Đang tải... (xem toàn văn)
(TÓM TẮT LUẬN ÁN TIẾN SĨ KHOA HỌC GIÁO DỤC BẰNG TIẾNG ANH) QUẢN LÝ TRƯỜNG TIỂU HỌC THEO TIẾP CẬN QUẢN LÝ DỰA VÀO NHÀ TRƯỜNG(TÓM TẮT LUẬN ÁN TIẾN SĨ KHOA HỌC GIÁO DỤC BẰNG TIẾNG ANH) QUẢN LÝ TRƯỜNG TIỂU HỌC THEO TIẾP CẬN QUẢN LÝ DỰA VÀO NHÀ TRƯỜNG(TÓM TẮT LUẬN ÁN TIẾN SĨ KHOA HỌC GIÁO DỤC BẰNG TIẾNG ANH) QUẢN LÝ TRƯỜNG TIỂU HỌC THEO TIẾP CẬN QUẢN LÝ DỰA VÀO NHÀ TRƯỜNG
1 INTRODUCTION 1 Justification for the choice of the topic School based management (SBM) has played an important part in improving the educational quality and school effectiveness - SBM programs strengthen the capacity of principals, teachers or enhance professional motivation of staff by promoting their awareness of school ownership - The reform has involved the paticipation of parents and communities in school activities - The trend of innovation relating to the school-based management has been spreading strongly to each region, each country including Vietnam In Vietnam, decentralization has an important aim to tranfer more authority for schools SBM is not only a stratergy but also a goal of innovation Practically, the implementation of decentralization to the primary schools still has limitted The paticipation of stakeholders such as teachers, staff, parent, community has been very weak Moreover, the existence of many types of schools: public schools, private schools, international schools with overseas element; the lack of uniformity in the education quality, teacher and student qualification, managerment, investment in education of local as well as family have led to the decentralization process taking place with many different models and levels VNEN model has applied in Vietnames primary school and the schools have more responsibility and accountability To cater for the educational innovation in general, at primary schools in particular, organizations and individuals have been investing in researching and perfecting decentralization issues in schools on both theoretical aspects as well as practical management Given these reasons, the chosen topic of this dissertation is "Primary school management through the School Based Management approach" 2 Research Objectives On the basis of theoretical research and practical study, outlining possible solutions apply the SBM approach in primary school management 3 Research object and subject - Research object: The management of primary school 2 - Research subject: Applying the SBM approach in primary school management in Hanoi 4 Research scope Content: - Research on theoretical problems of school-based management, particularly focusing on sharing issues and participation of stakeholders in the management of primary schools - The thesis has more focused on the experience implimenting SBM in developing countries which have many similar fields with Vietnam - The SBM approach with the paticipation of stakeholders has been applied by principal at Ha noi Primary school - Proposing methods have applied in managing the primary schools in Vietnam towards enhancing the sharing and participation of stakeholders - Leader and manager person at primary school is Principal Geography: Survey at primary schools in Ha Noi Timing: from 2012 to 2016; Guests can survey: Officials and education department leadership, principals, teachers, parents and communities have involved in the primary schools in Hanoi - Impact Test: The thesis tested at Doan Thi Diem private primary school 5 Hypothesis School Based Management representing the decentralization to the schools is being widely applied in the world In Vietnam, the primary schools have been given more accountability and responsibility however, there have been still shortcomings, limitations, failing to meet with the requirements of present practice in management functions such as planning, directing the implementation, implementing, and monitoring and evaluating If the solutions for applying SBM are developed , they will create a mechanism for improving higher accountability and responsibility of primary schools, contributing to the innovation of the primary school and improving education quality 6 Research tasks Systemizing the literature review about SBM and the implimenting of SBM in the world; 3 Survey and assessment of SBM at Primary school in Ha Noi, Vietnam; Proposals of solutions to apply the SBM approach at Primary schools in Vietnam; Test a minor method to apply the SBM approach in Primary schools 7 Research Methodology The thesis has used the methods of theoretical study; empirical research (survey using questionnaires, interviews, expert, experiment); mathematical statistics 8 New contribution of the thesis - Updating literature perspectives as well as completing literature framework for SBM and management of primary schools through the SBM approach - The implimentation of SBM in primary school management at Hanoi has been described with different aspects - There are four methods proposing in the thesis through the SBM approach: Improving principal management competence through the SBM approach 9 Arguments protection - The School Based Management approach is decentralized which has been suitable with the educational management innovation by increasing the accountability and responsibility of the schools in Vietnam - Vietnam has tranferred the authority to lower lever but this process has limmitted at school level frommthe SBM approach - School-based management is one suitable approach to manage primary school in Vietnam School-based management plays a key role in ensuring and improving the quality of education CHAPTER 1 THEORETICAL BASIS FOR PRIMARY SCHOOL MANAGEMENT THROUHG THE SCHOOL BASED MANAGEMENT APPROACH 1.1 Overview of problem research SBM has been studied by many authors throughout the world These aspects connecting to SBM are mentioned very comprehensive but some issues still need to be resolved Firstly, the content of school-based management, how to implement successfully have been mentioned with many different 4 viewpoints but the problems have been still addressed very thinly, and each author exploits in a different aspect The content has been focused on studying by foreigner researchers, domestic researchers do not mention alot or with limited capacity Secondly, the authors have had many definitions of school-based management but have not come to an uniform