Xây dựng trường trung học phổ thông chất lượng cao trên địa bàn thành phố hà nội trong bối cảnh hiện nay tt tiếng anh

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INTRODUCTION
1. Rationale for the thesis
It is an indispensable requirement to develop high-quality
schools within the national education system. In recent years, both
the development of the economy and the trend of international
integration have changed the social life of Vietnam. The renovation
of the country together with the socio-economic development at the
same time facilitates and poses challenges to the development of the
education sector. In the course of reforming the education system,
there have been several new educational models to emerge such as
schools and classes for the gifted, national standard schools,
international schools, high-quality schools, etc. The new school
models are launched to meet the increasing learning needs of
students. However, the theory of high-quality schools has not been
properly studied.
Building high-quality high schools in Hanoi is not only a legal
requirement but also a critical task of the Capital’s education sector.
The law on building high-quality schools needs to be organized and
implemented. Clause 3, Article 12 of the Capital Law determined
that: “The establishment of some of the high-quality preschools and
general education institutions in the Capital shall be in accordance
with the criteria regarding facilities, teaching staff, curriculum,
teaching methods, and educational services.”
The practice of building high-quality high schools in recent
years has posed a number of shortcomings that inquire being studied
and solved. Therefore, studying the issue of high-quality high
schools' establishment in Hanoi is a practical need. In order to
implement the instructions of the People’s Committee of the City, in
the last few years, Hanoi Department of Education and Training has
been implementing the establishment of high-quality schools at all

levels, from pre-schools to primary schools, secondary schools, and
high schools, many of which have been put into operation.
Up to now, there has been no project or author to conduct basic
and systematic research on building high-quality schools yet. From
the above reasons, the group of researchers decided to select
"Building high-quality high schools in Hanoi in the current context"
as our research topic.


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2 Purposes and Objectives of the Research
Purposes of the Research
Explaining to clarify both theoretical and practical basis for
building high-quality high schools, proposing measures to build highquality high schools in Hanoi to create a scientific basis for the
establishment activities, contributing to the improvement of high school
education quality of Hanoi City in the current context.
Objectives of the Research
Clarifying the theoretical basis for building high-quality high
schools in the current context.
Conducting practical surveys, analyzing, and assessing the
situation, drawing out the causes of advantages and limitations in
building high-quality high schools in Hanoi city.
Proposing measures to manage the establishment of highquality high schools in Hanoi city in the current context.
Conducting experiments, verifying, and testing the proposed
measures in the thesis.
3. Objects, subjects, the scope of the research, and scientific
hypotheses
Research objects
Managing the development process of high schools in the
current context of educational innovation.

Research subjects
Building high-quality high schools in Hanoi in the current context.
Scope of the research
The thesis studies the issue of building high-quality high
schools in Hanoi from the perspective of educational management
science. Researchers have conducted surveys and solicited ideas
from educational managers of Hanoi Department of Education and
Traning, administrators, teachers, and high school students in the
whole city. The surveyed, investigated and aggregated data is limited
from 2012 to present.
4. Scientific hypotheses
Building high-quality high schools is an indispensable and
objective requirement of the educational innovation process in the
current context. If the process of building high schools is based on the
scientific theory of modern education quality, and if a system of
evaluation criteria and measures to organize the establishment of high-


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quality schools in accordance with the development trend of educational
theory and practice is suggested, high-quality high schools will be
established, contributing to perfect the new high school model, meeting
the learning needs of students and the scale of educational development
of Hanoi in the current context.
5. Research methodology and research methods
Research methodology
The thesis topic is researched based on dialectical materialism of
Marxism - Leninism, thoroughly grasping and concretizing Ho Chi Minh's
ideology as well as the views of the Communist Party of Vietnam on
education by using capability approach, system-structure approach,

practical approach, and historical-logical approach.
Research methods
Using the combination of the following research methods:
Theoretical research methods: synthesis, analysis, comparison,
generalization, and concretization;
Practical research methods: observing, investigating by
questionnaire, asking for expert opinions
Supplementary methods.
6. New contributions of the thesis
Theoretical contributions:
The research results of the thesis contribute to the general
development in scientific research of educational management,
supplement and develop the theory of high-quality high schools as
well as their establishment. Through the thesis, scientific categories
for building high-quality high schools and their establishment are
explained. At the same time, management contents and methods to
build high-quality high schools are identified.
Practical contributions:
Providing reliable information and practical data on highquality high schools as well as on the reality of building high-quality
high schools in Hanoi City, generalizing advantages, limitations and
drawing out the causes of these advantages and limitations.
Proposing measures to establish high-quality high schools in
Hanoi city in accordance with reality, contributing to improving the
quality of education to meet the requirements of educational
innovation in the current context.


