implementation results have only stopped at a fairly good level.

2.3.3.5. Capacity of monitoring and evaluating of the CLC manager teams
Monitoring and evaluating plays a very important role in the implementation of CLC
activity plans. However, in fact, many CLCs only attach importance to the planning and
implementation, but do not pay enough attention to monitoring and evaluation. Survey results
show that:
Table 2.15c. The Correlation between the level of implementation and quality of implementation
of the CLC directorate board in monitoring and evaluation
Level
Quality
D2 =
Capacity of monitoring and evaluation
2
Average Rank (n) Average Rank (m) (nm)
1. Examining and evaluating lesson plans
and teaching plans of teachers/ speakers/
2.17
1
3.27
1
0
consellors of CLCs
2. Supervising and making timely and
necessary adjustments when conducting
2.14
3
3.13
4
1
activities in CLCs.
3. Monitoring and reviewing activities of

2.11
4
3.23
3
1
CLCs.
4. Assessing the impact and effectiveness
of the people’s learning activities in CLCs
2.16
2
3.26
2
0
for the improvement of community life
Total
2
The monitoring and evaluating the CLC activities is only done occasionally and the
quality of monitoring and evaluating the CLC activities is generally quite fair. Applying to the
hierarchical correlation coefficient (Spearman), we have r = 0.8, so between the level of
performance and the quality of performance of the CLC board of directors in monitoring and
evaluating the CLC activities has a strong correlation with each other. This means that the more
often monitoring and evaluation are performed, the better the quality of performance.

11


2.3.3.6. Capacity of mobilizing resources inside and outside the community for center activities of
the CLC manager teams
Through practical surveys, the thesis obtained the results of capacity of the CLC manager
teams in the resources mobilization to maintain and develop CLC activities as follows:

Table 2.16c. The Correlation between the level of impleamentation and the quality of
implementation of the CLC directorate board in mobilizing resources
Level
Quality
D2 =
Capacity of mobilizing resources
Average Rank (n) Average Rank (m) (nm)2
1. Studying the ability of sponsor and
2.28
1
2.72
3
4
contribute resources inside and outside the
community
2. Identifying, analyzing and selecting
2.22
3
2.71
4
1
effective approaches to donors and
contributions
3. Providing information about the activity
2.23
2
2.76
1
1
contents to be funded and suggesting the

levels, forms of contribution and sponsorship
according to the appropriate plan
4. Maintaining relationships with donors and
2.15
4
2.73
2
4
contributions
5. Solving problems arising in the process of
2.09
5
2.69
5
0
mobilizing resources
Total
10
The mobilization of resources for CLC activities has only been conducted occasionally
and the results have been fairly moderate. Applying to formula of the hierarchical correlation
coefficient (Spearman), we have r = 0.5, so the level of performance and the quality of
performance of the CLC directorate board in resource mobilization has moderate correlated
together.
2.3.3.7. Capacity of linking and coordinating with community organizations and individuals,
agencies and unions for the CLCs activities
CLCs need to link and coordinate with other agencies inside and outside community to
organize the activities of CLCs. Having more links, close coordination, CLCs will mobilize
resources more effectively and organize the center activities more plentifully and variously.
Therefore, capacity of linking and coordinating with community organizations is considered as an
important capacity and a difference of the CLC directorate board.

Table 2.17c. The Correlation between the level of implementation and the quality of implementation
of linking and coordination with community individuals, organizations, agencies and unions
Level
Quality
D2 =
Capacity of mobilizing resources
Average Rank (n) Average Rank (m) (nm)2
1. Making a list of all the departments,
agencies, unions, organizations and
individuals, programs and projects inside
2.17
2
2.79
1
1
and outside the community having the
ability of coordinating with centers
2. Learning about the functions, tasks,
operating mechanisms of existing
2.06
6
2.75
4
4
programs and projects of organizations
and individuals
3. Building strong relationships with
agencies, organizations and individuals
having
capable

of
linking
and
2.09
5
2.73
5
0
coordinating inside and outside the
community

12


Capacity of mobilizing resources

Level
Average Rank (n)

Quality
Average Rank (m)

D2 =
(nm)2

4. Agencies, individuals, organizations,
unions at localities are involved in
coordinating in planning, organizing
2.11
4

2.71
6
4
activities and evaluating efficiency of
centers
5.
Organizing
communication
for
individuals
and
organizations
to
2.14
3
2.76
3
0
understand more the CLC's main roles,
functions, tasks and activities.
6. Sharing experiences, difficulties and
challenges of centers with the community
2.21
1
2.78
2
1
to receive the support and consensus of
organizations at local level.
Total