definition, There are not having the generalization about literature review of the levels of participation of stakeholders in decision making proccess Thirdly, the case studies of school-based management for all educational levels and grades of the national education system, reseaching of the school-based management in primary schools has been limmitted Finally, the reasearches are mainly theoretical, or just a set of documents with legal character in Vietnam Innovation management has been very diverse education but disagree in the entire educational system, each facility has had its own way, own use, so there is lack of comprehensive review of the process of innovation as well as research on practice in a comprehensive manner 1.2 Literature review for School Based Management 1.2.1 Definition SBM: School-based management is the decentralization of authority from the central government to the school level, attracting the participation of stakeholders on decision making for operating the school and improving the efficiency and quality of education 1.2.2 The reason of formation and the principles of SBM The reason In the early years of the 1960s, there are two elements in the field of education affecting the collective rights also appear In terms of organization, focusing mechanism has created many barriers to the fields, reducing their ability to reach the goal of national education In addition, educational programs are periodically introduced by experts and communities that political pressure is growing on the government side, the expectations of the management agencies, from the central to local levels, legal systems, all things make the school become more complex, make the education system become a victim of its own In terms of supportive state for education, the state has a lack of effective support for the education system and its output 5 In this context, the economic crisis of the 1970s and 1980s had a profound influence on education system Many people have believed that the quality of education would be changed into the new development because the educational reform has moved from the classroom to the school organization level, restructed the education system and instructional management style Considering the dimensions of the elements of the school itself has a great influence on the appearance of school-based management, including: Competitive Factors; The needs of the population; Trend improve education standards 1.2.3 The models and levels of SBM The models: * The Authority Continuum Power limit depends on the degree of expansion of management participants and the fileds that school has been tranfered Based on this classification there are 5 types of school-based management - Weak Authority - Moderate Authority - Somewhat Strong Authority - Strong Authority - Very Strong Authority - * The Accountability - The Accountability is the key to connect the management proccess Many countries have implimented SBM to improve accountability as well as explicit management There are three types of responsibility for managing in school-based management: - Being responsible for complying with the rules and the superior authorities - Being responsible for building regulations and colleague - Being responsible for the quality of training and society * The Autonomy-Participation Nexus The aspect concerned in many school-based management models is the decision-making transferring to the school level According to the study, currently there are four effective models for determining who is empowered to make decisions in school-based management (Leithwood and Menzies, 1998): Administration ; Professional managers; Community management; Operating balance 1.2.4 The levels of school-based management 6 Based on the analysis of school - based management models in the world, school-based management can be divided into five levels from "weak" to "strong" The levels of SBM depends on the authority being tranferred to school from the centre government However, Five levels of SBM have not related to the school quality, they have determined the degree that the school has been decentralized 1.2.5 The Characteristics of school based management - The decision-making, accountability and management in school have been transferred from Government to school (the Principals, teachers, parents, communities, sometimes pupils) Howerver, Every member has not always managed the school Somewhere, The Principals and teachers are the people making decisions Parents as well as communities are just only devolved or taken part in some limmitted aspects Each situation has one componet involving in school making decision - The purpose of school-based management ensures the fairness, accuracy and transparency of the decision making to improve the quality of education Therefore, one of the most important considerable issues has to promote that is positivity and creativity of people through building a sharing culture and participating in different levels in the different contexts - The school council has decided a lot of problems or aspects of school activities such as: dividing finacial, hiring or firing teachers and staffs, curriculum development, choosing textbooks, investing fundamental, evaluating teachers and pupils, solving welfare, cooperation - The principal is a member of school council having legical posision, howerver many individual components or units can take part in school decision making 1.3 Theoretical framework of Primary school management 1.3.1 Fundamental concepts School management: School management is the process of purposeful impact, orientation and plan impact of the master (led by the school principal) to the object management (teachers, staffs, learners, resources) to carry out the mission of the school for the education system and training, community and society in order to achieve the objective of education identified in a changed environment The role of manager and objects management is changing in the direction of democratization and participation 7 Primary school management: Primary school management is the process of purposeful, oriented impact, and plan impact of school leaders headed by principals to teachers, staffs, students and the sources to fulfill elementary school mission for the education system and training, community and society to achieve the