FOR IMPROVE QUALITY OF EDUCATION IN HANOI

INOVATING MANAGEMENT FOR IMPROVE QUALITY OF EDUCATION IN HANOI - Full name: Lê Ngọc Quang Lanos - Advise: Edwin Bernal - SOUTHERN LUZONSTATEUNIVERSITY, LUCBAN, QUEZON, PHILIPPINES I

INOVATING MANAGEMENT FOR IMPROVE QUALITY OF EDUCATION IN HANOI

- Full name: Lê Ngọc Quang ( Lanos)

- Advise: Edwin Bernal

- SOUTHERN LUZONSTATEUNIVERSITY, LUCBAN, QUEZON, PHILIPPINES

IN COLLABORATION WITH THAINGUYENUNIVERSITY, SOCIALISTREPUBLIC OF VIETNAM

CHAPTER I

INTRODUCTION I-Background of the study

-The motto of educational development is “standardization, socialization, modernization and democratization.” Hanoi capital which is the center of politics, science and economy of the country needed to respond aggressively to the aims of this educational development Therefore, improving the quality of education should become a very urgent concern in order to create a workforce with the necessary knowledge, skills and attitude required at meeting the requirements of economic - social development in the Hanoi capital

-However, the education system is without any pressing issues and concerns It is still far from responding very effectively and efficiently to the call of times In particular, the quality of education in Vietnam is still generally wanting It is in this context that this research project was conducted

II-Statement of Research Objectives

With the end-goal of improving the quality of education, this research focused on the following specific objectives:

-To describe the condition of human capital and material resources inHanoi-based schools in terms of professional qualifications school managers and faculty, faculty

complement, prevalent human resource management practices, school managers’ and teachers’ training standard and capability to use foreign language and information technology, student enrolment, students’ performance evaluation, school distribution

in Hanoi, education socialization; andlibrary and other learning facilities

-To obtain from the research respondents and describe their perception on the responsiveness of the selected school management inputs such as assigned tasks, financial system, and school curricula in responding to the need of effectively managing the educational system

-To describe the respondents’ desired improvements for an effective management of educational system towards achieving responsiveness in educational services, equality between public and non-public schools, comprehensive international integration, and improved quality of training in foreign languages and informatics

III- Statement of the Problem

This research was conducted to look into some possible management innovations for the purpose of improving the quality of education in Hanoi Specifically, this research work was designed to answer the following problems:

1-What is the condition of human capital and material resources inHanoi-based schools in terms of:

+Professional qualifications school managers and faculty;

+Faculty complement;

+Prevalent human resource management practices;

+School managers’ and teachers’ training standard and capability to use foreign language and information technology;student enrolment;students’ performance evaluation;

-School distribution in Hanoi;

-Education socialization; library and other learning facilities

2-How responsive are the selected school management inputs such as assigned tasks, financial system, and school curricula in responding to the need of effectively managing the educational system?

3-What improvements can be proposed for an effective management of educational system towards achieving:

a responsiveness in educational services,

b equality between public and non-public schools,

c comprehensive international integration, and

d improved quality of training in foreign languages and informatics

IV-Significance of the Study

This research work will be very significant to the following:

4.1-For the Department of Education and Training Hanoi People's Committee of Hanoi City, People's Committees of districts, Education and Training, this research can be a valuable inputs in formulating their plans and strategies in improving education and his training in Hanoi

4.2-For students and future researchers, this study can provide an array of rich data useful for understanding the status and the problems being faced by the education managers in Hanoi Further, this can serve as a ready reference towards deeper study

of the other issues and the corresponding improvements that the educational system needs to undertake in the future

4.3-Students and parents

-This research is very important to the student, resulting in changes in our management The old management system will be replaced by the new ones The

refreshment of the teaching and education will be executed Moreover, we will be able to seek the educational mission of the century: Learn to know, learn to work, learn to live, and learn to express yourself The students are able to express the characteristics: honest, responsible, empathic, optimistic, active, and creative

-For the students’ parents, this research will help them have the most realistic view toward educational quality As a result, they will have suitable choices for their kids’ learning environment At the same time, they can create the best educational environment at home There will be positive reactions and suitable methods in co-operating with the schools in educating the students

This is the array of work by me personally in charge, the study of this very practical for my job

This is the array of work by me personally in charge, the study of this very practical for my job

