The state management of education in districts of hanoi city meets the requirements of educational renovation tt tieng anh

1
INTRODUCTION
1. Reasons for choosing dissertation topic
Education and training is the cause of the Party, the State and the entire
people, and is the leading national policy. The Party, the State and the whole
society pay special attention to and care for the development of education
and training. Basic and comprehensive renovation is not only the
continuation of renewal of thinking but also renovation from awareness to
action in all educational activities, first of all, the renewal of the state
management mechanism about education. Resolution No. 29-NQ / TW on
basic and comprehensive renovation of education and training, meeting the
requirements of industrialization and modernization in the conditions of
socialist-oriented market economy and national integration has shown one
of the nine tasks and solutions that need to be implemented in the coming
time is “Basic renovation of education and training management, ensuring
democracy and unity; increase autonomy and social responsibility of
education and training institutions; attach great importance to quality
management. Clearly define responsibilities of state management agencies
in education and training and management responsibilities according to
branches and territories of ministries, branches and localities ". State
management of education at the grassroots level is actually implementing
state administrative activities in the process of directing educational
activities at the grassroots level.
All educational institutions carry out the functions and tasks of education
and training under vertical direction, but educational institutions are located
in a specific area, so they must comply with management of local
administration according to the decentralized regulations of the state. All
management activities are inseparable from vertical and territorial direction
and they are considered an important principle in state management in
general and state management in education in particular. The main content
of this principle from a macro perspective can be expressed as follows:

Education career, national education system is a unified system. In order to
accomplish that, the state has specified specific tasks and powers of the
industry and the locality (such as tasks and powers of the People's
Committees and functional agencies). In the management of all aspects of
the locality (district level) such as socio-economic, cultural and social, it has
the task of managing education and training at the district level according to
the rules and regulations of the industry. The Ministry of Education and
Training is the unified state management agency for education and training
nationwide. Local governments shall perform the state management of
education and training according to their respective territories through
specialized agencies, according to the tasks and powers prescribed by the
State in accordance with the decentralization mechanism. In 2018, the
Government issued Decree 127/2018, which stipulates the state management
responsibilities for education. Accordingly, the Decree clearly defines the
responsibilities of the Ministry of Education and Training for state
management of education, the People's Committee and the President of the
provincial People's Committee, the People's Committee and the President of
the People's Committee district level, the People's Committee and the
president of the communal People's Committee. The Decree also regulates
the management responsibilities of the Department of Education and
Training and the Department of Education and Training. Thus, the issue of


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state management of local education in general and district levels in
particular is posing issues that need to be removed to promote local
education development.
One of the urgent requirements for fundamental and comprehensive
renovation of education and training, first of all, is the state management of
education at all levels, with a focus on grassroots levels. Facing this

requirement, it is necessary to study and find effective and effective
measures to well manage the state of education at the district level and the
lowest branch management level in the locality as a basis for renovating the
whole system. education authorities at all levels in the current context of
educational innovation and the situation are also research questions.
The quality and effectiveness of state management of education require
effective implementation of state management of education from the
grassroots to the central. Implementing the Party and State's guidelines on
education and training development, over the past time, education and
training of our country has achieved many achievements, including the state
management of education in the locality has played an important role in
planning the educational network; develop various types of schools,
implement educational socialization; ensure to meet the requirements of
expanding the scale, improving the quality and effectiveness of education in
the locality. Besides, the reality of education and training in districts, towns
in Hanoi city has revealed weaknesses and inadequacies in education
development planning and plans; construction and quality of management
documents; directing the implementation of preschool and general
education, supervision and supervision ... due to various reasons, but of
which the main reason is the weakness in state management.
Derived from the research situation related to the dissertation. So far,
theoretically, there have not been any in-depth studies on state management
at district level (districts, towns) and current management practices at this
level exist contradictions and shortcomings of the content, mechanism,
management subjects, management methods that have not been clarified in
terms of theory and practice in reality, there are still many problems. In fact,
there have been a number of scientific works in the world and in Vietnam
studying the state management of education on different angles and
approaches. Those works are the prerequisite basis for graduate students to
refer and inherit in the research. However, there is no work or author who

has studied in a basic, systematic and intensive way on state management of
education in districts in Hanoi in the context of education management
innovation. now from an educational management perspective.
From the above theoretical and practical bases, there has been an urgent
requirement for state management of education at the districts in Hanoi, the
capital of Vietnam in the context of fundamental and comprehensive
education renovation today. Therefore, the doctoral student selected the
issue "State management of education in districts of Hanoi city to meet the
requirements of educational innovation" as a research topic.
2. Research purpose and tasks
2.1. Research purpose:
On the basis of theoretical and practical research on the state
management of education in districts, proposing state management measures
for education in districts of Hanoi to meet the requirements of education