10
The status of survey shows that the level of linking and coordination with community
organizations, individuals, agencies and unions for activities of CLCs is only at an occasional
level and the quality of performance is only at fair level.
Using the hierarchical correlation coefficient (Spearman), we have r = 0.7 so between the
level of performance and the quality of performance of the CLC board of directors in linking and
coordination with community organizations, individuals, agencies and unions for CLC activities
has strongly correlated with each other. This means that if the link and coordination is done
regularly, the quality of implementation is better and more effective.
2.4. Actual situation of developing the CLC manager teams
The CLC management team is an important internal force that decides the development or
regression of CLC model. Situation PT team Management Training College CLCs shown in the
following: (1) To arrange to use and assign specific tasks to each member of the board of directors
CLCs; (2) Training and fostering contingent of CLC managers ; (3) Regimes and policies for CLC
staff ; (4) Assessing contingent of CLC managers ; (5) Create an environment, create motivation
for the CLC staff .
2.4.1. Arranging the use and assignment of specific tasks for each member of the CLC board of
directors
Due to the nature of the CLC manager teams working concurrently, it is impossible to do
the planning for these teams. The CLC board of directors will not have a long-term stability but
will operate flexilbly according to the working term of commune leaders, leaders of primary and
secondary schools in the locality and commune-level Association for Promoting Learning. As
such, it is only possible to allocate and assign specifically to each member of the CLC directorate
board.
Table 2.18. Actual situation of management of assigning tasks to members
of the CLC directorate boards
Average
Contents
Good Fair Moderate Limited Total
Rank

score (X)
1. Understanding the needs
and expectation of each
officer concurrently holding
18
198
115
3
334
2.69
4
the position of the CLC
directorate boards
2. Agreeing on assigning tasks
to each member of the CLC
41
233
56
5
335
2.92
1
directorate boards

13


Contents

Good

Fair

Moderate

Limited

Total

Average
score (X)

Rank

3. Assigning specific tasks to
each member of the CLC
directorate boards in each
39
210
78
7
334
2.84
2
Center's long-term, mediumterm and short-term plan
4. Adjusting in time when
management task stagnated or
29
216
84

2
331
2.82
3
ineffective
Average of X
2.82
The data in Table 2.18 shows that this work is assessed to be quite good with X = 2.82, the
X fluctuates insignificantly, the lowest is 2.69 and the highest is 2.92 . The results also indicated
that there were assignments of tasks for members of the CLC directorate boards, but the level of
achievement was not very effective. The management of this content just stop at the assignment
of tasks for the members, but to implement effectively and appropriately, there was no careful
consideration in the division of responsibilities for each individual based on the self-interest,
aspirations, competence and forte of each concurrent officer in the CLC directorate board. The
Average score is 2.82 demonstrating the management of assigning tasks to members of the
directorate board only at fair level.
2.4.2. The training and fostering the CLC manager teams
2.4.2.1. Actual situation of conducting surveys on needs and organizations of training and
fostering for the CLC manager teams
The study shows that the implementation of survey on needs and organization of training
and fostering of the CLC manager teams are not really effective as expected, as follows:
Table 2.19. Actual situation of surveys of needs and organization of training and fostering
for the CLC manager teams
Average
Contents
Good Fair Moderate Limited Total
Rank
score (X)
1. Planning the training and
99

151
76
5
331
3.03
1
fostering
2. Organizing the training and
70
146
102
17
335
2.80
3
fostering
3. Directing the development of
training and fostering contents
96
117
100
17
330
2.88
2
and programs
4. Monitoring and evaluating
the effectiveness of training and
29
56

222
20
327
2.28
4
fostering quality
Average of X
2.75
The data in Table 2.19 shows the management of implementing survey on needs and
organization of training and fostering for the CLC directorate board is at level of fair (X = 2.74).
The planning of training and fostering is evaluated as good with X = 3.03. The remaining content
is only assessed at level of fair. However, the monitoring and evaluation of the effectiveness of
training quality was judged at the lowest level, close to the Average (X = 2.28). The gap between
the best and the lowest levels is also quite large = 0.75. This result shows that, although the
planning of training and fostering has been paid attention, and done regularly with good levels,
the monitoring and evaluating the effectiveness of training and fostering is not mentioned much.
This shows a big gap in the training and fostering. Because of the inability to evaluate the
effectiveness of training, sometimes the next plans of training and fostering are formal and not
close to the expectation and aspirations of the CLC manager teams. The average score 2.75
pointed out that the survey on needs and organization of training and fostering for the CLC
manager teams only at level of fair.

