The thesis focuses on clarifying the theoretical basis and practical management of inter-school schools in private enterprises, thereby proposing management solutions to contribute to improving the quality of general education towards integration. international.
1 PREAMBLE 1. Reason to choose the topic Education is an indispensable condition for the existence and development of each individual and human society Thus education exists with the existence of human society, which is the basic characteristic path for humanity to survive and develop Education originates from social life, has a social nature and is inseparable from social life. Education has long been an indispensable need of human society, a central issue of social life as it determines the future of each person, the nation and awakens the creative potential in each person Education is also a prerequisite for implementing human rights, democracy, cooperation, intellectual, equality, mutual respect, and the key to a better life, a more harmonious world. Therefore, education must be the cause of the entire people. Only the participation of the whole society in education could ensure the development of high quality and effective education. In other words, it is necessary to do well the socialization of education, to mobilize the combined strength of the entire people to participate in education to meet the society's demands on the quality and quantity of education. In recent years, education and training have achieved many achievements, however there still are many shortcomings and weaknesses both in size and structure, quality and brand, which have not met the country's renovation requirements, therefore renew education and training careers are needed [14]. The 11th National Congress of the Communist Party of Vietnam pointed out that Education and Training have a mission to improve people's intellectual standards, develop human resources, foster talents, and make an important contribution to Vietnamese culture and people. Developing education and training together with developing science and technology is the top national policy; investment in education and training is investment in development. Basic and comprehensive innovation of education and training according to the development needs of the society are needed together with improving the quality according to the requirements of standardization, modernization, socialization, democratization and international integration, effectively serving the cause of national construction and defense. Promote building a learning society, creating opportunities and conditions for all citizens to learn for life. In order to renew education and to make education meet the needs of learners, our society needs to mobilize the combined strength of the State and the people in all fields. How to make education become an indispensable need of the people, have an impact and directly affect the country, to the life and productive labor of each person in society Resolution No. 29 on basic and comprehensive innovation of education and training, meeting the requirements of industrialization and modernization in the context of the socialistoriented market economy and the integration of the country sacrifice. The Ministry of Education and Training has developed a plan to implement and direct, organize the implementation, inspection, supervision, and evaluation of the implementation of the resolution. The promotion of socialization of education and training is one of the tasks in the Ministry of Education and Training's action plan to implement comprehensive fundamental reforms, develop and improve the quality of outside educational institutions publicity is an important task in the renovation process In the action plan, the Ministry of Education has also concretized the contents of socialization: completing education socialization policies; policies to ensure equality of rights and obligations of learners and teachers in public and non public educational institutions; Issue a mechanism for education and training institutions to actively cooperate and cooperate with prestigious domestic and foreign individuals and units to mobilize resources to improve the quality of education and training; create conditions for domestic and foreign organizations and individuals to invest in building preschool educational institutions, general education, professional education and higher education establishments; formulating policies to encourage socialization of infrastructure investment, building part or whole of works in service of education or using existing house and infrastructure funds for education and training establishments nonpublic rental for a definite time; [1] During this implementation process, it is necessary to mobilize the strength and wisdom of social forces to participate in education so that education can develop strength to meet the demand. learning of the people and proceeding to build a learning society. In such a situation, everyone, every house, every sector must have the responsibility to care for and care for education, but cannot expect to rely entirely on the State or white for education Although the State has paid attention to investment in education, it has not been able to meet the development requirements of the education career today. Article 12 of the Education Law of 2005 stipulates: "Developing education, building a learning society is the cause of the State and the entire people. The State plays a key role in the development of education; diversify types of schools and forms of education; encourage, mobilize and create conditions for organizations and individuals to participate in educational development. All organizations, families, and citizens have the responsibility to take care of the educational cause, coordinate with the school to realize the educational goals, build a healthy and safe educational environment ”[6] Currently, many private enterprises have invested in the education sector with huge investments in facilities, training programs, and staff with a focused and comprehensively invested capital The establishment of a system of high schools managed and implemented by enterprises has affirmed its brand and quality, with criteria and quality standards at regional and global levels Thus, educational socialization is increasingly proving its correctness and increasingly proven as a truly effective solution in the development of education and training Studying the issue of management of nonpublic schools, first of all, to fully understand the socialization of education is an objective requirement (of necessity) of the educational development itself in the economy. socialistoriented market; is the process of reforming organizational methods operating in the field of education and training to create new motivations and open up the ability to fully exploit the great resources of society, promote the development of teachers. education and training during the period of industrialization modernization, opening, and international integration Recognizing that education is a type of service that will help the state, individuals, social