3
innovation, contributing to improving the quality of education, educational
management in Hanoi to meet the requirements of basic and comprehensive
renovation of education today.
2.2. Research tasks
Developing a theoretical framework for state management of
education in districts.
Building a practical basis for state management of education in
districts of Hanoi city.
Proposing basic measures of state management of education in
districts of Hanoi city to meet the current requirements of education
renovation.
Conducting testing of proposed management measures in order to
verify the science, suitability and feasibility of measures in educational

management practices.
3. The subject, object, scope of research and scientific hypothesis
3.1. Research object and subject:
* Research object: State management of education.
* Subject of study: State management of education in districts of Hanoi
city meets the requirements of education renovation.
3.2. Scope of research
The scope of the research content, the dissertation focuses on the study
of state management of education at the district level in Hanoi in the aspect
of Educational Science, education management such as advisory, education
development plan; direct and organize the implementation of preschool
education, general education, and supervision..
The scope of the survey, the dissertation focuses on the study of state
management of district education in Hanoi such as the managers of the
Department of Education and Training, the Department of Education and
training districts, towns and school managers.
The scope of time, data used for the dissertation research process are
surveyed, investigated and summarized from 2014 to 2018.
3.3. Scientific hypothesis
Before the current requirements of fundamental and comprehensive
renovation of education, the state management of education has an
important role to direct, guide and organize the implementation of legal
policies on education in the locality. If focus on renewing the leadership and
direction; well performing the work of planning the managerial staff;
building and implementing the management process, improving the quality
of state management effectiveness in education at the district level, the state
management of education in Hanoi city will operate effectively, contribute
to improving the quality of education to meet the requirements of
fundamental and comprehensive renovation of education and training in the
city today.

4. Methodology and research methods
4.1. Methodology:
The research topic is based on the scientific reasoning of dialectical
materialism and historical materialism; Ho Chi Minh Thought; Resolutions
and guidelines of the Party and State on basic and comprehensive renovation


4
of education and training and management of education and training,
including innovative views on state management of education.
During the research process, the dissertation applied the following points
of view:
System-structure approach: The issue of state management research on
district education requires solving many theoretical and practical issues, the
operation of elements, implementation forces and them. need to be
considered and interpreted in a system.
Historical - logical approach: Recognizing the issue of state
management of district education in a specific time context, in relation to the
economic, cultural and social development of Hanoi and the country.
Functional approach: educational management has planning, organizing,
directing and inspecting functions; Accordingly, the state management of
education in general, the state management of education at the district level need
to apply the educational management functions in consideration of content and
management measures and a number of other issues.
Complex approach: With the objectives and characteristics of the
research problem of state management of district education, the thesis uses a
combination of management function approach and management content
and State administrative management..
Decentralized approach: state management of education is a broad issue
both in content and space. In education management, there is a task of

management contents under the authority of the central government, which
are responsible for management contents managed by localities, so it is
necessary to clearly decentralize and properly implement functions, tasks
and assessments; from which to consider the operation of the management
and educational management agencies at the districts.
Practical approach: In researching the issue of state management of
district education, it is necessary to point out the contradictions,
shortcomings and limitations in implementation. The proposed management
contents and measures come from reality, in accordance with local
management practices.
4.2. Research methods
4.2.1. Theoretical research methods
The topic uses a combination of the following research methods:
Analyze, synthesize, generalize and systematize documents on
management theory and educational management of domestic and foreign
authors. Analyze and synthesize instructions and resolutions on education
and training renovation and educational management of the Party, the State,
the education and training.
4.2.2. Practical research methods
Methods of survey by questionnaire: Using the forms of questionnaire to
force directly related to the thesis of managers of the Department of
Education and Training, District Office of Education and Training, districts
and towns and school administrators (leaders of district administrations
(districts and towns), education managers of Departments, Departments of
Education and Training.
Research methods of operating products: Conducting research on
educational and training summaries, contents of state management of
education in each locality and unit; Thereby there is a practical basis to

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evaluate the state management of education in the city in the most accurate
and complete manner.
Methods of scientific observation: Conduct observation of the state
management process of education in some localities and units in the City.
The content of the observation focused on management methods, leadership,
direction, management documents, administration; responsible attitude of
educational management staff and related forces.
Methods of summarizing educational management experience:
Analyzing and synthesizing documents related to educational management
and state management of education; From there, learn lessons and issues
directly related to the state management of district education in Hanoi city in
the context of fundamental and comprehensive renovation of education
today.
Organize the exchange, interview, case study with a number of leading
officials, educational managers at the school and educational management
agencies on issues of the content of the dissertation and research performing
the state management of education in a district.
Testing and testing methods: Conducting a test of the necessity and
feasibility of the measures and testing a measure proposed by the thesis in a
district in Hanoi city to initially verify suitability of measures.
Method of experts: Conducting consultations with a number of leading
officials, education managers and teachers with long-term experience in
leadership, education and training management, especially managers in
some districts and towns. At the same time, consult experts of some
scientists on the field of education management and training in schools to
supplement materials and data for the research content of the dissertation.
4.2.3. Support method
Using statistical maths to synthesize and process data collected during
the research process; tables and tables illustrating the research results of the

dissertation. Use the specsman formula to calculate the results and the
correlation between the necessity and the feasibility of the investigated
measures.
5. New contributions of the dissertation
The theoretical research results of the thesis contribute to systematize,
generalize and concretize the state management theory of education into the
state management of education at the district level; which clarifies the role,
characteristics, models, education management decentralization, and
advisory work of the state management agency in charge of education at the
districts.
Proposing management measures, including measures to develop a state
management process of district education in Hanoi city.
Based on the assessment of the state of state management of district
education in Hanoi, it is found that issues need to be solved, providing
actual data and data for leaders and managers, to enhance the effectiveness
of state management of district education in Hanoi in the context of current
education reform.
6. Significances of the dissertation
The study clarifies a number of theoretical issues on the state
management of education in general, the state management of district