14


2.4.2.2. Actual situation of developing the training programs for the CLC manager teams
The CLC manager teams work concurrently, they also benefit the learning programs to
meet the requirements of working positions as the State servants and officials. Therefore, the
training contents for this team should be fostered in-depth about managing CLCs and education of
community development. To avoid duplication of training contents with the category of public

servants, the CLC manager teams need to be fostered with some basic contents:
Table 2.22. Actual situation of developing the training programs for the CLC manager teams
Average
Contents
Good Fair
Moderate Limited Total
Rank
score (X)
1.
Characteristics
and
13
103
176
45
337
2.24
6
methods of teaching adults
2.
Management
of
developing
community
18
216
89
12
335
2.71

3
education
3. Management model of
37
240
54
07
338
2.90
1
CLCs
4. The role of CLCs for
developing
sustainable
community and building
35
228
62
04
329
2.89
2
Learning Society from
locals
5. Mobilizing resources
from community for CLC
14
190
99
34

337
2.54
4
activities
6. Developing mechanisms
for effective coordination
05
153
121
51
330
2.33
5
with stakeholders in CLC
activities
Average of X
2.60
In the opinion of major respondents, the training contents are only achieved at the level of
moderate - fair with the average score X = 2.60. The content “Characteristics and methods of
teaching adults” with the lowest average score (X = 2.24) and the content “Management model of
CLCs” at the highest average score (X = 2.90) compared with the remaining contents. Thus, most
of training contents for the CLC manager teams are now largely focused on managing CLCs, it is
not paid attention to the contents of the characteristics of teaching methods for adults, or
mobilizing resources from community for CLC activities, or mechanism of effective linking and
coordination with the stakeholders in the organization and development of CLC activities. The
average score 2.60 means that the management of developing the program contents retraining for
the CLC manager teams stops at the level of fair.
2.4.3. The compensation policy for the CLC manager teams
The main content of the compensation policy for the CLC manager teams focused on
honoring the CLC manager teams with the community development and motivation and capacity

development for CLC manager teams.
The data in Table 2.23 shows that the current remuneration policy for the CLC manager
teams is only in moderate level (X = 2.37). In particular, the honor policy for the CLC manager
teams (X = 2. 08) is the weakest in the remuneration for this team. The local authority creates
favorable conditions for the CLC manager teams to work concurrently, which is also considered
as the best content in the remuneration policy, but it also stops at fair level with X = 2.54. Thus,
the survey data shows that the remuneration for this team is still very modest and has not been
taken seriously, shown by the average value of X only reaching the moderate threshold.

15


Table 2.23. Actual situation of compenstation policy for the CLC manager teams
Average
Contents
Good Fair Moderate Limited Total
Rank
score (X)
1. Local authorities create
favorable conditions for the
44
113
161
19
337
2.54
1
CLC manager teams to hold
concurrently
2. Responsibility allowances

33
97
193
14
337
2.44
2
for the CLC manager teams
3. Honoring policy for the
CLC manager teams to
14
49
226
47
336
2.08
4
community development
4. Comending and rewarding
work for the CLC manager
31
83
215
2
331
2.43
3
teams
Average of X
2.37

2.4.4. Evaluation of the CLC manager teams
Evaluating the quality of the CLC manager teams not only to understand the real situation
of all aspects of this team but also through which there are predictions about the quality of staff as
well as the outlines of feasible plan to improve team quality.
Table 2.24. Actual situation of evaluating the CLC manager teams
Average
Contents
Good
Fair
Moderate Limited Total
Rank
score (X)
1. Developing specific
65
83
123
55
326
2.48
4
evaluation criteria
2.
Issuing
evaluation
31
141
140
9
334
2.50

3
regulations
3. Using evaluation results
in rewarding and honoring
45
137
134
05
321
2.69
1
the CLC manager teams
4. Measuring the impact of
the
evaluation
on
17
77
169
64
327
2.14
5
developing CLCs
5. Making the necessary
adjustments
after
the
36
158

113
15
322
2.66
2
evaluation
Average of X
2.49
The evaluation of team also points only level of fair with the average score X = 2.51, but
this point at the low level of fair and even close to the level of moderate. In which, the content
"Using evaluation results in rewarding and honoring the CLC manager teams" and " Making the
necessary adjustments after the evaluation" are the two items that are best evaluated (respectively
X = 2.69 and X = 2.66). The content "Making the necessary adjustments after the evaluation" was
rated as the weakest in the evaluation of staff (X = 2.14).
2.4.5. Creating working environment and motivation for the CLC manager teams
The factor of creating working environment and motivation for the CLC manager teams is
an indispensable factor in developing this team. The data table 2.25 shows that the building of
environment, the creation of motivation for the CLC manager teams is only at a fair level with the
average score of X = 2.53. This average value is at the low level of fair level and is close to the
moderate level. Out of the three factors of environment building, motivation creation for the CLC
manager teams, only factor 1 is fair, while 2 and 3 are moderate.