objective of primary education identified in a changed environment 1.3.2 Primary in the Vietnamese education system: Primary school is the common institution of the national education system, with legal status, an account and seal There has been a lot of innovation in Elementary education: VNEN, evaluation, curriculum development according to competence… The type of Primary schools: Vietnam Primary Schools are held in two basic types: Public schools and Private schools The goal of Primary school: Primary school has buit the fundamental knowledge for childrent in the next proccess 1.3.3 Government management of primary education The People's Committees of district is responsibility for the Primary School Education and Training Division is responsibility for government management functions for all types of elementary schools and other educational institutions, implementing primary education programs in the local In special cases, the government management for primary schools has been held by the authority established to manage 1.3.4 Managing of Primary Principal Primary Principal Management complys with the Law of Education and charter schools Principal is recognized by local government The Principal has the key role as a leader in the organizations 1.4 Contents manage primary school from the SBM approach 1.4.1 Building the school's culture with paticipation and sharing School-based management emphasizes the work environment or a cultural organization with a shared and respected staff Organisation and management of primary schools have based on the school with the following directions: - The clearly, feasible and highly flexible objects - Specific management activities have derived from the needs of the schools - The school has a vivid vision, mission, and focus on teaching and student learning proccess Such issues are products of collective, 8 process-oriented management decisions and connect the development phase of the school; affirmed the responsibility and accountability of schools for the learning outcomes of students - The school is organized in groups and organizations, emphasizing the empowerment process, authorize matching the capacity of stakeholders inside and outside the school - Schools need to demonstrate transparency in management, income mechanisms and handling public information, seamlessly creating relationships effective communication within and with the parties involved in the school 1.4.2 Operating school council with the attendence of stakeholders Regarding the organizational structure and elected members: To ensure the school council expressing the spirit of accountability and responsibility at the school, the parents, communities, teachers, even students are integral components to attract in decision making The operating principle of school boards: To ensure school councils operate effectively and identify mechanisms to work for this organization Typically, there are two main forms for active management decisions of the school board Based on different levels of SBM, the school board has two basic models are: Model Advisory: school councils help principals informing decisions by offering ideas and options The decision of the principal form has usually associated with building consensus This model is fitted with SBM in weak and moderate levels With SBM strong level, school council has usually existed as attended management model; school boards has participated in making management decisions concerning important issues such as school finance, human resources, program participation the greater of stakeholders present the higher level of decentralization to the field to improve the efficiency of school education 1.4.3 Perform functional decisions in managing schools * Rule The sharing in decision making proccess in the school-based management approach includes: + That is the process of opening and ensuring all stakeholders fully understand the problem to decision + In accordance with the practice of schools 9 + The decision issue bases on the basis of information provided accurate and complete information about the problem + Principals create the relevance of the different participations and a separate treaty on decision making * Element The school board replaces the power of government authorities and the higher educational leadership, ensuring the decision-making at the school has took place in a cooperation At the highest levels of SBM, the Council has replaced the principal in the decision making proccess to guarantee all members of the council have equal opportunities when issuing decision making related to the interests of the school * Content management decisions The problem of the school is not subject to the rules and duties outside the school, the participants are involved to provide essential needs to the school through involvement and commitment to the enact policies and decisions making 1.4.4 Establishing the role of principals in school management The models of school-based management have been widely applying in the world, the principal has been given much more authority in dealing with the problems in their educational institutions The role of the Principal is shown briefly on the following aspects: - Principal was shown a spirit of cooperation, collaboration The pricipal is a member of a team, not as a leader - Principal has created a high level of commitment, found the encouragement and support, the advice from the parties related to the school, motivational, beliefs, property, a stable institutional environment strongly towards an effective school is measured by academic achievement of students - Principal has attracted the participation of a large number of people involving in the school and effective implementation of the authorization Principals and staffs often have the discussion and agreement on the issues of the school - Principal has made the motivation, confidence, ownership, a strong environmental organizations towards an effective school The role is measured by academic achievement of students 1.5 Factors affecting the management of primary schools from the Schol Based Management approach 1.5.1 The objective factors 10 Factors outside the school have been relating to the success of schoolbased management including: perspective system, policy steering nature education development strategy; and