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MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF EDUCATION Dinh Thi Thuy Dung SCHOOL NETWORK IN HO CHI MINH CITY Specialty : Geography Classification Code : 62 31 05 01 SUMMARY OF THE PhD DISSERTATION IN GEOGRAPHY Supervisor: Prof Dr Nguyen Viet Thinh Ho Chi Minh City, 2020 The thesis is completed at Ho Chi Minh City University of Education Supervisor: Prof Dr Nguyen Viet Thinh First Reviewer: Assoc Prof Dr Dao Ngoc Canh Second Reviewer: Assoc Prof Dr Pham Viet Hong Third Reviewer: Dr Truong Van Tuan The thesis will be defended at the University’s Thesis Commission Meeting at Thesis Defense Room, Library of HCMUE At… date… month ………, year ……………………… The thesis can be found at: - Vietnamese National Library - Library of Ho Chi Minh city University of Education - General Sciences Library of Ho Chi Minh City INTRODUCTION Reason to choose a topic Education and training is a social service sector On the one hand, it is public service (training the citizens of a country, developing intellectuals, fostering talents, training human resources for the sake of national interests) On the other hand, it is personal service, aimed at meeting the educational and training needs of each individual and their family Therefore, Vietnam as well as many countries in the world has considered education as a "top national policy" and this is also true of Ho Chi Minh City Currently, the organization of general schools in Ho Chi Minh City still has many shortcomings: in some places there is a shortage of schools, in some places there are too many schools, some schools have insufficient criteria, some schools lack the student,… In addition, the implementation of the city's school network planning in the past time is still slow; the number of schools is not increasing, which is a challenge for managers and a great pressure on high quality schools and national standard schools For the above reasons, the PhD student chose the topic "School network in Ho Chi Minh City" as a research to clarify the reality and analyze the factors affecting the unreasonable organization of the schools, from which proposed practical solutions Research objective and mission 2.1 Objective Analyze the reality of the network of general schools in Ho Chi Minh City from a service geographic perspective, considering education as a special service On that basis, solutions will be contributed to perfect the network of schools in Ho Chi Minh City in the coming decades 2.2 Mission - Selectively overview the theoretical and practical basis for service geography that applies to educational services and the school network - Analyze the factors influencing the development of education and the school network; at the same time, clarify the reality of general education development and the reality of the school network in Ho Chi Minh City - Propose solutions to complete the school network in Ho Chi Minh City Scope of the research - Territorial scope: 24 districts in Ho Chi Minh City - Research period: mainly in the - school year period from 2013-2014 to 2017-2018, in some cases it is necessary to use data from the previous periods - Research content: reality of distribution of general schools in Ho Chi Minh City; analysis of socio-economic factors affecting the effectiveness of the school network organization; propose macro solutions to logically organize the school network in Ho Chi Minh City Document overview This section overviews the researches at home and abroad related to the theoretical and practical issues of the thesis topic The works by foreign researchers mentioned are mostly published in English Foreign studies Studies on educational philosophy and comparative education: John Dewey's "Democracy and Education: An introduction to the philosophy of education" (1916) on the philosophy whose value has remained until today, “Trends in secondary education in industrialized countries: Are they relevant for African countries?” by Briseid O, Caillods F (2004) on warnings for developing countries when applying lessons from advanced countries, “Secondary education at the crossroads: international perspectives relevant to the Asia-Pacific region” emphasizing the role of community in education, “Bowling alone: The collapse and revival of American community” by Robert Putnam (2000) emphasizing the role of social capital, the level of social belief, and personal connection in the success of education Research on education and development: The World Bank publishes many researches on the relationship between education and economic development, social labor productivity, including those of Jamison DT, Lau LJ et al (1982, 1991), book “Education and Development: Evidence for new priorities” (1990) by W D Haddad, M Carnoy, R Rinaldi and O Regel, demonstrate that all aspects of development is increasingly dependent on education The article “Returns to investment in education: A further update” by Psacharopoulos G., and Patrinos H A (2004) has important findings on the level of profits in private and public schools, at all levels of education, in different groups of countries Research on educational geography: Colin Brocks's article "Comparative education and geographical factor" (2013) emphasizes that in educational geography, attention should be paid to spatial inequality in the supply of educational services, space-time issues in educational service changes and educational needs The "Social Geographies of Educational Change" (2004) by F Hernandez and I.F Goodson not only analyzes the importance of natural and social spaces to reveal how people created and responded to educational changes but also emphasizes the creation of networks in education as a form of social networks In addition, there are works on urban education of major cities in the US (D A Breault and L A Allen, 2008; R C Hunter, F Brown, ed., 2003) with similar issues to those of Ho Chi Minh City Research on spatial analysis, social networks and school networks: distributed