16


Table 2.25. Actual situation of building environment, creating working motivation for the CLC
manager teams
Average
Contents
Good Fair Moderate Limited Total

Rank
score (X)
1. Being equipped with facilities
and materials to meet working
70
116
105
45
336
2. 62
1
requirements at CLCs
2. Creating motivation for the
66
109
88
74
337
2. 49
2
CLC manager teams
3. Creating a favorable legal
framework for the CLC manager
61
107
93
69
330
2. 48
3

teams
Average of X
2. 53
Over the years, building environment and creating motivation to work has not been really
focused. Creating a favorable legal corridor for the CLC manager teams still faces many
difficulties. Materials and facilities to meet the requirements of work at centers are also limited
and has not been interested. The promote motivation for the team is little attention as these staffs
work concurrently so the leaders do not pay attention to develop this team.
2.4.6. Factors affecting the development of the CLC manager teams
There are many factors affecting the development of the CLC manager teams, it can be
about the working environment; the local conditions of socio - economic development; the
management mechanisms and policies of the State and education sector; the quality, capacity and
qualifications of the CLC manager teams. The data analysis shows that factor "quality, capacity
and qualifications of the CLC manager teams" have the most impact to developing this team with
X = 2.38. At the point of Average score (X = 2.11), it shows the factors having a moderate
influence on the development of team.
Conclusion of chapter 2
Currently, depending on the characteristics of CLCs model that the amount and structure
of the CLC manager teams modified accordingly. Most CLCs have stabilized in terms of quantity
and structure, the quality of the CLC manager teams has been gradually improved. However, the
professional capacity of developing community activities/ training programs/ learning programs
and management capacity (planning, organizing to the implementation, monitoring - evaluation,
resources mobilization, link - coordination among agencies) of this team have not really met the
requirements.
Besides, the development of the CLC manager teams has many shortcomings and
inadequacies shown: The usage and assignment of specific tasks to each member of the
directorate has not been focused; The training and fostering the team has not been effective; The
monitoring and evaluation of the team has not been conducted regularly; The system of legal
documents and mechanisms and policies for the CLC manager teams is lacking, inadequate and
incomplete; The local leaders have not built a working environment as well as solutions to create

working motivation for the team...
To develop the CLC manager teams, it is necessary to have appropriate and feasible
solutions, in which be interested in training and fostering effectively the team to improve
management capacity; arranging the use and assignment of work in accordance with the CLC
board of directors; monitoring - evaluating staff regularly and objectively; building environment
to create working motivation and regimes and policies suitable to develop this team.

17


CHAPTER 3. SOLUTIONS OF DEVELOPING TEAM
MANAGERS OF CENTER LEARNING COMMUNITY
3. 1. Principles of proposing solutions
The thesis is based on 7 principles to propose solutions, including the followings: the
historicity and inheritance; the legacy; the practicality; the co-ordination and cohesion; the
feasibility; the synchronism; and the sustainability.
3. 2. Solutions of developing the CLC manager teams
3.2.1. Solution 1 - Ensuring the CLC manager teams suitable to organizational models,
functions, tasks and development scales of CLCs according to the regional characteristics
3.2.1.1. Objective and meaning of the solution
The solution objective aims to implement well the task of planning on developing the CLC
manager teams suitable to organizational models, functions, tasks and development scales of
CLCs according to the regional/ domain characteristics to ensure for the CLC manager teams in
terms of development quantity, reasonable structure, strengthened and improved quality, meeting
the requirements of building Learning Society from communes, wards and towns.
3.2.1.2. Implementation of the solution
- First of all, the Provincial DOET as the "professional direction" agency of the CLC
system in the whole province conducts a consultation for the Provincial People's Committee to
organize communication on the model and organization, operation characteristics of CLCs and
regulations on payroll organization of CLCs under Decision No. 09 on regulation on organization

