Summary of The Doctoral Thesis of Public Management: Decentralizing the state management on universal education in Hanoi City

MINISTRY OF EDUCATION AND
TRAINING
…………../…………..

MINISTRY OF HOME
AFFAIRS
…./….

NATIONAL ACADEMY OF PUBLIC ADMINISTRATION

NGO THI DIEP LAN

DECENTRALIZING THE STATE MANAGEMENT ON
UNIVERSAL EDUCATION IN HANOI CITY

Major: Public Management
Code: 9.34.04.03

SUMMARY OF THE DOCTORAL THESIS
OF PUBLIC MANAGEMENT

HANOI - 2020


The Project was completed at: NATIONAL ACADEMY OF PUBLIC
ADMINISTRATION

Supervisors:

1. ASSOC. PROF. DR. DANG KHAC ANH
2. ASSOC. PROF. DR. TRUONG QUOC CHINH

Reviewer 1:……………………………………………………
………………………………………………………………….

Reviewer 2:……………………………………………………
…………………………………………………………………..
Reviewer 3:……………………………………………………
…………………………………………………………………..

The thesis is defended at the Academy-level Thesis Evaluation Jury
Venue: Doctoral thesis defense room, Meeting room ………., Building National Academy of Public Administration, No.77 - Nguyen Chi Thanh Street Dong Da District - Hanoi City
Time: at …… hour …… month …… year 2020

The dissertation can be found at the National Library of Vietnam or the library
of the National Academy of Public Administration


INTRODUCTION
1. Reasons for choosing the research topic
Not only Vietnam but most developed countries in the world, education is
considered a “national top-priority policy” in the cause of national construction and
development. In all levels of education, universal education including primary
education, lower secondary education (the basic education stage) and upper
secondary education (vocational orientation education period) are extremely It also
plays an important role in providing and directing students' competencies and
personalities. Along with universal education, state management of universal
education is always a matter of particular concern to policy makers because
educational management from the national level to the local levels of education
management and educational institutions all affect the implementation of universal
education policy and improve the quality of universal education.

Education and training play a very important role in training high quality human
resources and providing talents for the country. However, due to the transition from
centralized bureaucracy to subsidized socialist market mechanisms, the current
mechanisms and policies on state management of education in general, State
management on universal education in particular is still limited and inadequate; the
management decentralization for universal education is unclear and unreasonable;
authority has not come with responsibility. In order to improve the effectiveness of
state management of universal education, many solutions need to be implemented.
One of the solutions to develop universal education in our country is to drastically
reform the institutional system and state management method of universal education
in the direction of promoting decentralization of management of Hanoi's home as a
national political and administratve center, a major center of culture, education,
science and technology, economics and international transactions of the whole
country. Hanoi is a crowded place, with a high demand for spiritual life and
conditions to quickly absorb advanced civilization of mankind. In recent years, the
capital's universal education has achieved important results, the system of high
schools has diversified with many types of schools and classes; facilities of the
schools were built more spacious than before; Many schools meet national standards.
Despite achieving initial results, the quality of universal education in our
country in general and in the city of Hanoi in particular is still low compared to other
countries in the region and around the world. One of the reasons affecting the quality
of universal education is that the state management decentralization in universal
education has many limitations. The organizational model of state management
combined with territory results in the same subject being universal education
institutions but under the management of many different state management agencies
such as ministries, departments, Department of Education and Training vertical
management professional; The People's Committees at all levels have horizontal
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management in terms of personnel and administration. The overlap of functions, the
delineation of duties and powers is not appropriate, resulting in the ineffective state
management of education. sex; thereby directly affecting the quality of universal
education in the area. The process of reforming and decentralizing the state
management of universal education still has not met the pressing requirements of
reality and is still limited and unreasonable; decentralization but not ensuring unified
management, also showing a dispersed, localized, not focused on the inspection and
examination of the functions and tasks decentralized to the locality. The state
management decentralization for universal education has not yet clearly defined,
specifically the tasks and powers of each level of government in performing the state
management function; the responsibilities of each level, collective and individual
have not been clearly defined for their decentralized tasks; decentralizing tasks to
subordinates, but failing to ensure the necessary conditions for implementation, lack
of articulation and synchronization among related industries and fields, and not
creating conditions for localities to have be proactive in balancing resources.
Especially with the characteristic of being the capital of the whole country, in
addition to specialized legal documents on education, Hanoi is governed by the
Capital Law with management mechanisms applied separately in the area. Regulatory
responsibilities governing the state management of universal education must have
unique characteristics to meet the challenges and needs of rapid change in the context
of integration and globalization. universal education system in Hanoi City; To fulfill
the educational goal is to create new citizens. Educational reforms must promote
management decentralization, empowering subordinates, mobilizing local resources
and creating lifelong learning opportunities for all citizens.
On the other hand, from the perspective of public management science so far,
there has not been any comprehensive and profound research on the decentralization
of state management of universal education in Hanoi City. Deciphering the
theoretical issues of the decentralized management of universal education as well as
assessing the state management decentralization of universal education in Hanoi city
from which to determine the appropriate direction and solution to strengthen and

ensure decentralization of state management of universal education in effective areas.
Based on the above reasons, choosing the project titled: “Decentralizing the
state management on universal education in Hanoi City” as the research topic of
the Doctoral Thesis in Public Management is absolutely urgent in theory and practice.
2. Research purposes and missions
2.1. Research purposes
The purpose of the thesis is to explain and provide scientific foundations in
theoretical and practical aspects to enhance the decentralization of state management
of universal education in Hanoi City towards improving the effectiveness and
efficiency of the state management on universal education.
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2.2. Research missions
To achieve the research purposes, the author of the thesis proposes the following
research tasks:
- Systematizing and clarifying the theoretical basis of the state management
decentralization in universal education, the content of state management
decentralization in universal education, factors affecting the state management
decentralization in universal education. such as the experience of decentralizing the
state management of universal education in some countries in the world.
- Analyzing and evaluating the state of decentralization of state management on
universal education, find out the achieved results as well as the limitations and causes
of the limitations in the state management decentralization on universal education in
the locality. Hanoi City table.
- Proposing directions and solutions to innovate and promote decentralization of
state management of universal education in Hanoi City in the coming years.
3. Research objects and scope
3.1. Research objects
The dissertation studied the decentralization of state management on universal