analysis and network analysis tools in GIS with their variants available for school network research The works of Australian educational managers (Rosalyn Black, 2008; Mal Lee and Glenn Finger, 2010) focus on analyzing the central role of the Government in building the school network, as well as the commitment of the school stakeholders to local networks and school-to-school networks The work of P Wohlstetter, C L Malloy and colleagues analyzes lessons learned from the construction and operation of school networks in the UK Research on education as a type of service is addressed in various respects: factors driving service growth (F P Stutz, B Warf, 2012), school selection and education competition issues (C M Hoxby et al., 2003; H J Walberg, 2007; P Woods, C Bagley and R Glatter, 1998) Vietnamese studies Researches on educational development strategies: Professor Pham Minh Hac analyzed the successes and shortcomings of Vietnam's education, challenges in the age of knowledge economy (1999), educational development in the direction of standardization, modernization, democratization, socialization, diversification (2011) Similarly, there is the "Vietnam's education on innovation and modernization development" by Vu Ngoc Hai, Dang Ba Lam and Tran Khanh Duc (2007) Works on each aspect: finance and planning for education and training development (Do Van Chan, 1999, 2008), and forecasts for education development (Nguyen Dong Hanh, 1996; Nguyen Cong Giap, 2005) Studies on educational history and comparative education: Nguyen Hai Ke et al (2013), on the basis of an overall analysis of education and training of Thang Long - Hanoi throughout the history and the lessons learned, gives directions for development of education and training of the Capital in the new period The authors of Vietnam Academy of Educational Sciences (Nguyen Loc, Dao Thai Lai, Nguyen Anh Dung, Nguyen Thi Hong Van, Bui Duc Thiep and Nguyen Thi Hanh) have conducted general education research in many countries around the world on the trend of developing educational programs, national expense for education, tuition regime, policies for teachers, etc Studies assessing access to education services and educational achievement: conducted systematically in The results of the living standards survey by the General Statistics Office every two years, National reports on human development (2001, 2011, 2015), in the research report on education economics in Vietnam by Harry Anthony Patrinos, Pham Vu Thang and Nguyen Duc Thanh, published by the World Bank (December 2018) Researches on education in Ho Chi Minh City: from a geographical perspective, some related studies can be found such as Nguyen Kim Hong (1995) on "Population development and education development in Ho Chi Minh City”, Duong Kieu Linh (2007) on the current non-public education system in Ho Chi Minh City Viewpoints and research methods Research views: synthesis, history - perspective, territory, system, ecology and sustainable development Research methods: overview, statistics, GIS, fieldwork and sociological surveys, expert consultation, forecast Scientific and practical significance of the research topic Scientific significance: studying the network of general schools in Ho Chi Minh City from the perspective of service geography, giving criteria to evaluate the suitability and adaptability of the school network in our country’s major cities through Ho Chi Minh City case On that basis, there are specific solutions that contribute to the finalization of the planning of the school network in Ho Chi Minh City Practical significance: contributing to assess the reality of the school network in Ho Chi Minh City, serving as a scientific basis for education and territorial management levels (district, city) to adjust the school network planning appropriately The thesis structure: in addition to the Introduction, Conclusion and Recommendation, the thesis has chapters Chapter Theoretical and practical basis for the school network Chapter Influencing factors and situation of school network in Ho Chi Minh City Chapter Proposal solutions to rationally organize the school network in Ho Chi Minh City Chapter THEORETICAL AND PRACTICAL BASIS OF SCHOOL NETWORK 1.1 Some general issues on education and renovation of general education The relevant provisions of the Education Law In this section, there are issues related to general education included in the 2005 Education Law and the 2019 Education Law (effective from July 1, 2020), which are about educational objectives, national education system, types of school, and planning of educational institution network It is noteworthy that in the 2019 Education Law Article 16, Clause states: “2 The state plays a key role in developing educational career Diversify types of educational institutions and education forms; encourage, mobilize and create conditions for organizations and individuals to participate in developing educational career; encourage the development of people-founded and private educational institutions to meet the social needs for high quality education" In Decree 75/2006/ND-CP, Article 17 clearly states that: Planning of education network is distributing and arranging educational institutions of the national education system nationwide and in each locality according to geographical locations and territories, for each period in order to concretize the education development strategy, which serves as a basis for formulating education development plans The issue of reforming general education: The fundamental and comprehensive innovation in education and training has become the determination of the entire political system It was stated in Resolution No 29/NQ-TW dated November 4, 2013 on basic and comprehensive renovation of education and training and then codified in Resolution No 88/2014/QH13 dated November 28, 2014 on renovating programs and textbooks for general education, the Education Law 2019 The implementation of new curricula and textbooks, coupled with innovating