and operation of CLCs in communes, wards or townships (hereinafter referred to as the
Regulation 09).
- In addition, the Provincial DOET also needs positive communication on advantages and
disadvantages of management of CLCs; disseminating international and domestic experiences in
CLC formation and development; suggesting the criteria for each director and deputy director of
CLCs; specifying the Regulation 09 to apply to practical and specific local conditions... for
commune and district leaders to let them to be fully aware of the roles, positions and requirements
of managers in CLCs.
- The District DOET and the District Association of Promoting Learning directly and
through sectors and organizations in the commune conduct communication on the organizational
and operational characteristics of CLC model and regulations on payroll organization of CLCs to
create consensus and promote democracy in proposing and introducing the CLC directorate board.
3. 2.1.3. Conditions for implementing the solution
The planning of the CLC manager teams must be agreed upon and agreed by the relevant
departments (PPC, Provincial Department of Home Affairs, Provincial Department of Finance,
District People's Committee, Commune People's Committee...) to agree on the policy on
developing a plan for the development of CLC manager teams. To emphasize the important of
organizing to practical visit on models of effective operation CLCs or inviting delegates as the
experienced CLC manager to have talks for community leaders and people to learn.
3.2.2. Solution 2 - Using efficiently the CLC manager teams according to ability and expertise
for each concurrent position
3.2.2.1. Objective and meaning of the solution
To use a team in the direction of scientific assigning management of the CLC directorate
boards in conditions of all the directorate board holding concurrently and no payroll mechanism
for centers.
3.2.2.2. Implementation of the solution
- Based on the characteristics of CLC model according to regional characteristics, there is
an appropriate arrangement of CLC directorate boards to promote strengths according to their
positions and specialties, as well as forte characteristics of each manager of centers. The District

18


DOET develops and submits to the District People's Committee to approve the process of
recruiting - appraising the CLC CB staff.
- Every year, the District DOET and the Commune People's Committee organize an
assessment of the results of coordinating to implement the process of recruiting, appraising and
proposing to solve arise problems.
- In case of new appointment, dismissal, rotation and replacement of CLC managers due to
conditions arising, commune-level People's Committees select reserve personnel, recommend and
request the District DOET to appraise them.
- In the process of using the CLC manager teams (recruitment, appointment, dismissal,
rotation...), it is necessary to pay attention to the flexibility, diversity and regional adaptation of
each CLC model.
3.2.2.3. Conditions for implementing the solution
- Building a friendly and effective working environment to promote the strengths and
expertise of the CLC manager teams.
- Developing a plan to organize the assessment of quality and performance effectiveness
of the CLC directorate board to draw out the causes and limitations, and find out solutions.
- Organizing to raise awareness for the CLC manager teams about their roles,
responsibility for developing centers and community.
3.2.3. Solution 3 - Organizing to foster and enhance educational management capacity for the
CLC manager teams
3.2.3.1. Objective and meaning of the solution
To create conditions for the CLC manager teams to be improved with educational
management capacity, equipped with the necessary conditions to ensure the CLC manager teams
to have ability of undertaking the job effectively in order to gradually improve the quality and
performance effectiveness of CLCs, contributing to develop sustainable community.
3.2.3.2. Implementation of the solution
- The Provincial DOET takes the lead in fostering and enhancing the management capacity

for the CLC manager teams. The Division of Continuing Education of the District DOET
cooperates with the specialized agencies in planning to foster and advising the Provincial DOET
in planning, implementing, monitoring and evaluating courses of fostering and improving
capacity for the CLC manager teams.
- At district-level, the District DOET is responsible for gathering the aspirations of
training and fostering of the CLC manager teams at commune-level; proposing training programs
and plans for the Provincial DOET so that the District DOET can regularly develop training plans
for the CLC manager teams across the province.
The implementation of the solution should carry out the following:
(1) Developing the training and fostering process of educational management capacity for
the CLC manager teams (Investigating aspirations of training and fostering of the CLC manager
teams; Assessing the performance quality and effectiveness of CLCs based on each center
operation and management area to supplement the demands of training and fostering; Developing
specific fostering plans (programs, contents, materials, time, venue, budget, speakers, methods,
forms...); Organizing training, fostering, monitoring and evaluating the results.
(2) Building capacity framework for the CLC manager teams and specialized officers
seconded to work at the CLCs (Professional capacity of developing community activities;
Community-based management capacity; Resource mobilization capacity; Integration and
coordination capacity at community).
(3) Implementing well the process of training - fostering (selecting appropriate and
flexible topics, objectives, contents and methods).
(4) Using flexibly forms of training and fostering for the CLC manager teams (Training,
Contest, Exchange, Visits, Self-studying, Self-fostering).