education.
3.2. Research scope
- About the space: Hanoi City
- About the content: The thesis only researches the state management decentralization
of public universal education at the management levels by branches (Ministry of Education
and Training - Department of Education and Training - Department of Education and
Training) and management decentralization by the localities in Hanoi City (People's
Committee at all levels) in 3 key areas: (i) apparatus and personnel; (ii) facilities and
finance; (iii) expertise (including universal education development planning, content
development, universal education curriculum and evaluation)
- About the period: since 2010 now.
4. Methodology and research methods
4.1. Methodology
This project is based on the theoretical basis of Marxism - Leninism, Ho Chi
Minh ideology and the views, guidelines and guidelines of the Communist Party of
Vietnam, policies and laws of the State on state management, decentralized state
management on education. The methodology of dialectical materialism and historical
materialism is combined consistently to study and analyze the state management state
of universal education in Hanoi City.
4.2. Research methods
To accomplish the above research purposes, PhD students use the following
research methods: theoretical research methods; Methods of analysis summarization; Statistical methods; Sociological investigation method.
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5. Scientific hypotheses and research questions
5.1. Scientific hypotheses
(1). Decentralizing the state management of universal education has a great
influence on state management of universal education as well as socio-economic life.
(2). Decentralizing the state management of universal education in our country

in general, in Hanoi City in particular, has achieved initial results but still has many
limitations and shortcomings ....
(3). Strengthening the decentralization of state management of universal
education in Hanoi on the basis of specific and clear delineation of duties and powers
among state management levels in universal education, overcoming overlapping and
conflict between levels and sectors contribute to improving the effectiveness and
efficiency of state management of universal education, thereby promoting the quality
of universal education to meet development requirements in the trend of integration.
5.2. Research questions
- What is decentralization of state management on universal education? What is
the impact?
- What is the current state management decentralization for universal education
in Hanoi City? What are the achievements and limitations in decentralizing the state
management of universal education in the City?
- What needs to be done to promote decentralization of state management to
universal education in Hanoi City in the coming years?
6. New contributions of the research topic
Theoretical aspects
By referring to documents on decentralization of management and education at
home and abroad, studying trends and models of education management
decentralization in some countries in the world, the thesis contributes to building a
Theoretical basis on state management decentralization in education in general and
universal education in particular in Vietnam.
Practical aspects
Studying and commenting the actual state of decentralization of state
management of universal education in Hanoi City, assessing the advantages and
limitations, identifying the causes of the limitations and proposing solutions to
promote and improve the efficiency of state management decentralization on
universal education in Hanoi City in the coming years.
The research results of the thesis are the basis for the Hanoi city government to

renovate the management of general schools in the spirit of promoting reasonable
management decentralization and reasonable right of education for schools to build
the education of Hanoi City in an increasingly growing manner.
7. The structure of the thesis
In addition to the introduction, conclusion, table of contents, references and
appendices, the thesis consists of 4 chapters.
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Chapter 1
OVERVIEW OF THE RESEARCH
1.1. The research projects on the state management decentralization
1.1.1. Research projects in Vietnam
Vo Kim Son (2004): “Decentralization of state management - theory and
practice”, National Political Publishing House . State-level scientific research project
of the Institute for Scientific Research, Ministry of Home Affairs: “Decentralization
situation between central and local levels”, 2004. Pham Hong Thai (2011): “Some
issues theoretical awareness of centralization, decentralization, decentralization,
decentralization in state management”, the article in “Decentralization of state
management”, People's Publication Publishing House . Hoang Mai: Presentation: “The
authority of local authorities at all levels in sustainable development - the result of
decentralization in Vietnam” presented at the International Conference on Local
Governance (March 2009 in the 2009 Francophone Congress program held in
Hanoi. Hoang Thi Ngan (2010): “Current situation and trends of decentralization
between central and local authorities in Vietnam”, a discussion paper of the Faculty of
Law, Vietnam National University. Bich Hien : “Discussing the decentralization of
management among local authorities in Vietnam today”, Journal of Democracy and
Law, Ministry of Justice, Issue No.9/2005; Hoang Thi Ngan : “Promoting the central
and local decentralization”, Journal of Legislative Research, Office of National
Assembly, Issue No.2+3/2009; Tran Anh Tuan : “Promoting the decentralization of

state administration to meet the requirements of development and global
integration”, Journal of State Management, National Academy of Public
Administration, Issue No.10/2014; Nguyen Minh Phuong : “To further promote the
decentralization of management among the local authorities at present”, Journal of
State Management. Administration Academy, Issue No.1/2007; Vu Thu : “Some
theoretical and practical issues on decentralization of management for local
authorities in Vietnam”, State and Law Review, State and Law Institute, Issue
No.4/2009; Tran Thi Dieu Oanh : “The relationship between the decentralized
management
and
the
legal
status
of
the
local
government
in Vietnam today”, Journal of State Management. National Academy of Public
Administration, Issue No.4/2010;
1.1.2. Foreign research projects
- World Bank (2005): “Decentralization in East Asia for local authorities to take
effect”, Culture and Information Publishing House. World Bank research report: “What
is Desentralization” , 2002. The report on analyzing the concept and characteristics of
decentralization
and
decentralization. United
Nations
Research
Paper
(UNDP): “Desentralization - Sampling of defination” , 1999. Osborne and Gaebler