6
education in particular, such as theories on state management of education;
build some tool concepts of the topic.
The dissertation's research results provide practical arguments for
proposing the implementation of state management measures on education
in Hanoi city and serve as a basis for studying inter-related issues. In the
context of educational reforms, education management is now involved.
The research results of the dissertation will contribute to the theoretical

research on state management of education in the City; At the same time,
supplementing and developing scientific management theory of education
and thesis can be a reference for management, teaching and research for the
authorities of district, commune and city and those interested.
7. Structure of the dissertation
The dissertation includes introduction, five chapters (13 periods),
conclusions, list of scientific works of the author related to the dissertation,
list of references and appendices .
Chapter 1
OVERVIEW OF RESEARCH ISSUES RELATED TO
DISSERTATION
1.1. The research works on state management and state management
of education
1. 1. 1. Research works on state management of education
The research works of the authors: Tran Khanh Duc, Nguyen Nhu At,
Pham Viet Vuong, Bui Minh Hien, Dang Ba Lam, Phan Van Kha ...
1.1.2. Research works on state management of district education and
state management for education levels
The research works of the authors: Tran Kiem, Truong Dinh Chien, Dinh
Minh Dung, Phung Thi Phong Lan, Ho Hoang Thanh Van ...…
1.2. Overview of research results of published scientific works and the
dissertation issues focused on solving
1.2.1. An overview of the research results of published scientific works
* State management research projects on education
The authors have focused research on decentralization in education
management, planning in education management, personnel management,
management skills, researching educational management experience in
meaningful countries. There is a great deal of research in educational
management in our country today in the trend of developing international
integration education.

* Research works on state management of education at district level and
for educational levels
Some studies on the model of state management of education in some
countries, research on the state management of education for a specific level
of education such as general education, higher education or one level
specific study. These studies have mentioned management and
administration of each specific level of education. In educational
management, state management and professional management activities
intertwine. A number of works have gone into depth to study the
characteristics of State power in management. Those studies also point out
the principles of combining sectoral and territorial management.


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1.2.2. The issues that dissertation to be solved
It is necessary to review the research situation related to the issue of state
management of education in general to the inheritance topic, to avoid the
repetition of research results of existing studies.
Develop basic concepts as a tool and a prerequisite for research on state
management of education at district level in Hanoi City. State the model,
mechanism and decentralization of management; characteristics and
requirements of state management innovation in district education in Hanoi
city meet current education renovation requirements. It is necessary to
identify the content of state management of education at the district level as
a direct basis for the survey to assess the status of research issues. Factors
affecting the state management of education at the district level should be
identified to meet the requirements in the context of education and training
innovation.
It is necessary to build a practical basis for the issue of state management
of education at the district level and propose measures for state management

of education at the district level in Hanoi city to meet the requirements of
reforming education. current education and training and prove the
appropriateness of state management measures on education at district level
in Hanoi city in practice.
Conclusion of Chapter 1
The research situation related to the thesis topic is reviewed on the main
research directions such as: The educational management research projects
of state management on education and state management on education at
district level and state management for education. PhD students briefly point
out some major research projects at macro level from the perspective,
content, principles, management methods and many works focusing on
research on state management in education at specific levels of education,
mainly general education. In the second research direction, the studies were
reviewed, including reference books, monographs, research topics at all
levels, doctoral theses and scientific articles with many different approaches
such as: Inner content management, decentralization, management
mechanisms, management efficiency, state management innovation in
education. Through the review to study inheritance and avoid duplication
with existing research works; Help the author have more useful information,
improve the understanding of state management of education, and help to
solve the tasks and research content of his thesis.
Chapter 2
THEORETICAL BASIS OF STATE MANAGEMENT OF
EDUCATION IN DISTRICTS TO MEET THE REQUIREMENTS
FOR INNOVATION OF EDUCATION
2.1. State management of education
2.1.1. State management concept and state management
on education
* State concept
* State management concept

* State management concept of education
State management of education is the main impact by law of the
management entity bearing the State power (state management agencies in