19


3.2.3.3. Conditions for implementing the solution
- The implementation of training and fostering required sources: human, financial and
material. Human source: developing human resource for training and fostering, including staff of

lecturers; Material and financial resources should be coordinated by the Provincial DOET and the
District DOET with relevant departments and agencies to develop a plan on financial sources and
conditions for facilities for training and fostering the CLC manager teams.
- The training and fostering must take place regularly to improve capacity for all CLC
directorate board because these teams always vary in quantity and structure.
3.2.4. Solution 4 - Ensuring reasonable and timely compensation policy for the CLC
3. 2.4.1. Objective and meaning of the solution
Ensuring reasonable and timely compensation policy for the CLC manager teams is to
create effective impacts to motivate and encourage active participation and creativity in the
management of centers.
3.2.4.2. Implementation of the solution
- Material compensation: the CLC directorate boards have no monthly salary regime
because of working as “part-time”. Therefore, material benefits that all level managers can
mobilize for these teams can be mentioned as: Allowance for responsibilities from the State
budget; Management fees from cultural and educational programs and projects implemented at
CLCs; The cost of consultants requested by partners; Grants from community for CLCs
management...
- Spiritual compensation: The CLC manager teams mainly work because of responsibility
requirements, commitment and devotement needs for community activities. Therefore, mental
remuneration is very important. The management levels should develop appropriate compensation
policies to create a favorable environment, create an exciting atmosphere at working places for the
CLC manager teams. Besides, building forms of mental encouragement such as emulation titles
and award forms (certificates of merit, public commendation). In addition, if having conditions, it
is possible to arrange for this team to visit advanced models not only in the country but also
abroad; Giving priority to the advanced learning regimes such as attending professional classes
according to current regulations.
3.2.4.3. Conditions for implementing the solution
- The management levels must be fully and comprehensively aware of rights of the CLC
manager teams to ensure the reasonable and timely compensation policies.
- In order to implement the solution effectively, it is necessary to develop a coordinate

mechanism among relevant departments, organizations and agencies and ensure the mechanism of
publicity and stability under the general regulations but still having the regimes suitable to the
CLC manager teams and conditions of each locality.
3.2.5. Solution 5 - Monitoring and evaluating in time to improve performance effectiveness of
the CLC manager teams
3.2.5.1. Objective and meaning of the solution
Understanding the operational situation and quality of the CLC manager teams,
understanding the necessary information to adjust activities in the development of the CLC
manager teams, thereby improving team capacity.
3.2.5.2. Implementation of the solution
Several contents should focus on inspection and evaluation of the development of the CLC
manager teams: The progress and results of implementing the activities of developing the team
compared with the plan; The supply of resources for developing the team; The adequate level of
participation of the team in the training courses of improving management capacity and expertise;
The difficulties and obstruction in the process of implementing the development of the team; The
achievements of developing the team; The appropriate changes, adjustment and measures to
overcome difficulties in developing the team; The impact of developing the team on the
development of CLCs; The lessons learned in the development of the team.

20


The inspection and evaluation should closely combine between the reporting information
and on-site inspection; between inspection and evaluation of district and provincial levels and the
self-evaluation of centers. Especially, the participation of citizen in monitoring and evaluating the
performance effectiveness of CLCs as well as the work quality of the CLC manager teams should
be emphasized.
3.2.5.3. Conditions for implementing the solution
- Developing evaluation criteria of the performance quality of the CLC manager teams.
- Solutions of monitor and evaluation combined with adjustments will be well

implemented on the basis of reasonable arrangement and use of personnel and training and
fostering with satisfactory results along with timely material and mental compensation for the
CLC manager teams.
3.2.6. Solution 6 - Promoting the roles and responsibilities of management agencies in the
development of the CLC manager teams
3.2.6.1. Objective and meaning of the solution
Strengthening the roles and responsibilities of management agencies in the development of
the CLC manager teams towards a team of CLC managers sufficient in quantity, reasonable in
structure and improved in quality.
3.2.6.2. Implementation of the solution
- For the Provincial DOET: Coordinating with the DPC and departments, agencies to
review the management organization, appointment, policies for the CLC manager teams, to
develop honor mechanisms for this team to help them more motivation to have strong attachment
to centers; Coordinating with departments and agencies to build capacity framework for the CLC
manager teams, thereby to have plans on training and fostering the CLC manager teams to
improve management capacity.
- For the Associations for Promoting Education: Coordinating with the Provincial DOET
to advise the provincial Party Committee and authorities on guidelines, solutions and mechanisms
and policies suitable to local conditions to develop the CLC manager teams.
- For the District DOET: The management unit of professional knowledge, contents,
operation forms, fostering professional knowledge for CLC managers and teachers, supporting
human resource in monitoring and evaluating the CLC performance quality.
- For the commune-level People’s Committee: Advising the commune-level People's
Council in the local budget balance for responsibility allowances for center managers.
- For the centers of continuing education: Coordinating actively with the District DOET to
build responsibility mechanisms to guide, organize fostering classes for managers, attend in the
management, direct, monitor, evaluate results and be responsible to the Provincial DOET for the
results of these classes.
3.2.6.3. Conditions for implementing the solution
- The management agencies should soon realize the position, role and responsibility in