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7. The theoretical and practical significance of the thesis
Providing scientific arguments for the process of building highquality high schools, ensuring the building process of high-quality high

schools in Hanoi City to be carried out on a solid scientific basis.
Honestly providing data to help management entities to
properly assess the status of building high-quality high schools in
Hanoi. The proposed measures in the thesis are suggestions for
managers at all levels to refer and apply in the practice of building
high-quality high schools. The thesis is also a reference for research,
learning, and teaching in schools.
7. Structure of the thesis
This thesis includes the introduction, 5 chapters, conclusion,
recommendations, references, and appendix.
Chapter 1
OVERVIEW OF STUDIES RELATED TO THE RESEARCH
TOPIC
1.1. Overview of research projects on high-quality schools
1.1.1. Overview of international research projects on highquality schools
1.1.2. Overview of domestic research projects on highquality schools
1.2. Overview of research projects on building high-quality
high schools
1.2.1. Overview of international research projects on building
high-quality high schools
1.2.2. Overview of domestic research projects on building highquality high schools
1.3. Overview of scientific works related to the topic and
the issues that the thesis focuses on
1.3.1. Overview of scientific works related to the thesis topic
Firstly, the research team proposes that high-quality schools should
be measured with the quality of management staff and teachers.
Secondly, the research team assumes that high-quality schools
should be assessed by teaching curriculum, content, and methods.
Thirdly, the research team assumes that high-quality schools should
be judged by facilities, finances, and up-to-date teaching materials.

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Finally, the research team supposes that nowadays, highquality schools should be featured by satisfying the increasing
demands of students, parents, and society.
1.3.2. Problems to solve in the thesis
Firstly, clarifying the theory of building high-quality high
schools in the current context.
Next, studying the reality as well as evaluating the current
situation of high-quality high schools and their establishment in
Hanoi exactly and objectively.
Finally, studying to suggest a system of measures to establish
high-quality high schools in Hanoi in the current context.
Conclusion of Chapter 1
Researching on the quality of education in high schools and
building high-quality high schools have been a great interest to many
domestic and international scientists. Research projects have approached
this issue from different perspectives. There have been studies presenting
the arguments on building high-quality schools in general and highquality high schools in particular. However, when put into the context of
the society of Vietnam, these studies remain various shortcomings and
need to be adaptive as well as flexible in application.
In Vietnam, studies of domestic authors mainly concentrate on
the problems of education innovation such as solutions or the
urgency of educational innovation in different aspects. These studies
also point out that the programs together with education models
belonging to the old education system are backward and no longer
suitable for modern society, urging new and more appropriate
organizations, educational institutions to be introduced.
The works of domestic and foreign authors have addressed
many issues related to the thesis topic. Nevertheless, there has been

no research on the establishment of high-quality high schools in the
present context in Hanoi so far.
Chapter 2
THEORETICAL BASIS OF BUILDING HIGH-QUALITY
HIGH SCHOOLS IN THE CURRENT CONTEXT
2.1. Theoretical issues of high-quality high schools
2.1.1. Definition of high-quality high schools
High-quality high schools are national standard ones that


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achieve outstanding goals on the quality of education based on the
schools' strengths, in line with the goals prescribed by the Education
Law, meeting the needs of students, their parents, and society.
2.1.2. Criteria for evaluating high-quality high schools
* Criteria for facilities of high-quality high schools
* Criteria for the staff, teachers, and employees
* Criteria for the teaching curriculum
* Criteria for teaching methods
* Criteria for high-quality education services
2.1.3. The current context and issues arising in the course of
building high-quality high schools
Firstly, high-quality high schools are established in the context
of both educational and social renovation.
Secondly, high-quality high schools are established in the
context that many other school models emerge.
Finally, building high-quality high schools in the current
context must ensure the ideological, scientific, and practical features.
2.2. Theoretical issues on the establishment of high-quality
high schools

