Research purposes: The purpose of the thesis is to explain and provide scientific foundations in theoretical and practical aspects to enhance the decentralization of state management of universal education in Hanoi City towards improving the effectiveness and efficiency of the state management on universal education.
MINISTRY OF EDUCATION AND TRAINING ………… /………… MINISTRY OF HOME AFFAIRS …./… NATIONAL ACADEMY OF PUBLIC ADMINISTRATION NGO THI DIEP LAN DECENTRALIZING THE STATE MANAGEMENT ON UNIVERSAL EDUCATION IN HANOI CITY Major: Public Management Code: 9.34.04.03 SUMMARY OF THE DOCTORAL THESIS OF PUBLIC MANAGEMENT HANOI - 2020 The Project was completed at: NATIONAL ACADEMY OF PUBLIC ADMINISTRATION Supervisors: ASSOC PROF DR DANG KHAC ANH ASSOC PROF DR TRUONG QUOC CHINH Reviewer 1:…………………………………………………… ………………………………………………………………… Reviewer 2:…………………………………………………… ………………………………………………………………… Reviewer 3:…………………………………………………… ………………………………………………………………… The thesis is defended at the Academy-level Thesis Evaluation Jury Venue: Doctoral thesis defense room, Meeting room ………., Building National Academy of Public Administration, No.77 - Nguyen Chi Thanh Street Dong Da District - Hanoi City Time: at …… hour …… month …… year 2020 The dissertation can be found at the National Library of Vietnam or the library of the National Academy of Public Administration INTRODUCTION Reasons for choosing the research topic Not only Vietnam but most developed countries in the world, education is considered a “national top-priority policy” in the cause of national construction and development In all levels of education, universal education including primary education, lower secondary education (the basic education stage) and upper secondary education (vocational orientation education period) are extremely It also plays an important role in providing and directing students' competencies and personalities Along with universal education, state management of universal education is always a matter of particular concern to policy makers because educational management from the national level to the local levels of education management and educational institutions all affect the implementation of universal education policy and improve the quality of universal education Education and training play a very important role in training high quality human resources and providing talents for the country However, due to the transition from centralized bureaucracy to subsidized socialist market mechanisms, the current mechanisms and policies on state management of education in general, State management on universal education in particular is still limited and inadequate; the management decentralization for universal education is unclear and unreasonable; authority has not come with responsibility In order to improve the effectiveness of state management of universal education, many solutions need to be implemented One of the solutions to develop universal education in our country is to drastically reform the institutional system and state management method of universal education in the direction of promoting decentralization of management of Hanoi's home as a national political and administratve center, a major center of culture, education, science and technology, economics and international transactions of the whole country Hanoi is a crowded place, with a high demand for spiritual life and conditions to quickly absorb advanced civilization of mankind In recent years, the capital's universal education has achieved important results, the system of high schools has diversified with many types of schools and classes; facilities of the schools were built more spacious than before; Many schools meet national standards Despite achieving initial results, the quality of universal education in our country in general and in the city of Hanoi in particular is still low compared to other countries in the region and around the world One of the reasons affecting the quality of universal education is that the state management decentralization in universal education has many limitations The organizational model of state management combined with territory results in the same subject being universal education institutions but under the management of many different state management agencies such as ministries, departments, Department of Education and Training vertical management professional; The People's Committees at all levels have horizontal management in terms of personnel and administration The overlap of functions, the delineation of duties and powers is not appropriate, resulting in the ineffective state management of education sex; thereby directly affecting the quality of universal education in the area The process of reforming and decentralizing the state management of universal education still has not met the pressing requirements of reality and is still limited and unreasonable; decentralization but not ensuring unified management, also showing a dispersed, localized, not focused on the inspection and examination of the functions and tasks decentralized to the locality The state management decentralization for universal education has not yet clearly defined, specifically the tasks and powers of each level of government in performing the state management function; the responsibilities of each level, collective and individual have not been clearly defined for their decentralized tasks; decentralizing tasks to subordinates, but failing to ensure the necessary conditions for implementation, lack of articulation and synchronization among related industries and fields, and not creating conditions for localities to have be proactive in balancing resources Especially with the characteristic of being the capital of the whole country, in addition to specialized legal documents on education, Hanoi is governed by the Capital Law with management mechanisms applied separately in the area Regulatory responsibilities governing the state management of universal education must have unique characteristics to meet the challenges and needs of rapid change in the context of integration and globalization universal education system in Hanoi City; To fulfill the educational goal is to create new citizens Educational reforms must promote management decentralization, empowering subordinates, mobilizing local resources and creating lifelong learning opportunities for all citizens On the other hand, from the perspective of public management science so far, there has not been any comprehensive and profound research on the decentralization of state management of universal education in Hanoi City Deciphering the theoretical issues of the decentralized management of universal education as well as assessing the state management decentralization of universal education in Hanoi city from which to determine the appropriate direction and solution to strengthen and ensure decentralization of state management of universal education in effective areas Based on the above reasons, choosing the project titled: “Decentralizing the state management on universal education in Hanoi City” as the research topic of the Doctoral Thesis in Public Management is absolutely urgent in theory and practice Research purposes and missions 2.1 Research purposes The purpose of the thesis is to explain and provide scientific foundations in theoretical and practical aspects to enhance the decentralization of state management of universal education in Hanoi City towards improving the effectiveness and efficiency of the state management on universal education 2.2 Research missions To achieve the research purposes, the author of the thesis proposes the following research tasks: - Systematizing and clarifying