8
charge of education from the central to grassroots level), to the subjects
reason to accomplish the set goals.
2.1.2. Characteristics of state management of education
- State management of education is of state power, high organization
and imperative. Each legal entity has its responsibilities and powers in a
specific area, the right understanding, enforcement of authority is a measure
of the ability to use the State power of a legal entity.
- Combining administrative management and professional
management in educational management activities. Recognizing this feature
will help educational managers to better deal with the relationship between
sectoral and territorial management in their educational management
activities. In order to well direct education activities to achieve the
achievement of the State's educational goals, it is necessary to know a
harmonious combination between administrative management and
professional management.
- State management of education according to the strategic
objectives, programs, plans and state-social integration in the
implementation process. The state and the people are all subjects of
educational activities, the difference between the state and the people is only
that their specific functions and tasks; therefore, there is a need for the
coordinated coordination of the management subjects.
2.1.3. Education reform requirements and issues are raised for
state management of district education
- Require educational innovation. In open education, it is important

to attach importance to quality management, clear distinction between state
management, administrative management and professional management.
- Issues that are posing for education management. In the state
management of education, it is necessary to develop and implement a
democratic and open mechanism, ensuring the supervision of central and
local state agencies.
2.1.4. Content of state management of education
According to Article 99, Education Law 2005 amended in 2009 and
2014 includes 12 contents.
2.2. State management of education in district
2.2.1. The concept of state management of district education meets
the requirements of educational renovation
* Management
* State administrative management
State management of education at the district level is the directing
effect of the authorities and district state management agencies in
performing the functions, tasks and powers prescribed and decentralized by
the State in activities of educational management in the area.
Decentralization of state management of education
Objectives of state management of district education
The subject of state management of district education
Subjects of state management of district education
Contents of state management of district education
State management methods and tools for state management of district
education


9
2.2.2. Characteristics of state management of education in
districts of Hanoi city

- District level is the grassroots which is direct and the last level in
state management of education.
- District level is the place where all education guidelines and
policies are implemented.
-The district level is the nearest and closest place for organizing the
educational network to meet the learning needs of the people and socializing
education.
- District level is the place where education budget is guaranteed for
education.
- Combining territorial management, administrative management and
professional management.
- State management of district education in Hanoi city is one of the
areas with specific and complicated characteristics.
2.2.3 Requirements of state management on district education in
Hanoi city meet current education renovation requirements
- Following the policies of fundamental and comprehensive
renovation of education including the policy on renovation of educational
management.
- Innovating the process of state management of education in
accordance with real life.
- Building up local educational human resources in sufficient
quantity and meet quality standards.
- Improving the system of management documents and improve the
effectiveness and efficiency of state management of education, with a longterm vision.
2.2.4. The content of state management of district education meets
the current requirements of education renovation
- Developing education development plannings and plans in districts,
towns.
- Organizing the implementation of state management of district
education.

- Developing and finalizing guidelines and policies for educational
development at the district level.
- Inspecting and supervising state management activities in education
at the district level.
2.3. Factors affecting the state management of district education
in Hanoi met the requirements of education renovation
2.3.1. Impact from socio-political regimes, administrative
management mechanisms in our country
2.3.2. Impact from the policy of fundamental and comprehensive
renovation of the country and the cause of education and training
development in Hanoi city
2.3.3. Impact from the development of science and technology
2.3.4. Impact from the current administrative reform
2.3.5. Impact from the socio-economic development situation in
districts, towns


10
towns

2.3.6. Impact from staffing, management mechanism at district,

2.3.7. Impact from the capacity of leading cadres of education
management officials at district, towns
Conclusion of Chapter 2
According to the Law on Organization of Local Governments, the district,
town (or collectively referred to as district) authorities include the People's
Council, the district People's Committee and a number of specialized
agencies (department and equivalent. ). The subjects of state management of
education in the district level include the People's Committee, the education

and training section. Chapter 2 has focused on research on basic concepts,
decentralization of education education management in the district,
characteristics of state management of education in the district, content of
state management of district education, weak factors. factors affecting the
state management of education in the district in Hanoi city.
Chapter 3
PRACTICAL BASIS OF STATE MANAGEMENT OF
EDUCATION IN DISTRICTS TO MEET THE REQUIREMENTS
FOR INNOVATION OF EDUCATION
3.1. General overview of socio-economic situation, education and
state management of district education in Hanoi city
3.1.1. General overview of district socio-economic situation in
Hanoi City
3.1.2. Organize research on the state of state management of
district education in Hanoi
* Purpose of investigation and survey
* Contents of the survey
* Subjects, areas, time of investigation and survey
* Methods of investigation, survey and data processing
3.2. Practical situation of district education in Hanoi city
3.2.1. The scale of schools and classes in Hanoi city district
3.2.2. The scale of the contingent and educational facilities at the
district level in Hanoi
3.2.3. Quality of district education in Hanoi city
* Preschool level
* Primary level
* Secondary school level
3.3. Practical situation of state management of district education
in Hanoi city
3.3.1. Practical situation of advisory work on elaboration of

education development plannings and plans in districts
Table 3.7: Practical situation of advising on development planning,
education development plan in district area
Contents

District leaders and
managers
G Fa Moder W
X
oo ir ate
ea
level

School administrators,
teachers
Go Fai Moder W
X
od
r ate
ea
leve


11
1. Practical
situation of
advising work
of
Department
of Education

and Training
2.
Practical
situation
of
developing a
school
network
development
plan
according to
management
decentralizati
on
3.
Practical
situation
of
formulating
5-year
and
annual
plannings and
administrative
reform
programs on
education
4. To plan the
training and
retraining

officials and
employees of
educational
establishment
s according to
their
competence

