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MINISTRY OF EDUCATION AND TRAINING MINISTRY OF HOME AFFAIRS NATIONAL ACADEMY OF PUBLIC ADMINISTRATION PHAM THI TUYET MINH STATE MANAGEMENT OF PRIVATE PRESCHOOL EDUCATION IN HO CHI MINH CITY Major: Public Administration Code: 9340403 DOCTORAL THESIS SUMMARY IN PUBLIC ADMINISTRATION HA NOI – 2019 THE RESEARCH IS COMPLETED AT NATIONAL ACADEMY OF PUBLIC ADMINISTRATION Scientific Supervisors: Assoc Prof Dr DINH THI MINH TUYET Dr LE ANH XUAN Reviewer 1: ……………………………………… Reviewer 2: ……………………………………… The thesis will be defended before the Doctoral Thesis Grading Committee, National Academy of Public Administration Venue: Meeting room …………………… , House …………… - Doctoral thesis defense hall, National Academy of Public Administration Address: 77 Nguyen Chi Thanh, Dong Da, Hanoi Time: at ……… PREAMBLE Urgency of the thesis topic In the national education system, preschool education is the first level of education which lays the foundation for the physical, cognitive, social-emotional and aesthetic development of young children It plays an important role in providing children with fundamental skills that will help shape children’s personalities and develop their capacities since children have an innate ability to acquire learning, their brains have been programmed to receive sensory information and use it to form knowledge and communicate with the world Education Act 2005 (Articles 21 and 22) regulates the roles and objectives of preschool education "Early childhood education carries out the nurturing, caring, and educating children from three months to six years of age" and " The objectives of early childhood education are to help children develop physically, emotionally, intellectually and aesthetically, in order to shape the initial elements of personality as well as to prepare children for the first grade” Preschool education includes crèches, kindergarten schools and young sprout schools, carrying out the caring and nurturing of children from months to years of age, creating a continuous and unified educational process With the trend towards socialization of public services, the state only undertakes the management of general regulations, education in general and early childhood education is also a type of public service which is being heavily socialized With the policy oneducation socialization, besides public young sprout schoolsystem, there has been a rapid rise in the number of private young sprout schools in recent years Ho Chi Minh City (HCMC) has seen rapid growth and development in all economic and social fields The process of industrialization and urbanization has encouraged more and more people to move to large urban areas, leading to the rapid growth of non-public nursery schools (private ones, private children's groups) in residential areas Recent cases of child abuse at non-public nursery schools have angered society State management agencies (SM) in charge of education in HCMC have issued policies and legal mechanisms to prevent the above-mentioned child abuse cases but private nursery schools still have limitations and weaknesses, and have not yet built trust in society There have been many studies and explanations but most basically state management activities of private nursery schools have not yet been strong enough, so unexpected cases still happen in private preschools in HCMC If managers cannot deal with this issue, it will lead to many limitations in the pre-school education and the socio-economic development of the city in the future This is because the state management in this field still needs to be studied and solutions proposed Based on the current situation of the quality of private preschools and the effectiveness of state management of private preschools, the author chooses the topic "State management of private preschool education in Ho Chi Minh City" as research direction for public management major Research purpose and tasks 2.1 Research purpose The purpose of the thesis is to contribute to improving the state management of private preschool education across the country in general and in Ho Chi Minh City in particular 2.2 Research task The task is to synthesize and analyze literature to offer an overview of research situation related to the thesis topic; to systemize and supplement of theoretical basis of the state management of private preschool education in HCMC; to investigate, survey, evaluate and analyze the current status of the state management of private preschool education in HCMC To identify the advantages, limitations and causes of the state management of private preschool education in HCMC; to synthesize the Party's viewpoint and the State's orientation on preschool education development, through which to propose solutions to the improvement of the state management of private preschool education in Ho Chi Minh City Subject and scope of research 3.1 Research subject Research subject is state management activities on private preschool education in HCMC 3.2 Research scope - Research content: institutional research, organization of state management apparatus, cadres, civil servants, inspection of private preschool education - Research scope: + A number of private preschools in some districts of Ho Chi Minh City are selected for study + Study of data and documents related to state management of private preschool education from 2010 to 2018 (when law amending and supplementing a number of articles of the Education Law, 2005 was enacted) In addition, the author has also studied some texts about state management of preschool education by central and local governments before 2010 Methodology and research methods 4.1 Methodology - Approaching research issues from a dialectical materialist perspective, historical perspective, systems theory - The thesis uses dialectical materialist methodology from specifically and comprehensively historical perspective; systematically approaches the management of private preschool education as a management system, in which state management levels of education (Government, Ministry of Education and Training and relevant ministries and agencies; People's Committees at all levels, Department of Education and Training, District Department of Education and Training) and private nursery educational institutions are a component part of the management system, having an interactive relationship with each other with particular characteristics This approach is the scientific basis for the decentralized management model in education in general and private nursery education in particular 4.2 Research Methods In the process of doing research and writing the thesis, the author uses many different scientific research methods such as: information and data collection methods; secondary research; professional method; survey questionnaire; analysis and evaluation; analytical and statistical methods; Tables and charts In addition, the thesis also uses comparison and contrast methods, practical research methods, mathematical methods of statistics, data processing from collected information sources related to research tasks Research question and research hypothesis 5.1 Research question What is the theoretical basis of state management of private preschool education? Which state management contents affect the efficiency of state management of private preschool education? How are planning and implementation planning of the development strategies of preschool education and private preschool education made and developed? How is the system of legal documents for private preschool education built and implemented? How are policies in private preschool education built and implemented? How is the state management apparatus for private preschool education built and operated? How managers and teachers in private nursery institutions develop? How is inspection and examination of private preschool education conducted? 