(2000): “Reinventing government”, House National Political Publishing , Hanoi. J.
M. Cohen, S. B. Peterson (2002): “Decentralizing administrative management 5


Strategy for developing countries”, National Political Publishing House, Hanoi.
1.2. The research projects on decentralization of state management on education
1.2.1. Research projects in Vietnam
Ministry-level scientific project B98-52-22 “Centralized and decentralized
research in the management system of universal education in Vietnam” is chaired
by Dr. Nguyen Tien Hung. The scientific project focused on the types of focus and
decentralization in management. In 2003, the authors Dau Hoan Do, Nguyen Cong
Giap and Dao Van Vy published the research project: “Decentralized management.
Vietnamese education: Situation and trends” . Tran Hong Hanh (2011): “Some
perspectives on state management decentralization in education and training in
Vietnam”, article in “Decentralization of State Management”, People's Publication
Publishing House . Dinh Thi Minh Tuyet (2007): “Regarding the decentralization of
education - training management in Vietnam today”, Journal of State Management,
Issue No.142 (11-2007). Tran Hong Tham: “Some solutions to promote
decentralization of state management for universal education”, Journal of Science, Ho
Chi Minh City University of Education, Issue 02/2012. Dinh Minh
Dung: “Decentralization of state management of education and training at district level
in the Mekong Delta”, Journal of State Management, Issue No.195 (4-2012).
1.2.2. Foreign research projects
- Rondineli D. and Nellis J. (1996): “Assessing decentralization policies in
Developing countries: the case for cautious optimism” (the decentralization policy in
the developing country: The case for cautious optimism), Delelopment Policy Review
4. Lockheed, Marlaine (2004): “Decentralization of education: Eight lessons for
school effectiveness and improvement” (Decentralization of education: Eight lessons
of impressive progress and school), The word Bank, Washington, D.C. Elizabeth M.
King và Susana Corderio Guerra (2005): “Education Reforms in East Asia: policies,

processes and impacts” in the book “Decentralization in East Asia for local
authorities
to
promote
the
effects”,
Hanoi
Culture
and
Information Publishing House. Winkler R, Donald R. and Gershberg (2003): Effects
on Quality of Schooling (Factors affecting the quality of teaching), Word Bank,
Washington D.C. Alfred de Grazia's monograph: “Decentralization - The element of
Political Science” (Decentralization - element of political science), New Jersey,
1999. The research project of FAO: “A history of Decentralization” (History of
decentralization), 2001. Meemnakshi Sundaram: “Decentralization in Developing
countries” (Decentralization in developing countries), 1998.
1.3. General assessment of the research projects related to the thesis topic
1.3.1. The studied contents
These studies have researched and given many different conceptions of
management decentralization based on the views of scholars, comparing,
distinguishing decentralization with decentralization, authorization, decentralization.
Studies of the formation and development history of decentralized management in the
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world also show the characteristics of decentralized activities at different stages of the
development process of each country. The study also mentioned the characteristics and
principles of management decentralization, from which proposed the process and
model of management decentralization in accordance with the characteristics of the
countries in the world. Decentralization of management to education has analyzed the

role of management decentralization from many perspectives; advantages and risks of
management decentralization; factors affecting decentralization, types of
decentralization and management decentralization for education.
1.3.2. The dissertation contents to be further studied and supplemented
Firstly, studying the theoretical basis of decentralized activities, especially the
decentralization of state management over universal education: Characteristics,
objectives and management decentralization principles; Factors affecting the
decentralization of state management to universal education; centralized types and
decentralized state management for universal education; Issues raised when
implementing decentralization of state management for universal education in
Vietnam today.
Secondly, studying the legal corridor system related to decentralized
management and state management decentralization for universal education in
Vietnam.
Thirdly, analyzing and assessing the situation, the achieved results, the
limitations, inadequacies, the causes of the limitations and inadequacies in the state
management decentralization for universal education in the City. Hanoi.
Fourthly, providing directions and proposing solutions to promote and improve
the efficiency of state management decentralization for universal education in Hanoi
City in the coming years. The thesis also proposes solutions to renovate state
management for universal education in Hanoi City in the context of decentralization
of management for universal education..

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Chapter 2
THEORETICAL AND LEGAL BASIS ON DECENTRALIZING THE
MANAGEMENT FOR EDUCATION
2.1. Management and state management on universal education

2.1.1. Management and state management
Management is the organized and organized impact of the management subject
on the management object by certain methods to achieve the set goals.
State management is a special form of social management, with the power of the
state and the use of laws and policies to adjust the behavior of individuals and
organizations on all aspects of social life due to agencies in the state apparatus, in
order to serve the people, maintain the stability and development of society.
2.1.2. State management on universal education
State management of universal education is an area of state management which
is carried out by competent state agencies in accordance with the law, influencing and
adjusting by the state power to activities. universal education aims to realize the goal
of maintaining discipline and discipline and developing universal education to meet
the country's development requirements.
2.2. Decentralization of state management on universal education
2.2.1. State management decentralization concept
Decentralization of state management is the division of authority and
responsibilities among levels of government on the basis of ensuring the
compatibility between the volume and nature of competence and the actual capacity
and conditions of each level in order to enhance quality, effectiveness and efficiency
of state management activities.
2.2.2. The concept of decentralization of state management on universal education
Decentralization of state management of universal education is the process of
redesigning a process of responsibility, authority and accountability (according to the
functions or components, of the state management function of universal education)
according to the direction of movement from higher levels to lower levels, as well as
the working relationship between related parties (inside and outside the management
system for universal education), in order to maximize the use of resources to reach the
target. out.
From the above concept, the characteristics of decentralized state management of
universal education can be considered as follows:

Decentralization of state management of universal education is closely related to
state management of universal education. In essence, the decentralized state
management of universal education is a form of state management of universal
education in the direction of moving decision-making authority to lower levels to suit
practical conditions and ensure ensuring the use of resources more effectively,
achieving the set goals. In particular, primarily and transfer of some authority from the
8


Government, ministries (most of which are the duties and powers of the Ministry of
Education and Training), to local governments or state administrative agencies.
subordinates by law documents, in order to promote the activeness, initiative and
creativity of agencies and subordinate administrative units, contributing to improving
management efficiency
Decentralization of state management of universal education in Vietnam is based
on the principle of combining sectoral and territorial management. At the local level,
the Department of Education and Training is under the management of the provincial
government (People's Council and provincial People's Committee) and under the
guidance and guidance of the Ministry of Education and Training. ; The Department of
Education and Training is both under the management of the district-level local
authorities and under the direction and guidance of the Department of Education and
Training. Decentralization of management is also carried out for the various universal
education management functions of the industry. For example, the education - training
sector performs professional management, but depending on the locality, the industry
may be responsible for other issues such as budget management, teachers, staff,
organizational structure, payroll, school construction. For some localities, the
Department of Turbidity and Training only manages activities related to professional
knowledge. Budget, organizational structure and payroll issues are managed by other
sectoral and sectoral management agencies.
The relationships in the state management decentralization on universal education

are divided into two main categories: 1) The longitudinal relationship is the
relationship according to the hierarchy, subordinates obey the superiors, subject to
inspection. investigation and supervision by superiors. This relationship includes:
Ministry of Education and Training - Department of Education and Training Department of Education and Training; 2) Horizontal relationship is a coordinated
relationship of agencies within the same management level. This relationship includes:
At the provincial level: Department of Education and Training, Department of Home
Affairs, Department of Finance, Department of Planning and Investment ...; At the
district level: Department of Education and Training, Division of Home Affairs,
Division of Finance ...
When considering the decentralization of state management of universal
education, it is often considered as a requirement to implement the democratization
policy in universal education. Thereby, the state management decentralization for
universal education takes into account the management scope of different management
levels of universal education, covering management tasks, management subjects and
management conditions. When deeming that the scope of management is beyond the
capacity of an organization, it is decentralized, usually the decentralization between
higher and lower level agencies. The trend of organization and management in
9


universal education is increasingly attached to strong decentralization and
decentralization to lower levels, especially grassroots degradation, combined with the
strengthening of responsibilities of subordinates.
In addition to the above characteristics, when studying the decentralization of
state management on universal education, it is necessary to distinguish the difference
between the state management decentralization on universal education of urban
government and rural administration. This difference stems from the difference
between urban and rural areas, which leads to the organization and operation as well as
the management mode of different urban and rural governments and ultimately the
direct impact on decentralization of the state management of universal education by

urban and rural governments.
2.2.3. The effects of decentralizing the state management on universal education
Firstly, decentralized state management of universal education creates the
opportunity for a more responsible, more open and transparent government. Secondly,
decentralization of management creates conditions for local governments to promote
their dynamism and creativity. Third, decentralizing the state management of universal
education helps to provide universal education services more effectively. Fourthly,
decentralized state management of universal education enables people to have a more
say in universal education services thereby improving their welfare. Fifthly,
decentralized state management of universal education helps subordinates allocate
budgets in accordance with the inputs. Sixthly, decentralizing the state management of
universal education enhances the sense of responsibility of all levels, increases the
initiative and creativity, thus improving the quality of universal education.
In addition to the positive effects, decentralization of state management on
universal education also has the following negative effects:
Firstly, decentralization of universal education can make it difficult to
provide universal education because the central and local governments do not
have the same purpose.
Secondly, the decentralization of management for universal education loses its
effectiveness and reduces its control over the central government's financial resources.
Thirdly, in decentralized management, administrative responsibility is
transferred to the local level without financial resources, making it difficult for local
governments to provide universal education services to the people.
Fourthly, decentralization of management for universal education negatively
affects the equality of education, increasing disparities in urban and rural academic
performance.
Fifthly, in the process of implementing decentralized management for universal
education, the mistrust between public and private schools can worsen cooperation at
the local level.
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2.2.4. Decentralizing the state management on universal education by periods
- First educational reform (1950)
- Education reform after the liberation of the South Vietnam
- Current period
2.3. Contents, conditions and factors affecting the decentralization of state
management on universal education
2.3.1. Contents of decentralizing the management for universal education
Firstly, decentralizing the organization of structure and personnel
Regarding organizational structure, the decentralization of state management of
universal education should determine the competence of each level in such matters as
issuing establishment decisions or authorizing establishment, revoking establishment
decisions or decisions for permission for establishment, merger, division, splitting,
dissolution, renaming, conversion of field type
Regarding personnel management, the decentralization of state management of
universal education should determine the competence of each level in such matters as
determining the competent authorities defining criteria for titles, working regimes of
teachers and education management staff; list of employment position framework and
norms of number of people working in educational institutions, employing,
evaluating, training, retraining and implementing policies for civil servants, officials
and employees activities in educational institutions ...
Secondly, the professional decentralization
Specialization is understood as the work related to the planning of universal
education development, content development, programs and evaluation of universal
education quality. For example, stipulating the organization of the compilation,
evaluation and approval are allowed to use and guide the selection of learning
materials, textbooks, teaching materials in universal education establishments; There
are two main trends: one is on national unity of expertise, two are strong decentralized
powers, that is to say, there are two main trends: The school will develop educational