teaching methods and evaluating educational outcomes, starting from the 2020-2021 school year will require a lot of changes in organization and developing the school network 1.2 Conception of service area and education service In the service sector structure, education service not only belongs to the consumer service sector but also is a part of public services, for both the public and non-public establishments in the educational services meet the individual needs and national needs In the framework of trade agreements, education and training are also classified in the service sector The General Agreement on Trade in Services (GATS) outlines four modes of education and training service delivery: transnational supply, extraterritorial consumption, commercial presence, and presence of natural persons When education is the service sector, creating value added (GDP), it is natural that the education market exists It is called the market because there are different agents in education, supply and demand, competition, choice, regulatory mechanism, (Nguyen Khanh Trung, 2011) Among the characteristics of educational services, the highlight is the characteristics of educational service’s products and behavioral characteristics of people using general education services Products of educational services have such characteristics as intangibility, inseparability, heterogeneity, the difficulty of pricing products, and perishability Behavioral characteristics of general education service users The "learner centered" view is customer oriented In a market economy, it is essential to understand the customer as well as the customer decision- making process, which is divided into stages: pre-purchase, purchase / service encounter and post-purchase evaluation For schools, the satisfaction of students and their parents creates a school reputation The transparency of criteria for educational quality, the organization of external assessments for educational institutions, educational quality accreditation, the recognition of national standard school, etc help substantially improve the quality of educational services 1.3 Some indicators on access to educational services and educational outcomes Key indicators reflect access to educational services: attendance status, general attendance rate (of a given level), attendance rate at right age, gross attendance rate at all levels, rate of primary school dropouts Key indicators reflect educational outcomes: adult literacy rate (can read and write), average number of years attending school, the expected number of years attending school, the level of education, the technical and professional level Criteria for evaluating the scale and quality of educational services: To assess the extent of national and local educational services, there are the following indicators: total number of students going to school in each grade and each class, in university and vocational education; number of students and students per ten thousand people To assess the quality of education, there are the following criteria: average number of students per class at each grade, average number of teachers per class, average number of students per teacher, teacher’s qualifications, school equipment, the rate of schools reaching national standards, the average cost of training per student or student 1.4 Issues related to the school network School network planning According to the Planning Law adopted by the National Assembly in 2017, planning is the arrangement and spatial distribution of socio-economic activities, national defense and security associated with infrastructure development, resource use and environmental protection on the territory determined to effectively use the country's resources to serve the sustainable development goal for the defined period (Article 3) Educational development planning means a branch development planning, a part of socio-economic development planning This section discusses the purpose, requirements and content of education development planning On the basis of assessing the educational situation, it also presents viewpoints, goals, directions, solutions to develop and distribute the entire education and training system, which specifically indicates the need to improve the quality of education and training, development of teacher force, distribution in steps and spaces to meet the requirements of comprehensive human development and in accordance with local and national socio-economic conditions School network planning is a scientific justification for forecasting the development It streamlines and arranges the school network according to space and time School network planning is also part of the education and training development planning It must meet all purposes, requirements, principles of educational development planning as well as the provisions of the school charter and national standard school standards issued by the Ministry of Education and Training In the planning for urban school network development, attention should be paid to standards in planning and construction promulgated by the Ministry of Construction such as the regulations on the minimum size of urban schools, targets of public works, and services in schools Development of school network: "in width" such as increasing number of school facilities, diversifying types of general education services (as stipulated in the Education Law) and "in depth” such as modernizing technical facilities; perfecting structure, institutions, policies and service quality; improving the capacity of managers, employees and teachers; investing in procurement of teaching equipment; and applying new technologies to improve the quality of educational services 1.5 Socio-economic factors affecting the school system Based on the analysis of theoretical documents and practical observations, including the practice of general education development in Ho Chi Minh City, the PhD student proposed a theoretical diagram of the socioeconomic factors affecting the