2.2.1. The concept of building high-quality high schools
Building high-quality high schools is to organize and control the
development of the schools according to the identified goals, programs,
and plans in order to bring the schools from one quality level to a higher
level, reaching the standards for high-quality schools.
2.2.2. Objectives, principles, and methods of building highquality high schools
- High-quality high schools in Hanoi City are built to meet the
increasing learning need of the city's students and citizens in the new era.
- Principles: “1. Studying at high-quality schools follows the
voluntary principle. 2. Only develop high-quality schools in areas where
there is enough room for general education. 3. High-quality schools
must be accredited according to regulations, recognized by the City
People's Committee, and published publicly, widely in society ”.
- The methods of building high-quality high schools must be in
line with the Ministry of Education and Training as well as local
regulations.
2.2.3. The content of building high-quality high schools


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* Thoroughly grasping and developing normative documents
on building high-quality high schools
* Planning the building of high-quality high schools in the
current context
* Identifying the purposes, contents, methods, and processes to
organize the building of high-quality high schools with suitability to
the characteristics of Hanoi city
* Coordinating forces to build high-quality high schools
* Directing the exploitation of resources to ensure the
establishment of high-quality high schools

* Organizing the inspection and assessment of the quality as
well as results of building high-quality high schools
2.3. Factors affecting high-quality high school building in
the current context
2.3.1. Impacts from the socio-economic development context of
the country
2.3.2. Impacts from the context of educational innovation as
well as from scientific and technological development
2.3.3. Impacts from the policies on educational development of
Hanoi, the Capital city in the current context
2.3.4. Impacts from the physical conditions of high schools in
Hanoi City in the current context
2.3.5. Impacts from the competence level of officials and
teachers in high schools in the current context
Conclusion of Chapter 2
Building high-quality public high schools is an indispensable
and objective requirement in the current context of educational
innovation, international integration, and cooperation. It belongs
to the science of managing the quality of high school education.
On the basis of studying relevant resources, the thesis analyzed
and clarified the theoretical categories about high-quality high
schools as well as the theory of building them. In addition, criteria
for evaluating high-quality high schools are indicated, their
introduction contexts are set out and requirements for building
high-quality high schools are stated.
The thesis has pointed out the nature of building high-quality
high schools. Accordingly, building high-quality high schools is a


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purposeful and intentional impact that the management subjects leave
on the quality of education of schools, causing education quality to
vary and step from one state to another higher state. The thesis has
identified the subjects, impact subjects, principles, and modes of
impact pointed out the content of building high-quality high schools
as well as the factors affecting the management of building highquality high schools in the current context.
In today's context where the society and the economy have
various changes and fluctuation when the process of educational
innovation, scientific and technological development have just reached
initial achievements, pieces of research clarifying the theoretical basis
for building high-quality high schools are of great importance. They
serve as the basis for researching, analyzing the current situation of
building high-quality high schools and proposing measures to build
new high school models to meet the development need of education in
both theories as well as in reality in the current context.
Chapter 3
PRACTICAL BASIS FOR BUILDING HIGH-QUALITY HIGH
SCHOOLS IN HANOI IN THE CURRENT CONTEXT
3.1. Overview of the education sector in Hanoi
3.1.1. Overview of the scale of education
3.1.2. Overview of the education quality
3.2. Investigating, surveying and evaluating the actual
situation
3.2.1. The purpose of investigation and survey
The investigation, survey, evaluation of the actual situation of
education quality as well as the real status of the high-quality high
school building in Hanoi together with advantages and limitations
pointed out are aimed at becoming the practical basis for the authors
to propose measures to build high quality-high schools in Hanoi in
the current context.

3.2.2. The objects, areas as well as time of investigation
and survey
The objects to be investigated and surveyed include the
Department of Education and Training Officials, managerial staff,
and teachers of high schools in Hanoi City. The total number of
investigation objects is 134 people (in which, 42 objects are officials
of the Department of Education and Training, 92 ones are principles


