(TÓM TẮT LUẬN ÁN TIẾN SĨ KHOA HỌC GIÁO DỤC BẰNG TIẾNG ANH) QUẢN LÝ TRƯỜNG TIỂU HỌC THEO TIẾP CẬN QUẢN LÝ DỰA VÀO NHÀ TRƯỜNG

(TÓM TẮT LUẬN ÁN TIẾN SĨ KHOA HỌC GIÁO DỤC BẰNG TIẾNG ANH) QUẢN LÝ TRƯỜNG TIỂU HỌC THEO TIẾP CẬN QUẢN LÝ DỰA VÀO NHÀ TRƯỜNG(TÓM TẮT LUẬN ÁN TIẾN SĨ KHOA HỌC GIÁO DỤC BẰNG TIẾNG ANH) QUẢN LÝ TRƯỜNG TIỂU HỌC THEO TIẾP CẬN QUẢN LÝ DỰA VÀO NHÀ TRƯỜNG(TÓM TẮT LUẬN ÁN TIẾN SĨ KHOA HỌC GIÁO DỤC BẰNG TIẾNG ANH) QUẢN LÝ TRƯỜNG TIỂU HỌC THEO TIẾP CẬN QUẢN LÝ DỰA VÀO NHÀ TRƯỜNG

1 Justification for the choice of the topic

School based management (SBM) has played an important part

in improving the educational quality and school effectiveness

- SBM programs strengthen the capacity of principals, teachers orenhance professional motivation of staff by promoting their awareness

of school ownership

- The reform has involved the paticipation of parents and

communities in school activities

- The trend of innovation relating to the school-based managementhas been spreading strongly to each region, each country includingVietnam

In Vietnam, decentralization has an important aim to tranfer moreauthority for schools SBM is not only a stratergy but also a goal ofinnovation Practically, the implementation of decentralization to theprimary schools still has limitted The paticipation of stakeholderssuch as teachers, staff, parent, community has been very weak.Moreover, the existence of many types of schools: public schools,private schools, international schools with overseas element; the lack

of uniformity in the education quality, teacher and studentqualification, managerment, investment in education of local as well

as family have led to the decentralization process taking place with

many different models and levels VNEN model has applied in

Vietnames primary school and the schools have more responsibilityand accountability To cater for the educational innovation in general,

at primary schools in particular, organizations and individuals havebeen investing in researching and perfecting decentralization issues inschools on both theoretical aspects as well as practical management.Given these reasons, the chosen topic of this dissertation is

"Primary school management through the School Based Management approach".

2 Research Objectives

On the basis of theoretical research and practical study, outliningpossible solutions apply the SBM approach in primary schoolmanagement

3 Research object and subject

- Research object: The management of primary school

- Research subject: Applying the SBM approach in primary schoolmanagement in Hanoi.

4 Research scope

Content:

- Research on theoretical problems of school-based management,particularly focusing on sharing issues and participation ofstakeholders in the management of primary schools

- The thesis has more focused on the experience implimentingSBM in developing countries which have many similar fields withVietnam

- The SBM approach with the paticipation of stakeholders has beenapplied by principal at Ha noi Primary school

- Proposing methods have applied in managing the primary schools inVietnam towards enhancing the sharing and participation of stakeholders

- Leader and manager person at primary school is Principal

Geography: Survey at primary schools in Ha Noi

Timing: from 2012 to 2016;

Guests can survey: Officials and education department leadership,

principals, teachers, parents and communities have involved in theprimary schools in Hanoi

- Impact Test: The thesis tested at Doan Thi Diem private primary

school

5 Hypothesis

School Based Management representing the decentralization to the

schools is being widely applied in the world In Vietnam, the primary

schools have been given more accountability and responsibility.however, there have been still shortcomings, limitations, failing tomeet with the requirements of present practice in managementfunctions such as planning, directing the implementation,implementing, and monitoring and evaluating If the solutions forapplying SBM are developed , they will create a mechanism forimproving higher accountability and responsibility of primary schools,contributing to the innovation of the primary school and improvingeducation quality

6 Research tasks

Systemizing the literature review about SBM and the implimenting

of SBM in the world;

Survey and assessment of SBM at Primary school in Ha Noi,Vietnam;

Proposals of solutions to apply the SBM approach at Primaryschools in Vietnam; Test a minor method to apply the SBM approach

in Primary schools

7 Research Methodology

The thesis has used the methods of theoretical study; empiricalresearch (survey using questionnaires, interviews, expert, experiment);mathematical statistics

8 New contribution of the thesis

- Updating literature perspectives as well as completing literatureframework for SBM and management of primary schools through theSBM approach

- The implimentation of SBM in primary school management atHanoi has been described with different aspects