5.2 Research hypothesis Private preschool education is a way to implement the state policy on education socialization, state management tied to the policy of education socialization has a profound impact on the development process and quality of Private preschool education Suppose the effectiveness of the current state management of private preschool education is average, if the state management private preschool education is improved in terms of legal documents, policies, organization of management apparatus, staff development, focusing on education inspection will ensure the effectiveness and efficiency of state management of private preschool education If mobilizing resources in society to participate in the development of private preschool education, strengthening coordination between the State and society in private preschool institutions will ensure the quality of private preschool education in HCMC At the same time, applying IT to manage private preschool institutions will contribute to ensuring the achievement of objectives and improving the quality of private preschool education in HCM City New contributions of the thesis - The thesis provides an overview of local and foreign authors’ research results related to preschool education and private preschool education; systematizes and supplements theoretical basis of state management of private preschool education; summarizes local and foreign experiences and draws a lesson from experiences in state management of private preschool education in HCMC - The thesis analyzes and evaluates to determine the results, constraints and causes of the limitations in the state management of private preschool education in HCMC - The thesis proposes solutions to improve the state management of private preschool education in HCMC Scientific and practical significance of the topic 7.1 Scientific significance The thesis offers approaches to clarify the characteristics of private preschool education; summarizes and develops arguments such as proposing concepts of state management of private preschool education; generalizing some main research directions towards private preschool education and achievements, drawing lessons from some localities’ experiences in the state management of private preschool education; studies, systematizes, analyzes data to indicate constraints, evaluates the advantages, limitations, causes existing in the state management of private preschool education in HCMC in recent years 7.2 Practical significance Research results of the thesis will provide an overview of the situation of the state management of private preschool education in Ho Chi Minh City, including the current status of implementation of management contents, achievements and constraints as well as the causes leading to those results The thesis offers solutions to improve the state management of private preschool education in Ho Chi Minh City, including a proposal to build a website managing private preschool education institutions The application of this website will change the way of organizing management of private preschool education in a way that leads to stricter management, and faster and more effective reception and process of information Thesis structure In addition to the introduction, conclusion, references and appendixes, the thesis also includes chapters: Chapter Overview of research situation related to the topic Chapter Scientific basis of state management of private preschool education Chapter The current status of the state management of private preschool education in Ho Chi Minh City Chapter Perspectives and solutions to improve the state management of private preschool education in Ho Chi Minh City Chapter OVERVIEW OF RESEARCH SITUATION RELATED TO THE TOPIC 1.1 Research on private preschool education 1.1.1 Research publications in the world In his book "Education for the twenty-first century: Asia – Pacific Perspectives", Raja Roy Singh - former Assistant Director General UNESCO and Chief of the Regional office for Asia - Pacific [58] mentioned issues about school system, development trend of education, educational methods and personality model, which emphasize human beings as the center of education Accountability in education: meeting our commitments; Global education monitoring report summary, 2017/8 [101] also mentions private education and private preschool education 1.1.2 Domestic research publications Nguyen Anh Tuyet, author of Early Childhood Education: Theoretical and Practical Issues [84] outlined the most basic issues of early childhood education; Nguyen Thi My Loc, author of "Education ManagementSome Theoretical and Practical Issues" [41]; The article "Innovation in education and training management in our country" by Dinh Thi Minh Tuyet [80]; "The trend of innovation in education in some countries and Vietnam in the current context; SREM (Support to the Renovation of Education Management Project) "Overview of Vietnam’s and some countries' educational history" by Nguyen Thi Thai [64] ]; The article "Level of violence against children in preschools in Ho Chi Minh City" by Dr Trinh Viet Then mention the current status of violence in private preschool institutions in HCMC [68] 1.2 Research on state management of private preschool education 1.2.1 Foreign research publications The book "Japanese Education in the eyes of the world" (Lawrence McDonald, Japan Library Center, 2006) [42]; Amanda Ripley, author of the book "The Smartest Kids in the World: And How That Got That Way" [98] Pasi Sahlberg, a Finnish educator - author of Lessons from Finland: What can the world learn from educational change in Finland [102] mention some aspects of non-public preschool education 1.1.2 Domestic research publications Articles on in-depth analysis on preschool education "Some management models of non-public preschool institutions", by Tran Thi Ngoc Tram, Bui Thi Kim Tuyen, Education Magazine No 295 pp 62-65 in 2012 [77]; "The Current status and solutions to management of non-public preschool institutions in the international integration process " by Tran Thi Ngoc Tram, Journal of Education No 304 in 2013 [76]; "A brief description of the Canadian preschool education and education system" by Tran Thi Ngoc Tram [78]; "The management of nonpublic preschool institutions" by Dinh Thanh Hang and in a number of other articles the authors reflect the current status of the management of non-public preschools all over the country as well as experiences of state management of non-public preschool education in the world 1.3 General comment on the research results The literature review provides a theoretical system of private preschool education, shows and analyzes many issues from a sociological perspective on the development status of private preschool institutions across the country, some research topics focus on the development of private preschool education in the international integration process and specific characteristics of private preschool institutions, and propose some solutions to the development of private preschool education 1.4 Research problems to be addressed in the thesis Very few research projects and papers on private preschool education from perspectives on public management, application documents are no longer appropriate in the current situation The projects have not yet offered specific solutions and conditions for the implementation of state management solutions in private preschool education, or analyzed factors affecting the development of private preschool education Chapter SCIENTIFIC BASIS OF STATE MANAGEMENT OF PRIVATE PRESCHOOL EDUCATION 2.1 Basic concepts related to the thesis topic 2.1.1 Early childhood education Education Law 2005 [53] stipulates the role and goals of early childhood education: "Early childhood education carries out the nurturing, caring, and educating children from three months to six years of age." Institutions of early childhood education include Crèches, kindergarten schools and young sprout schools, carrying out caring and nurturing children from months to years of age, creating a continuous and unified educational process Article 22, Education Law [53] The objectives