programs and contents based on local socio-economic conditions.
Thirdly, decentralization in the function of managing facilities and finance
Facility management is one of the important contents that must be clearly
decentralized between the Central and local governments as well as between local levels.
Because, in order for the local government to carry out the tasks and powers in the state
management of universal education, the prerequisite is to have finance. Therefore,
capturing financial instruments will control or control the performance of other duties
and powers.
The budget for general education consists of two main components: recurrent
spending and capital expenditure. Regular spending includes salary and non-salary
payments. Non-salary expenses include administrative expenses, purchase of materials
for teaching and learning, and services and maintenance. Basic investment costs include
the cost of building a new school and upgrading an existing school.
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Consideration of decentralization in the management of large-scale educational
financial facilities needs to determine which levels of central government budgetary
management? What local budget management level? In addition, more details can be
considered as the level and nature of the project. In Vietnam, the central government
manages the budget for higher education, some vocational and college education. About
two-thirds of the central budget is under the control of the Ministry of Education and
Training and the remainder is managed by ministries and branches with schools. The
central budget also includes funding for targeted programs. However, funding for
targeted programs is provided through the central budget but is implemented by the local
government on behalf of the central government.
The local government manages the budget for preschool, secondary, vocational
and college education. In the local government system, the provincial government
manages the budget for high schools, high schools, colleges and vocational schools.
The district government manages the budget for secondary schools, primary schools

and pre-schools.
2.3.2. Conditions for decentralizing the state management of universal education
- For lower-level state agencies, two conditions must be met:
Firstly, being competent to carry out the functions and tasks assigned by the
superior. This is a condition to ensure a balance between the assigned task and the
capacity to perform that task. Lower-level state agencies do not have this condition
and cannot transfer their functions and tasks to them.
Secondly, the quality of subordinate cadres and civil servants. The contingent of
officials and public servants must absolutely trust and be loyal to the country
represented by central state agencies; must always put the interests and national
sovereignty first. In fact, this condition is difficult to define and quantify, but must be
experienced through time and practical to be clarified.
- For superior state agencies, there must meet 3 conditions:
Firstly, there must be effective control systems for the performance of the
functions, duties, powers and responsibilities of state administrative agencies; control
the exercise of authority granted to subordinates. Control systems must be aligned
with governmental authorities. In addition, there should be independent control
systems, control of judicial agencies, courts and procuracies.
Secondly, the capacity and quality of the contingent of officials and public
employees engaged in the implementation of control activities in the control systems
on the implementation of the assigned authority of state agencies. The contingent of
officials and public employees must be fully qualified and capable of performing the
assigned tasks; must be absolutely loyal to the state, putting the interests of the state
and the nation ahead of the personal interests and local interests.
Thirdly, it is necessary to have a system of specific and strict sanctions to handle
violations of state agencies and officials and public servants, especially sanctions
against heads of State agencies.
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2.3.3. Factors affecting the decentralization of management for universal
education
First factor: Government’s public finance
Second factor: The political context
Third factor: Administrative structures and capacities of the Government
Fourth factor: Historical and cultural context
2.4. Experience of some countries in decentralizing state management on universal
education and reference value for Vietnam
2.4.1. Experience in a number of countries in decentralizing state management of
universal education
Firstly, decentralizing the organizational structure of the school personnel
Teacher recruitment and promotion: teacher testing standards are primarily set
by the government (United States by the state government), but standards set for
teacher testing are often too high. It is relevant to the practice, because in many
localities, the local government sets its own teacher testing standards for its locality.
Practices on recruitment and promotion for secondary teachers vary greatly from
country to country. In countries with high concentration mechanisms such as
Cameroon, the Ministry of Education does not recruit, allocate, appoint, promote and
transfer teachers, but these are done by the Ministry of Public Service. In a country
with strong decentralization such as Brazil, the community hires teachers by itself,
while promotion is the right of the mayor.
Second, decentralization of expertise
Exams and supervision vary from country to country. Among the former British
colonies (countries in the West Indies and nearby), exams are organized and ranked
in the UK. Most Latin American countries do not have standards or national
examinations that the standards for promotion are set by the school level, so there are
often huge differences between schools within the same locality.
About curricula and teaching methods: Government agencies often stipulate
framework or program standards (hardware); while the development and
implementation of programs (software) is decentralized to subordinates and schools.

Initial training for high school teachers is usually the responsibility of the Ministry of
Education; while teacher training is mainly conducted by local authorities.
Thirdly, decentralization in financial management
In countries with a high concentration system, the central government provides
direct financing and inputs for universal education, with no local government
contributions. In countries with strong decentralization systems, local communities
finance and provide input for universal education, either through local tax collection
(USA, Brazil, Chile ...) or through voluntary contributions ( Peru, Kenya ...). In
13


countries with integrated systems, the central government provides financing and
provides some input for universal education through grants (package or project), and
control over the use of this funding implemented by local communities (China,
Colombia, India, Nigeria ...).
2.4.2. Reference values for Vietnam
Firstly, combining centralization and decentralization in state management for
universal education.
Secondly, decentralizing state management of universal education goes hand in
hand with strengthening and building a system of responsibility for outputs, otherwise it
will lead to looseness, disorganization and uncontrollable control.
Thirdly, in order to decentralize the state management of universal education
successfully, it is necessary to improve the capacity of the contingent of cadres and civil
servants at all levels of universal education.
Fourthly, the experience of decentralizing the state management of universal
education in countries around the world has proved that the most important factors
determining the success or failure of the reforms in management decentralization are the
The accountability system must be developed and implemented in decentralized
management models.