operation of bodies of state management in local education-related activities of the school; Investment resources for reform: in a style based management model school, some resources have not been awarded to the state school of management, the success of reforms depends on This level of resources being transferred as well as any kind of resources will be transferred 1.5.2 The subjective elements The internal factors have affected the efficiency of the SBM include: the school needs to develop a strategy and vision to reform clearly and have a high consensus, sharing and widely understood ; Capacity management of principal, teachers, parents; Transparency in management through maintaining responsibility and the supervision of the community involving in decision making about the management of the school; The participation of the stakeholders on accountability and responsibility over the operation of the school The internal factors have affected the school-based management concept coming from the local level, including community members, parents, teachers, staffs and Students who have more information about the school, rather than the central government CHAPTER 2 PRACTICAL BASIC OF PRIMARY SCHOOL MANAGEMENT THROUGH THE SHOOL BASED MANAGEMENT APPROACH 2.1 SBM programmes in the world Many developed countries, developing countries in many different political systems have implimented SBM with the aim of strengthening the capacity of principals, teachers by promoting their awareness of ownership for the school The current financing portfolio of the World Bank for the school-based management projects has mainly been countries in Latin America and South Asia, including Argentina, Bangladesh, Guatemala, Honduras, India India, Mexico, and Sri Lanka Moreover, a large number of current projects in Africa region have focused on strengthening the capacity of members of the school Council Also, there are two projects of the school-based management is supported by the World Bank in Europe and Central Asia (in the Republic of Macedonia and Yugoslavia in Serbia and Montenegro), a country in East Asia and Pacific Ocean (Philippines), the Middle East and North Africa (Lebanon) 11 2.2 Organization surveying the status of primary school management in Hanoi through the school based management approach 2.2.1 An overview of Elementary in Ha Noi, Vietnam Elementary educational system: Hanoi has aproximately 710 primary schools (including 6 Junior High School), this number increased to 8 from the academic year 2013-2014, the number of students is 584 495 (up 21 267 students compared with last year; a total of 15 316 229 class increased compared to year classes from 2013 to 2014 Regarding the direction of teaching and learning activities: Hanoi Department of Education is the pioneer that implementing quality improvement, innovation activities of professional organizations, performing VNEN Teachers have initially applied the requirements in teaching methods of VNEN; created a tight bond of parent and community participation in school activities and education of students with appropriate activities Regarding the quality of primary education in Hanoi: The Department has directed 100% of the implementation of Circular No 30, dated 28.08.2014 of the evaluation and grading of primary school students Students with special need reviewed under the guidance of 9890, dated 17/9/2007 of the Ministry of Education and Training In the first performance evaluation by reviewers for students of different grades, the Department has evaluated the specific instruction for elementary school students throughout the city, initially had positive changes in awareness for officials , teachers, students and parents; has had positive results The rating process is emphasized with combining assessement by monthly review and periodic inspection results last year 2.2.2 Purpose Survey The thesis has Surveyed the management of primary schools through the school-based management approach in terms of: building the school culture sharing and participation; Operating of the school council has attended by stakeholders; Performing functional decision making in school management; Establishing the principal roles in the school management has been evaluated by teachers, parents, communities, principals at public primary schools and private primary schools and education department officials in Hanoi Evaluation of 12 subjective factors and objective management have affected primary schools under the management approach They are the basic to propose methods to manage elementary schools to improve educational quality at the Hanoi primary schools 2.2.3 Content of survey - Surveying the status of primary school management under SBM approach at the Hanoi primary schools - Assessment of the status of the Hanoi primary schools under the school-based management approach in relation with the quality of school education 2.2.4 Survey Methodology * Investigation Questionare Methodology * Observation Method * Interview Method * Statistical method * Review the survey results Survey sample Survey sample of the thesis is 377 managers, teachers, parents, communities, staffs of Elementary department of 32 schools in Hanoi 2.3 Current status of primary school Management from the SBM approach 2.3.1 Current status of building school culture relating to sharing and participating - Work environment Both teachers and principals have evaluated low contents relating to sharing school mission In interviews, many teachers and principals said that they did not really know about the vision, the mission of the school and not see the vision, the mission beeing expressed in the daily operation of the school They did not fully attend to build and not to create conditions to encourage dissemination This shows that the construction, the sharing school mission and vision have not been suitable with the location and need for specific solutions to address these points appropriating - Cultural sharing According to the results obtained from the referendum vote, in generally, teachers, parents, colleges have assessed the sharing management of primary school management better than the comments of principals and Managers Among contents also have some 13 differences in the assessment The first Content has received good reviews of teachers, principal, colleges and