organizations and businesses to adjust more appropriately to their educational career, with specific educational institutions This project aims to clarify the management of high schools according to the interdisciplinary model in private enterprises in both theory and practice In the process of socializing the educational career of our country, in recent decades, the contribution of enterprises, especially private enterprises to the education career is very large, there is businesses already Longterm strategy to shape a worldclass Vietnamese education model such as Vingroup, Vinaconex, FPT Studying the model of interschool schools in enterprises, a vivid practice of the socialization of education career to improving quality, towards achieving international standards in general education is necessary. has theoretical and practical significance for Vietnam's educational development Therefore, the thesis selected the topic “Interschool management of private enterprises in Vietnam” 2. The purpose of studying the topic The thesis focuses on clarifying the theoretical basis and practical management of interschool schools in private enterprises, thereby proposing management solutions to contribute to improving the quality of general education towards integration. international. 3. Object and object of research 3.1. Object to study Interschool of private enterprises in Vietnam. 3.2. Research subjects Interschool management of private enterprises in Vietnam 4. Research questions How does the interdisciplinary school in private enterprises in Vietnam play in the process of socialization of general education development? Which solution promotes these roles so that this kind of school develops steadily, meeting the learning needs of the society and bringing about a high quality, highclass international standards for Vietnamese general education? 5. Research hypothesis Proposing interschool management solutions in private enterprises in Vietnam to meet comprehensive educational goals, international integration should be based on the theory of education and modern education management, determined. structural elements of a comprehensive, schoolbased overall quality management perspective and the application of educational economic ideology of Marxism: education is a kind of service worker (or services), investment in educational development (opening schools) in a market economy is essentially different from investing in other manufacturing industries. This management perspective will ensure the impact and enforcement in accordance with objective rules, in line with the objectives and characteristics of the interlevel schools in private enterprises, contributing to the implementation of the task of improving people position, training human resources, fostering talents of the education system in our country in general and the system of interlevel schools private enterprises in Vietnam in particular 6. Research tasks 6.1. Study the theoretical basis of the management of interschool in private enterprises. 6.2. The survey, assess the situation of management of interschool education in private enterprises a case study of the Vinschool high school education system. 6.3. Proposing solutions to implement the management of interschool schools in private enterprises towards comprehensive quality objectives, in line with the development of society and international standards 7. Scope of research The thesis focuses on the case study of high school according to the interlevel model of Vinschool education system, belonging to Vingroup, from 20152018 8. Protection points 8.1. High schools in private enterprises, invested and managed by enterprises are a method of socializing important general education not only in the immediate state of insufficient conditions. the ability to receive all children in the age group, not enough resources to invest in developing according to the different and worldclass quality models Strong enterprise is a potential organization, an important component in the process of implementing the socialization of Vietnam's educational career, from investment in school development resources to implementing career orientation, and solving output, jobs for the younger generation. If recognizing and formalizing this important role of enterprises through and with the policies of the state, encourage enterprises to take care of the education career, enhance the responsibility of enterprises for source education. The human resources of the country, the policy of socializing education activities will promote efficiency and sustainable development, contributing to reducing the burden on the growing investment demand for state education. Besides, businesses and state management agencies in education need to have close coordination and commitment to ensure the quality of education of schools in the enterprise Therefore, it is necessary to have solutions to manage schools in general enterprises, research and manage high schools invested by enterprises to have a solid basis for replicating and doing well in this model to meet the demand of education career to promote the socialization of general education, improve the quality of education and international integration 8.2. Interschools (including Primary, middle and high schools) are a school with many advantages: a / Ensuring consistent system throughout the impact of education and teaching to school born. b / Satisfy the convenience and peace of mind for parents and students. c / Bring development to the community and society 8.3. It is necessary to have appropriate and feasible management solutions from macrolevel books to microlevel operating procedures in schools to ensure comprehensive educational requirements, international integration of interschools in private enterprises in Vietnam 9. New contributions and meaning of the thesis 9.1. The dissertation has systematized the theoretical issues to build a theoretical framework on the management of the model of interlevel schools of private enterprises in Vietnam 9.2. Analyzing and assessing the status of management of interschool schools in private enterprises, strengths, weaknesses, opportunities and obstacles, the status of management contents and the development of interschool system belonging to private business 9.3. Proposing solutions and recommendations for managing the interschool system of private enterprises in the context of current education innovation The solutions have great practical implications for the management of interschool system of private enterprises, adding to the theory of educational management of issues of managing PT schools in private enterprises in Vietnam. male 10. Methodology and Research Methods 10.1. Methodology 10.2. Research Methods: 10.2.1 Theoretical research method 10.2.2. Group of practical research methods * Observation method * Method of investigation * Test Method * Methods of summarizing experience * Professional solution * Data processing methods 11. The thesis structure In addition to the introduction, conclusion, Appendix, List of References, List of published works, the thesis has a