the theoretical basis of the state management decentralization in universal education, the content of state management decentralization in universal education, factors affecting the state management decentralization in universal education such as the experience of decentralizing the state management of universal education in some countries in the world - Analyzing and evaluating the state of decentralization of state management on universal education, find out the achieved results as well as the limitations and causes of the limitations in the state management decentralization on universal education in the locality Hanoi City table - Proposing directions and solutions to innovate and promote decentralization of state management of universal education in Hanoi City in the coming years Research objects and scope 3.1 Research objects The dissertation studied the decentralization of state management on universal education 3.2 Research scope - About the space: Hanoi City - About the content: The thesis only researches the state management decentralization of public universal education at the management levels by branches (Ministry of Education and Training - Department of Education and Training - Department of Education and Training) and management decentralization by the localities in Hanoi City (People's Committee at all levels) in key areas: (i) apparatus and personnel; (ii) facilities and finance; (iii) expertise (including universal education development planning, content development, universal education curriculum and evaluation) - About the period: since 2010 now Methodology and research methods 4.1 Methodology This project is based on the theoretical basis of Marxism - Leninism, Ho Chi Minh ideology and the views, guidelines and guidelines of the Communist Party of Vietnam, policies and laws of the State on state management, decentralized state management on education The methodology of dialectical materialism and historical materialism is combined consistently to study and analyze the state management state of universal education in Hanoi City 4.2 Research methods To accomplish the above research purposes, PhD students use the following research methods: theoretical research methods; Methods of analysis summarization; Statistical methods; Sociological investigation method Scientific hypotheses and research questions 5.1 Scientific hypotheses (1) Decentralizing the state management of universal education has a great influence on state management of universal education as well as socio-economic life (2) Decentralizing the state management of universal education in our country in general, in Hanoi City in particular, has achieved initial results but still has many limitations and shortcomings (3) Strengthening the decentralization of state management of universal education in Hanoi on the basis of specific and clear delineation of duties and powers among state management levels in universal education, overcoming overlapping and conflict between levels and sectors contribute to improving the effectiveness and efficiency of state management of universal education, thereby promoting the quality of universal education to meet development requirements in the trend of integration 5.2 Research questions - What is decentralization of state management on universal education? What is the impact? - What is the current state management decentralization for universal education in Hanoi City? What are the achievements and limitations in decentralizing the state management of universal education in the City? - What needs to be done to promote decentralization of state management to universal education in Hanoi City in the coming years? New contributions of the research topic Theoretical aspects By referring to documents on decentralization of management and education at home and abroad, studying trends and models of education management decentralization in some countries in the world, the thesis contributes to building a Theoretical basis on state management decentralization in education in general and universal education in particular in Vietnam Practical aspects Studying and commenting the actual state of decentralization of state management of universal education in Hanoi City, assessing the advantages and limitations, identifying the causes of the limitations and proposing solutions to promote and improve the efficiency of state management decentralization on universal education in Hanoi City in the coming years The research results of the thesis are the basis for the Hanoi city government to renovate the management of general schools in the spirit of promoting reasonable management decentralization and reasonable right of education for schools to build the education of Hanoi City in an increasingly growing manner The structure of the thesis In addition to the introduction, conclusion, table of contents, references and appendices, the thesis consists of chapters Chapter OVERVIEW OF THE RESEARCH 1.1 The research projects on the state management decentralization 1.1.1 Research projects in Vietnam Vo Kim Son (2004): “Decentralization of state management - theory and practice”, National Political Publishing House State-level scientific research project of the Institute for Scientific Research, Ministry of Home Affairs: “Decentralization situation between central and local levels”, 2004 Pham Hong Thai (2011): “Some issues theoretical awareness of centralization, decentralization, decentralization, decentralization in state management”, the article in “Decentralization of state management”, People's Publication Publishing House Hoang Mai: Presentation: “The authority of local authorities at all levels in sustainable development - the result of decentralization in Vietnam” presented at the International Conference on Local Governance (March 2009 in the 2009 Francophone Congress program held in Hanoi Hoang Thi Ngan (2010): “Current situation and trends of decentralization between central and local authorities in Vietnam”, a discussion paper of the Faculty of Law, Vietnam National University Bich Hien : “Discussing the decentralization of management among local authorities in Vietnam today”, Journal of Democracy and Law, Ministry of Justice, Issue No.9/2005; Hoang Thi Ngan : “Promoting the central and local decentralization”, Journal of Legislative Research, Office of National Assembly, Issue No.2+3/2009; Tran Anh Tuan : “Promoting the decentralization of state administration to meet the requirements of development and global integration”, Journal of State Management, National Academy of Public Administration, Issue No.10/2014; Nguyen Minh Phuong : “To further promote the decentralization of management among the local authorities at present”, Journal of State Management Administration Academy, Issue No.1/2007; Vu Thu : “Some theoretical and practical issues on decentralization of management for local authorities in Vietnam”, State and Law Review, State and Law Institute, Issue No.4/2009; Tran Thi Dieu Oanh : “The relationship between the decentralized management and the legal status of the local government in Vietnam today”, Journal of State Management National Academy of Public Administration, Issue No.4/2010; 1.1.2 Foreign research projects - World Bank (2005): “Decentralization in East Asia for local authorities to take effect”, Culture and Information Publishing House World Bank research report: “What is Desentralization” , 2002 The report on analyzing the concept and characteristics of decentralization and decentralization United Nations Research Paper (UNDP): “Desentralization - Sampling of defination” , 1999 Osborne and Gaebler (2000): “Reinventing government”, House National Political