- There are four methods proposing in the thesis through the SBMapproach: Improving principal management competence through theSBM approach

9 Arguments protection

- The School Based Management approach is decentralized whichhas been suitable with the educational management innovation byincreasing the accountability and responsibility of the schools inVietnam

- Vietnam has tranferred the authority to lower lever but thisprocess has limmitted at school level frommthe SBM approach

- School-based management is one suitable approach to manageprimary school in Vietnam School-based management plays a key role

in ensuring and improving the quality of education

CHAPTER 1 THEORETICAL BASIS FOR PRIMARY SCHOOL MANAGEMENT THROUHG THE SCHOOL BASED

MANAGEMENT APPROACH

1.1 Overview of problem research

SBM has been studied by many authors throughout the world.These aspects connecting to SBM are mentioned very comprehensivebut some issues still need to be resolved

Firstly, the content of school-based management, how toimplement successfully have been mentioned with many different

viewpoints but the problems have been still addressed very thinly, andeach author exploits in a different aspect The content has been focused

on studying by foreigner researchers, domestic researchers do notmention alot or with limited capacity

Secondly, the authors have had many definitions of school-basedmanagement but have not come to an uniform definition, There arenot having the generalization about literature review of the levels ofparticipation of stakeholders in decision making proccess

Thirdly, the case studies of school-based management for alleducational levels and grades of the national education system,reseaching of the school-based management in primary schools hasbeen limmitted

Finally, the reasearches are mainly theoretical, or just a set ofdocuments with legal character in Vietnam Innovation managementhas been very diverse education but disagree in the entire educationalsystem, each facility has had its own way, own use, so there is lack ofcomprehensive review of the process of innovation as well as research

on practice in a comprehensive manner

1.2 Literature review for School Based Management

1.2.1 Definition

SBM: School-based management is the decentralization of

authority from the central government to the school level, attractingthe participation of stakeholders on decision making for operating theschool and improving the efficiency and quality of education

1.2.2 The reason of formation and the principles of SBM

The reason

In the early years of the 1960s, there are two elements in the field

of education affecting the collective rights also appear

In terms of organization, focusing mechanism has created manybarriers to the fields, reducing their ability to reach the goal of nationaleducation In addition, educational programs are periodicallyintroduced by experts and communities that political pressure isgrowing on the government side, the expectations of the managementagencies, from the central to local levels, legal systems, all thingsmake the school become more complex, make the education systembecome a victim of its own

In terms of supportive state for education, the state has a lack ofeffective support for the education system and its output

In this context, the economic crisis of the 1970s and 1980s had aprofound influence on education system Many people have believedthat the quality of education would be changed into the newdevelopment because the educational reform has moved from theclassroom to the school organization level, restructed the educationsystem and instructional management style.

Considering the dimensions of the elements of the school itself has

a great influence on the appearance of school-based management,including: Competitive Factors; The needs of the population; Trendimprove education standards

1.2.3 The models and levels of SBM

The models:

* The Authority Continuum

Power limit depends on the degree of expansion of managementparticipants and the fileds that school has been tranfered Based on thisclassification there are 5 types of school-based management

of responsibility for managing in school-based management:

- Being responsible for complying with the rules and the superiorauthorities

- Being responsible for building regulations and colleague

- Being responsible for the quality of training and society

* The Autonomy-Participation Nexus

The aspect concerned in many school-based management models

is the decision-making transferring to the school level According tothe study, currently there are four effective models for determiningwho is empowered to make decisions in school-based management(Leithwood and Menzies, 1998): Administration ; Professionalmanagers; Community management; Operating balance

1.2.4 The levels of school-based management

Based on the analysis of school - based management models in theworld, school-based management can be divided into five levels from

"weak" to "strong" The levels of SBM depends on the authority beingtranferred to school from the centre government However, Five levels

of SBM have not related to the school quality, they have determinedthe degree that the school has been decentralized

1.2.5 The Characteristics of school based management

- The decision-making, accountability and management in schoolhave been transferred from Government to school (the Principals,teachers, parents, communities, sometimes pupils) Howerver, Everymember has not always managed the school Somewhere, ThePrincipals and teachers are the people making decisions Parents as

well as communities are just only devolved or taken part in some

limmitted aspects Each situation has one componet involving inschool making decision

- The purpose of school-based management ensures the fairness,accuracy and transparency of the decision making to improve thequality of education Therefore, one of the most importantconsiderable issues has to promote that is positivity and creativity ofpeople through building a sharing culture and participating in differentlevels in the different contexts

- The school council has decided a lot of problems or aspects ofschool activities such as: dividing finacial, hiring or firing teachersand staffs, curriculum development, choosing textbooks, investingfundamental, evaluating teachers and pupils, solving welfare,cooperation