structure of 03 chapters: Chapter 1: The rationale for managing interschools in private enterprises Chapter 2: Practice basis for managing interschools in private enterprises Chapter 3: Solutions for managing interschools in private enterprises Chapter 1 THE RATIONALE FOR MANAGING INTERSCHOOLS IN PRIVATE ENTERPRISES IN VIETNAM 1.1. Overview of studies 1.1.1. Domestic studies on schools, school management These thesis are all about high school but only mention one aspect of upper secondary school management, so it will be the basis for the author to study and deeply understand this issue. half In the past years, there have been many valuable scientific researches on school management, high school management; Managing nonpublic educational establishments; Researching school models; The issue of education socialization, the issue of mobilizing communities to participate in educational development; Studies on school quality management at high schools From the overview of domestic research, it has been shown that there have been many studies on general school management in general as well as management of nonpublic schools, but there has not been any work going deep in the study of the management of high schools according to the interlevel model in private enterprises in Vietnam. The author will continue to study this issue in a comprehensive and profound way, so that it is suitable, effective and feasible, step by step improving the quality of education, towards international standards of interschool schools in private businesses 1.1.2. International studies on schools, school models Since the 70s of the last century, the issue of research on schools, school models has appeared and this problem has become a trend that scientists in many countries study. 1.1.2.1. In the United States of America 1.1.2.2. In the UK 1.1.2.3. In the Russian Federal Republic 1.1.2.4. In some developing countries 1.1.2.5. Studies of OECD countries Overseas studies show that the school problem is interested in educators and educational managers. Schools can be called by different names, but most research works refer to the basic characteristics of a school in the context of both an educational institution and the current elements of it is both a social institution and its diverse relationships with the community Through research, with the author's knowledge, currently there is no research work on the management of interschool schools in private enterprises in Vietnam. With studies of schoolrelated issues will be references and background studies to help the author's research on the management of multilevel schools in private enterprises in Vietnam in a deeper and more comprehensive way 1.1.3 Studies on management of nonpublic schools as a method of implementing socialization of education Socialization of the education career is not only a way of doing education only in our country but also a popular way of education of countries around the world, including developed countries With the characteristic of a multilevel school in private enterprises in Vietnam, the research on socialization is a very important reference and inheritance for the author to study and propose effectively. The management of interschool schools in private enterprises, with a special feature of 100% investment in schools, is private capital, a socialization source 1.2. Theoretical issues about high school and interschool model in private enterprises 1.2.1. Concept of high school and high school According to the educational dictionary [17], the definition of education is an activity towards people through a system of measures to impart knowledge and experience, training skills and lifestyles, and nurturing necessary thoughts and morality for the subjects, helping to form and develop competencies, qualities and personalities in accordance with the goals, objectives, and prepare the subjects to participate in productive labor and commune life. This is a specific and indispensable activity of human society, an indispensable condition for maintaining and developing people and society. Education is a part of the reproductive process of expanding social labor, and people who are educated are the most important factors, both the motivation and the purpose of social development In the human society, a phenomenon arises and develops with human society, that is, the previous generation passed on to the generation after the social experience to participate in social, labor, production and other social activities High school for training students with qualifications from Primary to High School, helping students develop morality and intellect, physical, aesthetic and basic skills, developing personal ability, personality actively creating and forming the personality of Vietnamese socialist people, building up the status and responsibility of citizens, preparing students to continue studying or going into working life, participating in construction and protect the country 1.2.2. Secondary schools in private enterprises 1.2.3. Type of nonpublic school in Vietnam The school in the national education system is established according to the State's planning and plans in order to develop the educational cause and is organized according to the forms of public, semipublic, peoplefounded and private, as called public schools and nonpublic schools. Schools of all types of public and nonpublic schools are subject to State management by educational management agencies according to the assignment and decentralization of the state 1.2.4. Current types of Vietnamese schools Considering the level of education, currently in Vietnam, there are primary schools, secondary schools, high schools and secondary schools from primary to high schools. The classification of high schools in Vietnam is based on different criteria: Currently, the system of interschool schools in private enterprises in Vietnam is very successful and replicated, such as Olympia schools, Vinschool high school, TH School, this is the system system of interlevel schools in private enterprises in Vietnam. This model has been researched by the author to clarify the theoretical issues, the situation and propose effective management measures to improve the quality and efficiency of this school alone, asserting prestige and seeing clearly contributions of this model in the education system 1.2.5. Featured high school in private enterprises a. Purpose of school establishment: Implementing the policy of socializing the education career of the Party and State; Meeting the learning needs of the developing society; b. Objectives and scope of activities: Building the school into a developed educational unit in the form of highquality and highquality services Interschool provides training for students with qualifications from Primary to High School, helping students to develop morally and intellectually, physically, aesthetically and basic skills, developing personal ability, actively creating and forming the personality of Vietnamese socialist people, building up the status and responsibility of citizens, preparing students to continue studying or going into working