Publishing , Hanoi J M Cohen, S B Peterson (2002): “Decentralizing administrative management Strategy for developing countries”, National Political Publishing House, Hanoi 1.2 The research projects on decentralization of state management on education 1.2.1 Research projects in Vietnam Ministry-level scientific project B98-52-22 “Centralized and decentralized research in the management system of universal education in Vietnam” is chaired by Dr Nguyen Tien Hung The scientific project focused on the types of focus and decentralization in management In 2003, the authors Dau Hoan Do, Nguyen Cong Giap and Dao Van Vy published the research project: “Decentralized management Vietnamese education: Situation and trends” Tran Hong Hanh (2011): “Some perspectives on state management decentralization in education and training in Vietnam”, article in “Decentralization of State Management”, People's Publication Publishing House Dinh Thi Minh Tuyet (2007): “Regarding the decentralization of education - training management in Vietnam today”, Journal of State Management, Issue No.142 (11-2007) Tran Hong Tham: “Some solutions to promote decentralization of state management for universal education”, Journal of Science, Ho Chi Minh City University of Education, Issue 02/2012 Dinh Minh Dung: “Decentralization of state management of education and training at district level in the Mekong Delta”, Journal of State Management, Issue No.195 (4-2012) 1.2.2 Foreign research projects - Rondineli D and Nellis J (1996): “Assessing decentralization policies in Developing countries: the case for cautious optimism” (the decentralization policy in the developing country: The case for cautious optimism), Delelopment Policy Review Lockheed, Marlaine (2004): “Decentralization of education: Eight lessons for school effectiveness and improvement” (Decentralization of education: Eight lessons of impressive progress and school), The word Bank, Washington, D.C Elizabeth M King Susana Corderio Guerra (2005): “Education Reforms in East Asia: policies, processes and impacts” in the book “Decentralization in East Asia for local authorities to promote the effects”, Hanoi Culture and Information Publishing House Winkler R, Donald R and Gershberg (2003): Effects on Quality of Schooling (Factors affecting the quality of teaching), Word Bank, Washington D.C Alfred de Grazia's monograph: “Decentralization - The element of Political Science” (Decentralization - element of political science), New Jersey, 1999 The research project of FAO: “A history of Decentralization” (History of decentralization), 2001 Meemnakshi Sundaram: “Decentralization in Developing countries” (Decentralization in developing countries), 1998 1.3 General assessment of the research projects related to the thesis topic 1.3.1 The studied contents These studies have researched and given many different conceptions of management decentralization based on the views of scholars, comparing, distinguishing decentralization with decentralization, authorization, decentralization Studies of the formation and development history of decentralized management in the world also show the characteristics of decentralized activities at different stages of the development process of each country The study also mentioned the characteristics and principles of management decentralization, from which proposed the process and model of management decentralization in accordance with the characteristics of the countries in the world Decentralization of management to education has analyzed the role of management decentralization from many perspectives; advantages and risks of management decentralization; factors affecting decentralization, types of decentralization and management decentralization for education 1.3.2 The dissertation contents to be further studied and supplemented Firstly, studying the theoretical basis of decentralized activities, especially the decentralization of state management over universal education: Characteristics, objectives and management decentralization principles; Factors affecting the decentralization of state management to universal education; centralized types and decentralized state management for universal education; Issues raised when implementing decentralization of state management for universal education in Vietnam today Secondly, studying the legal corridor system related to decentralized management and state management decentralization for universal education in Vietnam Thirdly, analyzing and assessing the situation, the achieved results, the limitations, inadequacies, the causes of the limitations and inadequacies in the state management decentralization for universal education in the City Hanoi Fourthly, providing directions and proposing solutions to promote and improve the efficiency of state management decentralization for universal education in Hanoi City in the coming years The thesis also proposes solutions to renovate state management for universal education in Hanoi City in the context of decentralization of management for universal education Chapter THEORETICAL AND LEGAL BASIS ON DECENTRALIZING THE MANAGEMENT FOR EDUCATION 2.1 Management and state management on universal education 2.1.1 Management and state management Management is the organized and organized impact of the management subject on the management object by certain methods to achieve the set goals State management is a special form of social management, with the power of the state and the use of laws and policies to adjust the behavior of individuals and organizations on all aspects of social life due to agencies in the state apparatus, in order to serve the people, maintain the stability and development of society 2.1.2 State management on universal education State management of universal education is an area of state management which is carried out by competent state agencies in accordance with the law, influencing and adjusting by the state power to activities universal education aims to realize the goal of maintaining discipline and discipline and developing universal education to meet the country's development requirements 2.2 Decentralization of state management on universal education 2.2.1 State management decentralization concept Decentralization of state management is the division of authority and responsibilities among levels of government on the basis of ensuring the compatibility between the volume and nature of competence and the actual capacity and conditions of each level in order to enhance quality, effectiveness and efficiency of state management activities 2.2.2 The concept of decentralization of state management on universal education Decentralization of state management of universal education is the process of redesigning a process of responsibility, authority and accountability (according to the functions or components, of the state management function of universal education) according to the direction of movement from higher levels to lower levels, as well as the working relationship between related parties (inside and outside the management system for universal education), in order to maximize the use of resources to reach the target out From the above concept, the characteristics of decentralized state management of universal education can be considered as follows: Decentralization of state management of universal education is closely related to state management of universal education In essence, the decentralized state management of universal education is a form of state management of universal education in the direction of moving decision-making authority to lower levels to suit practical conditions and ensure ensuring the use of resources more effectively, achieving