Renovating state management of education and training

Dr. TRAN THAI HA
Academy of Journalism and Communication

1. Introduction

During the renovation period, our Party has determined that education and training as well as science and technology are the top national policies and key driving forces for national development. To ensure that the education and training sector grows strongly and in the right direction, with fundamental and comprehensive renovation, it is necessary to strengthen and regularly renovate state management in this field. Renovation in state management of education and training must stem from the requirements of the new situation; it should be comprehensive, focused, and radical renovation in state management with synchronized and specific solutions.

2. The need to renovate state management of education and training

Firstly, renovating state management of education and training to meet the requirements for the country’s development, and the education and training sector in the new situation

Renovating state management of education and training is part of the Party’s general policy on fundamental and comprehensive renovation in education and training as determined by the 8th Central Conference, 11th term (October 2013). The 13th National Party Congress also set the goal of fundamental and comprehensive renovation in education and training to improve the quality of human resources and comprehensively develop the Vietnamese people. Modernizing education and improving training quality are seen as central to boosting human resource development, especially high-quality human resources, in the context of Industrial Revolution 4.0 and extensive international economic integration. he 13th Party Congress clearly set the goal that by 2025, Vietnam will be a developing country with a modern industrial orientation, surpassing the low-middle-income level; by 2030, it will be a developing country with modern industry and high-middle-income; and by 2045, it will become a developed country with high income.

To achieve these goals, it is necessary to vigorously develop education and training to have high-quality human resources with the creative capacity to adapt to Industrial Revolution 4.0. Vietnamese people must develop comprehensively, meeting the new requirements of socio-economic development, science and technology, with strong patriotism, national pride, self-respect, and respect for the nation’s good traditions. and history of the nation. They should have a high sense of social responsibility, preserving and promoting a good national cultural identity, aspire to develop a prosperous and happy country and firmly protect the Fatherland. They must also have a level of knowledge, ethics, aesthetics, life skills, and a healthy and strong body. The 13th National Party Congress specified: “Strive to make our country a strong country in education and training within the region, on par with the world’s advanced standards, and participating in the global human resource training market”(1).

Secondly, renovate to overcome current limitations in the field of education and training

Alongside its strengths, the education and training fields in our country face many limitations. The Party’s policy on fundamental and comprehensive reform in education and training has not been fully understood, leading to slow and insufficiently decisive implementation, falling short of the set objectives. Some tasks related to educational and training reform have been carried out in a disjointed, unsystematic manner with low efficiency, not yet reaching the level of truly fundamental and comprehensive renovation. Overall, the quality and efficiency of education and training remain low compared to the State’s investment and the costs borne by society. The coherence and interconnection between levels, methods, and educational institutions within the overall system are not sufficiently ensured. Training high-quality human resources has not become the central focus of training activities, failing to meet the demands of the country’s economic and social development, as well as the needs of various sectors and localities. Educational activities are not closely linked to scientific research, business production, or the needs of both domestic and international labor markets. Vocational training, especially in some specific occupations, still faces many difficulties.

The distribution of educational institutions is not yet rational. In mountainous, remote, and particularly disadvantaged areas, as well as in urban and industrial zones, there is still a shortage of schools and teachers. The phenomenon of students at various levels of high school dropping out of school and the risk of illiteracy reemerging in many mountainous localities and ethnic minority areas are on the rise. The teaching and educational management staff in schools face challenges related to quantity, structure, and quality. The educational and training curriculum and content have not undergone fundamental reform, remaining overly theoretical and lacking in practical application. There has not been sufficient emphasis on ethics and character education, developing students’ qualities and life skills, social activity skills, creativity, and the ability to learn and conduct research independently. The proportion of graduates who are unable find a job in their trained field remains high. Most universities have received limited investment in building physical and technical institutions, especially laboratories and practical facilities. Schools and teaching equipment in many mountainous and highland localities remain severely lacking.

Thirdly, renovation is needed to address the limitations and inadequacies in state management of education and training

Along with affirming achievements, the 13th National Party Congress also assessed: “State management and school management - governance still have many limitations”(2). The planning of educational institutions, particularly the network of universities, colleges, and vocational schools, has been slow and has not kept pace with the actual development of the economy, society, natural population growth, and demographic changes. As a result, while the number of educational institutions has increased, they have not met the requirements in terms of both quantity and quality. The management mechanism for non-public schools, especially the university autonomy mechanism, is insufficient and inconsistent. The quality assurance and national standard accreditation of schools have not been strictly implemented. Curriculum and textbook renovation have not met the expected timeline. There is still some confusion in terms of perspectives and a lack of timely action in addressing violations in extracurricular teaching and learning activities. State management of editing, printing, distribution, and prices of textbooks, workbooks, and reference books for universal education has not been rigorous, leading to public concerns. The issues of teacher surplus and shortages, as well as teacher resignations, continue in some areas; some localities have seen serious violations in the recruitment and use of teachers. The standards for teaching positions have not been established as a basis for recruitment, review, workload assignment, training, promotion, and other policies related to teachers. The guidance, management, and oversight of financial activities, sponsorships, and socialization in educational institutions, especially non-public schools, have not been adequately controlled. Many educational institutions conduct financial collection, expenditure and purchases of teaching equipment against regulations. The issue of excessive fees at the beginning of the school year persists in some educational institutions. Educational inspection work is not carried out regularly, or thoroughly, and there are still loopholes; the enforcement of correcting deficiencies and violations after inspections has not been strong enough.

3. Key areas for renovation in state management of education and training

Renovating state management of education and training must comprehensively address all contents as prescribed by law, including some key and urgent areas.