of early childhood education are to help children develop physically, emotionally, intellectually and aesthetically, in order to shape the initial elements of personality as well as to prepare children for the first grade, helping children shape and develop the psychological and physiological functions, basic competences and qualities, essential life skills for them, arousing and maximizing potential abilities, laying the foundation for their study at the upper level and lifelong learning Preschool education helps children to develop their ability to adapt to a wider social environment later; a long-term strategic issue, greatly influencing the development of general education and future generations of the country; is the basic foundation to ensure children's rights; contribute to ensuring social justice in education Preschool will prepare children with skills such as self-reliance, restraint, ability to express clearly, and at the same time create an interest in going to primary school, increasing their readiness to enter the stage of receiving general education 2.1.2 Private preschool education Private preschool education is a component part of early childhood education which is not established and managed by the state, but it is established by social organizations, social- professional organizations, economic organizations or individuals, investing in construction of the institutions and taking responsibility for operating funds with non-state budget capital, and being permitted by competent state agencies The facility has a legal status, a seal and is allowed to open its own account Private preschool education contributes to the same kind of public preschools to address the need to send children, care, nurture and educate children; meeting the needs of international integration, adapting to the market mechanism in the context of fundamental and comprehensive innovation of education and training today 2.1.3 State management of private preschool education Through studying the concepts of state management in terms of administrative science and researchers of state administrative management, it is possible to give the most general concept: "State management is a term for the exercise of state power by agencies of the state apparatus in order to carry out the state internal and external affairs functions based on the laws of social development aimed at stabilizing and developing the country.” State management in the field of education and training is the impact of management subjects with state power (state management agencies on education), mainly by law to management subjects to implement goals State management of preschool education is an organized impact by state power, implementing the functions, tasks and powers stipulated and decentralized by the state in the activities of state management of preschool education in the locality to orient development, improve quality and meet the objectives of preschool education Through the above concepts, according to the author, state management for environmental education is understood as the overall operation of state management agencies to orient, regulate, support and facilitate preschool education institutions to operate effectively, stick to legal regulations and assure quality to meet the needs of society and objectives of preschool education Comparison between public preschool education and private one Public preschool education and private preschool education are elements of the national education system Public preschool education and private preschool education both implement development goals of preschool education in accordance with the Education Law and regulations on preschool education activities However, public preschool education and private preschool education are different in terms of operational objectives, establishment subjects, investment procedures, capital, capital/asset ownership, decentralization of management, school organization, financial mechanisms, financial resources, regulations on the number of children, personnel management, content/program management, facilities management 2.1.3 State management of private preschool education State management for private preschool education is a state-oriented process, creating a legal framework, a standardized roadmap for private preschool institutions to achieve quality goals State management of private preschool education is not only about regulating management policies but also supporting the management of those policies The effectiveness of state management on private preschool education needs to be assessed through the satisfaction of parents, children’s education quality, results of private preschool education quality accreditation and connection with the social community 2.2 State management content of private preschool education 2.2.1 Building and developing planning and implementation plan of strategic development of private preschool education The City People's Council’s Resolution in 2014 approved the proposed contents to support preschool education at Statement No 2515 / TTr-UBND dated June 5, 2014 by the City People's Committee in the preschool education support scheme in HCMC : Agree to increase the ratio of public preschool education institutions in the city till 2020; organize child care for children from to 18 months of age, giving priority to children from workers’ families and poor households, striving to deploy this model in 24 districts in the 20162017 school year Ho Chi Minh City People's Committee issued the Plan "Caring and educating preschool children from to 18 months of age in the City between 2014 and 2020" as follows: District Departments of Education and Training only manage, provide professional direction and advice on granting operation licenses to non-public preschool institutions Ward governments give permission to the establishment of groups and classes; Districts establishment of non-public preschools 2.2.2 Building and organizing the implementation of legal documents on private preschool education Regulations on the establishment of private preschools and kindergartens; Regulations on program content; Regulations on inspection and examination; Regulations on finance and facilities; 2.2.3 Building and organizing the implementation of policies on private preschool education Socialization policy; Policies to facilitate private preschool and preschool education development (nonpublic); preschool education support policy of the city; Policy on management and teachers 2.2.4 Building and consolidating the organization of state management apparatus in charge of private preschool education Organizing the state management apparatus for private preschool education is a system of state management agencies, with a defined position, function, task, authority and organizational structure to implement state management functions for private preschool education The process of formation and development of state management apparatus for private preschool education: - Organizing the state management apparatus for private preschool schools and classes (from 1990-2001) - Regulations on organization and operation of non-public schools (2002-2007) - Regulation on organization and operation of private preschools (2008-2014) - Regulation on organization and operation of private preschools (2015 to present) 2.2.5 Building and developing management staff and teachers at private preschool institutions - School organizational structure, private nursery schools - Standards of teachers and education managers for private preschool education 2.2.6 Inspection and examination of private preschool education Purpose of inspection and examination of private preschool education Helping private preschool education comply with the provisions of law; Improve the quality of child education; As a basis for building and innovating goals and contents for fostering preschool teachers in schools Inspection Classification a) Administrative inspection b) Inspection Specialized in education 2.3 The role of state management