X

d

k

k

l

62
24
8

45
13
5

36
72

4

4

3.12
2

49
196

42
12
6

42
84

14
14

2.8
6
3

53
21
2

47
14
1

38
76

9
9

2.98
4

28
112

61
18
3

45
90

13
13

2.71
4

55
22
0

51

15
3

36
72

5
5

3.06
3

49
196

46
13
8

39
78

13
13

2.89
2

67
26

8

42
12
6

32
64

6
6

3.16
1

57
228

44
13
2

35
70

11
11

3.0
0

1

3.08

3.3.2. Practical situation of organizing the implementation of state
management of district education
Table 3.9: Practical situation of the degree of organization of
implementation of state management of education at district level

2.87


12

Contents
1.The reality of
organizing and
consolidating
the
state
management
system
of
education
2.
Decentralizing
state
management of
education in the
area

3. Establish a
state
management
mechanism for
education
4.
Establish
methods
of
state
management of
education
5. Enforce the
constitution and
laws
on
education
6.
Practical
situation
of
management of
education
programs and
content
7.
Practical
situation
of

District leaders and
managers
X
Go
Fai Mode W
ea leve
od
r rate
k
l

School administrators,
teachers
X
Go Fai Mode W
ea lev
od
r rate
k
el

61
244

46
138

36
72

4
4

3.1
2
1

53
212

42
126

41
82

11
11

2.9
3
1

54
216

39
117

45

90

9
9

2.9
4
5

39
156

33
99

57
114

18
18

2.6
3
7

52
208

34
102

51
102

10
10

2.8
7
7

43
172

31
93

57
114

16
16

2.6
9
6

54
216

35
105

47
94

11
11

2.9
0
6

45
180

34
102

51
102

17
17

2.7
3
5

59

236

43
129

39
78

6
6

3.0
5
2

51
204

40
120

43
86

13
13

2.8
8
3

57
228

42
126

41
82

7
7

3.0
1
3

49
196

38
114

45
90

15
15

2.8

2
4

55
220

41
123

42
84

9
9

2.9
7
4

52
208

41
123

43
86

11
11

2.9
1
2


13
management on
finance,
educational
facilities

X

2.9
8

2.8
0


14
3.3.3. Situation of developing and completing guidelines, guidelines and
policies on education development and management at district level
Table 3.11: Situation of implementation level, completion of guidelines and
directions; education development and management policy at district level
District leaders and
School administrators,
managers
teachers

Contents
X G Fa Moder W X
Go
Fai Mode We
ea
lev oo ir ate
od
r rate
ak
d
k level
el
1.
The
practical
situation of
the
leadership
of the Party
3.0 46 32
60
45
37
5
56
13 2.76
committees
9
18 96
at all levels, 240 135

74
5
112
13
1
1
4
the direction
of
the
government
towards
educational
management
2.
The
practical
situation of
concretizing
documents
3.0 41 31
46
36
7
59
16 2.66
of the state, 58
5
16 93
the Ministry 232 138

72
7
118
16
3
2
4
of
Education
and Training
on
Education
3.
The
practical
situation of
2.8 44 30
developing,
53
42
36
6
60
13 2.71
3
supplementi
17 90
212
126
72

6
120
13
2
ng
and
3
6
completing
management
documents
4.
The 47
59
36
5
2.6 40 31
60
16 2.65
practical
1
188 118
72
5
16 93
120 16
4
situation
4
0

of
management


15
of
educational
human
resources in
the
area
(quantity,
quality,
review,
planning,
training and
retraining)

X

2.9
0

2.70

3.3.4. Situation of inspection and supervision of state management
activities in education at district level
Survey results show that leaders, district managers and managers, teachers
of schools assess the level of inspection and supervision of state
management activities of district education, the average score is: X = 2.95

and X = 2.78. Assessing the level of implementation of inspection and
supervision of state management activities in education at districts by
leading officials and district management officials compared with the
evaluation of school administrators and teachers, There are many
differences. For leaders and district managers, the difference between X
max and X min is 0.16.
3.3.5. Practical situation of factors affecting the state management
of education in districts
Factor "Impact from the current administrative reforms” is assessed
the strongest impact by leaders, district managers and teachers with the
average score X = 3.55, ranking the first level.
Factor "Impact from the socio-economic development situation in
districts, towns” is assessed the second highest level of impact by leaders,
district managers and teachers with an average score of X = 3.47.
Factor “Impact from staffing and education management mechanisms
at district and town levels” is led by district leaders and managers;
management staff, teachers rated the 3rd highest impact level with X =
3.43.
Factor “Impact from the development of science and technology” is assessed
by leaders, district managers and managers, teachers to have the fourth
highest impact level with X = 3.39.
Factor “Impact from the current status of the capacity of education
managers at district, district and town levels” is evaluated by the leaders,
district managers and teachers at 5th highest level with X = 3.36.


16
“The impact factor from the socio-political regime, the State
management mechanism” is assessed by leaders, district managers and
managers, teachers with the sixth highest level of impact with X = 3.35.