every stage of the development of the CLC manager teams.
- In addition, depending on their functions and competence, the management agencies
need to develop mechanisms of specific linking and coordinating in advising as well as
implementing the development of the team CLC manager teams.
3.3. The relationship of the solutions
The solutions that the thesis proposed have intimate and mutual support relationship. Each
solution is the premise, condition as well as consequences of the remaining solutions. Therefore,
to achieve the goal of forming and developing the CLC manager teams, it should implement 6
above solutions comprehensively.
3.4. Testing the necessity and feasibility of the solutions
3.4.1. Purpose of testing
The purpose of testing is to gather information about the necessity and feasibility of the
solutions of developing the CLC manager teams. On that basis, there will be adjustments to the

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inappropriate solutions and confirm more about the reliability of solutions appreciated highly.
3.4.3. Methods of testing
Testing methods used in the thesis is the investigation by questionnaires. The thesis used
the Likert 3 options to the necessity and feasibility.
3.4.4. Objects of testing
The thesis used a total of 169 questionnaires for the CLC managers; leaders of provinces,
districts and communes; leaders and professional officers of the provincial DOET, the district
DOET; the community organizations, agencies and unions.
3.4.5. Results of testing
Summarizing the test results on the necessity and feasibility of the above proposed
solutions, we have the data table:
Necessity
Possibility

D2 =
Solutions
D
(nm)2
Average Rank (n) Average Rank (m)
1. Ensuring the CLC manager
teams suitable to organizational
models, functions, tasks and
2.83
3
2.57
3
0
0
development scales of CLCs
according
to
the
regional
characteristics
2. Using efficiently the CLC
manager teams according to ability
2.82
4
2.52
5
1
1
and expertise for each concurrent
position

3. Organizing to foster and enhance
educational management capacity
2.91
1
2.85
1
0
0
for the CLC manager teams
4. Ensuring reasonable and timely
2.85
2
2.57
4
2
4
compensation policy for the CLC
5. Monitoring and evaluating in
time to improve performance
2.62
6
2.46
6
0
0
effectiveness of the CLC manager
teams
6. Promoting the roles and
responsibilities of management
2.80

5
2.71
2
3
9
agencies in the development of the
CLC manager teams
Total
14
Applying with the hierarchical correlation coefficient (Spearman), with r = 0.6, the
correlation is relatively close, relatively uniform, meaning that the necessity and feasibility levels
are suitable for each other. In which there are three solutions having most closely correlation as
solution 1, 3, 5 with a difference D = 0. Depending on the characteristics and conditions of each
specific region and community, the solutions are applied appropriately and achieving goals of
management
3. 5. Solution testing
The thesis has designed a testing form of evaluating management capacity of the CLC of
Cao Phong district, Hoa Binh province. The testing results are classified into 04 categories (Good,
Fair, Moderate, and Low). The multiple-choice question sheet (see Appendix 4) includes the

22


following contents: Capacity of planning the CLC activities; Capacity of directing and organizing
to implement the CLC activities; Capacity of coordinating and mobilizing resources from sectors,
agencies and unions at community for the CLC activities; Capacity of monitoring and evaluating
the CLC activities. In addition, the dissertation also provides a checklist for evaluating capacity of
the CLC managers at each level (see Appendix 5).
The thesis conducted survey on the initial level of management capacity of CLCs.
Statistical results for the percentage rated the management capacity of CLCs of the experiment

group and the control group (see Appendix 6) shows that the initial level of management capacity
of CLCs in both the experiment group and the control group are quite similar to each other and
mainly at the level of fair and, a small percentage at low level and not at a good level. However,
to confirm whether this result is an impact or other random causes, we need to check it with the p
value of the t-test. The data show that this difference is not statistically significant (t-test results
on the indexes obtained p> 0.05). Reviewing all management capacity indexes of CLCs shows
that before a trial, 2 experiment and control groups were the same. To implement well the CLC
management, they should be fostering fully about the management capacity of CLCs.
Results of data percentage analysis (see Appendix 6) shows that after the testing process,
there was difference in management capacity of the experiment and control groups, detailed as:
- The experiment group has people with good level about management capacity; however
the percentage at this level is still low (around 10%), while the control group has none.
That means to develop management capacity at good level for CLC manager teams, it
takes a long process with specific plans.
- In the experiment group, only one criterion "2.2. Coordinating with local departments,
agencies and unions in organizing the implementation of CLCs activities" is evaluated at
low level, however the percentage is very low (3.6%). Besides, most criteria to evaluate
the capacity of the control group still have low rates. This shows that after the experiment
process, the capacity of the experiment group has progressed.
- The percentage of capacity at fair level of the experiment group increased significantly,
the rate of capacity at moderat level decreased as compared to ones before the test.
Meanwhile in the control group, the percentage of fair and moderate levels did not change
much as compared to ones before the trial.
The p value in the independent t-test (at 95% confidence level) of the al group compared
to the control group showed that many indicators had the value p <0.05. That proved to have
difference in the average score of the attainment of management capacity index of CLCs between
2 control and experiment groups. The result of average score of the experiment group is higher
than that of the control group as the impact result. However, this difference is not even in the
indicators of capacity. The indexes have statistical differences as the indicators of planning
capacity shown in indicators 2.3, 2.4; ones of capacity of direction and organization of