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Chapter 3
CURRENT STATUS OF STATE MANAGEMENT FOR
UNIVERSAL EDUCATION IN HANOI CITY
3.1. Overview of Hanoi City and the situation of universal education in Hanoi City
3.1.1. Overview of Hanoi City
Hanoi is the capital of the Socialist Republic of Vietnam and also the capital of
most former feudal dynasties of Vietnam. Hanoi is the city under the central
government with the largest area in the country, and also the second largest locality in
terms of population. The total population of Hanoi City at 0 o'clock on April 1, 2019
is 8,053,663 people.
3.1.2. The situation of universal education in Hanoi City
Hanoi has 2,669 schools and educational institutions, 52,839 groups of classes,
1,814,651 students, 104,605 teachers of all levels.
3.2. Analyzing the actual state of decentralizing the state management on
universal education in Hanoi City
3.2.1. Overview of the decentralization of state management of universal education
in Hanoi city
Firstly, the situation of decentralizing the apparatus and personnel
According to the applicable regulations, human resource management in
universal education is as follows: Department of Education and Training manages
personnel at high schools, district People's Committees manages personnel at
secondary and primary schools. Annually, based on the plan of the Department of
Education and Training and its affiliated schools, the Department of Education and
Training draws up payroll plans for all educational levels, detailed to each type of
teacher and together with Department of Home Affairs gives advice to Hanoi
People's Committee for approval. In practice, in some schools, due to the bad
coordination between the Home Office and the educational management agency in

setting payroll targets, it causes a lot of difficulties for universal education in
developing development plans. universal education. In districts, the actual
management of universal education is very different: there are places where the
People's Committees of the districts directly manage, there are places to manage
personnel through the advice of the Interior Office, and there are places for managing
personnel. through authorization to the Department of Education and Training.
Secondly, the actual situation of decentralization in financial management
The process of developing and approving the education budget: The educational
management agency shall coordinate with the planning and finance agency in drafting a
budget plan, then submitting it to the People's Committees at all levels for approval. This
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process makes it difficult for the education industry because it depends on the degree of
coordination or its relationship with the functional sector. Units with good relationships
with functional branches are beneficial, otherwise not. The allocation of education
budget in Hanoi is decided by the Hanoi City People's Committee.
Thirdly, the status of professional decentralization
The development planning for universal education is carried out step by step from
low to high levels (School - Department - Department of Education and Training of
Hanoi). As a first step, each high school develops a plan based on the evaluation of the
implementation of the previous year's universal education development plan and the
goals and tasks set for the new plan year. In the next step, the Hanoi Department of
Education and Training is the general unit, considering and adjusting the plan to
finalize and the final step, functional branches (Department of Home Affairs,
Department of Planning and Investment. and Department of Finance) to review, adjust
the plan and advise the Hanoi City People's Committee for approval.
3.2.2. General assessment of the actual state of decentralizing the state
management of universal education in Hanoi City
3.2.2.1. Achievements

In general, the regulations on state management decentralization for universal
education have inherited selectively the management decentralization regulations of other
educational levels in the national education system, thus decentralizing decentralization.
The state management of universal education has satisfied the requirements and duties in
the state management of education in the locality.
Decentralization of state management to universal education incorporates the
contents of decentralization in professional management, human resource management,
financial management. The work processes have been implemented in accordance with
the principles, ensuring the educational management activities are carried out according to
the plan, meeting the management needs.
The implementation of the regulations on decentralization of state management for
universal education has met the requirements and tasks of the State administrative reform,
education reform, ensuring the principle of democratic centralism and the principle of
association. integration between sectoral and territorial management.
Decentralization of state management to universal education has initially promoted
the dynamism, autonomy and self-responsibility of educational management agencies and
schools, contributing to improving the effectiveness and efficiency of activities. activities
of educational agencies and units.

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3.2.2.2. Restrictions
Firstly, inadequacies in decentralizing the organizational structure, personnel of
state management for universal education
The functions and tasks of the educational management agencies in Hanoi city
have not been coupled with their powers. Local education management agencies must
bear a heavy responsibility in implementing education policies and programs in their
localities. In order to effectively perform these functions and tasks, local education
management agencies must have certain powers in mobilizing and allocating

personnel, as well as in mobilizing, allocate financial resources timely and in
accordance with the purpose of the implementation. The survey results show that the
local education management agencies have not been given powers in accordance with
their functions and duties, especially those in human resources and finance.
Secondly, the limitations of professional decentralization
The reality of universal education in the city shows that the current universal
education program is too heavy and not practical. Students must learn a lot of
academic knowledge, far from reality, not really necessary. However, the Department
of Education and Training as well as local schools cannot change the program
because the current universal education program is decided by the Ministry of
Education and Training. Universal education managers and teachers have not been
much involved in the program development process. It is obvious that the application
of a universal education program to students in the capital is similar to students in
mountainous, island, remote and isolated provinces. Because Capital students have
conditions to access many new knowledge, international integration, basically foreign
language and IT skills are quite good, needs, desires and orientations for learning are
also different from students of other provinces.
Thirdly, limitations in decentralization on management of facilities and finance
In financial management, the process of developing and approving the universal
education budget also causes many difficulties for the education sector. Budget
allocations, financial allocations depend heavily on the degree of coordination or the
relationship of the education sector with the functional sectors. The functions, tasks
and powers of the education management agency in Hanoi city overlap with other
functional agencies. The overlap of responsibilities can be seen through the education
and budget management of the education sector. Regarding financial management,
the decisive role in allocating and managing finance for universal education mainly
belongs to the Department of Finance. Although educational management agencies
are involved, they mainly play the role of proposing, proposing and having little
effect. Therefore, many districts have not cooperated closely with the Department of
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Education and Training, leading to inadequate allocation of funding, making it
difficult for educational institutions.
3.2.2.3. The cause of the limitations
Firstly, awareness and viewpoints on guidelines and solutions for
decentralization of state management of universal education between the Ministry of
Education and Training and local authorities at all levels are not clear, coherent and
inconsistent. Secondly, thinking ways about the management of universal education
of the education sector and the ministries, branches and local governments are slow
to innovate in the condition that the State has decentralized the state management of
universal education. Thirdly, the limitations in implementing legal documents on
decentralization of state management on universal education. Fourthly, the
decentralization of state management of universal education requires universal
education management agencies and schools to have competent staff and lecturers in
order to be proactive and creative in implementing Functions and duties have been
decentralized. Fifthly, the inspection, examination and handling of violations in
performing functions and tasks have not been decentralized in time; some universal
education institutions take advantage of the decentralized functions and tasks.
violating the provisions of law.