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and vice principles of high schools) and 400 teachers from 5 high
schools in Hanoi City.
The area of investigation and survey: Department of Education and
Training, high schools in Hanoi City.
Time of investigation and survey: Conducting the survey and
investigation in 3 years, from the school year of 2016 – 2017 to the school
year of 2018 – 2019.
3.2.3. Content of the investigation and survey
Investigating, surveying, and evaluating the actual situation of
education quality of Hanoi City high schools.
Investigating, surveying and evaluating the practices of
building high-quality high schools in Hanoi city area
Investigating, surveying, and evaluating the influences of
affecting elements to the building of high-quality high schools in
Hanoi city area in the current context.
Evaluating the pros and cons of building high-quality high
schools in Hanoi city area and showing the causes of them.
3.2.4. Real situation research approach
The researchers use a combination of research methods to study
education sciences' practices, especially in educational management. The

research methods include:
The method of observing and researching educational products
The method of using questionnaire surveys
The method of interviewing
The method of asking for insights from experts
3.3. The real situation of quantity and quality of high
schools in Hanoi City area
3.3.1. The real situation of quantity and system structure of
high schools in Hanoi area
3.3.2. The real situation of education quality of high schools in
Hanoi area
3.4. The real situation of building high-quality high schools
in Hanoi City area
3.4.1. The real situation of forming normative documents
about high-quality high school’s establishment
3.4.2. The real situation on designing the development plan for
high-quality high schools
3.4.3. The real situation of the models, contents, methods, and
processes of building high-quality high schools


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3.4.4. The real situation of building high-quality high schools
in accordance with the criterion
3.4.5. The practices of the guidance of implementing all
resources to guarantee the establishment of high-quality high schools
3.4.6. The real situation of checking, evaluating quality and
result of building high-quality high schools
3.4.7. The real situation of influencing elements which impact
the process of building high-quality high schools

3.5.
Overview
of
the
advantages,
limitations, and causes of the practices
3.5.1. Overall assessments
3.5.2. Advantages and their causes
* Advantages
* Causes of the advantages
Firstly, there have been guidance and leadership of the Party
Committee and the Government of Hanoi City.
Secondly, leaders of the Department of Education and Training
of Hanoi City are determined to do so.
Thirdly, there has been direct and enthusiastic management of
the School Board of high schools.
And finally, the teaching staff and officials possess high spirits
in the process of educational renovation and implementing activities
to build high-quality schools.
3.5.3. Limitations and their causes
* Limitations
* Causes of limitations
Firstly, legal documents on the establishment of high-quality
high school are not completed and lack of synchronization.
Secondly, the cooperation of forces in building high-quality
high schools is not effective.
Thirdly, the compacity of self-control, self-responsibility of
managerial staff in building high-quality high schools is limited.
Fourthly, the contents, methods, and processes of building highquality high schools are slowly innovated and have a shortage of flexibility.
Finally, there is a lack of connection and supplementation between

high schools in the course of building high-quality high schools.
Conclusion of Chapter 3


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Through investigating the actual situation of high-quality high
schools as well as the practices of building high-quality high schools
in Hanoi, it is noted that high school education in the Capital in the
last few years has gained remarkable achievements. The scale,
number of classes, and schools, as well as the school quality, have
been all improved. However, there are still some limitations and
practices with no solution.
The establishment of high-quality high schools in Hanoi has
been implemented in accordance with the schedule. Mechanisms,
policies in building high-quality high schools have positive signs,
bringing various specific advantages for the establishment and
development of this school model in the context that the budget for
high school education is still limited. In the course of building highquality high schools, the whole political system of the City, from the
People's Committee, the People's Council, Hanoi Department of
Education and Training, high schools that are to be high-quality ones
to students parents and students in Hanoi Capital area, has been
mobilized. Existing high-quality high schools have contributed a part
to meet the demand of the people. Nevertheless, their tuition fee
remains high, not suitable for the majority of the capital citizens. The
process of checking, evaluating the establishment of high-quality
high schools is actively implemented by the Hanoi Department of
Education and Training, leading to great results, creating a good
workflow of management, keeping disciplines in educational
activities of high-quality high schools in particular and the capital’s
education sector in general.