the set goals In particular, primarily and transfer of some authority from the 2.2.4 Decentralizing the state management on universal education by periods - First educational reform (1950) - Education reform after the liberation of the South Vietnam - Current period 2.3 Contents, conditions and factors affecting the decentralization of state management on universal education 2.3.1 Contents of decentralizing the management for universal education Firstly, decentralizing the organization of structure and personnel Regarding organizational structure, the decentralization of state management of universal education should determine the competence of each level in such matters as issuing establishment decisions or authorizing establishment, revoking establishment decisions or decisions for permission for establishment, merger, division, splitting, dissolution, renaming, conversion of field type Regarding personnel management, the decentralization of state management of universal education should determine the competence of each level in such matters as determining the competent authorities defining criteria for titles, working regimes of teachers and education management staff; list of employment position framework and norms of number of people working in educational institutions, employing, evaluating, training, retraining and implementing policies for civil servants, officials and employees activities in educational institutions Secondly, the professional decentralization Specialization is understood as the work related to the planning of universal education development, content development, programs and evaluation of universal education quality For example, stipulating the organization of the compilation, evaluation and approval are allowed to use and guide the selection of learning materials, textbooks, teaching materials in universal education establishments; There are two main trends: one is on national unity of expertise, two are strong decentralized powers, that is to say, there are two main trends: The school will develop educational programs and contents based on local socio-economic conditions Thirdly, decentralization in the function of managing facilities and finance Facility management is one of the important contents that must be clearly decentralized between the Central and local governments as well as between local levels Because, in order for the local government to carry out the tasks and powers in the state management of universal education, the prerequisite is to have finance Therefore, capturing financial instruments will control or control the performance of other duties and powers The budget for general education consists of two main components: recurrent spending and capital expenditure Regular spending includes salary and non-salary payments Non-salary expenses include administrative expenses, purchase of materials for teaching and learning, and services and maintenance Basic investment costs include the cost of building a new school and upgrading an existing school 11 Consideration of decentralization in the management of large-scale educational financial facilities needs to determine which levels of central government budgetary management? What local budget management level? In addition, more details can be considered as the level and nature of the project In Vietnam, the central government manages the budget for higher education, some vocational and college education About two-thirds of the central budget is under the control of the Ministry of Education and Training and the remainder is managed by ministries and branches with schools The central budget also includes funding for targeted programs However, funding for targeted programs is provided through the central budget but is implemented by the local government on behalf of the central government The local government manages the budget for preschool, secondary, vocational and college education In the local government system, the provincial government manages the budget for high schools, high schools, colleges and vocational schools The district government manages the budget for secondary schools, primary schools and pre-schools 2.3.2 Conditions for decentralizing the state management of universal education - For lower-level state agencies, two conditions must be met: Firstly, being competent to carry out the functions and tasks assigned by the superior This is a condition to ensure a balance between the assigned task and the capacity to perform that task Lower-level state agencies not have this condition and cannot transfer their functions and tasks to them Secondly, the quality of subordinate cadres and civil servants The contingent of officials and public servants must absolutely trust and be loyal to the country represented by central state agencies; must always put the interests and national sovereignty first In fact, this condition is difficult to define and quantify, but must be experienced through time and practical to be clarified - For superior state agencies, there must meet conditions: Firstly, there must be effective control systems for the performance of the functions, duties, powers and responsibilities of state administrative agencies; control the exercise of authority granted to subordinates Control systems must be aligned with governmental authorities In addition, there should be independent control systems, control of judicial agencies, courts and procuracies Secondly, the capacity and quality of the contingent of officials and public employees engaged in the implementation of control activities in the control systems on the implementation of the assigned authority of state agencies The contingent of officials and public employees must be fully qualified and capable of performing the assigned tasks; must be absolutely loyal to the state, putting the interests of the state and the nation ahead of the personal interests and local interests Thirdly, it is necessary to have a system of specific and strict sanctions to handle violations of state agencies and officials and public servants, especially sanctions against heads of State agencies 12 2.3.3 Factors affecting the decentralization of management for universal education First factor: Government’s public finance Second factor: The political context Third factor: Administrative structures and capacities of the Government Fourth factor: Historical and cultural context 2.4 Experience of some countries in decentralizing state management on universal education and reference value for Vietnam 2.4.1 Experience in a number of countries in decentralizing state management of universal education Firstly, decentralizing the organizational structure of the school personnel Teacher recruitment and promotion: teacher testing standards are primarily set by the government (United States by the state government), but standards set for teacher testing are often too high It is relevant to the practice, because in many localities, the local government sets its own teacher testing standards for its locality Practices on recruitment and promotion for secondary teachers vary greatly from country to country In countries with high concentration mechanisms such as Cameroon, the Ministry of Education does not recruit, allocate, appoint, promote and transfer teachers, but these are done by the Ministry of Public Service In a country with strong decentralization such as Brazil, the community hires teachers by itself, while promotion is the right of the mayor Second, decentralization of expertise Exams and supervision vary from country to country Among the former British colonies (countries in the West Indies and nearby), exams are organized and ranked in the