school network (Figure 1.3) In this diagram, the factors in the inner circle are considered as factors that directly impact the school system External factors influence the inner factors and actually create a broader socio-economic environment affecting the school network Figure 1.3 Diagram of socio-economic factors affecting the school network This section carefully analyzes the factors in the inner circle in the above diagram 1.6 A number of statistical indicators evaluating the school network at the provincial level, applied to Ho Chi Minh City Total and structure of schools and classes by grade and type of school The size and structure of currently attending students by grade level and type of school The average class size (by grade level), compared with the regulations of the Primary school (no more than 35 students per class) and of the Secondary school and the High school (no more than 35 students per class) Average distance for a student to move from home to school (not more than 500m in urban areas; not exceeding 1km in suburban and rural areas) T.V.Zvonkova's formula calculates the average distance between two 𝑃 adjacent fields: a = √ 𝐾 P is the area of the study area (km2) K is the number of schools within the study area The level of education service quality assurance Based on Circular 18/2018/TT-BGDDT stipulating education quality accreditation and recognition of national standards for junior high schools, high schools and multi-level schools; Circular 17/2018/TT-BGDDT regulating education quality accreditation and recognition of national standards for primary schools, the PhD student has investigated the students' assessment of the school's educational quality assurance conditions In which: 14 Investment In recent years, the economy of Ho Chi Minh City continues to grow strongly, the budget revenue in the area also increases Therefore, the investment capital for education is also increased, so the number of general schools is built more Besides, the socialization of education is also a way to increase capital to build non-public schools In the period of 2013-2018, the City has 3,358 more classes, 30 schools are a testament to the effectiveness of education investment However, with the reality of students growing rapidly and continuously, the growth rate schools and classrooms as above has not yet fully meet the learning needs of students Therefore, investment in building schools should be combined with good management of all aspects of social life in order to properly plan the school network Psychology of participants in educational activities Psychology "heard rumors" that people not believe in the quality of teaching-learning, facilities conditions, of local schools that they find ways for their children to study contrary to the central districts This further reduces the stimulation for the authorities in investing in building high quality schools to serve indigenous peoples; and the pilot schools and national standard schools become even more "overloaded" The psychology of "foreign students" or more positive is that they want to invest for their children to study in a good facilities, international standard curriculum, making Ho Chi Minh City more and more people-founded and private schools The psychology of evaluating the quality of education through the concept of good schools - bad schools, rich schools - poor schools makes those who directly participate in education run after the achievements, making the society unbalanced in the environment that is considered the most pure - "planting people" environment 2.3 Reality of the school network in Ho Chi Minh City School network planning According to Decision 02/2003/QD-UB approving the planning to develop the school network of education and training in the city until 2020, Ho Chi Minh City is divided into planning areas, with norms of land area for a place of study; however, the progress of the implementation of this Planning has not been as expected In order to solve difficulties and encourage socialization of education, the Government issued Decree No 59/2014/ND-CP and the Ministry of Finance issued a Circular No 156/2014/TT-BTC dated 23 October 2014, guiding the implementation of land rent reduction and exemption for each domain and geographical area with preferential socialization in urban areas 15 From 2013 up to now, Ho Chi Minh City People's Committee has continuously prioritized the allocation of funds to deploy the construction of schools according to the approved planning of each district Number of schools and classrooms According to the Ho Chi Minh City Statistical Office, from the school year 2013-2014 to 2017-2018 the number of schools in HCMC increased from 922 to 952 (up 30 schools): - Primary school: increased from 476 schools (2013-2014) to 493 (20162017), but then decreased to 489 (2017-2018) While the public schools has increased steadily (from 451 to 473), the number of non-public schools has decreased sharply (from 25 to 16) - Secondary school: increase continuously from 255 to 271 schools, of which public schools increase from 254 to 268 schools, non-public schools have not developed, from to schools - High school: not much increase, from 138 to 146 schools Notably, nonpublic schools accounted for more than half, namely 48/90 (school year 2013-2014) and 49/97 (2017-2018) - Primary and lower secondary school: reduced from to schools There is newly established public school (2017-2018); while non-public schools decreased from to - Lower and upper secondary school: is a quite popular type of school, but the trend is decreasing from 48 to 42 schools Notably, this type of school is mostly non-public, namely 36/48 (2013-2014) and 33/42 (2017-2018) Regarding the average number of classes per school, from 2013-2014 to 2017-2018 primary schools increased from 29 to 31 classes; secondary schools increased from 33 to 37 classes; high schools have increased from 34 to 36 classes (in particular, public high schools have sizes of 41 to 43 