of private preschool education 2.3.1 Orienting the development of preschool education and private preschool education The State has issued policies to orient preschool education development, most recently Decision No 2161 / QD-BGDT dated June 26, 2017 issuing plans to implement the goal of sustainable development of education and training to 2025 and the orientation to 2030, in which the orientation for preschool education with the goal: All children of preschool age will be cared for, have quality education to develop comprehensively and be ready for primary school 2.3.2 Adjusting the development of private preschool education Private preschool education is also oriented to develop preschool education in general, in addition, private preschool education also carries out specific tasks stipulated in the Regulation on private preschools on organizational structure, teachers, facilities, and finance according to Document No 06 / VBHN-BGDDT dated June 18, 2018 on the Circular promulgating the Regulation on organization and operation of private preschools 2.3.3 Supporting and facilitating private preschool education development In order to create conditions for long-term and sustainable private preschool education development, agencies, organizations and individuals need to join hands with private preschool education institutions The State should issue policies to socialize education: land, capital, credit specific and feasible Local authorities need to flexibly issue local mechanisms and policies in promoting investment in developing private preschool education 2.3.4 Improving the quality of private preschool education to meet social needs Strictly implementing Circular No 13/2010 / TT-BGDT dated April 15, 2010 by the Minister of Education and Training regulating the construction of safe schools, prevention of injury injuries in preschool education institutions; building a safe friendly educational environment through "learning with games” for children at school and in the classroom, ensuring absolute physical and mental safety for children 2.4 Factors affecting state management of private preschool education 2.4.1 Political factors State management for private preschool education needs to be placed in the overall process of implementing the Party's Resolution, on fundamental innovation, comprehensive education and at the same time, preventing the reverse of the market mechanism and continuing to create prerequisites and conditions for private preschool education to develop well and operate effectively 2.4.2 Institutions and policies Institutions and policies create a favorable environment for state management activities for private preschool education, which is the legal basis for state management agencies to strictly implement the functions and tasks specified, orient activities and behaviors of private preschool education institutions, management staff and teachers working at private preschool education institutions In addition, the quality and efficiency of state management activities contribute to asserting the correctness and superiority of laws and promulgated policies 2.4.3 Management capacity of civil servants The team of cadres and civil servants is a direct factor to determine the effectiveness of state management State management activities for private preschool education depend very much on the qualifications and capacities of civil servants, depending on the quantity and quality of the staff; remuneration policies and training and retraining for civil servants in competent state management agencies in education 2.4.4 Financial resources and facilities This is an essential condition for implementing the goal of preschool education, improving the quality of education for PRIVATE PRESCHOOL EDUCATION institutions, and is a factor affecting management efficiency in the process of implementing state management functions for private preschool education 2.4.5 Communication and information technology The media such as radio, television, newspapers, internet, plays an important role in expanding diversified, flexible and equal educational opportunities for everyone, greatly supporting for the capture and acquisition of knowledge; bring prospects to access and improve the quality of education The application of IT in state management will help state management agencies check and monitor activities of private preschool education institutions quickly, smoothly, reduce time and save costs For society, people get the necessary and accurate information about private preschool education institutions to send children Private preschool education institutions will respond to state agencies and introduce and promote their schools to the people 2.4.6 The process of population change and urbanization As a result of the process of urbanization, migration and climate change, the welfare of children has been seriously affected by disparities in economic development and increasing the gap in living conditions among Different regions and communities Meanwhile, the number of children with special circumstances including street children, children with disabilities, orphans, abandoned children, children affected by HIV / AIDS and sexually abused children is increasing Therefore, the state management levels must have problems to solve the problems that the urbanization process brings, especially for private preschool education 2.4 State management experience in private preschool education in localities and lessons for Ho Chi Minh City 2.4.1 Experience from some localities in the country - Can Tho - Hanoi - Danang 2.4.2 Experience from other countries - Japan - South Korea 2.4.3 Lessons for HCMC Lessons from some localities in the country Strengthening regular and irregular inspection of private preschool education institutions Especially focusing on "post-inspection"; promoting the role of educational socialization, strengthening the coordination and supervision of the Fatherland Front Committee, socio-political organizations, relevant agencies and departments; quality accreditation of educational institutions; policies for managers and teachers working in preschool education institutions; Appropriate solutions for preschool education managers to access public resources in a transparent and fair way Lessons from abroad Focusing on providing training for teachers; implementing the state management function on education in policy making, institution building, promulgating education and inspection standards; Improve the quality of preschool teachers through training and retraining in many forms; Strengthening international cooperation in preschool education, encouraging links with pre-school education companies and corporations abroad Chapter THE CURRENT STATUS OF THE STATE MANAGEMENT OF PRIVATE PRESCHOOL EDUCATION IN HO CHI MINH CITY 3.1 Overview of natural and socio-economic conditions in HCMC 3.1.1 Natural conditions 3.1.2 Economic conditions 3.1.3 Social conditions 3.1.4 The impact of development conditions on private preschool education in HCMC The impact of economic element Economic elements include people's living standards, and industrial, agricultural, trade and service development Rapid economic growth improves people’s material and spiritual life, facilitates families and society to care for, nurture and educate their children, society’s care and cooperation contribute to developing and improving the quality of private preschool education Impact of socio-cultural development Socio-cultural factors include elements of population (population structure, population composition), education quality, health service, culture and habitat conditions The quality of education, health and culture has a great impact on preschool education, only an education that assures quality, produces teaching staff and nannies with professional standards ensures the quality in caring and raising children With good health services, health care activities for children are more concerned and effective Cultural factors (understanding relics, practical