Chapter 4
REQUIREMENTS AND MEASURES TO BUILD HIGHQUALITY HIGH SCHOOLS IN HANOI CITY
4.1. Requirements to build high-quality high schools in
Hanoi city in the current context
4.1.1. Grasping thoroughly the view of the Party, Government
and Hanoi City on educational renovation in building high-quality
high schools
4.1.2. Building high-quality high schools must be suitable to
socio-economic conditions of the City


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4.1.3. Building high-quality high schools must aim at
improving the quality of high school education
4.1.4. Building high-quality high schools must be on the basis
of promoting the role of organizations and forces in the locality
4.2. Measures to build high-quality high schools in Hanoi
city in the current situation
4.2.1. Finishing the legal documents on building highquality high schools
* Objectives of the measures:
* Content of the measures:
Studying and grasping thoroughly documents of the Party, the
State, the Municipal Committee and the People's Committee of Hanoi
City on education and training; generalizing the guidelines and viewpoints
on educational development orientation in the current context.
Reviewing current legal documents related to building highquality high schools.
Developing and supplementing new management documents to
meet practical requirements.
* How to implement the measures:
Department of Education and Training sponsors to organize a

scientific seminar on grasping thoroughly and organizing to
implement the guidelines and viewpoints of the Party, the State, the
Municipal Committee and the People's Committee of the City on the
building of high-quality high schools.
High schools organize a meeting for officials and teachers to
review documents, find out unsound points in current documents.
Department of Education and Training advises the People's
Committee of Hanoi City in establishing and issuing specific
mechanisms and policies for high-quality high schools.
* Conditions to implement the measures:
Drastic guidance of the leaders of the Ministry and the
Department, the close attention as well as the direct participation of
the related agencies and departments.
Determination of the school board of high-quality high schools.
4.2.2. Planning to build high-quality high schools in
accordance with the socio-economic development characteristics of
Hanoi City
* Objectives of the measures:


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* Content of the measures:
Planning on the scale of high-quality schools.
Planning on the structure of high-quality high school system
Planning on the building progress of high-quality schools.
Planning on the building content of high-quality high schools
according to an effective strategy.
* How to implement the measures:
Surveying essential factors relating to the context, input,
process, and output of a high-quality high school in specific

conditions of each locality.
Building mechanisms on investment, apparatus, system
operation, and management organization as well as appropriate
factors.
Continuing to review, supplement, and finish the school
network planning to meet the requirements of renewing the education
program of high schools.
* Conditions to implement the measures:
It is necessary to acquire close attention and guidance from the
leaders of the Department of Education and Training, the People's
Committee of Hanoi city as well as the agencies and departments
who are involved in the planning of building high-quality high school
network to meet the specific requirements of the Capital.
4.2.3. Organizing to develop content and high-quality
educational programs in accordance with the school's specific
characteristics
* Objectives of the measures:
* Content of the measures:
Developing content, the curriculum of subjects to ensure
scientific, educational, and practical factors.
Grasping thoroughly the viewpoint of directing the
development of a new high school education program.
Developing content and education programs which are more
outstanding, enhanced and advanced than the regulated program of
the Ministry of Education and Training
* How to implement the measures:
The school board directs the professional teams to develop the
subject curriculum to meet the high-quality requirements.

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There are detailed schedules and implementation plans to
ensure feasibility and certainty in each activity.
Based on the objectives of education and training renovation, it
is necessary to identify and publicize the objectives and output
standards of each grade, subject, and training program.
* Conditions to implement the measures:
High-quality high schools and students' parents should
consider this a high-quality education service and commitment
between parents and administrators, teachers of each school.
Ensuring conditions on school organizing and management;
conditions on administrators, teachers, and students; on
infrastructure, educational equipment, and on socializing education.
4.2.4. Directing to renovate methods and forms of teaching,
testing, and assessments in the direction of developing student
competencies
* Objectives of the measures:
* Content of the measures:
Directing to renovate teaching methods in the direction of
combining knowledge with method teaching.
Directing to renew teaching forms in the direction of
diversification, combining classroom with the group and individual
teaching, increasing the proportion of experience, and career-oriented
forms for students.
Directing to renew methods and forms of organizing
examination and assessment of students' study results in the direction
of a comprehensive assessment, focusing on evaluating the level of
capacity development.
* How to implement the measures:
The school board organizes a variety of method related

activities for teachers in the school.
Teachers instruct students to use methods and forms of selfstudy and seeking knowledge.
The School Board directs teachers to renovate methods and
forms of organizing tests and assessing students' study results in the
direction of a comprehensive assessment, focusing on the level of
capacity and quality development.