Factor “The impact of the policy on fundamental and comprehensive
renovation of education” is now assessed by the leaders, district managers
and managers, teachers with the lowest impact level X = 3.31.
3.4. General assessment and causes of the state management
situation of education in districts.
3.4.1. General assessment of the situation
- Result
- Limitations and shortcomings
3.4.2. Cause of the practical situation
3.4.2.1. The cause of these advantages
Firstly, the attention and leadership of the Party committees and
authorities at all levels.
Secondly, the role of the district government, the last level in the state
management of education has been promoted.
Thirdly, the district education and training department helps the district
people's committee manage education activities in the district.
Fourthly, the attention, direction and inspection of the Ministry of
Education and Training and the Hanoi Department of Education and
Training have created favorable conditions and legal grounds for the
Department of Education and Training. The districts, towns conduct the
effective implementation of the assigned management tasks.
3.4.2.2. The cause of the limitations
Firstly, although the Party and the State have had many resolutions,
guidelines and decisions on education and educational management, the
propaganda and thoroughness in the masses of the people are not extensive.
Secondly, the leadership and leadership capacity of a number of district
leaders is still weak, unable to meet the development of education and
training and new requirements on education management in the market
economy of international and regional integration period.
Thirdly, the organization of the state management system of education in

the district level has revealed the inadequacies.
Fourthly, the state management of education is moving from the old
management mechanism (centralized subsidy) to the new management
mechanism (by law) which has created new problems that make the capacity
of the management agency. The state does not cover all areas of activity.
Fifthly, the Party Committee and the district authorities in some
localities have not closely instructed to summarize the lessons learned about
state management in the area.
Sixthly, the budget for education in Vietnam is still low compared to
other countries in the region and around the world.
Conclusion of Chapter 3
In recent years, the state management activities of education in districts of
Hanoi city, besides the achievements and advantages, the state management


17
of education in districts of Hanoi city still has limitations and disadvantages
and did not achieve the desired effect. School network planning, especially
the preschool system does not meet the increasing learning needs of the
people. The quality of education is not high, the management mechanism is
not appropriate but it is slowly overcome. Advantages and limitations of
state management of district education in Hanoi City due to many objective
and subjective reasons.
Chapter 4
ORIENTATIONS AND MEASURES EDUCATION IN
DISTRICTS TO MEET THE REQUIREMENTS FOR
INNOVATION OF EDUCATION
4.1. The orientations of state management innovation in
education in Hanoi city meet the requirements of education renovation
4.1.1. Building and perfecting the system of legal documents and

documents guiding the implementation of state management of education
and implementation of administrative reform
4.1.2. Clearly define the functions, tasks, powers and uniformity in
the state management of district education
4.1.3. Regularly fostering education management professionalism
for the contingent of district-level educational managers
4.1.4. Focus on managing the quality of education in the district
level
4.2. State management measures on education in districts of
Hanoi to meet the requirements of education renovation
4.2.1. Following to the leadership and direction of the party
committees and local authorities for educational development in the
district level.
Based on the promulgated resolutions and documents of the district
governments, attention should be paid to the leadership and direction of the
implementation and institutionalization of the Party's policy and political
orientation on education and training, policies and specific management
decisions, creating a sufficient basis and legal basis for education and
training activities, including state management of education and training.
4.2.2. Planning and perfecting the state management mechanism
on education in accordance with the reality at the district level
The advisory bodies, directly to the District Party Committee Office,
the Office of Education and Training, are the agencies that help formulate
resolutions and draft education and training development plans that need to
follow resolutions, education and training development strategies, policies
of the country and the city to formulate resolutions, strategies and plans for
education and training development at district level and pay attention to the
appropriateness with each specific area. The development of education and
training development plans must have issues that clearly reflect the

18
functions and tasks of state management at the district level, avoid falling
into specific issues, and change the functions and tasks of institutions.
4.2.3. Establishing and organizing strictly implementation of the
state management process of education in districts
Establishing a process of state management of education creates
conditions for the organization to implement in a scientific way, avoiding
overlaps and delays in settling the tasks of state management of education.
Developing and gradually improving the state management information
system on education.
4.2.4. Organizing the training of management capability for the
contingent of educational managers in Hanoi
Education managers need to be provided with in-depth training in
knowledge, skills and experience in managing human resources for
education and training; New thinking on how to approach and solve new
problems posed in the construction and development of educational human
resources. Retraining and fostering political, professional and professional
knowledge for the contingent of educational administrators.
4.2.5. Ensuring the effectiveness in the implementation of
guidelines and policies on district-level education development in Hanoi
It is necessary to assign and identify tasks and responsibilities for
each individual, collective, and coordinating implementation to achieve
management requirements. The assignment and coordination of
implementation of educational policies should be conducted in an active and
flexible manner, contributing to raising the effectiveness and efficiency of
education policies. Examining the situation of organization and
implementation of policies to promptly supplement and perfect policies, and
reorganize the implementation of policies to improve the effectiveness and
efficiency of implementation of education policies.