life, participating in construction and protect the country Helping students strengthen and develop the results of Primary education, secondary schools complete general education and have common knowledge about careeroriented techniques, conditional on promoting individual ability to choose the direction continue to study University, College, Intermediate, vocational training Performing educational activities in accordance with professional regulations of the Ministry of Education and Training and Hanoi Department of Education and Training for interlevel schools c. Operation mechanism Organizational chart apparatus: School Board Administrators Academic Department Primary Secondary High school Administrative Department Accoun tants HR IT Office Different academic teams 1.3 Theoretical issues of management of interschool schools in private enterprises 1.3.1. Management concept, education management, school management Thus, it is possible to understand that school management is the lawful impact of the school management subject (school owner, principal) to the customer managing the school (teachers, staff, students and forces). other educational participation, ) to 10 bring the school's educational and teaching activities to the school's educational goals School development management is the process of creating changes, changes in school scale, organizational structure, conditions to ensure the teaching, learning and quality process, effective training suitable to each stage of socioeconomic development at different levels (national, regional, local ), meeting the human resources needed for the fields of labor activities and social life, thereby developing capacity, creating jobs, improving living standards and quality of life, social and economic status of the population ¬ and finally contribute to the development of society 1.3.2. Managing interlevel schools in private enterprises Managing interlevel schools in private enterprises is built on the theoretical basis and general characteristics of modern schools management and taking into account the characteristics of interlevel schools Education is a process of training people purposefully, in order to prepare people to participate in social life, to participate in productive labor by organizing the transmission and comprehension of the humankind’s sociohistoric experiences Currently, school managers pay much attention to the target components, contents, methods, management organization and results; these are the core components of the pedagogical process, if the management and impact run in the right way, there will be a good qualified result in the school. Visual perception of school management can be shown in figures 1.1 and 1.2 below: Economic Environment Culture Society (local community) Teachers Organization/Administr ation Management Teachinglearning process/education Goals of eductaion Learners Programmes PP/GD Educational Activities Facilities/ Finance Figure 1.1. Schoolbased management model and comprehensive educational goals The schoolbased management model and comprehensive educational objectives have the following basic characteristics: Comprehensive educational goals are the orientation and the key points of the whole educational organization and management process in schools. They guarantee 18 Educational thinking towards an international approach and using educational methods and technologies that have been successfully verified School facilities and services according to international standards Building teachers' capacity according to international training programs Cooperate with top quality schools in the region and the world Developing a "flat school" to apply technology to connect students (Vinschool is a part of the Microsoft Showcase school system.) Creating an environment for students to participate in international educational contests and playgrounds Summarize the differences through a case study 1) Vinschool is the first school allowed by the Ministry of Education to teach the integration of the Cambridge program and the Vietnamese national standard education program. Vinschool also pioneered to become a member of CIS Council of International School, an international standard school accreditation council, whereby school management processes will meet international standards 2) Vinschool is the first school to introduce GATE centers, differentiated teaching for special talents for each field. 3) Vinschool has a strict teacher evaluation and training system. Teachers are trained both in technology and technology to not lag behind in the 21st century, the era of digital transformation. 19 4) The cultural training, combining the philosophy of comprehensive education and education to serve and the philosophy of patriotic culture discipline civilization of Vingroup has focused on educational programs, vietnamese quality, Vietnamese learn 5) Vinschool has enough financial resources to invest in facilities including swimming pools and theaters 6) Vinschool has support from investment enterprises, so the development of the school chain is very fast. In addition to receiving financial support, Vinschool has initially embedded career guidance activities based on its ecosystem, especially practical experience activities, career seminars on smart agriculture. at Vineco, about industrial technology at VinFast, VinSmart, health care at Vinmec and business at other units in the group. Vinschool's skills training program also aims at the output standards of skills that are actually required by enterprises. Thanks to the advantage of being in Vingroup ecosystem, all medical services linked with Vinmec, food vegetables are imported from Vineco, security services hire VinSecurity company so the learning environment is very safe, security, healthy 2.4. Status of interschool management in private enterprises Based on factors affecting the organization and development of the school to establish questionnaires on areas of school management By sending the questionnaires to the schools participating in the survey, 45 votes were collected and 40 votes were collected, summing up the number of responses according to the results achieved: Not achieved; Good; Medium and weak; Degree of need: Very necessary; Necessary; Pretty necessary; Unnecessary With 35 criteria of 7 fields of school management to know their personal views (managers Education and training School management board, Board of Directors) on the approval of the criteria set out and assess the status of the achieved results of the units We obtained quantitative results on each table We have calculated the frequency of respondents according to each level (expressed in percent) to fill in each column of the summary tables shown in the full text of the thesis There are also judgments of managers of experts: The management of surveyed schools has achieved encouraging achievements, in line with the trend of modern education development, but in the development process, it is necessary to pay attention to the following contents: Education development policy has paid special attention to the quality and effectiveness of education; But