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* Conditions to implement the measures:
It is necessary to synchronize the policy and implementation of
testing and assessing.
It is necessary to synchronize the programs and policies of
testing and assessing.
4.2.5. Organizing to improve professional capacity and skill
for high school officials and teachers based on the criteria of highquality schools
* Objectives of the measures:
* Content of the measures:
Firstly, defining the purpose of fostering to improve pedagogic
competence for teachers of high-quality high schools.
Secondly, defining the content of fostering pedagogic competence
for teachers of high-quality high schools.
Thirdly, defining methods and forms of fostering to improve
pedagogic capacity for teachers of high-quality high schools.
* How to implement the measures:
The Department of Education and Training cooperates with
functional agencies to organize the elaboration of content, fostering
programs and organize centralized training activities.
The Department of Education and Training makes a plan and
organizes training activities for high school teachers in the City; directs

high schools to organize fostering activities for teachers in schools or
groups of schools in the City area.
The School board of high schools must intentionally organize a
variety of fostering activities.
High school management board classifies teachers in the school,
determines training needs for each teacher, assigns teachers to take turns to
participate in centralized training classes.
4.2.6. Building the infrastructure, exploiting,
using the services and ensuring conditions for
building high-quality high schools
* Objectives of the measures:
* Content of the measures:
Firstly, building the infrastructure and equipment to ensure the
operation of high-quality high schools.


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Secondly, directing the mobilization of financial resources to
ensure the operation of high-quality high schools.
Finally, exploiting and using services, ensuring the conditions
to build high-quality high schools.
* How to implement the measures:
Department of Education and Training consults the Provincial
People's Committee on the methods of resource mobilization for
building high-quality high school's infrastructure.
City People’s Committee directs the way to mobilize all of the
resources for implementing the building and using of high-quality
high schools.
The school board of high schools must bear the main
responsible for crafting, promulgating the rules, policies to create a

legal corridor in the process of exploiting, building, using, preserving
the infrastructure, equipment, finance, and services to ensure all the
activities of officials, teachers in high-quality high school.
* Conditions to implement the measures:
This method is only well-implemented if carried out
synchronously with other methods.
The City People’s Committee needs to hand over authority for
the Department of Education and Training so as they could act as the
lead agency to take the main responsibilities. Moreover, this lead
agency has full rights and responsibilities in coordinating with other
agencies in the City to mobilize resources for building high-quality
high schools.
4.2.7. Organizing and coordinating forces in building highquality high schools
* Content of the measures:
* Content of the measures:
Firstly, coordinating forces within the education sector.
Secondly, coordinating between the schools with the local
authorities.
Finally, coordinating between the schools and the society.
* How to implement the measures:
Firstly, schools must coordinate with families and
representatives of parents.
Secondly, it is necessary to coordinate closely with the school
unions.


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Thirdly, the schools need to organize more educational
activities with the Youth Union.
Finally, coordination with other social forces outside the

schools is needed.
* Conditions to implement the measures:
The school must become a center to coordinate the three forces
of Families, Schools, and the Society, affirming their central role in
mobilizing social forces to build the schools.
Not only the leaders of the schools have good professional
competences but the internal forces of the schools also must
continuously learn to find out the demands, the potentials, and
partners. They must be active, creative, and must be respected in the
locality and the community.
Conclusion Chapter 4
Based on the theoretical and practical basis for building highquality high schools, this thesis has proposed four requirements and
seven methods in building high-quality high schools in the capital of
Vietnam in the course of educational innovation. Each method has a
different function and position with different effects on each phase
and each step. The researchers have pointed out the content as well
as the implementation method and specific conditions of each method
respectively.
These comprehensive measures are built in accordance with
the dialectical relationship system, are bound with each other, and
affect each other. Nevertheless, they all aim at building high-quality
high schools. The implementation of the previous method is the
foundation for the next method to be implemented. By carrying the
measures proposed in this thesis synchronously, building high-quality
high schools in Hanoi City in the current context will be successful.
Chapter 5
TESTING AND TESTING OF MEASURES
5.1. Testing the necessity and feasibility of measures
5.1.1. General issues about testing
Testing purpose: Checking the necessity and feasibility of the

proposed measures through opinion poll to complete the proposed


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measures to be suitable for building high-quality high schools in the
current context.
Testing subjects: Educational management staff and teachers at
high-quality high schools, parents, and other social forces in Hanoi
with a total number of 200 people.
Testing content: The necessity and feasibility of the proposed
measures as well as the correlation between the necessity and the feasibility
of measures.
Methods of surveying and processing data: Building a
questionnaire on the urgency and feasibility of each measure. Very
urgent (3 points); Urgent (2 points); Not urgent (1 point). Very
feasible (3 points); Feasible (2 points); Not feasible (1 point).
Processing data, calculating the average score of surveyed measures,
then ranking to comment, evaluate, and concluding.
5.1.2. Testing results on the urgency of
measures
Table 5.1. Testing results on the urgency of measures
Assessment
Measure