classes, while non-public schools are smaller, only 21-22 classes) Thus, in addition to the solution to increase the number of schools, another solution belonging to the organization within the schools is to find a way to free up space to increase the number of classes, meet the increasing learning needs but also somewhat fluctuate in every year Average number of students per class As shown in Figure 2.3, we can see in the 2017-2018 school year, in the districts: - Most of primary schools not meet the standard (more than 35 students/class), only districts 1, 4, 10, 11, Phu Nhuan and Can Gio are qualified - All secondary schools and high schools meet the standards (no more than 45 students/class); only Go Vap exceeded the regulation (46 students/class) 16 Figure 2.3 Average number of students per class by district and by grade in school year 2017 - 2018 This poses a big problem for the primary school, because for students at this age, the attention to forming a personality for students is very meticulous, if the class is crowded, it will not be be able to ensure the educational objectives, and cause overload for teachers Ho Chi Minh City wants to develop a quality education, the actual reduction in the number of students in each class, especially in the primary school is urgent work Overview of the school network Primary school: most wards have schools Only Phu Nhuan district has 3/15 wards without primary school There are districts up to primary schools average for one or more wards, such as district 12, Thu Duc, Binh Tan, Hoc Mon, Can Gio The remaining districts have an average of more than primary school/ward Secondary school: each ward has junior high school However, while this indicator is quite high in Tan Phu, Binh Tan, district 12, district 1, some districts average of wards having junior high school such as district 4, district 10, district 11, Phu Nhuan High school: generally 2-3 wards share a school However, there are districts with an average of high school/ward like district 1, district 12, even 1.6 like Tan Phu Due to the characteristics of the city's traffic is often congested, so even for junior high and high school students, the rate of being picked up by parents is still over 50%, and for primary school children is over 80% The main means of transport to and from school is motorbikes (from 60% to over 70%); for high school students 75%, reflecting the fact that a part of students come to school by motorbike, although there is a rule that they are not old enough to ride a motorbike 17 For junior high school students, the rate of walking and going to school by bicycle is quite large (33%), also due to the short distance and not much travel time Table 2.26 Average time to go to school and go home (% of respondents) Time to go to school and go home every day Less than 30 30 minutes Over Total minutes hour hour 70.8 29.2 0.0 100.0 Primary school Lower secondary 87.0 13.0 0.0 100.0 school Upper secondary 62.5 25.0 12.5 100.0 school Source: Students survey results of the PhD student Most students only take less than 30 minutes to go to school and go home every day; about one quarter of the trips go to school and go home about hour, students go to school and home far away (over hour) usually only happens for high school students (Table 2.26) In normal conditions, students not spend too much time traveling, but in traffic jams, these estimates are not applicable Moreover, the majority of students attend extra classes, so the time for traveling is still large Spatial distribution characteristics of school network PhD student has determined the coordinates of the schools based on the list of district Education and Training Departments providing and using Google Earth, Wikimapedia to get spatial information The information was updated until the end of 2017 Based on that, three primary school, junior high school and high school network maps were established Primary school network (map 7): students in the "core" districts of the inner city (1, 3, 4, 5, 6, 10, 11, Binh Thanh, Phu Nhuan) can basically go to school just 500m away from home, just a few cases up to km This is also an area with many non-public schools, students and families can have many suitable options Meanwhile, in the districts that have been going through a "hot" urbanization period such as Tan Binh, Binh Tan, Go Vap, district 12, Thu Duc, district 2, district 7, and district 9, only in the areas with new urban areas, along convenient transport axes, with school density, children can go to school under km Particularly in Can Gio, because the population is more sparse, the ward area is larger, so on average, there are primary schools in each ward, students still have to go to school quite far (3-4 km) Secondary school network (map 8): due to the mobility of junior high school students much better than that of primary school, the distance between schools is not a big problem in some coastal districts For "core zone" students in the inner city, the distance to school is not far, but the traffic jam also takes a lot of time, in addition, students at junior high school and high school mostly have extra lessons 18 High school network: through map shows the huge spatial disparity between high school in urban and suburban areas To a certain extent, this reflects the obvious inequality in access to general education services between inner and suburban areas The extra chart also shows clearly: in suburban districts, most students go to school 3-4 km away from home, about km from Can Gio alone Distance primary students move from home to school Some urban districts are districts 2, 7, 9, 12, Thu Duc, Binh Tan, students have to go to school over 500m, and suburban districts they all go to school far away (over km) However, average length of the student's school route is calculated as the distance according to the flight route, in fact, the children go to school by road and suffer many objective impacts such as traffic jams, weather, making schooling time even more