implementation as shown in indicators 3.1, 3.3; ones of capacity of monitoring and evaluating the
CLCs activities as shown in indicator 3.1. Thus, the solutions that the author conducted in the
experiment group helped the team increase some management capacity index of CLCs.
To review the management capacities after a trial whether there are difference between the
2 control and experiment group or not, the authors calculated the total capacity indicators and
average score, testing t-test of capacities under the 2 experiment and control groups, the results as
in below table. The results of summarizing the experiment capacity of CLCs of the experiment
and control groups showed that the average scores of the two groups have significant differences.
The results of t-test also showed that after the experiment there was a difference between the 2
control and experiment groups (p <0.05 so the difference between the 2 control and experiment
groups was statistically significant). The results also show that the measures taken by the author
in the experiment group helped this team to improve some indicators of management capacity of
CLCs (Table 3.8).

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Table 3.8. Survey results after testing on management capacity of CLCs
of the control and experiment groups
Experiment group
Control group
TManagement capacity
test
Average
SD
Average
SD
1. Capacity of planning
11.71
1.38

9.79
2.26
.000
2. Capacity of direction and organization of
14.11
2.64
12.42
2.50
.022
implementation
3. Capacity of monitoring and evaluating the CLC
13.46
2.81
11.92
2.34
.037
activities
4. Capacity of coordinating and mobilizing
8.18
1.66
7.21
1.47
.031
resources from agencies, organizations and unions
Total
47.46
7.55
41.33
8.29
.007

However, how big this impact should take into account the ES value of the impact level,
of those measures. The impact level in this study is 0.74, showing that the effectiveness is at
moderate level. This can be explained by experimental short time, the impact level is only at
moderate level. If the testing object is impacted in the long term, the effect will be great.
Conclusion of Chapter 3
On a theoretical basis of developing the CLC manager teams in Chapter 1, and based on
the survey results of developing the CLC manager teams as important practical basis in Chapter 2,
the thesis has proposed 06 solutions of developing the CLC manager teams.
It can be said that the solutions of developing the CLC manager teams are considered as
necessary conditions to maintain, strengthen and develop CLCs at communes, wards and towns.
However, to implement a comprehensive system of these solutions, it will encounter difficulties,
requiring the attention and guidance of all management levels as well as the participation,
involvement of all sectors, agencies and unions and the whole community.
The chosen solution " Organizing to foster and enhance educational management capacity
for the CLC manager teams" to organize testing is completely suitable and accurate. The
organization of testing this solution not only fully satisfied with the requirements of a trial but
also more clearly affirmed its the most important level for the development of the CLC manager
teams.

CONCLUSION AND RECOMMENDATIONS
1. Conclusion
Through research, the thesis has drawn some conclusions:
- The development of CLCs in Asian countries (including Vietnam) is the inevitable trend,
consistent with the general trend of the region and the world, especially in the developing
countries, where many people still do not have opportunities to go to school. The models of CLCs
in many countries are quite diverse and depend on the characteristics and situation of each
country. This diversity creates the CLC manager teams developed flexibly and adaptably.
- Based on the theory of human resources management and approach of capacity and
approach of community development, the thesis has built a theoretical model of developing the
CLC manager teams and capacity framework of those, contributing to form the theoretical basis

of developing CLC manager teams. With distinct characteristics of CLC manager teams working
“concurrently: developing those sufficient in quantity, guaranteed in quality, and developed in
structure is very difficult and obstructed. To develop CLC manager teams, it is necessary to focus
on contents: (1) Allocating and assigning specific tasks to each member of the CLC directorate
boards; (2) Training and fostering the CLC manager teams; (3) Conditions and policies for CLC s
manager teams; (4) Evaluating CLC manager teams; (5) Creating working environment and

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