UK Most Latin American countries not have standards or national examinations that the standards for promotion are set by the school level, so there are often huge differences between schools within the same locality About curricula and teaching methods: Government agencies often stipulate framework or program standards (hardware); while the development and implementation of programs (software) is decentralized to subordinates and schools Initial training for high school teachers is usually the responsibility of the Ministry of Education; while teacher training is mainly conducted by local authorities Thirdly, decentralization in financial management In countries with a high concentration system, the central government provides direct financing and inputs for universal education, with no local government contributions In countries with strong decentralization systems, local communities finance and provide input for universal education, either through local tax collection (USA, Brazil, Chile ) or through voluntary contributions ( Peru, Kenya ) In 13 countries with integrated systems, the central government provides financing and provides some input for universal education through grants (package or project), and control over the use of this funding implemented by local communities (China, Colombia, India, Nigeria ) 2.4.2 Reference values for Vietnam Firstly, combining centralization and decentralization in state management for universal education Secondly, decentralizing state management of universal education goes hand in hand with strengthening and building a system of responsibility for outputs, otherwise it will lead to looseness, disorganization and uncontrollable control Thirdly, in order to decentralize the state management of universal education successfully, it is necessary to improve the capacity of the contingent of cadres and civil servants at all levels of universal education Fourthly, the experience of decentralizing the state management of universal education in countries around the world has proved that the most important factors determining the success or failure of the reforms in management decentralization are the The accountability system must be developed and implemented in decentralized management models 14 Chapter CURRENT STATUS OF STATE MANAGEMENT FOR UNIVERSAL EDUCATION IN HANOI CITY 3.1 Overview of Hanoi City and the situation of universal education in Hanoi City 3.1.1 Overview of Hanoi City Hanoi is the capital of the Socialist Republic of Vietnam and also the capital of most former feudal dynasties of Vietnam Hanoi is the city under the central government with the largest area in the country, and also the second largest locality in terms of population The total population of Hanoi City at o'clock on April 1, 2019 is 8,053,663 people 3.1.2 The situation of universal education in Hanoi City Hanoi has 2,669 schools and educational institutions, 52,839 groups of classes, 1,814,651 students, 104,605 teachers of all levels 3.2 Analyzing the actual state of decentralizing the state management on universal education in Hanoi City 3.2.1 Overview of the decentralization of state management of universal education in Hanoi city Firstly, the situation of decentralizing the apparatus and personnel According to the applicable regulations, human resource management in universal education is as follows: Department of Education and Training manages personnel at high schools, district People's Committees manages personnel at secondary and primary schools Annually, based on the plan of the Department of Education and Training and its affiliated schools, the Department of Education and Training draws up payroll plans for all educational levels, detailed to each type of teacher and together with Department of Home Affairs gives advice to Hanoi People's Committee for approval In practice, in some schools, due to the bad coordination between the Home Office and the educational management agency in setting payroll targets, it causes a lot of difficulties for universal education in developing development plans universal education In districts, the actual management of universal education is very different: there are places where the People's Committees of the districts directly manage, there are places to manage personnel through the advice of the Interior Office, and there are places for managing personnel through authorization to the Department of Education and Training Secondly, the actual situation of decentralization in financial management The process of developing and approving the education budget: The educational management agency shall coordinate with the planning and finance agency in drafting a budget plan, then submitting it to the People's Committees at all levels for approval This 15 process makes it difficult for the education industry because it depends on the degree of coordination or its relationship with the functional sector Units with good relationships with functional branches are beneficial, otherwise not The allocation of education budget in Hanoi is decided by the Hanoi City People's Committee Thirdly, the status of professional decentralization The development planning for universal education is carried out step by step from low to high levels (School - Department - Department of Education and Training of Hanoi) As a first step, each high school develops a plan based on the evaluation of the implementation of the previous year's universal education development plan and the goals and tasks set for the new plan year In the next step, the Hanoi Department of Education and Training is the general unit, considering and adjusting the plan to finalize and the final step, functional branches (Department of Home Affairs, Department of Planning and Investment and Department of Finance) to review, adjust the plan and advise the Hanoi City People's Committee for approval 3.2.2 General assessment of the actual state of decentralizing the state management of universal education in Hanoi City 3.2.2.1 Achievements In general, the regulations on state management decentralization for universal education have inherited selectively the management decentralization regulations of other educational levels in the national education system, thus decentralizing decentralization The state management of universal education has satisfied the requirements and duties in the state management of education in the locality Decentralization of state management to universal education incorporates the contents of decentralization in professional management, human resource management, financial management The work processes have been implemented in accordance with the principles, ensuring the educational management activities are carried out according to the plan, meeting the management needs The implementation of the regulations on decentralization of state management for universal education has met the requirements and tasks of the State administrative reform, education reform, ensuring the principle of democratic centralism and the principle of association integration between sectoral and territorial management Decentralization of state management to universal education has initially promoted the dynamism, autonomy and self-responsibility of educational management agencies and schools, contributing to improving the effectiveness and efficiency of activities activities of educational agencies and units 16 3.2.2.2 Restrictions Firstly, inadequacies in decentralizing the organizational structure, personnel of state management for universal education The functions and tasks of the educational management agencies in Hanoi city have not been coupled with their powers Local education management