Phu Nhuan is a district with "average school length" across the district that is reasonable (318 m) but based on Google Earth, the PhD student determines the actual distance between two adjacent schools in Phu Nhuan district, only 14/78 sections of road are suitable, accounting for 17.9%, the remaining students have to go to school more than 500 m This unreasonable distribution is also common in other primary schools in all districts of Ho Chi Minh City 19 Chapter PROPOSAL SOLUTIONS TO RATIONALLY ORGANIZE THE SCHOOL NETWORK IN HO CHI MINH CITY 3.1 Basis for proposing solutions The legal documents - Resolution 54/2017/QH14 (November 24, 2017) of the National Assembly on piloting specific mechanisms and policies for Ho Chi Minh City development - Resolution No 29-NQ/TW (November 4, 2013) of The Party Central Executive Committee Session XI, Resolution No 88/2014/QH13 (November 28, 2014), Decision No 404/QD-TTg (March 27, 2015) and Circular No 32/2018/TT-BGDDT (December 26, 2018) regarding the policy and the implementation of basic and comprehensive renovation of Education and Training, including the implementation of new curricula and textbooks from the 2020-2021 school year to the 2024-2025 school year - The master plan for socio-economic development of Ho Chi Minh City until 2020, with a vision to 2025, was approved in the Prime Minister's Decision No 2631/QD-TTg of December 31, 2013 - Project "Developing services of Ho Chi Minh City and deploying service infrastructure planning of the city in the period of 2020-2030" The development trend of Ho Chi Minh City in the coming years Changes in urbanization trends, pressure of immigrants, especially in suburban districts According to the 2009 and 2019 Population and Housing Census, on average for 10 years, the overall population growth of the city is 2.30%, urban areas are 1.79%, rural areas are 4.57% Although the population growth rate of the whole city has decreased compared to the previous time, it is still high The population growth rate is especially high in rural areas not because Ho Chi Minh City has been in the period of strong development of suburbs in parallel with the decline of urban population as in big cities of developed countries, but due to the formation of new urban areas in the coastal wards of Hoc Mon, Binh Tan, Binh Chanh and Nha Be, due to the attraction of immigrants from outside the province to industrial parks The population of Ho Chi Minh City is mainly mechanical, the migration rate (2014-2019) is 91.4‰, the average population growth rate is 3.5%/year, in which the rate of mechanical population growth is 2.3%/year, doubling the natural population growth, every years, the city increased by million people, equivalent to the population of district In order to solve the balance between the learning needs of school-aged children and the pressure of immigrants, Ho Chi Minh City needs to have a policy to create filters for immigrants, and also plan to increase the number of schools and classes, especially in areas with high and sudden increases in mechanics, as well as adjustments in the enrollment zoning for schools 20 Impact of urban planning projects in Ho Chi Minh City from 2030 onwards In the urban areas of Ho Chi Minh City, the provinces and cities in the region are enhanced connectivity thanks to modern transport infrastructure, including by urban transport The socio-economic development of the more remote provinces in the South Central Coast and the Mekong Delta, including the upgrading of urban areas (from type to type 2, from type to type 1) will reduce regional disparities between Ho Chi Minh City and surrounding localities Meanwhile, the cost of living in the city is increasingly expensive, especially houses and land All of this will lead to a reduction in future immigration flows In-depth school network organization is emphasized: training quality, teachers, facilities, accompanying educational services, must be effective, highly appreciated by the people to be can be competitive Realizing the specific mechanism for education proposed by the Department of Education and Training of Ho Chi Minh City From Resolution 54/2017/QH14 of the National Assembly on piloting specific mechanisms, policies for development of Ho Chi Minh City and recommendations of the Ho Chi Minh City Education and Training Department on specific mechanisms for education, PhD student orient for organizing the school network must go hand in hand with both physical (construction, embellishment of facilities) and social aspects (personnel adjustment, reasonable funding) Differentiate students into vocational orientation The implementation of the project “Supporting start-up students, students up to 2025" and the project "Career-oriented education and channeling of students in general education in the period of 2018-2025" will contribute to change vigorously in the work of dividing students after secondary school and high school Thus, the orientation for organizing school network: - Regarding facilities: prioritize the construction of primary schools and secondary schools - About organization method: integrating vocational education topics, especially vocational guidance during the period of Industrial Revolution 4.0 3.2 Solutions groups to streamline the school network in Ho Chi Minh City Solutions related to population problem Effectively solve the problem of mechanical population growth - Administrative measures to prevent migration flows - Quickly develop new residential areas away from the center with full of living utilities and reasonable prices for people to voluntarily relocate out of the inner city 21 - Tighten land management in the city: minimize the change of use purpose, strictly handle "spontaneous" housing cases - Developing Ho Chi Minh City urban area - In the condition of urban transport infrastructure is somewhat overloaded, especially in peak hours, the tightening of registration conditions to the inner city, relocation of some agencies, factories, schools, industrial