- The principal is a member of school council having legicalposision, howerver many individual components or units can take part

in school decision making

1.3 Theoretical framework of Primary school management

1.3.1 Fundamental concepts

School management: School management is the process of

purposeful impact, orientation and plan impact of the master (led bythe school principal) to the object management (teachers, staffs,learners, resources) to carry out the mission of the school for theeducation system and training, community and society in order toachieve the objective of education identified in a changedenvironment The role of manager and objects management ischanging in the direction of democratization and participation

Primary school management: Primary school management is the

process of purposeful, oriented impact, and plan impact of schoolleaders headed by principals to teachers, staffs, students and thesources to fulfill elementary school mission for the education systemand training, community and society to achieve the objective ofprimary education identified in a changed environment

1.3.2 Primary in the Vietnamese education system:

Primary school is the common institution of the national educationsystem, with legal status, an account and seal There has been a lot ofinnovation in Elementary education: VNEN, evaluation, curriculumdevelopment according to competence…

The type of Primary schools: Vietnam Primary Schools are held in

two basic types: Public schools and Private schools

The goal of Primary school: Primary school has buit the

fundamental knowledge for childrent in the next proccess

1.3.3 Government management of primary education

The People's Committees of district is responsibility for thePrimary School Education and Training Division is responsibility forgovernment management functions for all types of elementary schoolsand other educational institutions, implementing primary educationprograms in the local In special cases, the government managementfor primary schools has been held by the authority established tomanage

1.3.4 Managing of Primary Principal

Primary Principal Management complys with the Law of Educationand charter schools Principal is recognized by local government ThePrincipal has the key role as a leader in the organizations

1.4 Contents manage primary school from the SBM approach

1.4.1 Building the school's culture with paticipation and sharing

School-based management emphasizes the work environment or acultural organization with a shared and respected staff Organisation andmanagement of primary schools have based on the school with thefollowing directions:

- The clearly, feasible and highly flexible objects

- Specific management activities have derived from the needs of theschools

- The school has a vivid vision, mission, and focus on teaching andstudent learning proccess Such issues are products of collective,

process-oriented management decisions and connect the developmentphase of the school; affirmed the responsibility and accountability ofschools for the learning outcomes of students

- The school is organized in groups and organizations, emphasizingthe empowerment process, authorize matching the capacity ofstakeholders inside and outside the school

- Schools need to demonstrate transparency in management, incomemechanisms and handling public information, seamlessly creatingrelationships effective communication within and with the partiesinvolved in the school

1.4.2 Operating school council with the attendence of stakeholders

Regarding the organizational structure and elected members: To

ensure the school council expressing the spirit of accountability andresponsibility at the school, the parents, communities, teachers, evenstudents are integral components to attract in decision making

The operating principle of school boards: To ensure school

councils operate effectively and identify mechanisms to work for thisorganization Typically, there are two main forms for activemanagement decisions of the school board

Based on different levels of SBM, the school board has two basicmodels are: Model Advisory: school councils help principalsinforming decisions by offering ideas and options The decision of theprincipal form has usually associated with building consensus Thismodel is fitted with SBM in weak and moderate levels With SBMstrong level, school council has usually existed as attendedmanagement model; school boards has participated in makingmanagement decisions concerning important issues such as schoolfinance, human resources, program participation the greater ofstakeholders present the higher level of decentralization to the field toimprove the efficiency of school education

1.4.3 Perform functional decisions in managing schools

+ The decision issue bases on the basis of information providedaccurate and complete information about the problem

+ Principals create the relevance of the different participations and

a separate treaty on decision making

* Element

The school board replaces the power of government authorities andthe higher educational leadership, ensuring the decision-making at theschool has took place in a cooperation At the highest levels of SBM,the Council has replaced the principal in the decision making proccess

to guarantee all members of the council have equal opportunities whenissuing decision making related to the interests of the school

* Content management decisions

The problem of the school is not subject to the rules and dutiesoutside the school, the participants are involved to provide essentialneeds to the school through involvement and commitment to the enactpolicies and decisions making

1.4.4 Establishing the role of principals in school management

The models of school-based management have been widelyapplying in the world, the principal has been given much moreauthority in dealing with the problems in their educational institutions.The role of the Principal is shown briefly on the following aspects:

- Principal was shown a spirit of cooperation, collaboration Thepricipal is a member of a team, not as a leader

- Principal has created a high level of commitment, found theencouragement and support, the advice from the parties related to theschool, motivational, beliefs, property, a stable institutionalenvironment strongly towards an effective school is measured byacademic achievement of students