4.4-School managers and teachers

- For managers: This research is meaningful to the managers of education especially in Hanoi They will see their weaknesses and have suitable changes for their sectors Refer to plan their work and charge the unit, document management cadres

Refer to plan their work and charge the unit, document management cadres

- For teachers: this research will help them work on changing the content and methods of education The parents also recommended investing in teaching

conditions and educational methods for their children

4.5- Potential investors in education sector

Investors for education - the government, businesses, private companies, etc – will have good references through this research, especially for those who create innovatively educational environment For foreign and domestic investors that spend

money on non-public schools, they will have good references on the government’s policies and have necessary recommendations and decisions when investing

4.6 - For research units

4.7- For those who learn later

V-Scope and Limitations of the Study

1-Scope:

The study courses Education - Hanoi Training includes primary school, middle school, high schools under the jurisdiction of the Hanoi Department of Education and training, the type of public education, non-public Particularly, we have:

Human capital and material resources

Responsiveness or efectiveness of slected school management inputs

Improved management of education system

2-Time:

-Durationofstudy: year 2012 to 2013

.3-Limitations of the study:

VI-Operational Definition of Terms

1- Management innovations:

This is the creation of new policies and mechanisms in management so that the quality of products are improved

.2-Quality of education

.3- Responsiveness of school management inputs

Consists the responses of the assigning mechanism for the schools, the managing systemt, financial investment, and the school curriculumn

a Comprehensive international integration

.4-Education socialization

CHAPTER II

REVIEW OF RELATED LITERATURES AND STUDIES

I-Related Literature

1-The Vietnamese Educational System in Retrospect

2-Some Practices in Educational Management by Other Countries

3-Some Local Initiatives Towards Improving Quality of Education in Vietnam

-Social supervision over the quality and efficiency of education

-Doctoral degrees for 25% of university lecturers and 8% of college lecturers by 2020

-Reform programs and textbooks after 2015

-Periodic evaluation of the quality of student learning

II-Theoretical Framework

III- Conceptual Framework

Conceptual Framework for the Study of the Management Innovations for Improving the Quality of Education in Hanoi

Responsiveness ofSelected School Management Inputs

1 Assigned Tasks

2 Financial System

3 School Curricula

Improved Management of Educational System

1 Responsive Educational Services

2 Equality Between Public and Non-Public Schools

3 Comprehensive International Integration

4 Improved Quality of Training in Foreign Languages and Informatics

Human Capital & Material

d School managers’ and teache

rs’ training standard and capa

bility to use foreign language

and information technology;

e Student enrolment;

f Students’ performance evalu

ation;

g School distribution in Hanoi;

h Education socialization; and

i Library and Learning Resour

ces

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses how this research was undertaken Specifically, this covers discussions of the locale of the study; the research design; population, sample and sampling technique; the research instrument; the data gathering procedure; and the statistical treatment used

I-Locale of the Study

II-Research Design

TPopulation, Sample and Sampling Technique

According to Ha Noi Education Department, Ha Noi has 1,481 or nearly 1,500 schools (primary, secondary and high schools) at all levels The total population of this study came from these schools Using the Slovin’s formula, the sample size was determined as follows:

n = 2

1 Ne

N

where n = A sample size

Considering the context of the research, the researcher decided to zero in the sample size from

94 to 100 Again, there are nearly 1500 schools in Hanoi These are distributed into 45% primary schools, 40% secondary schools and 15% high schools In addition, the ratio

between public and non-public schools is 85% to 15% Thus, the survey respondents from

100 schools was distributed as follows:

45 primary schools : 40 public schools, 5 non-public schools

40 Secondary schools : 35 public schools, 5 non-public schools

15 high schools : 10 public schools, 5 non-public schools

Conversely, the respondents were a set of two (2) school managers and two (2) teachers from each sample school, number to a total of 200 school managers and another 200 teachers

CHAPTER IV

RESULTS AND DISCUSSIONS

I- The Human Capital & Material Resources

1.1 The Human Capital

-Professional Qualifications of SchoolManagers and Faculty

Summarily, the school managers have the necessary academic qualifications as all of them have either master’s or doctoral degrees On one, 41% of the school faculty have

master’s degree and only 8% completed a doctoral program Majority of the faculty are

holders of baccalaureate or professional high school diploma The teachers’ academic

qualifications is still far from the 2020 target of the Vietnam government

-Prevalent Human Resource Management Practices

Recruiting school teachers

Recruiting teachers for public high secondary schools belonging to Hanoi DOET Status of the teaching staffs and the management boardsSummarily, the above find

ings pointed out that there is a prevailing negative sentiments as school managers and teachers expressed dissatisfaction on the hiring practices in the educational institutions in the country