experiences) will help children increase their knowledge and life skills better 3.2 Overview of private preschool education in Ho Chi Minh City 3.2.1 Overview of preschool education According to the summary report on preschool education of Ho Chi Minh City in the 2016-2017 school year, preschool education across the city achieved positive results with an increase in the number of schools and children The quality of caring for and educating children stays stable 3.2.2 The number of classes and students in private nursery schools Table Statistical comparison between numbers of private nursery schools, groups and classes from 2012 to 2018 School year Number of schools groups, classes Total Public Private Total public Private 2012-2013 827 416 411 10608 4249 6359 2013-2014 912 419 493 11483 4325 7158 2014-2015 969 428 541 12183 4466 7717 2015-2016 1035 431 604 12712 4523 8189 2016-2017 1151 451 700 13860 4770 9090 2017-2018 1208 465 743 14416 4917 9499 Statistical data on preschool education - HCMC Statistics Bureau Table 3.2 shows that the number of private kindergartens increases every year In the localities where export processing zones and industrial parks are located, most nursery schools not meet the quantity, quality and time of child care The big city attracts hundreds of thousands of workers from other provinces to work, many of which are young but the school system has not met this demand This is inconsistent with Ho Chi Minh City's development plan, with about 23 export processing zones - industrial parks going into operation by 2020 and if with such a development roadmap, until the school construction projects are completed and put into operation, they will not meet the increasing demand for childcare in export processing zones and industrial parks 3.2.3 Number and quality of private preschool teachers According to the statutes of nursery schools, the city still lacks 11,014 teachers There is often a radical change in the number of teachers at private nursery schools, who not receive proper professional training, so they are not qualified for raising children 3.2.4 Standard and quality of facilities of private preschools Most of private preschool institutions are mostly incomplete facilities such as: renovating houses into schools, makeshift classrooms, poorly furnished desks and chairs for children, showing signs of degradation, lack of outdoor playgrounds for young 3.3 Analysis of The current status of the state management of private preschool education in Ho Chi Minh City 3.3.1 Making and developing the implementation of planning and planning the implementation of private preschool education development strategy Planning and implementing private preschool education development plan: In the process of organizing implementing the strategy, the City People's Committee issued Decision No 02/2003 / QD-UB on approving the planning on development of school network of the city Department of education and training to 2020 The direction for implementation is focused on the basis of focusing on implementing universal preschool education for 5-year-old children Annual preschool education development plan is concerned and implemented, with timely review and adjustment However, the planning is not feasible because of difficulties in allocating land for schools, most private nursery schools and classes are cramped, the number of children/classes is quite crowded, remarkably affecting the nurturing, caring and educating of children 3.3.2 Making and organizing the implementation of state management documents for private preschool education Local authorities at all levels in HCMC have implemented state management documents for private preschool education to improve the quality of private preschool education Synthesis from the research sample 284 civil servants participating in the survey reflects the current state management document system: consistency, unity, non-conflict, overlap, integrity, completeness and relevance to reality, local socio-economic conditions, feasibility, publicity and transparency are assessed at an average level by the survey team 3.3.3 Making and organizing the implementation of policies on private preschool education Policies on children, at the national level, education policies including preschool education universalization of 5year-old children; free primary education; primary education universalization and lower secondary education universalization Education Development Strategy for the period 2011-2020; Policies to support money and in kind for the most disadvantaged students, including exemption, reduction of tuition fees, support for study costs, money and rice support Children with disabilities are supported under the Disability Law of 2010 and the Disability Support Project for the period of 2012-2020 The City People's Council has also issued a resolution on policies to support the city's preschool education sector For non-public schools: Proposing tax policies such as 100% land use fee exemption; making planning public, clearly identifying the position calling for investment; officers and teachers being trained 3.3.4 Building and consolidating the organization of state management apparatus of private preschool education Most of the civil servants of the Departments, Education and Training Departments have graduated from masters, have been trained in state management knowledge according to the specialist or main specialist ranks; have a political background of intermediate or higher degree The majority of specialized management officials of the Department, the Chamber of Origin are teachers who have many years of teaching or preschool managers so basically this team has a lot of work experience in the field of management Comment on the organization of state management apparatus of private preschool education There are no specific documents stipulating the rights and responsibilities of socio-political organizations and individuals in the community in participating, coordinating and supervising and supervising private preschool education; civil servants at People's Committees at all levels, the district departments of education and training lack personnel in charge of private preschool education 3.3.5 Building and developing management staff and teachers at private preschool institutions Professional qualifications: through surveys and practical studies, the professional qualifications of managers and teachers in private preschool institutions are still limited Some schools have good teachers, the teachers not meet the requirements and vice versa, there are some teachers who call them good but not have good administrators Recruitment of teachers: Private kindergartens are proactive about teacher recruitment; however the recruitment of teachers is not easy Private preschool teachers leave unexpectedly In fact, many places have to use nannies to replace teachers, or principals and managers also have to take classes because of lack of staff This is the biggest influence on the quality of preschool education, change of caregivers leading to her unfamiliarity with the class, with the children; teacher’s lack of professional knowledge which is the risk of the most unsafety for children 3.3.6 Inspection, monitoring and evaluation of private preschool education Inspection and monitoring on licensing activities; preschool security and order; ensuring food safety and hygiene and school health; organizational and operational regulations of the school; Professional management, dayboarding; Performing financial work, internal spending regulations; Policy regime for teachers and staff Limitations and causes Firstly, the members in some inspection and monitoring groups have not met the professional requirements, causing difficulties for the inspected Secondly, wards’ regulations on current inspection are not clear and complete Thirdly, wards’ inspection skills are still poor, not grasping the specialized legal regulations, so it is not clear in the inspection process that the violations are in accordance with