- Principal has attracted the participation of a large number ofpeople involving in the school and effective implementation of theauthorization Principals and staffs often have the discussion andagreement on the issues of the school

- Principal has made the motivation, confidence, ownership, astrong environmental organizations towards an effective school Therole is measured by academic achievement of students

1.5 Factors affecting the management of primary schools from the Schol Based Management approach

1.5.1 The objective factors

Factors outside the school have been relating to the success of based management including: perspective system, policy steering natureeducation development strategy; and operation of bodies of statemanagement in local education-related activities of the school; Investmentresources for reform: in a style based management model school, someresources have not been awarded to the state school of management, thesuccess of reforms depends on This level of resources being transferred aswell as any kind of resources will be transferred.

school-1.5.2 The subjective elements

The internal factors have affected the efficiency of the SBM include: the school needs to develop a strategy and vision to reform clearly and have a high consensus, sharing and widely understood ; Capacity management of principal, teachers, parents; Transparency in management through maintaining responsibility and the supervision of the community involving in decision making about the management of the school; The participation of the stakeholders on accountability and responsibility over the operation of the school The internal factors have affected the school-based management concept coming from the local level, including community members, parents, teachers, staffs and Students who have more information about the school, rather than the central government

CHAPTER 2 PRACTICAL BASIC OF PRIMARY SCHOOL MANAGEMENT THROUGH THE SHOOL BASED MANAGEMENT

APPROACH 2.1 SBM programmes in the world

Many developed countries, developing countries in many differentpolitical systems have implimented SBM with the aim ofstrengthening the capacity of principals, teachers by promoting theirawareness of ownership for the school The current financing portfolio

of the World Bank for the school-based management projects hasmainly been countries in Latin America and South Asia, includingArgentina, Bangladesh, Guatemala, Honduras, India India, Mexico,and Sri Lanka Moreover, a large number of current projects in Africaregion have focused on strengthening the capacity of members of theschool Council Also, there are two projects of the school-basedmanagement is supported by the World Bank in Europe and CentralAsia (in the Republic of Macedonia and Yugoslavia in Serbia andMontenegro), a country in East Asia and Pacific Ocean (Philippines),the Middle East and North Africa (Lebanon)

2.2 Organization surveying the status of primary school management in Hanoi through the school based management approach

2.2.1 An overview of Elementary in Ha Noi, Vietnam

Elementary educational system: Hanoi has aproximately 710

primary schools (including 6 Junior High School), this numberincreased to 8 from the academic year 2013-2014, the number ofstudents is 584 495 (up 21 267 students compared with last year; atotal of 15 316 229 class increased compared to year classes from

2013 to 2014

Regarding the direction of teaching and learning activities: Hanoi

Department of Education is the pioneer that implementing qualityimprovement, innovation activities of professional organizations,performing VNEN Teachers have initially applied the requirements inteaching methods of VNEN; created a tight bond of parent andcommunity participation in school activities and education of studentswith appropriate activities

Regarding the quality of primary education in Hanoi: The

Department has directed 100% of the implementation of Circular No

30, dated 28.08.2014 of the evaluation and grading of primary schoolstudents Students with special need reviewed under the guidance of

9890, dated 17/9/2007 of the Ministry of Education and Training Inthe first performance evaluation by reviewers for students of differentgrades, the Department has evaluated the specific instruction forelementary school students throughout the city, initially had positivechanges in awareness for officials , teachers, students and parents; hashad positive results The rating process is emphasized with combiningassessement by monthly review and periodic inspection results lastyear

2.2.2 Purpose Survey

The thesis has Surveyed the management of primary schoolsthrough the school-based management approach in terms of: buildingthe school culture sharing and participation; Operating of the schoolcouncil has attended by stakeholders; Performing functional decisionmaking in school management; Establishing the principal roles in theschool management has been evaluated by teachers, parents,communities, principals at public primary schools and private primaryschools and education department officials in Hanoi Evaluation of

subjective factors and objective management have affected primaryschools under the management approach They are the basic topropose methods to manage elementary schools to improveeducational quality at the Hanoi primary schools.

2.3.1 Current status of building school culture relating to

sharing and participating

- Work environment

Both teachers and principals have evaluated low contents relating

to sharing school mission In interviews, many teachers and principalssaid that they did not really know about the vision, the mission of theschool and not see the vision, the mission beeing expressed in thedaily operation of the school They did not fully attend to build andnot to create conditions to encourage dissemination This shows thatthe construction, the sharing school mission and vision have not beensuitable with the location and need for specific solutions to addressthese points appropriating

- Cultural sharing

According to the results obtained from the referendum vote, ingenerally, teachers, parents, colleges have assessed the sharingmanagement of primary school management better than the comments

of principals and Managers Among contents also have some