agencies must bear a heavy responsibility in implementing education policies and programs in their localities In order to effectively perform these functions and tasks, local education management agencies must have certain powers in mobilizing and allocating personnel, as well as in mobilizing, allocate financial resources timely and in accordance with the purpose of the implementation The survey results show that the local education management agencies have not been given powers in accordance with their functions and duties, especially those in human resources and finance Secondly, the limitations of professional decentralization The reality of universal education in the city shows that the current universal education program is too heavy and not practical Students must learn a lot of academic knowledge, far from reality, not really necessary However, the Department of Education and Training as well as local schools cannot change the program because the current universal education program is decided by the Ministry of Education and Training Universal education managers and teachers have not been much involved in the program development process It is obvious that the application of a universal education program to students in the capital is similar to students in mountainous, island, remote and isolated provinces Because Capital students have conditions to access many new knowledge, international integration, basically foreign language and IT skills are quite good, needs, desires and orientations for learning are also different from students of other provinces Thirdly, limitations in decentralization on management of facilities and finance In financial management, the process of developing and approving the universal education budget also causes many difficulties for the education sector Budget allocations, financial allocations depend heavily on the degree of coordination or the relationship of the education sector with the functional sectors The functions, tasks and powers of the education management agency in Hanoi city overlap with other functional agencies The overlap of responsibilities can be seen through the education and budget management of the education sector Regarding financial management, the decisive role in allocating and managing finance for universal education mainly belongs to the Department of Finance Although educational management agencies are involved, they mainly play the role of proposing, proposing and having little effect Therefore, many districts have not cooperated closely with the Department of 17 Education and Training, leading to inadequate allocation of funding, making it difficult for educational institutions 3.2.2.3 The cause of the limitations Firstly, awareness and viewpoints on guidelines and solutions for decentralization of state management of universal education between the Ministry of Education and Training and local authorities at all levels are not clear, coherent and inconsistent Secondly, thinking ways about the management of universal education of the education sector and the ministries, branches and local governments are slow to innovate in the condition that the State has decentralized the state management of universal education Thirdly, the limitations in implementing legal documents on decentralization of state management on universal education Fourthly, the decentralization of state management of universal education requires universal education management agencies and schools to have competent staff and lecturers in order to be proactive and creative in implementing Functions and duties have been decentralized Fifthly, the inspection, examination and handling of violations in performing functions and tasks have not been decentralized in time; some universal education institutions take advantage of the decentralized functions and tasks violating the provisions of law 18 Chapter VIEWPOINTS, ORIENTATIONS AND SOLUTIONS OF STRENGTHENING THE STATE MANAGEMENT DECENTRALIZATION FOR UNIVERSAL EDUCATION IN HANOI CITY 4.1 Viewpoints and orientations for strengthening the decentralization of state management on universal education 4.1.1 Viewpoint of strengthening the decentralization of state management on universal education Firstly, the decentralization of state management of universal education must be suitable to the socio-economic development level of Hanoi city in each period, specific characteristics, conditions and development ability of each locality; with each type of urban and rural, with regional and international integration trends In the coming time, Hanoi will carry out a pilot without organizing ward-level People's Councils in the term 2021-2026 with 177 wards in 12 districts and Son Tay town Secondly, decentralizing state management for universal education must ensure an effective view The state management effect for universal education is the synergy effect, the economic effect associated with the social effect This view emphasizes that any level that promptly addresses functions and tasks and provides universal education services better and more effectively, meeting the people's requirements well, is assigned to that level for implementation Decentralization of state management of universal education must clearly state the work, address, responsibility, and suit the functions and tasks of each level of local government Thirdly, comply with the viewpoint of close combination between sectoral management and territorial management, clearly defining the state management tasks for universal education of departments and branches and the state management task of Local authorities at all levels for universal education in the area Fourthly, the decentralization of the state management of universal education must ensure the correspondence between tasks, authority and responsibilities with financial resources, organizations, personnel and other necessary conditions to be able to implement Currently, the functions and tasks are decentralized The decentralization of state management of universal education must also be consistent and relevant among relevant sectors and fields Fifthly, the state management decentralization for universal education must ensure the full implementation of rights and responsibilities responsibilities of local administrations at all levels in deciding and performing state management tasks for universal education; The local governments at all levels must strictly abide by the discipline and administrative discipline and at the same time promote the widespread democracy for the people to participate in the development of universal education Sixthly, decentralization of state management for universal education must ensure uniformity and unity Ensuring the uniformity and consistency in the institutional system, legal documents and management mechanisms; ensure the autonomy and self-responsibility of high schools Seventhly, for the decentralized 19 content, the authorities at all levels are responsible for organizing the implementation; Departments of Education and Training are responsible for guiding, supervising and inspecting If detecting violations of the law or contrary to the approved general education development planning or plan, handle them according to their competence or report them to the superior State agencies for consideration and settlement 4.1.2 Orientations to strengthen the decentralization of state management on universal education Firstly, combining centralization and decentralization, as well as the types of state management decentralization for universal education, such as decentralization, authorization, empowerment and socialization, ensuring that rights go hand in hand with responsibility for