the regulations but only subjective comments, general and non-bearing Consultation and construction 3.4 Evaluating the current status of state management of private preschool education in Ho Chi Minh City 3.4.1 Results achieved in the state management of private preschool education in Ho Chi Minh City The HCM City Party committee, People's Council and People's Committee have renewed their thinking and are aware of the need to renew education development associated with the market mechanism, diversifying types of schools and classes, promoting socialization of education, promoting all resources in society to invest in education Secondly, the work of making a planning, and planning the implementation of preschool education development strategy, private preschool education, implementing preschool education universalization for 5-year-olds has increasingly been paid attention to and well implemented Thirdly, many state management documents on private preschool education are issued The current status of law enforcement in the field of child care, protection and education is reviewed and evaluated Fourthly, the policy of the city government is an important leverage in the development of preschool education system, creating favorable conditions for participants at this level of education Fifthly, the organization of the state management apparatus in charge of private preschool education is basically consolidated Civil servants are enthusiastic and responsible Sixthly, improving the effectiveness of inspection, monitoring and quality assurance of preschool education is focused on 3.4.2 Limitations in state management of private preschool education in Ho Chi Minh City Firstly, the planning and development plan of private preschool education has not been proactive and properly concerned Secondly, the policy for private preschool education is developed and issued by the city government, but the implementation of effective activities is not high, not oriented, creating a driving force for investment and attracting investment for private preschool education Thirdly, inter-service coordination to achieve private preschool education goals is not good and not yet institutionalized Fourthly, the organization of state management apparatus for private preschool education has not been focused Fifth, the biggest challenge for private preschool education in recent years is the professional skills of teachers and facilities and equipment of private preschool education institutions have not met the requirements Sixth, inspection and monitoring of current private preschool education revealed many limitations The work of "post-inspection and monitoring" has not been focused Seventh, the accreditation of education quality for private preschool education has not been strictly implemented Eighthly, the propaganda in the orientation of public opinion to create interest and support the development of private preschool education has not been implemented regularly and strongly 3.4.3 Causes of limitations Objective causes: Institutional system for private preschool education has many shortcomings and inconsistencies; Rapid urbanization and free immigration increase pressure on private preschool education; People's intellectual standards and living standards affect the development of private preschool education insitutions Subjective causes: State management thinking for private preschool education is slowly reformed in accordance with reality; State management capacity and qualifications for private preschool education have not kept pace with the reality and development needs under the socialist-oriented market mechanism; Educational inspectors still lack effective measures to check and assess the quality of education for private preschool education institutions; The current state management model for private preschool education in HCMC has not been clearly defined; Socialization of education for private preschool education has not been fully realized Chapter PERSPECTIVES AND SOLUTIONS TO IMPROVE THE STATE MANAGEMENT OF PRIVATE PRESCHOOL EDUCATION IN HO CHI MINH CITY 4.1 Forecasting demand for preschool education and private preschool education in Ho Chi Minh City 4.1.1 Forecasting demand for preschool education development Forecasting preschool education development to 2020, vision to 2025 There is a requirement to develop the number of schools and classes, adjust the development planning of nursery schools, and primary and secondary schools, as well as pay attention to the planning of non-public nursery schools, and primary and secondary schools to meet the city's people’s needs The requirements must be met by 2020 Basic indicators: Number of students/class: Nursery schools: 25 students/class; Class/school quota: nursery schools: 20 groups/class/school Land fund needed to increase for preschool and general education is 1,024.60 hectares; for other education is 61.5 Forecasting the scale of preschool education development in the city will increase 2.5 times by 2020 4.1.2 Forecasting demand for private preschool education development Development of private preschool education contributes to the realization of the Government's policy of socialization of education with two major objectives: Firstly, to bring into full play the intellectual and material potentials of the people and mobilize the whole society to take care of education career; The second is the condition for the whole society to enjoy educational achievements at a higher and higher level Education development of primary education is the development of the school network, the development of human resources, the quality of facilities and management technology to improve the quality of services provided and enhance the diversity of services orientation and meeting the needs of learners, oriented towards the development of non-public education services in general and education in private schools in particular of the city by 2020 with orientation to 2030 4.1.3 State management requirements for private preschool education Development of private preschool education in Ho Chi Minh City on the basis of socio-economic development plans of each area, specific conditions of districts, living standards of people and especially population growth and immigrant control, immigrants’ children as well as other children have not yet registered their temporary residence It is necessary to promote the role of the state in association with the use of policy instruments There is a coordination mechanism between the state, parents, organizations and the social community 4.1.4 Opportunities and challenges in state management for private preschool education Opportunities, the 4th session of the XIV National Assembly passed a resolution "On piloting special mechanisms and policies for the development of Ho Chi Minh City On finance and personnel: At the moment, HCM City Department of Education and Training is urgently making autonomy plan It also proposes allowing piloting projects of tall school buildings in urban districts with no land fund, to match each locality's realities and characteristics, projects to solve the shortage of classrooms in densely populated and concentrated residential areas and avoid waste of investment in construction of construction land areas Challenges and impacts of the economic market on preschool education create prestige and brand for private preschool education institutions Private preschool education institutions need to strengthen forms of engagement with the social community; Private preschool education is the weakest of all levels of education at quality accreditation; Very few experts and investors who are passionate about education participate in establishing private nursery schools, not have an in-depth analysis of comparative advantages, determine the direction of development, and select a suitable development model for preschool education institutions to really contribute quality value to education of students 4.2 Perspectives and orientations for preschool education and private