there is not really a point on the effectiveness of a school and the level of effectiveness with the learners themselves, learners' families, communities and society The policy guidelines, however, are widespread but not really consistent with each other and are not specific enough to create a suitable legal framework for educational development. The case of Vinschool is a special case that not only has a school campus but also has 33 campuses nationwide. Accordingly, each school must have a separate tax code and organize its own financial and accounting activities that have increased the administrative workload for the accounting system. While in fact Vinschool operates as a unified and consistent 'enterprise', the program investment, 20 equipment procurement, textbook shopping, and daily food shopping are all concentrated, because So there should only be one accounting system and one tax code for effective management Development management is decentralized and decentralized, improving the autonomy and selfresponsibility of the school is reflected through the quality management system. Management needs to be consistent at all levels. In fact, the policy orientation of the Ministry of Education and Training is very open, encouraging teachers to be autonomous about the method to suit the needs of student capacity, encouraging the use of technology. However, when local agencies create management, the base is still rigid to distribute programs and administrative forms to assess the quality of teaching at schools Management decision shows the democracy and concentration of participating forces and benefits from low level education Management capacity and especially principals are interested to get high skills in implementing management functions. In the case of Vinschool, we have learned lessons about training principals and managers on adaptability to change, management capabilities in the digital age and the ability to understand business needs and interpret highlevel strategies. into specific actions The selfmanagement of the teachers and students has a certain result The National Education Program is in general inadequate, not accessible to the general education programs in the region Therefore, boldly innovating, learning, building new educational programs suitable for learners and local culture is absolutely necessary In fact, many contents related to digital economy, digital transformation, computer science, and artificial intelligence have not been given adequate attention. The Vinschool case can become a reference for the Ministry of Education and Training to allow schools to be more open and selfreliant in bringing elective subjects into training, suitable to each local situation The method of education is respected, many teachers have innovations to implement teaching methods, but teachers need to be trained and mentored after training and have projects to measure progress students after applying new educational methods; The Vinschool case draws lessons on training teachers who are able to adapt to new teaching technology in a digital age The form of education in PTLC schools is now diversified; conditions to ensure that resources meet the specific characteristics of private enterprises, the selection of appropriate forms of education and teaching organizations, take advantage of the natural and social environment to promote the potentials. The ability of the school, the teachers and the students has not been promoted Educational environment has advantages thanks to educational policies, educational socialization; however, it is unclear how to specify policies that state the responsibilities of economic organizations to use products (students) The results of education and assessment of the current educational results are very difficult problems. All schools focus on assessing according to the regulations of the Ministry of Education and Training, developing appropriately and achieving 21 quality goals, aiming at comprehensive development goals However, the current assessment method has not fully promoted and systematically systematically ensured the quality management system process. The Vinschool case has attempted to bring metrics towards output standards according to the requirements of businesses in the ecosystem as well as meet VinUn University entry standards Chapter 2 Conclusion In chapter 2, the dissertation has studied the reality of operating and reality of managing interlevel schools, focusing on the case study: Vinschool. By methods of investigation, observation, study of documents, records of management activities of the school, as well as collecting expert opinions on the school's operation model, there is the difference between the inter–level school model at Vinschool and inadequacies between the operating philosophy of interlevel model in private enterprises with general policies and management practices of high school system in Viet Nam which do not cover this specific type of interlevel schools in order to take the advantages of such model. With special investment in manpower, resources, facilities and educational programs, private enterprises having interlevel schools, especially Vinschool, have strived to achieve the initial achievements in general education from primary to high school, and of course, Preschool education with standardized international quality Through indepth research and survey with questionnaires, interviews with experts following the criteria of managing Vinschool to know the reality in managing the school, and the author have used such results to propose management, development and improvement measures of interlevel schools in enterprises in Viet Nam to achieve quality objectives One of the systematic limitations of practical implementation of interlevel school model in private enterprises is that the education sector's policies and regulations are commonly applied to all types of schools, yet do not cover the characteristics of this type of school, the regulations of investment on resources for school activities (according to the market mechanism) and professional regulations are mechanically regulated, rigid and are under highly centralized operation. Another difficulty is the decentralization of state management in all levels of education: Primary and secondary schools are under the management of the education department and people's committees of districts, high schools are under the management of the Bureau of Education and Training and the People's Committees of provinces and cities. However, for inter level schools under the management of the Bureau of Education and Training, all issues related to primary and secondary education are still intervened by the education departments of local districts. Therefore, it takes much time to solve any problems in such interlevel schools, especially those schools, which are operated by private enterprises with challenging goals. The innovation and creativity in operating operations that are compulsory in these schools will face the resistance of centralized, bureaucratic, subsidized management Chapter 3 SOLUTIONS FOR MANAGEMENT OF