manager but in the opinion of principals evaluation is not good At the second content, the principals have evaluated higher than three remaining groups In interviews, some principals and teachers said that the participation of the paticipants is not high due to be dominated by authoritarian leadership style of principals, a lack of positive activities of teachers, as well as the sentiment expressed views, submissive ideas and execution This is an important basis for the proposed measures in chapter 3 The private primary schools have performed better sharing in management than public primary schools Through interviews, respondents in four groups agree with the statement: the level of sharing in the public primary schools have been less than private primary schools because schools are considered to enhance educational quality and brand is vital to one of the basic points to achieve that is to create a working environment with the sharing agreement and the participation of many stakeholders, especially teachers in teaching and education of students because they are closely associated with students and parents, colleges more than others 2.3.2 Curent Status of school councils have operated with the participation of stakeholders The existence of the school Council According to the survey results, there are amount of 100% of teachers, managers being aware of the existence of school councils in the organization of primary schools In particularly, there are some parents, who do not know the school they send their children to school has a school board or not Composition of the Board Results of the survey on the subject with the principal, teachers, managers have a strong consensus on the current composition of the schoolCouncil All the reviews have agreed with many components such as the school Council in Law Education in Vietnam Time meeting of the school Council According to survey results, primary school councils have been met from 2 or more times in a year, but many schools are holding meetings from 3 times a year How members elected school council 14 There are three ways elected School Board members being given consulted with principals, teachers, parents and managers including: President, Chairman designate; Some people recommend and take the vote; Secret ballot The problem in the operation of school councils From the results, it can be seen to enhance the uptime of school council, accountability and responsibility in decision making In particular, the current composition of the Director board may be to changed when the paticipant have involved into the composition of school council This requires a change not only of the school but also should be reflected in all policies of school council School council attended characterize of SBM The legislators, the managers and managing levels should devote special attention to this issue 2.3.3 Current Status of implementation of decision-making functions in school management The content of school management decisions - Overall score in the evaluation of principals, teachers, parents, colleges, Managers are both rated higher level decisions of the stakeholders for two basic contents: Mission, vision; strategic plan and planning action but had very few decision of Choices curriculum for students; Recruitment of teachers and staff; Selection of reference and textbooks - The differences have been assessed in the content of the way teaching and learning, applying program; Welfare fund managers The differences in the assessment of the degree of autonomy by the public and private primary schools has been notsimilar to this content Interview private school principals showed the teacher of the school must adhere to the content, method and content of the lesson, while private school principals school said the school has to follow the joint program of the Ministry of Education and Training There is 20% selfdevelopment of school programs and extracurricular activities Even with private primaryvschool Doan Thi Diem, principal said durations core academic courses to students lingering ensuring joint program, learninparents and colleges - Comparing with the level criteria of SBM, managing primary schools have limitted To improve the quality of education needs to empower the school to handle the problems of the school itself, close to the needs of parents and students and the community Currently, the 15 school's activities are implemented under the direction of the outside, not from the school itself - Participants Most principants, teachers, parents have assessed the participation of stakeholders in less negative level, only limitted participation in some little problems - With Managers, they have a positive assessment than the participation of the parties concerned Through interviews, Manager, said that the participation still missed volunteers, businesses, medical staff, security staff, but the school board members, principals, teachers have attended and decided most of the issues the school towards improving the quality of school education Additionally, the high school attended private primary schools and better than the public primary schools both in the diversity of ingredients and level of participation Comparing the level of participation in decision making on the issues in the case of public and private primary schools members, the assessment about the participation in decision making at the public school is lower than private primary schools This result is currently consistent with management mechanisms existing for the two types of schools in the national education system Private Schools initiative and autonomy in decision-making of all issues have related to the school: HR, finance, programs and cooperation To meet the increasing demand parents, parents voices and teachers are respected and consulted periodically Meanwhile in public schools with staffing mechanism on personnel, state budget allocation for education as the current voice of parents, community and teachers sometimes has not been placed in a position worthy Summary: The study has appreciated the participation of principals, teachers and members of school council and decided the level of these two components to the problems of the school However, the little composition has mainly appreciated: Volunteers, students, and community organizations Through