preschool education development 4.2.1 The Party’s viewpoints on preschool education and private preschool education development The Party’s viewpoints on preschool education development Education development must really be a top national policy, the cause of the Party, the State and the whole people; making Ho Chi Minh City a big center of economy, culture, education and training Party’s viewpoints on private preschool education development The 12th National Party Congress stated that education and training in recent years have constituted many considerable achievements, in which "Socialization of education and training has been promoted especially, it is necessary to implement the goal: "Encouraging socialization of investment in developing high quality schools at all levels of education and training levels Issues of concern in state management of private preschool education in Ho Chi Minh City through getting to know, doing research on and surveying the real-life situation Firstly, awareness of education socialization, especially in private preschool education institutions has been renewed Secondly, the planning of preschool education development in Ho Chi Minh City to 2030 to ensure details, feasibility, quality and efficiency has been issued Thirdly, the city government studies and builds a mechanism regardless of public and private schools, promotes inspection, examination and quality control for private preschool education; Propagating and publicizing the education quality of private preschool education Fourthly, sectoral management and territorial one into state management of private preschool education are incorporated Fifthly, the city government and social protection organizations need to coordinate and adopt policies to support children with disabilities, disadvantaged migrant children and provide mechanisms for private preschool education institutions to participate in sharing and raising these children with the state support so private preschool education institutions promote their role for the community and society, not only for profit 4.2.2 Orientation for preschool education and private preschool education development Education sector’s development orientation a) Development orientation for preschool education to 2025 b) Development orientation for private preschool education to 2025 Ho Chi Minh City’s Development orientation a) Under the Prime Minister's Decision No 2631 / QD-TTg of December 31, 2013, approving the overall socioeconomic development planning of Ho Chi Minh City till 2020, with a vision to 2025 b) According to Resolution No 01/2014 / NQ-HDND dated June 14, 2014 of Ho Chi Minh City People's Council on supporting preschool education in Ho Chi Minh City 4.3 Solutions to improve state management of private preschool education in Ho Chi Minh City 4.3.1 Making and organizing the implementation of the planning and private preschool education development plan in accordance with Ho Chi Minh City's requirements and conditions Firstly, making specific and feasible planning and plans for preschool education development; review and adjust annual plans Secondly, analysis of strengths, weaknesses, opportunities and challenges (SWOT) and impact factors (PEST) in the planning and development of private preschool education Thirdly, reviewing, adjusting, monitoring and evaluating the planning and development plan of private preschool education 4.3.2 Reviewing, supplementing and concretizing state management documents on private preschool education Firstly, review and systematize the City's legal documents on private preschool education Secondly, promote decentralization of state management of private preschool education and assign state management responsibility for private preschool education It is necessary to allocate more budgets, especially the budget to develop a network of social workers who are qualified and professional to protect children at commune and ward levels 4.3.3 Consolidating the organization of state management apparatus in charge of private preschool education First, promote decentralization, specific provisions on responsibilities and powers of each level in state management of private preschool education Second, set up an independent center of quality assurance of preschool education Identify the contact point and require coordination in the field of state management; strengthen the allocation of additional personnel, stipulate functions and duties; raising awareness of state management civil servants in charge of private preschool education, especially those at district and commune levels and district department of education and training Planning and building a state management team of private preschool education must ensure the prescribed quantity and quality for the development of private preschool institutions 4.3.4 Improving the quality of management staff and teachers in private preschool institutions First, carry out the current remuneration and policies for managers, teachers and employees working in the field of private preschool education; Second, evaluate managers and teachers in accordance with their professional standards to plan to improve professional skills for managers and teachers in private preschool education institutions; Third, coordinate with training and retraining schools, focusing on fostering soft skills for managers and teachers such as emotional control skills, self-mastering skills; Fourthly, strengthen training links, promote cooperation, transfer and apply scientific advances in nursery education in private preschool institutions Conduct Surveys, statistics on the current status of the quality of management staff and teachers in private preschool education, thereby developing training plans for this team Make appropriate training policies for management staff and teachers at private preschool institutions Promulgate professional standards of managers and teachers in accordance with the characteristics of private preschool institutions 4.3.5 Concretizing policies on private preschool education First, ensure fairness in preschool education, whereby there is no difference in policies of financial support between public schools and private schools; Second, there is a policy of tax, land and state-owned assets that can be mobilized to support private preschool institutions to open schools; Third, the city should promulgate policies to support insurance for teachers working in private preschool institutions so that teachers feel secure, stable and stay in the same job for a long time and reward policies for teachers who have dedicated their time, with many achievements like those in public schools; Fourth, implement international commitments in regard to education HCMC government has participated in 4.3.6 Organizing synchronous implementation of inspection, monitoring and quality accreditation activities in private preschool education Firstly, formulate, supplement and consolidate legal documents on inspection and monitoring of private preschool education Secondly, improve professional skills for inspectors and monitoring staff Third, strengthen coordination in inspection and monitoring Fourthly, renew and flexibly use forms of inspection and monitoring of private preschool education Fifth, promote the propaganda of inspection and monitoring conclusions of private preschool education Renovate and improve the effectiveness of preschool education inspection on the basis of strengthening coordination between the department of education and training inspectorate and the district-level State Inspectorate to well perform administrative inspection and specialized inspection in accordance with Law on Inspection 2011 and Decree 42/2013 / ND-CP on the organization of educational inspection activities 4.3.7 Promoting communication and information technology in state management of private preschool education Firstly, raise awareness of the importance of communication and information technology in state management of private preschool education Secondly, provide training