INTERLEVEL SCHOOLS 22 IN PRIVATE ENTERPRISES IN VIETNAM 3.1. Principle of proposing solutions: 3.1.1. Purpose Principles 3.1.2. Systematic Principles 3.1.3. Practical and efficiency Principles 3.2. Proposing solutions to manage interlevel schools in private enterprises 3.2.1 Solution 1: Complete the guiding documents on policies and mechanisms to build and develop the interlevel schools in private enterprises in accordance with a nonprofit point of view Unifying direction on guidelines, regimes and policies under legal documents to become a legal corridor in the process of building and managing interlevel schools in the orientation of nonprofit operation, all revenues from tuition and contributions of individuals and organizations are invested in the development of the School (investment in facilities, Teachers, Educational activities, etc.), thereby creates the peace of mind for teachers when they perform the tasks, as well as helps students and their parents have a proper and complete awareness of interlevel school system 3.2.2 Solution 2: Innovating thinking and management methods in the direction of decentralization, autonomy, selfresponsibility and effective implementation, promoting the advantages of educational institutions in private enterprises There are a number of proposals of "untying" for educational institutions, in fact, that is giving more autonomy to schools to promote the activeness, initiative and creativity of the institution. Because of particular characteristics of private schools operated by enterprises, the implementation is very appropriate, it is necessary to have appropriate management methods to promote the advantages to develop the type of interlevel schools in enterprises 3.2.3 Solution 3: Directing and managing comprehensive education development for students in combination with the enterprises’ management and culture Deploying the modern, effective management point of view, professional management style by corporates in combination with the educational goals according to enterprise output standards and the goal of comprehensive education for students towards international standardized quality 3.2.4. Solution 4: Innovating the content and method of impacting on the subjects of interlevel schools management process towards meeting the standards of enterprises and international integration Raising awareness, capacity and responsibility for education managers, teachers, civil servants, students and parents about the meaning, importance and issues related to education management, management of interlevel schools, management of teaching towards meeting the output standards of enterprises and international integration 23 3.2.5. Solution 5: Building a comprehensive education quality management system on interlevel schools On the basis of clearly defining the overall goals and and the key tasks is to meet the country's development requirements in the integration period, guaranteeing the quality of the educational process following the comprehensive educational requirements Completing educational content and programs in the direction of standardizing, modernizing and approaching the region's advanced level and the world following the socioeconomic realities to improve comprehensive education. Ensuring the harmony among education, physical education, moral and aesthetic education and social capacities and life skills Fulfilling and improving the quality of planning and directing the implementation of educational plans (annually and semiannually). The plans must follow the goals, content, educational programs; students must be fully developed; being good at informatics and foreign languages Modernizing teaching methods towards "teaching less, learning more" "learn to lead, learn to be creative, learn to grow and develop, learn to sympathize and care" Standardizing and improving the management ability and teaching skills of teacher management staff Focusing on inspection evaluation (periodic and extraordinary) of comprehensive educational activities of the school 3.2.5 Solution 6: Enhancing awareness of community mobilization to participate in general education management Overcoming incorrect perception of community mobilization to participate in education management in a social section Coordinating with social forces to do well improving the quality of students Enhancing the quality of facilities for schools Effectively mobilizing and managing financial resources to enhance school facilities 3.3. Testing the urgency and feasibility of the solutions 3.3.1. Purpose 3.3.2. Content, methods and results of study Table 3.1. Statistics of test results on the urgency of the proposed solutions for managing interlevel schools in private enterprises The urgency TT Measures High Low Average Ranking Urgency urgency urgency Completing documents and policies to build and develop interlevel schools 46 in private enterprises towards non 61,3% profit education 28 37,3% 1,3% 2,60 24 Innovating thinking and management methods in the direction of decentralization, autonomy, self responsibility and effective implementation, promoting the advantages of educational institutions in private enterprises Focus on directing and managing the comprehensive education development for students Innovating content, methods of impact on subjects of interlevel school management process Building a comprehensive education quality management system at the interlevel schools. Enhancing awareness of community mobilization to participate in general education management 41 54,7% 33 44,0% 1,3% 2,53 55 73,3% 18 24,0% 2,7% 2,71 32 42,7% 37 49,3% 8,0% 2,35 58 77,3 % 16 21,4 % 1,3 % 2,76 53 70,7% 19 25,3% 4,0% 2,67 2,6 The results of the table above show that the levels of urgency of 6 measures proposed in the management of interschool schools in private enterprises in Vietnam are quite high. It is shown in the overall average score of 2.6 compared to the highest average score of 3.0 in which 6/6 measures have a higher average score than 2.0 The urgency of methods The urgency of methods 25 Figure 3.1. Evaluation of the urgency level of the proposed solutions The remaining proposed measures are evaluated at a rather high level, showing that these management measures are very suitable to the actual situation of the current schools 26 Table 3.2. Statistics of test results on the feasibility of solutions proposed to manage interlevel schools in private enterprises TT Measures Completing documents and policies to build and develop interschool in private enterprises towards nonprofit education Innovating thinking and management methods in the direction of decentralization, autonomy, self responsibility and effective implementation, promoting the advantages of educational institutions in private enterprises Focusing on directing and managing of comprehensive education development for students Innovating content, methods of impact on subjects of interlevel school management process Building a comprehensive education quality management system at the inter level school Enhancing awareness of community mobilization to participate in general education management Feasibility