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Chapter 4
VIEWPOINTS, ORIENTATIONS AND SOLUTIONS OF STRENGTHENING
THE STATE MANAGEMENT DECENTRALIZATION FOR UNIVERSAL
EDUCATION IN HANOI CITY
4.1. Viewpoints and orientations for strengthening the decentralization of state
management on universal education

4.1.1. Viewpoint of strengthening the decentralization of state management on
universal education
Firstly, the decentralization of state management of universal education must be
suitable to the socio-economic development level of Hanoi city in each period,
specific characteristics, conditions and development ability of each locality; with
each type of urban and rural, with regional and international integration trends. In the
coming time, Hanoi will carry out a pilot without organizing ward-level People's
Councils in the term 2021-2026 with 177 wards in 12 districts and Son Tay town.
Secondly, decentralizing state management for universal education must ensure an
effective view. The state management effect for universal education is the synergy
effect, the economic effect associated with the social effect. This view emphasizes
that any level that promptly addresses functions and tasks and provides universal
education services better and more effectively, meeting the people's requirements
well, is assigned to that level for implementation. Decentralization of state
management of universal education must clearly state the work, address,
responsibility, and suit the functions and tasks of each level of local government.
Thirdly, comply with the viewpoint of close combination between sectoral
management and territorial management, clearly defining the state management tasks
for universal education of departments and branches and the state management task of
Local authorities at all levels for universal education in the area. Fourthly, the
decentralization of the state management of universal education must ensure the
correspondence between tasks, authority and responsibilities with financial resources,
organizations, personnel and other necessary conditions to be able to implement.
Currently, the functions and tasks are decentralized. The decentralization of state
management of universal education must also be consistent and relevant among
relevant sectors and fields. Fifthly, the state management decentralization for universal
education must ensure the full implementation of rights and responsibilities
responsibilities of local administrations at all levels in deciding and performing state
management tasks for universal education; The local governments at all levels must
strictly abide by the discipline and administrative discipline and at the same time

promote the widespread democracy for the people to participate in the development of
universal education. Sixthly, decentralization of state management for universal
education must ensure uniformity and unity. Ensuring the uniformity and consistency
in the institutional system, legal documents and management mechanisms; ensure the
autonomy and self-responsibility of high schools. Seventhly, for the decentralized
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content, the authorities at all levels are responsible for organizing the implementation;
Departments of Education and Training are responsible for guiding, supervising and
inspecting. If detecting violations of the law or contrary to the approved general
education development planning or plan, handle them according to their competence or
report them to the superior State agencies for consideration and settlement.
4.1.2. Orientations to strengthen the decentralization of state management on
universal education
Firstly, combining centralization and decentralization, as well as the types of
state management decentralization for universal education, such as decentralization,
authorization, empowerment and socialization, ensuring that rights go hand in hand
with responsibility for implementing and improving autonomy for schools.
Specifically, the decentralized model should be applied to local governments at all
levels to manage schools, with the Ministry of Education and Training focusing on
the function of promulgating guiding normative documents and supporting
development. and control of the universal education system; Department of
Education and Training level is empowered to manage high schools, perform the
functions of supporting the development, controlling the system and ensuring the
quality of universal education in the locality; The Department of Education and
Training manages primary, junior high and high schools at the school and is given
autonomy in formulating plans, managing the school's staff, teachers and budgets in
accordance with the needs and his condition.
Secondly, decentralizing decision-making power to the implementation level

goes hand in hand with strengthening and building a responsible system for outputs.
To build a responsible system, it is necessary to strengthen the relationship of
accountability between managers, schools and families and society. In order to
enhance responsibility, it is necessary to make information public and transparent,
using legal and economic tools so that people can express their opinions and
aspirations to universal education management, encouraging parents to learn.
Students and the community share the management of high schools through the high
school council model. The accountability system also requires a clear distinction of
rights and responsibilities of stakeholders, information on educational outcomes and
financial expenditures of each universal education management level and public high
school. declaration, transparency.
Thirdly, decentralization of state management for universal education goes hand
in hand with improving the capacity of universal education managers and schools. In
order to successfully decentralize the state management of universal education, on the
one hand it is necessary to constantly improve the facilities for high schools, on the
other hand it is necessary to improve the staff capacity of universal education
management officials at all levels, especially the principals of high schools in
strategic planning, human resource and financial management suitable to the context
of decentralized management.
4.2. Solutions to strengthen the decentralization of state management on
universal education in Hanoi City
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4.2.1. Innovating the ways of thinking about decentralization of state management
on universal education
Innovating thinking about decentralization of state management for universal
education should: 1) Decentralize in accordance with the level of socio-economic
development in each period, characteristics, conditions and capabilities of each
location. Phuong; 2) At any level, to promptly handle functions, tasks and provide