interviews most of the guests could have involved the provisions of the education law, charter schools showed absence primary components of legal documents To perform SBM, we should have adequated legal framework, clear as a basis to guide the operation of the school 16 2.3.4 Current Status of establishingt the principal role in managing school The principal has recognized the key role who connected the components involving in the management of schools However in the process of implementation has gained the participation tight yet Through interviews, several principals said that the training program which they have participated being content management training and leadership They say about the plan, however, have not focused on the authorized issue, lack of the practical exercises Therefore, when applying the reform, they have had many difficulties This shows that principal should study and training about practical training in the work, the training program They should closely follow the actual management of primary schools, go to the more practical content Both principals and teachers are aware of principal role but in the process of performing and not achieve the desired effect Hence, the need to closely correlate unified between awareness and action against the principal issues related to the management role Comparing the level of participation of professional activities to enhance the leadership role of the public and private primary schools, principals of private primary schools have involved more in activities to enhance the leadership and school management This result is currently consistent with management mechanisms existing for the two types of schools in the national education system in Vietnam Private primary school principals have been initiative and autonomy in learning, improved self-respect both fostering and participating in training courses, but the public school principals has wanted to participate in key management capacity to face with many difficulties than the private schools For example: indicators and approvment field Summary: The principal has issued decision making basing on the participation of members of the school, However, the level of performance is not closely correlated with cognitive and action expressed decentralization being implemented within the school but the school has not been good and still entangled management mechanism from above 2.3.5 Current Status of factors affecting the management of primary schools from the school-based approach 17 School-based management implementation in primary schools is governed by factors within inside and outside of school In the context of managing the current primary school in Hanoi in particular and the country in general, the external factors have associated with the guidelines and the elements inside can not promote all positive impact, causing certain obstacles for autonomy in school management At the school, the principal has been strong influence on the school's management implementation Besides, the participation of stakeholders in the issue of the school will decide the level of school autonomy To be able to access the nature of the school-based management, through the results of the evaluation factors in and out of school, the school needs a legal framework enabling autonomous and self home Schools must have adequate capacity for autonomy 2.4 Assess the situation Achievements Through investigating primary school management situation from the SBM approach in Hanoi, there are some positive activities and considered achievements in managing primary schools including: Firstly, The primary schools have been struggling to gradual build a sharing environment, this is an important condition for strengthening the participation of stakeholders in school management aiming to improve the efficiency of education Secondly, The primary schools have been established the School councils and they are managered by the provisions of the legislation They have showed clearly: present composition, meeting time, way members voted, process, how decisions Thirdly, The principals have confirmed the position and role of themselves, active in the work of self-education and training provisions to improve management capacity The general trend shows that the principals are authorized efforts to implement and strengthen the autonomy of management, school leaders Fourthly, Many components have involved in decision making for many different contents in the school's activities but mostly teachers, principals Limitations SBM aims to enhance the participation of all stakeholders in the operation of the school The levels of SBM have pursuanted to the participants and the content of these components being decided 18 Actually, management of primary schools in Hanoi still stand at the lest level of SBM This is shown in the following points: Besides principals, other stakeholders, especially parents and colleges; staffs as guarders, health care workers; volunteers are not involved in the management of schools Therefore, they have not shown voices, perspectives and their importance Sschool Council is not the organisation to set of stakeholders, so the voice of the stakeholders have not been respected and have not shown the role The components of Decision making are mostly principals, school teachers That why SBM is very at the lowest level; The contents of the school have focused of personnel, finance, programs that have not been empowered to school autonomy framework and very limited We need a shift from Government of comprehensive education to managing in each school itself to improve management school from the SBM approach at a higher level The principal will have power to choose the level of school accountability Principals are awareness of their role, not the limitted role but also high role in SBM approach Because the mechanism is limitted CHAPTER 3 SOLUTION FOR ADAPTATION THE SBM APPROACH IN PRIMARY SCHOOL 3.1 Innovation-oriented Primary school management through the school based management approach - In line with economic conditions - political – cultural - In line with the trend of integration of the country - Consistent with the fundamental renewal policy and comprehensive education Vietnam 3.2 Some solutions for managing primary schools from the school-based management approach 3.3.1 Solution 