facilities, going to the suburbs and developing residential areas with full of public utilities in the suburbs will help adjust the population distribution, at the same time facilitate the development of the school network in suburban districts, strengthen schools to reach national standards Increase the number of classes a) For public schools - Schools should make the most of the available classrooms' capacity; take advantage of the public service area to organize outdoor classes in appropriate subjects - The schools need to make a plan to apply for the expansion of the land area (if any) or raise more floors, arrange lower-class classes, staff and teachers working on the upper floors - The city has quickly moved colleges, universities and production facilities to suburbs to hand over facilities to schools In the 2016-2020 period, the city implemented 722 school construction projects with a scale of nearly 12,800 classrooms in order to realize the goal by 2020 to reach 300 classrooms per 10,000 people of school age Therefore, the city needs to have comprehensive and drastic measures to focus on addressing the site clearance quickly so that school construction projects can be implemented soon b) Socialization of eduacation - Mobilizing resources of all sectors, levels, socio-economic organizations and individuals to develop education and training - Having preferential policies on land, taxes, mobilizing credit capital, exempting land tax for education and training establishments to implement socialization - Implement autonomy for schools, incentives for officials and teachers in education and training institutions to implement socialization of education and training; have policies to attract good teachers c) Enrollment work - Strictly implementing the policy of the Department, all students reaching the age of grade have admission certificates according to the right route (based on permanent residence address) Particular attention should be paid to cases of migration to Ho Chi Minh City subject to KT3 under Article 42 of Circular 41/2010/TT-BGDDT on Student Rights 22 - The Education Department is consistent with the principle of not receiving students who are off-line without receiving all students on the right route - Schools are not allowed to collect "yellow books" or any other form of fee or other contribution during the enrollment process - Promote counseling for parents to choose the school for their children that suits their capacity and family background - Piloting online enrollment Solutions to improve the quality of general education - Increasing funding for education - Strengthening international cooperation - Having specific concerns for difficult districts, specifically: + Encouraging good teachers to work in difficult schools + Take care, develop teachers and education managers working in disadvantaged areas + Training teachers regularly, attending class visits, focusing on organizing teachers for applied pedagogical science research + Effective universal education - Building a "smart school" model Solutions to promote "social capital" in education a) Direct solution - Establishing the principals’ club - Teachers and students enhance exchanges and learning activities: on December 24, 2018, 17 high schools of Ho Chi Minh City and 30 universities, high schools of Taiwan in Kaohsiung City, Taiwan signed a memorandum of cooperation b) Online solution: developing a "Connected school" system This solution has had initial experiences, not only connected domestically, but also internationally, as the case of Duc Tri secondary school (district 1) since 2015 has had extremely interesting connecting lessons with students from India, Thailand, USA, Sri Lanka, Philippines, Korea, Indonesia, Nguyen Van To secondary school (district 10) is the first school in Ho Chi Minh City to participate in the project "The title of active international cooperation school ISA” organized by the Ministry of Education and Training and the British Council Reasonable solution for organizing the school network when the regional planning policy is implemented The school demarcation is no longer in the current district but in the polycentric direction, including: Central urban area, North, South, East, West urban area, ecological urban area The sectoral labor structure will affect the population distribution and inevitably affect the choice of school for parents' children (because the parents' 23 need to send their children to school near the agency to facilitate transportation is very high) A suitable distance for school placement is the intersection between the parent's work agency and the student's home This may also be noted in the consideration of students studying at the right level, with respect for the choice of students and their families Planning between schools - Studying options for merging (compulsory or voluntary) small schools together or merging small schools with large schools in order to change the quality - Preferred land bank for school construction - Improving floors in inner-city schools - Promote education socialization Planning in each school - The schools need to investigate the level of parents and students’ satisfaction - Need to rearrange the working space, renovate into classrooms to meet the number of classes - Encourage the procurement of modern equipment, application of information technology, orientation to build subject rooms when possible Solution of organizing the school network on social aspects - For newly established schools and schools which lack many students compared to the target, encourage good teachers to rotate with financial policies (salaries, bonuses, incentives, ); about working conditions, pedagogical environment, policies on reward and promotion - There are policies to attract good people into pedagogy - Gradually selectively expanding homeschooling model Solution of rationally organizing school network when students are highly differentiated towards vocational training The