to improve the quality of information technology staff Thirdly, build a website to connect state management agencies to the system of private preschool institutions 4.4 Survey results, solutions and recommendations 4.4.1 Urgency and feasibility of solutions The analyzing and processing of survey data shows the comments on the urgency of the measures on the document system, the decentralization of state management of private preschool education, civil servants, remuneration policies on managers and teachers at private nursery schools, inspection, monitoring and results of quality accreditation of private preschool education, making coordinating regulations, promoting propaganda, establishing the Association of private preschools, building private preschool education management software are ranked from low to high The analyzing and processing of statistics in Table 4.2 show that comments on the feasibility of the measures of the document system, decentralization of state management of private preschool education, civil servants, remuneration policies for managers and teachers at private nursery schools, inspection, monitoring and quality accreditation of private preschool education, making coordinating regulations, promoting propaganda, establishing the Association of private preschools, building private preschool education management software are ranked from low to high 4.4.2 Recommendations - To the Government, the Ministry of Education and Training and related ministries and agencies - To the City, district, ward/commune People's Committees and relevant departments in Ho Chi Minh City - To private preschool institutions CONCLUDE Early childhood education is the first stage of the process of training on human personality, developing all abilities of the child, forming an initial basis for children’s good learning and creating favorable conditions for children to develop later Therefore, in addition to caring for people at the primary, lower secondary or upper levels of education, it is necessary to pay attention to educating people ever since preschool to build a new generation of people In order to implement the guidelines for education socialization and realize the objectives of preschool education, formation and development of private preschool education is inevitable State management together with the provision of public services in preschool education has a profound impact on private preschool education development, so the thesis has focused its research on the following main contents: Firstly, the thesis has conducted a general study of domestic and foreign projects related to private preschool education Local and foreign Studies have provided theoretical values about private preschool education and state management of preschool education However, such researches have not comprehensively systematized theoretical and legal issues on state management of private preschool education in Ho Chi Minh City or gone deep into specific solutions for state management of private preschool educational institutions Therefore, the scope of the first chapter of the thesis has specifically oriented theoretical and practical issues that need further study in the following chapters Secondly, the thesis has systematized and analyzed theoretical issues about state management of private preschool education, developed a theoretical framework on state management of private preschool education, and presented factors affecting private preschool education in Ho Chi Minh City, especially experiences from the local and foreign management of private preschool education for HCMC This is of great significance for comparison, research and evaluation of the process of state management implementation of preschool education in Ho Chi Minh City over the past period Thirdly, in the survey and evaluation of the current status of state management of private preschool education in HCM City, the thesis has focused analysis on the socio-economic characteristics affecting the state management of private preschool education, generalizing the major advantages and limitations in implementing state management private preschool education; pointing out objective as well as subjective causes, whereby to propose solutions to improve the state management of private preschool education in Ho Chi Minh City Facing practical requirements, the thesis focuses on analyzing survey data, report data, proposing solutions and conditions to implement such solutions as research, making and implementation of plans, development planning of private preschool education, making and implementing policies on private preschool education; strengthening inspection and monitoring of private preschool education, promoting coordination between the State, schools and society, and applying information technology to improve state management of private preschool education The thesis has developed solutions that are urgent with long-term orientation such as continuing to concretize the guidelines on socialization of private preschool education in accordance with the socialist-oriented market economy, deploying information technology in private preschool education (expanded website of preschool education management like artificial intelligence, integration and publicity of databases of private preschool education) Stable and sustainable development of preschool education in general and private preschool education in particular contributes to making Ho Chi Minh City a learning city, a high-quality education and training center of the whole country as well as Southeast Asia, building human resources to meet the requirements of international integration and development LIST OF AUTHOR’S THESIS-REALTED PUBLICATIONS Pham Thi Tuyet Minh (2015), “Decentralization of the state management of education from a legal and practical perspective,” Journal of Educational Management Science, No 02, June 2015, pp 66-73 Pham Thi Tuyet Minh (2016), “Current status and recommendations for early childhood education development in the Mekong Delta,” Journal of Educational Management Science, No 04, December 2016, pp 66-70 Pham Thi Tuyet Minh (2017), “Decentralization of the state management of private preschool education from the practice in the Mekong River Delta,” School-level Scientific Research Project, Institute of Educational Managers HCMC Pham Thi Tuyet Minh (2017), “State management institution of private preschool education in Ho Chi Minh City,” Journal of State Management, No 262, November 2017, pp 103-105 Pham Thi Tuyet Minh (2018), “Inspection and monitoring of private preschool education in Ho Chi Minh City,” Journal of State Management, No 265, February 2018, pp 80-83 Pham Thi Tuyet Minh (2018), “Impact of development conditions on preschool education in Ho Chi Minh City,” Journal of State Management, No 267, August 2018 Pham Thi Tuyet Minh, Lai Nha Truc (2108), “Improving the effectiveness of administration in private preschools in the new context,” Scientific Conference - Hue University Publishing House, pp 366-373 Pham Thi Tuyet Minh, Huynh Thi Xuan Hoa (2019), “Teachers' ethics in the implementation of professional standards for preschool teachers today,” Scientific Conference - Hue University Publishing House, pp 371-374 Pham Thi Tuyet Minh (2019), “Developing a management team and teachers at private preschool educational institutions in Ho Chi Minh City,” Journal of Educational Management Science, No 02, June 2019  ... Assoc Prof Dr DINH THI MINH TUYET Dr LE ANH XUAN Reviewer 1: ……………………………………… Reviewer 2: ……………………………………… The thesis will be defended before the Doctoral Thesis Grading Committee, National Academy... [78]; "The management of nonpublic preschool institutions" by Dinh Thanh Hang and in a number of other articles the authors reflect the current status of the management of non- public preschools... skills better 3.2 Overview of private preschool education in Ho Chi Minh City 3.2.1 Overview of preschool education According to the summary report on preschool education of Ho Chi Minh City