1: Innovating the leadership capacity of school principal at the request of SBM Management and leadership capacity of Principal at the request of SBM include: 1 Principal ready to change schools from SBM approach 2 Principals have influence on all teachers, staffs and stakeholders 3 Each member is related to the school principal given a certain influence and principal should be the conditional influences that diversity 19 4 Principal should become a symbol of the school, shaping their own culture to the school 5 The basic skills have been required of the principal when the school change into the school - based management approach including skills of change management in programs and activities of the school's teaching, skills of team work, skills of resource management 3.2.2 Seting up and operating activities of primary school councils in the spirit of accountability and responsibility School council really become an important role in representing the voice of the communities when they have been given autonomy to apply in the fields: Functions and duties ; Organizational structure; how it works; attendance areas; processes established The field of counseling or decision of the board consists of basic areas: Planning for development of the school; financial, property and human resources mobilized; organization and personnel; communication and community relations; education program; monitoring the implementation of the resolutions of the board 3.2.3 Enhancing the participation of stakeholders in school management The components have involved in the management of the school including: principal, teachers, staff, parents, community, representatives of education authorities superiors, each member has a different role, however ingredients have directly affected students as teachers and parents In the current primary school, teachers took part in the school board but not as high as they know in the rules of law education in the aspect of the school council, but has yet realized the importance of the themselves contributing to the process of decision making 3.2.4 Building school culture towards SBM School culture is made up of many different elements, which affect the quality and performance of the school To implement the schoolbased management in primary schools, especially emphasizing the participation of the participants involving in school management, the thesis focuses on the following aspects: Building and nurturing vision to SBM approach Empowering for stakeholders to share, learn in cooperation with management is an important manifestation of the efforts put the school from SBM approach 20 3.3 The relationship among the solutions Each proposed solutions performing have to show specific consideration in relationships and their overall impact If we too much focus on the only one solution that can make the remaining solution has not achieved the results and broken the balance of the system When implementing the proposed methods, we have to be synchronized and have a specific plan, to be controlled and evaluated regularly to adjust as needed Noting combined with the practical requirements of the sector and the conditions of the facilities, the resources of the specific schools to make the best possible targeted measures introduced Dialectical relationship between these methods have shown the system and consistency in the implementation of the fundamental innovation, comprehensive elementary work from the SBM approach 3.4 Results of tests on the necessity and feasibility of measures of solutions To confirm the value necessary, the feasibility of management methods being proposed, the thesis have measured the value of methods through a referendum voting for managers and teachers in schools The data in evaluation of necessity per each function of management reaches "necessary" level or higher Data of survey on the feasibility of each management function have shown the measures achieve "feasible" level to "very feasible" level 3.5 Experiment measures of management primary school under SBM approach 3.5.1 Purpose Test The thesis has tested the minor method: teachers have attended to manage curriculum development” to Enhance the participation of stakeholders in school management and emphasize and assert importance of the participation of stakeholders in general, the participation of teachers in school management, in particular 3.5.2 Subjects tested The test have conducted on 25 teachers of grades 5 at Doan Thi Diem private primary School 3.5.3 Content Test - Assess teacher as a participant and responsible leadership for the decision issued by the school, namely in the school curriculum 21 - The role of teacher management in every step of the process of developing the school program: Knowledge of the school program, the implementation process development, school programs, the role of teachers in the design, plan the teaching planning, implementation, evaluation and adjustment program 3.5.4 Test Method - Workshops, training in management development curriculum of teacher - Gather information through the questionnaires before and after test execution - To collect data, analyze and evaluate the results - Making comparative report 3.5.5 Test Procedure Step 1: Seminar and training for teachers to have access to documentation and management experience developed teacher education program the school Step 2: The teacher of the course implemented their charge Step 3: Gather information, evaluation reports Step 4: Analyze the results and draw conclusions have mandatory 3.5.6 Analysis and evaluation of results experiment The role of teachers in school management in general and in the management of development programs applies in particular before the school-based management are evaluated primarily weak When interviewed teachers evaluate why that content in the average for the most part that the school teachers have many good facilities; financial autonomy and recruitment and use of personnel quality, have a favorable working environment with a program to follow strict standards promulgated MOET, the teachers are conducting device Instructional design in accordance distribution, teaching practices and classroom assessment program adjustments However, because the program and textbooks so rigid timetable proactive level of teachers in the implementation of programs