promotion of vocational education in the schools needs special attention at the high schools, although it can be done somewhat in secondary schools In addition to paying attention to professions with immediate local human resource needs, it is also important to pay attention to the occupations that appear and may have great demand for human resources during the Industrial Revolution 4.0 CONCLUSION AND RECOMMENDATIONS Conclude Education services are a special type of service, education services in Ho Chi Minh City are being diversified, with many types of schools, in order to meet the needs of accessing education services of different population classes 24 General education in Ho Chi Minh City has similarities with general education in urban areas of other big cities in the world, it is the accelerated urbanization process that continues to create migration flows from the countryside to the urban centers or suburbs that make enrollment increase rapidly "at a rapid pace" In Ho Chi Minh City, the most influential factor is the population and other socio-economic factors, the natural conditions only affect on a local scale The proportion of children attending school at the right age is high at the primary school age, partially decreasing in secondary school, and much lower than in high school The right school attendance rate for children migrating from other provinces is especially low compared to other population groups Therefore, it is necessary to have more effective solutions to adjust the school network in areas that attract many immigrants In modern education, primary students should be fully concerned, because this is the most important stage to form a child's personality but the average number of students per class at primary schools is still high The non-public schools attract only about 6% of the total number of students of all schools in the city, are concentrated in the urban districts, so they not solve many difficulties of the "hot spots" by immigrants, but have a positive impact on increasing the competitiveness of the education service market, thereby promoting the improvement of the general education quality in the city Some recommendations: Introducing a new plan for the school network planning of Ho Chi Minh City, because the 2003 Plan has become obsolete in the current situation of the city It is necessary to aim at increasing the proportion of children attending school at the right age for all educational levels, for all students, whether from non-migrant families or migrant families Besides solving the situation where students have to study in a large class, it is necessary to strive for class sizes lower than the national standard To further increase the number and percentage of schools meeting national standard, making this an important milestone to assess the improvement of teaching conditions Further promote socialization of education, besides mobilizing the financial resources of different social sectors, it is necessary to develop a model of education fee / cost that is appropriate for households' ability to pay Piloting the development of social networks of schools to enhance their ability to support each other, especially in support of facilities and teachers in certain situations, improve the efficiency of using facilities in education, and enhance the viewpoint of sharing - this is completely consistent with the trend of developing a shared economy in modern society LIST OF SCIENTIFIC ARTICLES Dinh Thi Thuy Dung (2013) Population distribution and distribution of primary schools in Ho Chi Minh City - shortcomings and solutions Science journal Ho Chi Minh City University of Education, No 52 (86), pages 27 - 35 Dinh Thi Thuy Dung (2016) General education in Ho Chi Minh City - A special service sector Proceedings of the 9th National Scientific Conference on Geography 2016, Natural Science and Technology Publishing House, pages 1246 - 1256 Dinh Thi Thuy Dung (2016) Sustainable development of general education in Ho Chi Minh City Proceedings of Scientific Conference of Ho Chi Minh City Pedagogical University, Ho Chi Minh City National University Publishing House, pages 201 - 211 Dinh Thi Thuy Dung (2017) Distribution of primary schools in Ho Chi Minh City - Situation and solutions Science journal Ho Chi Minh City University of Pedagogy, No 14 (7), pages 47 - 55 Dinh Thi Thuy Dung (2018) Opportunities and challenges in awareness education for students in the Mekong Delta ready to adapt to climate change Science journal Ho Chi Minh City University of Pedagogy, No 15 (4), pages 168 - 178 Dinh Thi Thuy Dung (2018) The impact of the population on organizing the school network in Ho Chi Minh City Proceedings of the 10th National Scientific Conference on Geography in 2018, Natural Science and Technology Publishing House, pages 933 - 943 Dinh Thi Thuy Dung (2018) Opportunities and challenges for general education in Ho Chi Minh City during the 4.0 industrial revolution and specific mechanisms and policies Proceedings of the 10th National Scientific Conference on Geography in 2018, Natural Science and Technology Publishing House, pages 1578 - 1585 Dinh Thi Thuy Dung (2019) Career guidance in the industrial revolution 4.0 period for Secondary school students Proceedings of the 11th National Geographic Science Conference 2019, Youth Publishing House, pages 904 - 912 ... indicators reflect access to educational services: attendance status, general attendance rate (of a given level), attendance rate at right age, gross attendance rate at all levels, rate of primary... school network in Ho Chi Minh City - Propose solutions to complete the school network in Ho Chi Minh City Scope of the research - Territorial scope: 24 districts in Ho Chi Minh City - Research period:... CHI MINH CITY 2.1 Factors affecting the development of education and school network in Ho Chi Minh City Geographic location, administrative territory organization, natural conditions Ho Chi Minh
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