1
2
3
4
5
6

7
Total

Very urgent

Urgent

Not urgent

No

Score

No

Score

No

108
99
82
78
91
72
68
598

324
297

246
234
273
216
204
1794

92
96
86
83
92
78
77
604

184
192
172
166
184
156
154
1208

0
5
32
39
17

50
55
198

Average

Order

score

0
5
32
39
17
50
55
198

2.54
2.47
2.25
2.19
2.37
2.11
2.06
2.28

1
2

4
5
3
6
7

5.1.3. Testing results on the feasibility of
measures
Table 5.2. Testing results on the feasibility of measures
Measu
re
1

Very feasible
No Score
86
258

Assessment
Feasible
No Score
94
188

Not feasible
No Score
20
20

Average

2.33

Order
2


19
2
3
4
5
6
7
Total

98
70
72
81
60
66
533

294
210
216
243
180
198
1599

90
82
86
89
72
78
591

180
164
172
178
144
156
1182

12
48
42
30
68
56
276

12
48
42
30
68

56
276

1
5
4
3
7
6

2.43
2.11
2.15
2.25
1.96
2.05
2.18

5.1.4. Comparison of correlation between urgency and
feasibility of proposed measures
Table 5.3. Correlation between urgency and feasibility of measures
Urgency

Feasibility

Measure
Average
1
2
3

4
5
6
7
Average

2.54
2.47
2.25
2.19
2.37
2.11
2.06
2.28

Order
d1
1
2
4
5
3
6
7

Averag
e
2.33
2.43
2.11

2.15
2.25
1.96
2.05
2.18

Order
d2
2
1
5
4
3
7
6

From the above data, we have Figure 5.3 as follows:

Coefficient of
difference
(d1- d2)2
1
1
1
1
0
1
1

20

Figure 5.3: Comparison of correlation between urgency and
feasibility of measures
To compare the hierarchical difference of measures, it is necessary
to use the Spearman function which compares the hierarchical correlation
of measures.
In this formula:
2
R is the correlation coefficient
6 D
n is the number of proposed
R = 1−
n(n 2 − 1)
measures
D is the difference coefficient
between the hierarchy of necessity
and the feasibility
From the data in Table 5.3, replace the number with the above
formula, we have:
R = 0.89
Based on the above results, it is possible to conclude that the
necessity and feasibility of the measures are positively correlated and
closely linked, meaning that the measures are both urgent and highly
feasible. If applied in practice, the proposed measures will contribute
practically to the process of building high-quality high schools in Hanoi in
the present situation.
5.2. Testing of measures

∑

21
5.2.1. General issues about testing
* Testing purpose:
The test is carried out to assess the effectiveness of measures to
build high-quality high schools in the current context. It also proves the
suitability of the scientific hypothesis in the reality of building high-quality
high schools in the current situation, affirming the positive impact of the
measures on the building process of high-quality high schools in the
present context.
* Testing content
Testing the measure No.5: "Organizing to improve professional
capacity and skill for high school officials and teachers based on the
criteria of high-quality schools".
* Hypothesis test
The capacity of the management staff and teachers is the most
important factor in establishing high-quality high schools. Organizing
fostering programs to boost specialized capacity and knowledge for staff
and teachers at high schools as high-quality requirements will stimulate
teachers to actively strive to improve their capacity to meet the requirements
of high-quality high schools.
* Subjects and forces participating in the test
Test subjects were 110 teachers, including 77 teachers from Le
Loi High School and 33 teachers invited from other high schools in
Ha Dong district in Hanoi.
The test forces: The author and collaborators who are Le Loi
High School's management board members.
Test period: From October 2018 to February 2019.
* Methods of the testing organization

