management innovations for improving the quality of education in ha noi

SOUTHERN LUZONSTATEUNIVERSITY, LUCBAN, QUEZON, PHILIPPINES IN COLLABORATION WITH THAINGUYENUNIVERSITY, SOCIALISTREPUBLIC OF VIETNAM __________________________________________________________________________ MANAGEMENT INNOVATIONS TOWARDS IMPROVING THE QUALITY OF EDUCATION IN HANOI DOCTOR OF BUSINESS ADMINISTRATION BY Le Ngoc Quang– Lanos August 2013 ACKNOWLEDGEMENT In order to complete this dissertation, I need helps from many people. Their helps provided the very great contribution to my work. I am deeply indebted to all of them. First of all, I wish to thank Dr. Edwin P. Bernal, my advisor. Without his very useful help and advice I would not be able to finish my work. His very high requirements have encouraged me to try my best. I also want to thank all my professors and staffs of SOUTHERN LUZON STATE UNIVERSITY and THAI NGUYEN UNIVERSITY for their interesting lectures and help which provided me necessary knowledge to write this dissertation, as well as to work for my future. In order to have a good dissertation with scientific quality and practical significance, I need to collect some information from the principals and teachers of schools in Hanoi City. Without their very useful ideas and information, my dissertation can not be completed. I want to give my sincere thanks to them for their valuable cooperation and kind help. I would like to thank Hanoi Education and Training Department, People’s Committee of Dong Anh District and all commentators who shared me their time, and encouraged me to tmake my dissertation better. I need to express my special thanks from the bottom of my heart to my parents who brought me into the world and brought me up. Also, I am indebted to all members of my family, who kept encouraging and providing me with great favors when I was taking this course. I am grateful to all my classmates and my friends who helped me to collect materials in the preparation of the dissertation. Their assistance helped me to save my limited time to focus in writing. Lastly, I am indebted to many other people. They are writers of useful materials in books, internet, and newspapers. TABLE OF CONTENTS CHAPTER I INTRODUCTION 5 I. Background of the study 5 II. Statement of Research Objectives 6 III. Statement of the Problem 7 IV. Significance of the Study 8 V. Scope and Limitations of the Study 10 VI. Operational Definition of Terms 11 CHAPTER II REVIEW OF RELATED LITERATURES AND STUDIES 13 I. Related Literature 13 1. The Vietnamese Educational System in a Nutshell 14 2. Some Practices in Educational Management in Other Countries 16 3. Some Local Initiatives Toward Improving Quality of Education in Vietnam 21 4. Training standards and post graduate degrees for university lecturers and college lecturers by 2020. 23 II. Related Studies 25 III. Theoretical Framework 29 IV. Conceptual Framework 34 CHAPTER III RESEARCH METHODOLOGY 37 I. Locale of the Study 37 II. Research Design 37 III. Population, Sample and Sampling Technique 38 IV. Research Instrument 39 V. Data Gathering Procedure 39 VI. Statistical Treatment 40 CHAPTER IV RESULTS AND DISCUSSIONS 41 I. The Human Capital & Material Resources 41 II. Responsiveness of Selected School Management Inputs 60 CHAPTER V SUMMARYOF FINDINGS, CONCLUSION AND RECOMMENDATIONS 82 III. SUMMARY OF FINDINGS 83 Faculty complement. When compared to the students’ enrolment in various grades, the faculty complement does not match the actual requirements for ensuring quality education. Considering that teacher-student ratio is as high as 1:75 particularly in urban centers, there is much to be desired in coping up with the number of school teachers in Vietnam. 83 IV. CONSLUSION 87 V. RECOMMENDATIONS 87 BIBLIOGRAPHY 92 APPENDIX 94 LIST OF TABLES Table 1 General Information on Survey Respondents 42 Table 2. Respondents Classified By Type and Grade of Schools 43 Table 3. School Managers’ and Teachers’ Training Standard and Capability to Use Foreign Language and Information Technology (IT) 48 Table 4. Enrolment in Hanoi in School Year 2012-2013 52 Table 5. Students’ Performance in National High School Exit Examinations 53 Table 6. Performance of Hanoi-based Schools in the National University Entrance Examinations 54 Table 7. Distribution of Schools in Hanoi as of School Year 2012-2013 56 Table 8. Frequency Distribution of Electronic Instructional Materials as of SY 2012- 2013 59 Table 9. Frequency Table on the Degree of Compliance to Assigned Tasks (N=169) 61 Table 10. Difficulties Faced by Public Schools in Relation to Financial Sources 66 Table 11. Assessment Ratings by Managers and Teachers on Training Curricula 68 Table 12. Assessment Ratings by Managers and Teachers on Training Curricula Classified by Grade of Schools (%) 69 Table 13. Proposed Solutions for Developing High-Quality Educational Services in Hanoi 71 Table 14. Proposed Solutions For Managing Responsive Educational Services (%) 73 Table 15. Solutions For Ensuring Equality Between Public And Non-Public Schools 74 Table 16. Proposed solutions for improving training quality of foreign languages and informatics in hanoi 79 Table 17. General