4.2.6. Direct the renovation of inspection, examination and
supervision of educational activities in the districts in Hanoi
Focus on improving the effectiveness of the inspection, examination
and supervision of educational activities at the district level. Developing an
annual and focused plan for inspection, examination and supervision of
educational activities; promptly conducting unscheduled inspections and
checks when necessary. Organizing the inspection and examination in
accordance with the process, regulations, clear conclusions, and strictly
handling violations. Carrying out the inspection conclusions publicly to
affect the education system in the area.
Conclusion of Chapter 4
On the basis of theory and practice, the dissertation has proposed
measures for state management of district education in Hanoi city according
to the defined research tasks. These are measures on following the
leadership and direction of the party committees and local governments in
the area of education development in the district; Planning and perfecting
the state management mechanism on education in accordance with the
reality at the district level; Establishing and organizing strict implementation
of the state management process of district education; Organizing fostering
management capacity for education managers in the City; Ensuring the
effectiveness in the implementation of guidelines and development policies
on district education in Hanoi and the inspection and supervision. In the


19
process of applying state management measures for district education in
Hanoi city, it is necessary to apply a combination of measures, avoid
absolutization, or underestimate any measures.
Chapter 5
TESTING AND EXPERIMENT OF MEASURES

5.1. Testing the necessity and feasibility of the measures
5.1.1. Purpose and task of experiment
5.1.2. Content and subject of the experiment
- Content of testing: Necessity and feasibility of the measures.
- Test subjects: Leaders, education managers of the Education and Training
Division in districts and teachers at high schools. The number of test
subjects is 160 people: managers of the education and training
department and schools of 50 people, leaders of 50 people, teachers
of 60 people.
5.1.3. Area and time of testing
Testing areas: Tu Liem district, Ba Dinh district, Hanoi city.
Testing period: April 2017.
5.1.4. Method of handling testing results
In order to conduct the testing of the necessity and feasibility of the
proposed measures, the opinion questionnaire is presented according
to two contents: necessity, feasibility and each content is evaluated
according to four level and be quantified by score:
- Necessity: Very necessary (4 points), Necessary (3 points), less necessary
(2 points), Unnecessary (1 point).
- Feasibility: Very feasible (4 points), Feasible (3 points), less feasible (2
points), Not feasible (1 point).
After collecting the results, the author analyzes and processes the data on the
statistics table, calculates the average of the surveyed measures,
ranks them in order to comment, evaluate and draw qualitative
conclusions.
5.1.5. Test results of necessity and feasibility of management measures
5.1.5.1 Assess the necessity of testing methods
5.1.5.2 Assess the feasibility of the testing methods
5.1.5.3 Assess the correlation between the necessity and the feasibility of the
tested measures

Table 5.3. Correlation between the necessity and feasibility of the
proposed management measures (Average score)
No
Measures
Necessity
Feasibility
Level
Level
X
X
1
2
3
4
5
6

Measure 1
Measure 2
Measure 3
Measure 4
Measure 5
Measure 6

3,7
3,65
3,45
3,8
3,65
3,65

2
3
4
1
3
3

3,75
3,65
3,65
3,7
3,5
3,45

1
3
3
2
4
5


20
3.65
3.62
* Commenting on the necessity and feasibility of the measures
A summary of the evaluation of the necessity and feasibility of the
state management measures on district education shows that the opinions are
highly appreciated with the necessity = 3.62 and the feasibility = 3.65

compared to Xmax = 4.0 is relatively high. There are 6/6 management
measures with> 3,3 are acceptable. The proposed measures are appropriate,
necessary and feasible in accordance with the reality and conditions of state
management of district education in Hanoi. In general, the necessity is
higher than the feasibility of the measures.
5.2. Organizing the testing of measures
5.2.1. Test purpose
5.2.2. Experimental hypothesis
5.2.3. Content, audience and test duration
5.2.4. Standards, rating scales and test variables
* Results of directing the implementation of the program, content
and methods of training are evaluated through the following indicators:
* The progress of management capacity of educational managers is
assessed through the following indicators:
5.2.5. Test principle
5.2.6. Analyze the test results
5.2.6.1. Analyze test input results
5.2.6.2. Analyze test results quantitatively
* Results of directing the implementation of the program, content
and methods of training
Table 5.5. Results of directing the implementation of programs,
contents and methods of training for educational administrators
Testing group Control group
No
Contents
Level
X Level X
1 Strictly
and
properly

Rathe
Rather
implementing
the
training 3.38
r
2.55
good
program and training content
good
2 The content of training ensures
Rathe
the science, practicality, updating
3.03
r
2.49 medium
good
3 Reasonable use of the form of
Rathe
Rather
fostering
3.25
r
2.58
good
good
4 Using a combination of training 3.11
Rathe
2.44 medium
methods

r


21
good
Rathe
2.60
r
2.24 medium
good
6
3.07
Rathe
2.46 medium
r
good
The test group has 5/5 leading contents are rather good level. The total
is X = 3.07, rather good level. The control group has 2/5 directing contents
are rather good level; 3/5 contents are medium level. The general summary
is = 2.46, reached the average level.
From the above results, it is possible to draw a comment: The training
results of the testing group are higher than the control group.
* The progress of management capacity of education managers
Evaluation of the progress of management capacity of education
managers after the impact test is shown in Table 5.6.
Table 5.6: Progress of management capacity of education managers after
testing
___
Indicators of management capacity
X

Groups Level
1
2
3
4
5
(%)
2
3
2
2
2
Good
5.50
5.00
7.50
5.00
5.00
5.00
15
13
16
13
15
Control Rather
36.00
good
37.50 32.50
40.00
32.50