universal education better, more effectively, and to meet the people's requirements,
then assign that level to perform; 3) Decentralization of management must ensure the
correspondence between duties, authority and responsibilities with financial
resources, organizations, personnel and other necessary conditions to be able to
perform the functions and duties. decentralized cases; 4) Decentralization of
management must ensure full implementation of the rights and responsibilities of
local governments at all levels in deciding and performing state management tasks
for universal education; 5) Decentralization of management must ensure consistency
and consistency in the institutional system, legal documents and management
mechanisms, ensuring autonomy and self-responsibility of secondary schools.
4.2.2. Building and completing the mechanisms and policies on decentralization of
state management on universal education
Firstly, strengthening decentralization in organizational structure and personnel
management
Based on the regulations of the competent state agencies on the functions, tasks
and organizational structure of the state management agencies for universal
education, Hanoi City builds an organizational structure. State management apparatus
for unified universal education in the area, taking into account the characteristics of
the districts.
The Hanoi City People's Committee authorizes the Department of Home Affairs
and the Department of Education and Training to determine staffing and teachers for
the Departments of Education and Training, and secondary schools on the basis of
taking into account characteristics of the districts to ensure the operational efficiency
of the state management apparatus for universal education and the quality of
universal education of the schools in the City.
Secondly, strengthening decentralization of finance and financial management
for street education institutions
Professional management - personnel - facilities are three areas that have close
relationships with each other. With the viewpoint of considering education as a top
national policy, focusing on investment in education, in order to improve the quality of

education, not only to give authority on expertise, it is necessary to decentralize the
advice, management of personnel and finance. The current effective way to provide
universal education finance is that the Hanoi Department of Education and Training
must be authorized to allocate financial targets after it is approved by the Hanoi
People's Committee for universal education and schools. The school has the right to
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decide on the use of these indicators according to the actual needs of the school, and
grants and budgets should be allocated directly from the treasury to the high school.
Thirdly, strengthen decentralization of expertise
As assessed above, the planning of universal education development, content
development, programs and evaluation of universal education quality is carried out
by the City on the basis of common standards of content, programs and quality
assessment. by Ministry of Education and Training. Because "wearing the same
shirt", the training and education of high school students do not differ between
regions, regions and cities. With the characteristics of an educational center of the
country, a high educational level, favorable socio-economic conditions for education,
concentrated high-quality schools, and a team of experienced and capable lecturers .
Therefore, the planning of universal education development, development of
contents, programs and evaluation of universal education quality should closely
follow the socio-economic-social conditions and the universal education situation of
the capital. It is time for the Ministry of Education and Training to strongly empower
local governments in developing content, universal education as well as criteria for
accrediting and evaluating general education quality. The ministry as a "gatekeeper"
will check and supervise the quality assurance of local universal education. For
example, learning foreign languages in Hanoi may not only English but also promote
other foreign languages such as Chinese, Korean, Japanese,... according to the needs
of society in each period. As for other mountainous localities besides learning
English, they can teach ethnic minority languages in high schools. That is the way to

create diversity and adaptation of each locality.
4.2.3. Enhancing the capacity of universal education officials and public
employees
Improve the capacity in all aspects of universal education management staff in
the City and the high schools to help them be ready to undertake and effectively
implement decentralized functions and tasks. Special attention should be paid to
improving the leadership and management capacity of the heads of the Departments,
the Education and Training Department and the principals of secondary schools.
They must grasp the knowledge of scientific education management, encourage and
encourage the contingent of teachers and teachers to constantly improve the quality
of education. A universal education manager who does not improve his / her capacity
cannot perform decentralization and is also unable to exercise autonomy.
In order to improve the capacity of universal education officials and officials, the
Ministry of Education and Training needs to organize refresher courses for key officials
of the Departments of Education and Training and especially for officials. manage
secondary schools on planning, human resource management, finance, inspection and
universal education information in the context of decentralized management.
Most civil servants and officials in charge of universal education in Hanoi City
are currently not trained and fostered management knowledge, especially knowledge
22


of management decentralization, so training is strengthened. fostering the capacity
building of the managerial staff is an important solution to promote the
decentralization of state management in modern education. Managers of universal
education should be fostered the following major knowledge and skills:
- Knowledge and skills of planning universal education development, in which
the school development plan, learning plan for students, cooperation between the
school and parents' parents and the community should be focused. develop
development goals and solutions to achieve them, build a capacity framework and a

responsible regime of universal education management staff.
- Knowledge, programming skills and software development teaching materials
of the program to meet the development needs of the City.
- Scientific management capacity, flexible, meet the requirements and
responsible for superiors and universal education beneficiaries.
- The ability to think creatively, honestly, objectively, uphold the sense of
responsibility; Teamwork and effective communication.
- Self-learning ability, constantly updating knowledge and management
experience, striving for lifelong learning by different forms.
4.2.4. Completing the inspection and examination mechanism to ensure the
effectiveness of state management decentralization for universal education
The inspection and examination of universal education must cover all
management contents, from formulating programs and plans for universal education
development to implementing educational programs; allocation and financial
spending; mobilizing and using social resources; recruiting, evaluating, rewarding,
disciplining, rotating and promoting officials and teachers; Assess learning outcomes;
tutoring, tutoring; perform decentralized functions and tasks. Strengthening the
inspection, examination and supervision of the performance of assigned tasks and
powers of local governments and schools, and arbitrary restriction in the performance
of decentralized functions and tasks or taking advantage of decentralized functions
and tasks to commit violations.
4.2.5. Complementary solutions
Firstly, Promote the socialization of universal education. Socializing education in
universal education needs to carry out the following activities: 1) Mobilizing the whole
society to participate in developing the scale of universal education, implementing the
goal of building a learning society; 2) Diversify the forms of learning and the type of
school; 3) Diversify types of schools participating in the process of universal
education; take part in building universal education elements and conditions.
Secondly, empowering schools. Specifically: creating consensus on some
important contents of autonomy; complete the legal regulations on school autonomy;

institutionalize the policy of separating the state management from the management of
secondary schools; capacity building for managers at both system and school levels.
23