Solutions for Improving Educational Quality in Hanoi 80 LIST OF FIGURES Figure 1. Vietnam Education and Training System 15 Figure 2. GMR2005 Framework for Understanding Education Quality 29 Figure 3. Overview of the Process of Developing Improvement Actions 31 LIST OF CHARTS Chart 1. Faculty Trend in Hanoi Schools from SY 2000-2001 to SY 2009-2010 45 Chart 2 Education Centers Meeting MET Standards as of May 20, 2013 55 Chart 3. Opinions of Managers About the Inadequacy of Existing Mechanisms for Assigning Tasks to Public Schools 62 Chart 4. Proposed Solutions For Promoting International Integration In Education In Hanoi (%) 78 5 CHAPTER I INTRODUCTION I. Background of the study According to the International Organization for Standardization (ISO 9000), the product quality is measured by the degree of conformance to the collection of characteristics of predetermined specifications and standards. The quality of products and services create a trademark, prestige and the existence of an organization in current circumstances. On one hand, the Department of Education Standard School-Ministry of Education and Training 2010 posit that quality education can make progress. The capability of the students to access and gain new knowledge is seen as a step towards advancing in life. Achieving quality education, therefore, must be taken seriously. However, given the limitations, the desired quality of education has not yet been coming as expected. The Hanoi 2020 Vision 2030 approved by the City People's Committee in July 2012 defined quality education and training comprehensively. Accordingly, in 10 years, the education and training sector should have strived and achieved good results in expanding access to opportunities; developed a wide range of school types and forms of learning; implemented innovative education and improved the quality of staff; the education law and the traditional education are enhanced; the solidification program, school modernization investment priority, and the number of schools increased rapidly to national standards; the management of education system has had significant innovations in the direction of increased decentralization, autonomy and social responsibility in performing the assigned tasks, organizational structure, staffing and in financing of public schools; and, the models of private schools and 6 other educational institutions have elements coming from or influenced by best practices from foreign countries which were gradually put into effective operation, and at the same time attracting resources for social investment to education and training for sustainable development. 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 socio-economic 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: a. To describe the condition of human capital and material resources in Hanoi-based schools in terms of professional qualifications of 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, 7 student enrolment, students’ performance evaluation, school distribution in Hanoi, education socialization; and library and other learning facilities. b. 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. c. 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: a. What is the condition of human capital and material resources in Hanoi- 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 fore ign language and information technology; - Student enrolment; - Students’ performance evaluation; 8 - School distribution in Hanoi; - Education socialization; and - Library and other learning facilities. b. How responsive are the selected school management inputs such as assigned tasks, financial system, and school curricula in responding to the need of effe ctively managing the educational system? c. What improvements can be proposed for an effective management of educati onal 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. IV. Significance of the Study This research work will be very significant to the following: a. 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 training in Hanoi. b. 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. 9 c. For students, this research is very important as it is hoped that this will result in improvements in school management. The old management system will be replaced by the new ones. The refinements in teaching and in education will allow educational institutions to come closer to the educational mission of the century - learn to know, learn to work, learn to live, and learn to express yourself. The students are expected to be able to acquire knowledge, skilla and attitude to become honest, responsible, empathic, optimistic, active, and creative citizens. d. For the students’ parents, this research will help them to have the most realistic view toward educational quality. As a result, they will be expected to make intelligent choices for their kids’ learning environment. At the same time, they can help create the best educational environment at home. They will be given the opportunity to react positively and co-operate with the schools in educating their children. e. For managers in Hanoi, this research is will be meaningful to them as they will be able to see their weaknesses and expected to institute suitable changes for the education sector. f. 