is not high, even deal, students must learn leads to overcrowding After testing, the most of the contents have higher average scores related to process development the school curriculum This shows that the teacher after attending the seminar and training has been relatively good awareness and implementation of relatively complete process, 22 confirmed its role as a management bar participants developed curriculum school education Other contents are lower but are very good at performing and in comparison with before have mandatory testing is much higher The biggest difference is reflected in the participation in the management role of teacher for each step in the process of developing the educational program Through interviews, the teachers are noticing a big difference compared with older curriculum is how clearly thenew processes, their role, they are more active, stick to the needs of parents and students more and thereby the effectiveness of education also improved The theme is designed to teach students and matching characteristics classroom, the school, in accordance with the age and psychology students to experience more, forming the ability to solve many problems in practice, not only in theory as in program design in the form of old CONCLUSION In few recently decades, educational innovation is a popular trend in many coutries in the world The government tranfers power to schools being the most popular trend or school based management The thesis has applied a lot of methods to solve some problems: In theory 1 The concept of school-based management is the process of transferring decision-making powers from national to school level 2 Basic content relevants to school-based management: Facility management form based on the school; The autonomy of the schools including budget issues, human resources, curriculum, textbooks, facilities, school operation plan, monitoring and evaluation, dissemination, the involvement of parents and the community in making and implementing the decisions of the school; The level of school-based management; The types of model of school -based management consist of five level from “weak” to “strong”; The operating characteristics of the school-based management The charecterers og SBM consist of: decentralization, accounbility and responsibility, sharing culture and improving effectiveness of people in school, the role of school council as well as principal 3 The thesis has studied the literature framework of primary school management through the SBM approach consisting of: i) The characteristic of the SBM approach is the sharing in decision making 23 School council is responsible for cooperating in the decision making process ii) The SBM approach has forcused on building a sharing and personal supportive work and learning environment or cultural climate Developing a safe and supportive work environment which provided opportunities for staff working and personal development iii) Though authority transfers to school level being differnt in each SBM model, school council plays an important part in organizing the school iv) The principal role has changed in the SBM approach Each SBM model has each principal role, especially in the decision making problem v) SBM as well as primary school management through the SBM approach has been affected by inside and outside school elements In practical 1 The implimentation of SBM in primary school management in Hanoi has been described with different aspects At school level, the schools have tried their best to improve the paticipation of stakehoders in school activities: teachers, parents The paticipation consisted of four fields: sharing and paticipation work enviroment; decision making; school council; the role of principal However, the paticipation of stakeholders has limitted, especially community and parents Legically, practically, Student has not paticipated in decision making process of any field SBM in the primary schools has been at “weak” or “average” level The school council has not attracted the paticipation of stakeholders in school management 2 There are two factor groups affecting to primary school management from the SBM approach: from insde and from outside school The most central key makes school manager ineffectively is that the stakeholders have limitted power to participate into the school council 3 There are four methods proposed in the thesis through the SBM approach: Improving principal management competence through the SBM approach; Establishing and operating school council from a sense of responsibility and accountability; attracting the paticipation of stakeholders in school management; establishing school culture from the SBM approach 4 The thesis has tested a minor method: Teacher as curriculum development manager in practice to prove the SBM approach has active influences on changing the knowledge as well as action of 24 teachers and stakeholders in primary school activities, improving the effectiveness of primary school management from the SBM approach RECOMMENDATIONS For the education and training: + Improving the system of legal documents by strengthening the autonomy, accountability for the primary schools create a legal framework to guide the activities of the school: clear introduction for accountability and responsibility of primary school; opening the authority og primary school not only in financial control but also in others fields… + Monitoring and observing actively in local level to help school have real power + Every managerial level cooperates in a suitable structure to observe school activities + The further research practical education reform in the world, manage Vietnam education situation as a basis to propose appropriate solutions For the primary schools + The schools should prepare all conditions to be able to receive the assignment, autonomy, self-responsibility + Develop organizational regulations and activities of the school, which clearly define the responsibilities of each department and each individual + Identify clear migration path to self management, selfresponsibility + Organization summed up the experience profoundly to modify the regulation time after school each semester of the academic year + To enhance learning, exchange of experience with local and international institutions in order to enhance management efficien