- School Managers’ and Teachers’ Training Standard and Capability to

Use Foreign Language and Information Technology (IT)

After examining the current management mechanism and situation of education in Hanoi, some insights had been drawn First, the mechanism of the educational management is ineffective, too slow to upgrade to catch up with the development of the capital city, and has not given local management authorities enough opportunities to enhance the level in the educational management The policy for acquiring and utilizing the resources to develop education an

d training in Hanoi has not been improved It had not encouraged and created conditions for social forces to invest in improving education, and has not encouraged all the private sectors to develop non-public education The national budget spending on Education and Training was not effective as it was not focused on the priority areas

Protracted upgrading of educational management system The local authorities

have not been active to make decisions in educational reforms For instance, teachers’

performance evaluation was not done objectively The organizing and planning functions were not done efficiently and effectively The recruiting process has not been done

transparently Finally, the teachers were not regularly trained

Financial system was not effective Currently,it is the local authorities that manage

the national budget on education Schools are not open to provide assurance that they are there to meet the educational standards, inform the public about the fund usages for teachers’ training, facilities and curriculum development There exists no proper checks and balances regarding use of financial resources There has been no established system for placing

sanctions on leaders in education who inefficiently spent the budget and had not taken enough care in spending funds supposedly aimed at improving the quality of education

Unattractive socialized incentive mechanism for education and training In busin

ess when improvement in economy comes, people expect that prices will escalate But actual

ly it was not the case When prices fall, the services had become better, and product quality al

so improved because of competition In education, it was a common idea that if many private schools develop, it will lead to commercialization of education All over the world, many famous universities are private schools They have contributed to excellent quality of manpower training and the development of countless talents Every year many Vietnamese spent billions

of dollars for sending their children to schools abroad because the country lacks schools that offer high quality training This situation required the need for developing, not just the public schools but the private schools in order to meet universalization of Vietnamese education and serve also the poor

Shortcomings of the educational model and methods It was found that although th

e education of Hanoi capital has tried, it still did not meet the requirements of human capital d

evelopment through high quality education In fact, it was also found out that there were schools, including private schools, which exerted best effort and had set out high level requirements at improving quality of education, however, these did not meet the approval of the parents Evidently, the annual number of parents sending their children to study abroad grew big despi

te the distance and the huge cost

Ineffective teacher training Theteachers’ training was not attractive for teachers

Training programs were rigid, however, it was not effective

-Students’ Enrolment

Summarily, the data above shows that the number of non-public students was significantly outnumbered by those in the public sector, particularly in the primary and secondary schools This implies that (1) majority of the students and parents placed greater reliance in the effectiveness of the public schools to deliver educational services more than the private schools, (2) private investors were less attracted in putting resources into private education, and (3) th

e affordability of the private education is not yet within the reach of many parents and student

s

-Students’ Performance Evaluation

Evaluation results for the past five years

Summarily, the students’ performance in national high school exit examinations was generally very high However, in the national university entrance examinations, over-all, more than 70% of the schools were performing below the ministry’s standards While the over-all quality of education was not very high, the survey findings allow the researches to arrive at some insights For instance, there was a generally perceived deficiency in the ability

of the faculty to better facilitate the conduct of teaching instructions which can be improved

by providing teachers with rigorous training In remote and difficult areas, there was evidently

a very scarce opportunity for upgrading and re-training teachers as well as the board of management

Course contents need some revising as they generally lack practical application and even seldom touch on the development of moral values among students As well, while classroom teaching must be enhanced by the use of appropriate teaching tools and equipment, these were not adequately provided in many schools

1.2 The Material Resources

In the previous sections, the human resource factors were discussed This section wou

ld focus on the school facilities and school structure which are key deciding factors in improvi

ng the quality of education These include the school distribution in Hanoi, education socializ

ation, library and learning facilities

-School Distribution in Hanoi

Summarily, while the ratio of schools between public and private follows the ratio of enrollment, this also have significant implications on the ability of the private sector to support the government in attaining quality education through meaningful investment in school infrastructure