implementing and improving autonomy for schools Specifically, the decentralized model should be applied to local governments at all levels to manage schools, with the Ministry of Education and Training focusing on the function of promulgating guiding normative documents and supporting development and control of the universal education system; Department of Education and Training level is empowered to manage high schools, perform the functions of supporting the development, controlling the system and ensuring the quality of universal education in the locality; The Department of Education and Training manages primary, junior high and high schools at the school and is given autonomy in formulating plans, managing the school's staff, teachers and budgets in accordance with the needs and his condition Secondly, decentralizing decision-making power to the implementation level goes hand in hand with strengthening and building a responsible system for outputs To build a responsible system, it is necessary to strengthen the relationship of accountability between managers, schools and families and society In order to enhance responsibility, it is necessary to make information public and transparent, using legal and economic tools so that people can express their opinions and aspirations to universal education management, encouraging parents to learn Students and the community share the management of high schools through the high school council model The accountability system also requires a clear distinction of rights and responsibilities of stakeholders, information on educational outcomes and financial expenditures of each universal education management level and public high school declaration, transparency Thirdly, decentralization of state management for universal education goes hand in hand with improving the capacity of universal education managers and schools In order to successfully decentralize the state management of universal education, on the one hand it is necessary to constantly improve the facilities for high schools, on the other hand it is necessary to improve the staff capacity of universal education management officials at all levels, especially the principals of high schools in strategic planning, human resource and financial management suitable to the context of decentralized management 4.2 Solutions to strengthen the decentralization of state management on universal education in Hanoi City 20 4.2.1 Innovating the ways of thinking about decentralization of state management on universal education Innovating thinking about decentralization of state management for universal education should: 1) Decentralize in accordance with the level of socio-economic development in each period, characteristics, conditions and capabilities of each location Phuong; 2) At any level, to promptly handle functions, tasks and provide universal education better, more effectively, and to meet the people's requirements, then assign that level to perform; 3) Decentralization of management must ensure the correspondence between duties, authority and responsibilities with financial resources, organizations, personnel and other necessary conditions to be able to perform the functions and duties decentralized cases; 4) Decentralization of management must ensure full implementation of the rights and responsibilities of local governments at all levels in deciding and performing state management tasks for universal education; 5) Decentralization of management must ensure consistency and consistency in the institutional system, legal documents and management mechanisms, ensuring autonomy and self-responsibility of secondary schools 4.2.2 Building and completing the mechanisms and policies on decentralization of state management on universal education Firstly, strengthening decentralization in organizational structure and personnel management Based on the regulations of the competent state agencies on the functions, tasks and organizational structure of the state management agencies for universal education, Hanoi City builds an organizational structure State management apparatus for unified universal education in the area, taking into account the characteristics of the districts The Hanoi City People's Committee authorizes the Department of Home Affairs and the Department of Education and Training to determine staffing and teachers for the Departments of Education and Training, and secondary schools on the basis of taking into account characteristics of the districts to ensure the operational efficiency of the state management apparatus for universal education and the quality of universal education of the schools in the City Secondly, strengthening decentralization of finance and financial management for street education institutions Professional management - personnel - facilities are three areas that have close relationships with each other With the viewpoint of considering education as a top national policy, focusing on investment in education, in order to improve the quality of education, not only to give authority on expertise, it is necessary to decentralize the advice, management of personnel and finance The current effective way to provide universal education finance is that the Hanoi Department of Education and Training must be authorized to allocate financial targets after it is approved by the Hanoi People's Committee for universal education and schools The school has the right to 21 decide on the use of these indicators according to the actual needs of the school, and grants and budgets should be allocated directly from the treasury to the high school Thirdly, strengthen decentralization of expertise As assessed above, the planning of universal education development, content development, programs and evaluation of universal education quality is carried out by the City on the basis of common standards of content, programs and quality assessment by Ministry of Education and Training Because "wearing the same shirt", the training and education of high school students not differ between regions, regions and cities With the characteristics of an educational center of the country, a high educational level, favorable socio-economic conditions for education, concentrated high-quality schools, and a team of experienced and capable lecturers Therefore, the planning of universal education development, development of contents, programs and evaluation of universal education quality should closely follow the socio-economic-social conditions and the universal education situation of the capital It is time for the Ministry of Education and Training to strongly empower local governments in developing content, universal education as well as criteria for accrediting and evaluating general education quality The ministry as a "gatekeeper" will check and supervise the quality assurance of local universal education For example, learning foreign languages in Hanoi may not only English but also promote other foreign languages such as Chinese, Korean, Japanese, according to the needs of society in each period As for other mountainous localities besides learning English, they can teach ethnic minority languages in high schools That is the way to create diversity and adaptation of each locality 4.2.3 Enhancing the capacity of universal education officials and public employees Improve the capacity in all aspects of universal education management staff in the City and the high schools to help them be ready to undertake and effectively implement decentralized functions and tasks Special attention should be paid to improving the leadership and management capacity of the heads of the Departments, the Education and Training