level The Very Not average Ranking Feasible feasible feasible value 35 46,7% 34 45,3% 8,0% 2,39 35 46,7% 35 46,7% 6,6% 2,40 41 54,7% 32 42,7% 2,6% 2,52 28 37,3% 44 58,7% 4,0% 2,33 38 50,7% 35 46,7% 2,6% 2,48 38 50,7% 33 44,0% 5,3% 2,45 2,43 From the table above, we can see that the assessment of the feasibility of 6 measures is proposed at a fairly high level, showing the overall TB score of 2.43 compared with the highest score of 3, of which 6/6 measures have a score of> 2.0 points Feasibility Level Feasibility Level Feasibility Level 27 Biểu đồ 3.2. Đánh giá về tính khả thi của các biện pháp đề xuất Solution 3: "Focusing on the directing and managing of comprehensive education development for students" is rated the highest feasibility (2.52 points) and the lowest 5 solution "Innovating content, method measures to influence the subjects of interlevel management process ” has a score (2.33) which is also visible in the current educational institutions, comprehensive education and education innovation issues are the requirement and goal of education and society, therefore the proposed solutions are highly feasible Table 3.3. Correlation between the urgency and feasibility of solutions TT Urgency Feasibility Rank Average Average Ranking ing Measures Completing documents and policies to build and develop interlevel schools in private enterprises towards nonprofit education Innovating thinking and management methods in the direction of decentralization, autonomy, self responsibility and effective implementation, promoting the advantages of educational institutions in private enterprises Focusing on directing and managing of comprehensive education development for students Innovating content, methods of impact on subjects of Interschool management process Building a comprehensive education quality management system at inter level schools Enhancing awareness of community mobilization to participate in general education management D2 2,60 2,39 2,53 2,40 2,71 2,52 1 2,35 2,33 2,76 2,48 2,67 2,45 To determine the correlation between the urgency and feasibility of interschool management measures in private enterprises, the fellows use Specman hierarchical correlation coefficients: r = 1 D2 N ( N 1) = 1 0,14 = 0,86 28 The correlation coefficient r = 0.86 allows to confirm between the necessity and feasibility of the 6 proposed measures that are positively correlated, meaning that the proposed measures are necessary and feasible However, with the current characteristics of the interlevel schools in the current private enterprises, the evaluation score between the level of necessity and the feasibility level has a significant difference, the higher level of necessity. feasibility level Solution 5: Building a comprehensive education quality management system at the interlevel school. The level of urgency has the average of 2.76 – in ther first rank, the feasibility level has the average of 2.48 ranked 2nd Solution 6: Enhancing awareness of community mobilization to participate in general education management. The necessary level of average score is 2.67 ranked 3rd, the feasibility level has a average score of 2.45 ranked 3rd. The difference between the required level and the feasibility level is 0, 32 shows that in practice, this measure is complicated when implemented in the context of innovation. This is an important measure in the management of interlevel schools in private enterprises in Vietnam In the current conditions, with the characteristics of schools in private enterprises, the factors determining the quality of learning and quality to meet the quality assurance conditions are mobilization of socialization, mobilization of Social components and education work and improve training quality In fact, this is a difficult often organized issue. Method 4: Innovating content and methods of impacting on subjects of interlevel schools management. The need for a average score of 2.53 ranked 6th, the feasibility level with average score of 2.33 – ranked Then the program is strictly regulated nationwide, changing and adjusting accordingly This is a job, a complex task set for managers, requiring managers to invest intellectually, effort and good execution time in accordance with the roles and characteristics and characteristics of general education and schools in private enterprises It is possible to express an assessment of the necessity and feasibility of the interlevel school management measures in private enterprises mentioned in the thesis by the following chart: Urgency level Feasibility level 29 Chart 3.3. Correlation between the urgency and feasibility of management solutions Thus, through the results of the proposed solutions above, it shows the urgency and feasibility of the solutions for managing interlevel school in private enterprises in Vietnam proposed by author is relatively high, if they are implemented in a methodical and proper way, it will surely result in the management and improvement of the quality of education Evaluation of study results: All solutions proposed to manage multilevel schools in private enterprises in Vietnam are urgent and highly feasible. At the same time the relationship between the urgency and feasibility of each solution has very close mutual relations The proposed solutions ensure objectivity, science and practice. Each measure is both overall and comprehensive in each aspect of the management of interlevel schools in Vietnamese private enterprises From the results obtained through testing, it is allowed to conclude that the proposed solutions can be applied in practice to implement Inter School Management in enterprises 3.4. Testing some solutions proposed to deploying The solutions proposed by the author were investigated about feasibility and urgency due to limited time, the author conducted a test to build a comprehensive education quality management system in interschool in private enterprises in Vietnam by implementing a pilot implementation of the teaching quality management system at VinSchool InterSchool, the processes and implementation steps are described in detail in the test content section 3.4.1. Test purpose Determining the feasibility and practicality of the comprehensive education quality management system, contributing to ensuring comprehensive educational goals at Interschool through piloting a number of factors and stages in the system 3.4.2. Test content On the basis of comprehensive education quality management model, test and develop some elements and stages in the quality management system: Develop education quality policy of the school Develop quality plans (associated with school year, semester plans for grades Building a quality management apparatus (organizing, decentralizing, clearly defining the functions and tasks of the management apparatus from the school level to the professional departments, departments and disciplines 30 Develop GD quality management processes (process of learning discipline management; process of organizing and managing cultural and social activities outside the school; process of examining evaluating learning results; letter processing and