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. g. For potential investors in the education sector, including the government, businesses, private companies, etc., this research will serve as a source of good reference especially for those who aspire to create innovative educational environment. For foreign and domestic investors who spend money on non-public schools, they will have good references on the [...]... implementation of curriculum The paper on Improving the Quality of Primary Education in Africa: What Has the World Bank Learned? By Jeanne Moulton (2003), the author examined three areas affecting quality of primary education in Africa They are inputs, planning and management, and finance In terms of inputs, quality interventions have historically been 25 defined as the inputs and processes that produce learning... Services 2 Equality Between Public and Non-Public Schools 3 Comprehensive International Integration 4 Improved Quality of Training in Foreign Languages and Informatics 10 Library and Learning Resources Conceptual Framework for the Study of the Management Innovations for Improving the Quality of Education in Hanoi The second block consists of surveyed data of selected schools about their tasks, finance,... training and the fostering of talents to meet the requirements of industrialization and modernization of the country, the Hanoi 2020, Vision 2030 has planned for setting up school network for the area Specifically the notable strategies follow: Social supervision over the quality and efficiency of education One of the innovations in management education is to ensure democratization of education The. .. become limited Therefore, this may have a serious effect on the respondents’ perception on the quality of education in Hanoi which was not statistically measured 10 VI Operational Definition of Terms The following terms were defined on the bases of how they were used in this study: a Management innovations refer to the creation of policies and mechanisms in management so that the quality of educational... b Quality of education refers to the value of conversion A quality education is an education that effect positive changes on the students coming from the public and private educational institutions offering primary, middle, and high school education under the jurisdiction of the Hanoi Department of Education and Training c Responsiveness of school management inputs refers to the expected effect of the. .. human resources for the society In general, the program shall focus on quality management education, social supervision over the quality and efficiency of education, build an independent testing system for quality education, and implement the quality inspection of institutions in all educational levels (The Prime Minister -the "Strategy for Education Development 2011-2020.") 22 4 Training standards and... (2007) in their paper Education Quality Research Priorities and Approaches in the Global Era reviewed existing approaches to conceptualizing education quality within the Education for All (EFA) movement, most especially the framework presented in the 2005 EFA Global Monitoring Report of UNESCO: Education for All, the Quality Imperative The framework for understanding, monitoring and improving education quality. .. Efforts shall be directed at maintaining the stability of the universal secondary education by constantly improving the quality of education Grade 9 students will gain Hanoi's standards as well as international standards especially the proficiency in bilingual communications and basic science High School Education The program shall ensure that all young individuals, before entering life adulthood shall... expected effect of the assigned tasks, the financial system, and the school curricula on the management of educational institutions in Hanoi d Comprehensive international integration refers to the ability of the educational system in Hanoi to enhance the quality of education by bringing the factors contributory to excellent education, i.e., school curricula, management system, and school facilities... implementation of mechanisms involved is in the area of evaluation of school teachers In addition, the mechanics for classifications of quality education covering vocational education and higher education shall be done according to the quality standards of national education At the same time, focus shall be made on the development of advanced educational institutions towards developing highly competent . Comprehensive international integration refers to the ability of the educational system in Hanoi to enhance the quality of education by bringing the factors contributory to excellent education, . inputs in formulating their plans and strategies in improving education and training in Hanoi. b. For students and future researchers, this study can provide an array of rich data useful for. changing the content and methods of education. The parents also recommended investing in teaching conditions and educational methods for their children. g. For potential investors in the education