Department and the principals of secondary schools They must grasp the knowledge of scientific education management, encourage and encourage the contingent of teachers and teachers to constantly improve the quality of education A universal education manager who does not improve his / her capacity cannot perform decentralization and is also unable to exercise autonomy In order to improve the capacity of universal education officials and officials, the Ministry of Education and Training needs to organize refresher courses for key officials of the Departments of Education and Training and especially for officials manage secondary schools on planning, human resource management, finance, inspection and universal education information in the context of decentralized management Most civil servants and officials in charge of universal education in Hanoi City are currently not trained and fostered management knowledge, especially knowledge 22 of management decentralization, so training is strengthened fostering the capacity building of the managerial staff is an important solution to promote the decentralization of state management in modern education Managers of universal education should be fostered the following major knowledge and skills: - Knowledge and skills of planning universal education development, in which the school development plan, learning plan for students, cooperation between the school and parents' parents and the community should be focused develop development goals and solutions to achieve them, build a capacity framework and a responsible regime of universal education management staff - Knowledge, programming skills and software development teaching materials of the program to meet the development needs of the City - Scientific management capacity, flexible, meet the requirements and responsible for superiors and universal education beneficiaries - The ability to think creatively, honestly, objectively, uphold the sense of responsibility; Teamwork and effective communication - Self-learning ability, constantly updating knowledge and management experience, striving for lifelong learning by different forms 4.2.4 Completing the inspection and examination mechanism to ensure the effectiveness of state management decentralization for universal education The inspection and examination of universal education must cover all management contents, from formulating programs and plans for universal education development to implementing educational programs; allocation and financial spending; mobilizing and using social resources; recruiting, evaluating, rewarding, disciplining, rotating and promoting officials and teachers; Assess learning outcomes; tutoring, tutoring; perform decentralized functions and tasks Strengthening the inspection, examination and supervision of the performance of assigned tasks and powers of local governments and schools, and arbitrary restriction in the performance of decentralized functions and tasks or taking advantage of decentralized functions and tasks to commit violations 4.2.5 Complementary solutions Firstly, Promote the socialization of universal education Socializing education in universal education needs to carry out the following activities: 1) Mobilizing the whole society to participate in developing the scale of universal education, implementing the goal of building a learning society; 2) Diversify the forms of learning and the type of school; 3) Diversify types of schools participating in the process of universal education; take part in building universal education elements and conditions Secondly, empowering schools Specifically: creating consensus on some important contents of autonomy; complete the legal regulations on school autonomy; institutionalize the policy of separating the state management from the management of secondary schools; capacity building for managers at both system and school levels 23 CONCLUSIONS The thesis has focused on researches in the country and in the world on management decentralization, management decentralization for education and general assessment of research projects related to the topic thesis In this chapter, PhD students have pointed out the contents that have been studied by domestic and international authors on decentralization of state management of education; The contents of the dissertation research need to be studied and supplemented Analyzing and clarifying theoretical basis and state management practices for universal education, the thesis confirms the trend of decentralization is a general trend in state management for universal education in the world The current Research students make clear the concept of management decentralization, goals, opinions and management decentralization principles; types of administrative decentralization; concepts, advantages and limitations of decentralization of state management for universal education; content, conditions, factors affecting the decentralization of state management for universal education; Legal basis of the state management decentralization for universal education In this chapter, the PhD student presents the experience of countries around the world in the state management decentralization to universal education according to the functions and experience of decentralization to subgovernment and schools and draws prices References for Vietnam Analysis of the state of decentralization of state management of universal education in Hanoi City Although it has achieved important results, creating initial changes in the state management of universal education, the decentralized state management of universal education in the City still has many shortcomings , limited These include limitations in planning for universal education development, program content development; in personnel management decentralization; financial management; in the inspection and examination work and in the information management decentralization The thesis presented the viewpoint and orientation of state management decentralization for universal education Based on these views and orientations, the thesis has proposed solutions to promote management decentralization for universal education in the City in the coming years The solutions are: 1) Innovating thinking about decentralization of state management for universal education; 2) Develop and perfect a system of mechanisms and policies on decentralization of state management for universal education; 3) Enhancing the capacity of universal education management staff; 4) Improve the inspection and examination mechanism to ensure the effectiveness of state management decentralization for universal education; 5) Other complementary solutions: Promote socialization of universal education and autonomy for secondary schools 24 LIST OF WORKS BY THE AUTHOR Ngo Thi Diep Lan, The innovative approach of general education management and management of high schools today, State Management Magazine, Issue 258 of July 2017 Ngo Thi Diep Lan, Universal education in Hanoi City - Actual situation and solutions, State Management Magazine, Issue 270 of July 2018 ... actual state of decentralizing the state management on universal education in Hanoi City 3.2.1 Overview of the decentralization of state management of universal education in Hanoi city Firstly, the. .. build the education of Hanoi City in an increasingly growing manner The structure of the thesis In addition to the introduction, conclusion, table of contents, references and appendices, the thesis. .. Solutions to strengthen the decentralization of state management on universal education in Hanoi City 20 4.2.1 Innovating the ways of thinking about decentralization of state management on universal