Organizing training courses for high school teachers on
professional and specialized competence to satisfy the requirements on the
capacity of high-quality high school teachers. Using the questionnaire to
measure changes in perception, attitude, and behavior of test subjects after
training. Comparing the new development of the subjects resulted from
the test impacts. Drawing scientific conclusions on testing.
* Identifying variables in the test


22
The measure of "Organizing to improve professional capacity and
skill for high school officials and teachers based on the criteria of highquality schools" is an independent variable (X).
The increase in the competency and activeness of teachers in
high schools is a dependent variable (Y).
* Testing principle
Conducting the test without controlling but comparing the
change of the subjects themselves after the test. Creating the
transformation of the independent variable (X) by "Organizing to
improve professional capacity and skill for high school officials and teachers
based on the criteria of high-quality schools". After that, evaluating the
variation of the dependent variable (Y), comparing the results before
and after testing, then concluding.
5.2.2. Testing procedure and results
Step 1: Test preparation
Step 2: Test implementation
Step 3: Test ending
* Conducting quantitative analysis of the results.
* Comparing the survey results before and after the test
Table 5.7. Comparing the results of the current capacity and the level of
teachers' efforts to improve pedagogical capacity before and after the test

Testing
content

Comparison
A
No

High-quality
high school
teachers’
knowledge of
capacity
High-quality
high school
teachers'
demand for
improving
their
pedagogical

%
0

Assessment
B
No
%
58
52.7

No
52

%
47.3

69
Increase

62.7
10.0

12
Decrease

10.9
-36.4

C

Before
the
test
After the test
Variable Y

0

Before
the

test
After the test

8

7.3

90

81.8

12

38

34.5

72

65.5

0

Variable Y

Increase

27.2

Decrease

16.3

Decrease

29
Increase

26.4
26.4

10.9
0
-10.9


23
capacity
High-quality
high school
teachers'
determination
to improving
their
pedagogical
capacity
Self-evaluation
of pedagogical
capacity

Before
the
test
After the test
Variable Y

6

55

50.0

49

56
Increase

50.9
0.9

18
Decrease

Before
the
test
After the test

5

4.5

40

36.4

65

59.1

25

22.7

60

54.6

25

22.7

Variable Y

Increase

18.2

Increase

18.2

Decrease

36
Increase

5.4
32.7
27.3

44.6
16.4
-28.2

-36.4


24
From the above data. we have Chart 5.8 as follows:

Chart 5.8. Comparing results before and after the test
Conclusion of Chapter 5
The test results of necessity and feasibility show that the level
of support and confidence of the participants in the survey for the
measures proposed by the author is high when the indicators are
above average. This proves that those measures are appropriate and
meet the requirements of building high-quality high schools in the
current context.
The test results also point out that after organizing training for

teachers about professional qualifications and pedagogical skills
according to high school teachers' competence standards. their
competence. spirit. determination and actions of teachers in
improving pedagogical capacity have changed positively and clearly.
With the results obtained from testing, it is possible to confirm
the measures of building a high-quality high school in Hanoi at
present initially proposed in the thesis have certain efficiencíes,
necessity, and high feasibility. This result confirms the correctness of
the scientific hypothesis suggested in the thesis.


25
CONCLUSION AND RECOMMENDATIONS
1. Conclusion
The introduction of high-quality high schools in the national
education system is an objective demand to meet the requirements of
the socio-economic development in general and to the requirements
of educational innovation in particular.
Building high-quality high schools requires cooperation
between the government and the schools as well as social
organizations.
Building high-quality high schools is a purposeful, planned action of
management entities to make impacts on the development of schools,
ensuring every criterion of high-quality schools to progress.
Beside some achieved results, there are still some
shortcomings in building high-quality high schools in Hanoi City.
To solve the existing problems in building high-quality high schools in
the current context, it is necessary to synchronously implement measures.
2. Recommendations
Firstly, the People's Committee of Hanoi City is suggested to

soon issue new Regulations on building high-quality high schools.
Secondly, the Hanoi Department of Education and Training is
recommended to issue legal documents and assign tasks for building
high-quality high schools.
Thirdly, the units and individuals directly related to the
construction of a high-quality high school model in Hanoi capital
city should regularly be thoroughly grasped, raised awareness and
understanding regarding this educational model.
Finally, students studying at high-quality high schools in Hanoi
city need to be classified according to their learning capacity to foster
and develop their competencies.