37.50
group
(40)
19
20
18
22
19
medium
49.00
47.50 50.00
45.00
55.00
47.50
4
4
4
3
4
weak
17.00
10.00 10.00
10.00
7.50
10.00
5

Promote positive learning of
students (management staff) in
the training process

General summary

___

X

Testing
group
(40)

Good
Rather
good
medium
weak
___

X

2.37

2.38

2.40

2.35

2.37

7

17.50
23
57.50
10
25.00
0
0.00

7
17.50
22
55.00
10
25.00
1
2.50

8
20.00
24
60.00
8
20.00
0
0.00

7
17.50
22
55.00

11
27.50
0
0.00

7
17.50
23
57.50
10
25.00
0
0.00

2.92

2.88

3.00

2.90

2.92

2.37
18.00
57.00
24.50
0.50
2.92

22
Indicator 1: Professional knowledge of state management of education:
The points are 2.92 and 2.37 respectively.
Indicator 2: Professional knowledge of state management of education:
The points are 2.88 and 2.38 respectively.
Indicator 3: State management skills in education: Scores are 3.00 and
2.40, respectively.
Indicator 4: The ability to apply knowledge to solve practical tasks of
state management of education: The points are 2.90 and 2.35 respectively.
Indicator 5: Methods of handling state management work in education:
The points are 2.92 and 2.37, respectively.
General summary: The test group has = 2.92, achieved Good level;
control group has = 2.37, reached the average.
5.2.6.3. Analyze test results qualitatively
Impact testing aimed at improving leadership results and the progress
of management competencies in educational managers initially allows
conclusions: Thanks to the impact measures, better steering results and
management capacity The reason why the managers in educational
management in the testing group had more progress than the control group
and developed higher than the test group itself before the impact. This result
shows that the effectiveness of the pilot impact measure can improve the
level of management capacity development for educational managers.
Conclusion test of measures: The results of testing show that the
proposed measures are necessary, feasible so the dissertation has completed
goals and tasks; Experimental hypotheses identified.


23

Conclusion of Chapter 5
Experimental and testing results have shown that state management
measures on district education in Hanoi city are necessary and can be
implemented in the practice of state management of education in the
districts. With the majority of agreed opinions, although the necessity and
feasibility of each measure are assessed at different levels due to the content
and method of implementation as well as the guarantee conditions of each
measure. The test results have initially proved the practicality and necessity
of researching the state management issue of education of districts in Hanoi
to meet the current education renovation requirements.
CONCLUSIONS AND RECOMMENDATIONS
1.Conclusion
In terms of theory: According to the current management
decentralization, the district is the lowest level of education management in
the locality and the department of education and training is the specialized
agency of the district People's Committee so the management of the
department's education has a direct role and role in the management of
district education. Improving the efficiency of state management of district
education with appropriate functions, tasks, responsibilities and powers are
necessary and sufficient factors for the state management of district
education to meet the requirements in administrative reform in general and
the education sector in particular.
The research results of the dissertation have built up the tool concepts
including the concept of state management of district education to meet the
requirements of education innovation which are the main impacts by the law
of the government, local state management agencies shall manage objects to
perform their functions, tasks, competence and decentralized management
prescribed by the State in accordance with the requirements of educational
renovation. The thesis has identified the management contents, including:
Advise to develop educational development planning, plan in district area;

Organize the implementation of education development tasks in the district
level; The leadership and direction of the Party committees at all levels, the
direction of the government for educational development and educational
management; Examine and supervise state management activities in
education at district level. In the process of local state management, it is
always affected by the following factors: Socio-political regime, our
country's management mechanism; The policy of fundamental and
comprehensive renewal of the country and the cause of education and
training development of Hanoi city; The development of science and
technology; Current administrative reform work; Socio-economic
development situation; Organizing payroll and education management


24
mechanisms and the current situation of the capacity of leading officials and
educational managers in the districts, towns.
In term of practice: In recent years, Hanoi city has led, directed,
organized the implementation and promulgated many legal documents to
gradually improve the effectiveness of state management of education in
However, there are still many shortcomings and shortcomings in the
locality: the organizational structure is not rational, overlapping
responsibilities, and overlapping tasks in management. Therefore, the
current state management of district education does not meet the
requirements.
From the theory and practice mentioned, the dissertation has
proposed measures for state management of district education in Hanoi city.
These are measures on the leadership and direction of the Party Committees
at all levels and local authorities on educational development in the district
level; Planning and perfecting state management institutions in education;
Establish and organize strict implementation of the state management

process of education at the district level; Organize fostering of state
resources for educational managers in the district area; Ensuring the
effectiveness and efficiency in the implementation of guidelines and policies
on district-level education development in the City; Direct the renovation of
inspection, examination and supervision of educational activities in the
districts in Hanoi.
To verify the appropriateness of the proposed district state
management measures, the author conducted experiments, tested the
measures and the results showed that the measures were evaluated to be
necessary and feasible.
2. Recommendations
2.1. People's Committee of districts and Hanoi city
2.2. Department of Education and Training of Hanoi
2.3. The Department of Education and Training in districts in
Hanoi