drafting process; , browse administrative documents, etc Develop a system of standard criteria for evaluating the quality of comprehensive education The system of criteria for comprehensive learning assessment at grade levels; process and criteria for teacher evaluation Examining and assessing the quality of education: Completing the regulation on examination evaluating the three parties (teachers students' classes self assessment) according to the comprehensive educational criteria, towards international standards With time and limited resources The dissertation conducted a trial to build a quality management system is a core issue to implement the Quality Management System at interschool Vinschool. This will help the school to ensure the quality of the inputs of teaching; strengthening the principal's teaching management activities, innovating teachers 'teaching activities, forming students' learning activities according to quality assessment processes and criteria; ensure the output quality of students towards meeting the requirements of learners and society towards the comprehensive quality of students and international standards Chapter 3 Conclusion Based on the results of interschool management theory and practice, the author has proposed solutions to manage and develop interschool model in private enterprises. These solutions include: Solution 1: Complete the guiding documents on policies and mechanisms to build and develop Interschool in private enterprises from a nonprofit educational perspective Solution 2: Innovating thinking and management methods in the direction of decentralization, autonomy, selfresponsibility and effective implementation, promoting the advantages of educational institutions in private enterprises Solution 3: Leadership and management of comprehensive education development for students, combined with the management and cultural values of enterprises Solution 4: Innovating the content and method of impacting on the subjects of interschool management process towards meeting the standards of enterprise training and international integration Solution 5: Building a comprehensive quality management system in Inter School in private enterprises in Vietnam Solution 6: Raise awareness of community mobilization to participate in general education management The solutions are highly appreciated for the urgency and feasibility 31 CONCLUSION AND RECOMMENDATIONS 1. Conclusion Through the research results of the thesis, allow to draw some conclusions: Theoretical basis of the thesis: clarified the views on the development of educationtraining in general and general education in particular in the market economy mechanism. Clarify the basic concepts of the thesis; Clarify the role of organizations, businesses and individuals with the development of education as a factor of socioeconomic development; Systematize the theoretical issues of inter school management, school models in Vietnam's educational history, quality management issues, and the quality management system Current situation of managing the model of interschool schools in private enterprises, the status of teaching quality management: The thesis focuses on researching the case of general education system of Vingroup Solution for managing interlevel schools in enterprises In this chapter, it confirms the model and completes the mechanism to improve the quality of education and international integration. Proposing 6 groups of solutions and testing the urgency, feasibility and testing of a proposed solution; analyze ways to conduct each solution The above groups of measures have been tested, tested in practice and evaluated with urgency and high feasibility. It can be affirmed that the thesis has completed the purpose, research task and scientific hypothesis of the proven topic 2. Recommendations 2.1. For Ministry of Education and Training, Department of Education and Training The models of general education in private enterprises, invested and managed by enterprises are a method of socializing important general education not only in the immediate state conditions not able to afford all children in the age group, not enough resources to invest in developing different, worldclass quality education models but also the nature of education Strong enterprise is a potential organization, an important component in the process of implementing the socialization of Vietnam's educational career, from investment in school development resources, to implementing career orientation, and solving output, jobs for the younger generation. If recognizing and formalizing this important role of enterprises through and with the policies of the state, encourage enterprises to take care of the education career, enhance the responsibility of enterprises for source education. The human resources of the country, the policy of socializing education activities will promote efficiency and sustainable development, contributing to reducing the burden on the growing investment demand for state education Therefore, it is necessary to recognize the great role of this school model, to adopt a special mechanism in a unified system to affirm the role of the system of inter schools in private enterprises, facilitating the the development of the system of nonpublic schools in general and in private enterprises in particular 32 2.2. For Interschool and businesses Businesses and schools need close coordination and commitment to ensure the quality of education of schools in the enterprise; There should be regulations and regulations on investment and profit management in order to develop education in the spirit of nonprofit (profits from the revenue will be reinvested entirely in ensuring quality assurance conditions. amount for school) It is necessary to promote and combine the corporate culture environment with the educational philosophy and the development of education, aiming at the comprehensive educational goal of the students, reaching international standards of quality With the combination of corporate governance and modern school administration, standardization and efficiency, take advantage of the quality assurance conditions with a strong and methodical investment fund of enterprises, promoting the advantages of the multilevel model to create a traditional foundation culture linking the community of students and alumni of interschools in enterprises, gradually asserting and firmly developing the interschool model ... management of the model of interlevel schools of private enterprises in Vietnam 9.2. Analyzing and assessing the status of management of interschool schools in private enterprises, strengths, weaknesses, opportunities and obstacles, the status of ... 3. Object and object of research 3.1. Object to study Interschool of private enterprises in Vietnam. 3.2. Research subjects Interschool management of private enterprises in Vietnam 4. Research questions... This project aims to clarify the management of high schools according to the interdisciplinary model in private enterprises in both theory and practice In the process of socializing the educational career of our country, in recent