Firstly, promote the development and implementation of strategies, planning, and policies on education and training development

Although education and training have been identified as top national priorities, the Education Development Strategy for the period up to 2030, with a vision to 2045, is still in the process of being developed. The 13th National Party Congress called for: “The development and effective implementation of a strategy for international cooperation and integration in education and training”(3). Therefore, the basic and urgent issue today is to promptly build and promulgate a National Education Development Strategy.

Based on the Party’s guidelines and the Education Development Strategy, efforts should be concentrated on building plans, programs, and policies to develop education and training in the short term and, especially for the next several decades. It is essential to continue to improve the national education system at all levels, focusing on the network of higher education institutions, developing high-quality higher education institutions in compliance with regional and world standards, meeting socio-economic development requirements, especially the requirements to improve the quality of human resources, digital transformation, develop the digital economy and society, whole fostering the Vietnamese people according to the standards determined by the Party.

Diversifying educational types and training methods, following the principle of building a learning society, must go hand in hand with strengthening state management of education and training. There should be breakthrough policies that comprehensively improve the quality of education and training, especially in higher education and high-quality vocational education. It is also necessary to improve mechanisms and policies to develop non-public training institutions. Giving adequate attention to the development of preschool and primary education. The renovation of curricula, content, and teaching methods should be effectively implemented to ensure the successful achievement of the fundamental and comprehensive renewal of education and training goals.

Secondly, promulgate and organize the effective implementation of legal documents governing education and training

Legal documents on education and training need to fully and promptly institutionalize the Party’s policies and create institutions and policies to develop Vietnam’s education sector under the conditions of a socialist-oriented market economy and international integration. These policies should focus on quality and output efficiency as key measures while ensuring social equity and upholding the core values of socialist orientation. In the near future, the following key legal documents need to be developed and enacted:

Documents regulating educational goals, curricula, and educational content; national qualifications framework; training program, structure, and minimum output standards and norms for learners after graduating from each training level.

Documents regulating standards and quality assessment, and accreditation of educational institutions; standards for training programs at higher education levels and minimum requirements for a training program to be implemented; assessing educational quality, organizing and managing educational quality assurance and accreditation of education and training quality.

Documents regulating the compilation, publication, printing, and distribution of textbooks and teaching materials.

Documents regulating the organization and operation of educational and training institutions; regulations on admission, teaching, and educational activities in school and outside school; regulations on assessment of learning and training results; examination, and issuance of diplomas and certificates; reward and sanction for pupils and students.

Documents regulating international schools, joint training, and management of diplomas and certificates; recognition of diplomas issued by foreign educational institutions and used in Vietnam.

Documents regulating professional standards and working conditions for teachers and educational administrators; lists of job positions and norms for the number of people working in public educational institutions; standards for managers in educational institutions and specialized education and training agencies under provincial and district People’s Committees; teacher professional standards; code of conduct for teachers; awarding honorary titles to those who have contributed greatly to the cause of higher education.

Documents regulating standards for institutions and equipment for educational institutions; standards and norms for using school institutions, libraries, and equipment.

Documents regulating revenue, expenditure, financial management, and mechanisms for institutional autonomy tied to accountability.

Thirdly, vigorously implement digital transformation in state management of education and training

Urgently digitalize, develop digital infrastructure and platforms, especially by building a shared national database that can connect and share information and data among national databases, and databases of various ministries, sectors, and localities for collective exploitation and use. This will support statistics, information management, and the organization and operation of education, as well as state management of education and training. Government agencies responsible for managing education and training should direct and guide educational institutions to accelerate digital transformation, focusing on developing and enhancing platforms that support remote learning and self-study. They should fully apply digital technology in management, teaching, and learning processes; digitize materials and curricula; and create platforms for sharing teaching and learning resources, both in-person and online.

Fourthly, promote the roles and responsibilities of state agencies in education and training management

Clearly define the responsibilities of specialized state management agencies in education and training and the sectoral management responsibilities of ministries and branches, and the territorial management of local governments. Clearly distinguish state management from administrative activities of educational and training institutions. Promote decentralization, increase responsibility, create motivation, initiative, and creativity among state management agencies, and education and educational institutions, ensuring democracy and unity; focus on quality management, and avoid formality.

The Government should effectively perform its function of unifying state management of education and training, especially in building educational and training development strategies, planning the network of education and training institutions and major policies related to educational and training activities.

The Ministry of Education and Training (MOET) should effectively fulfill its responsibility to the Government in implementing state management of education at preschool levels, general education, university education, pedagogical secondary schools, pedagogical colleges, and continuing education.

The Ministry of Labor, War Invalids and Social Affairs (MOLISA) should effectively fulfill its responsibility to the Government in implementing state management of vocational education, except for pedagogical secondary schools and pedagogical colleges.

Ministries and ministerial-level agencies should closely coordinate with MOET and MOLISA to carry out state management of affiliated academies and schools and related issues to the field of education and training under their assigned functions and authority.

Local people’s committees at all levels should effectively carry out their role and function in managing education and training according to the Government’s decentralization. This includes inspecting the legal compliance of educational institutions in their areas, ensuring the availability of teachers, finances, and facilities for public schools under their management, implementing educational socialization, and ensuring that local education meets the requirements for expansion, quality improvement, and efficiency.

Fifthly, perfect the mechanism for mobilizing, managing, and using resources to develop education and training

The general policy of the Party and the State is to continue to increase investment from the state budget in education and training, considering investment in education and training as investment in development, prioritizing programs, socio-economic development plans, and promoting the socialization of education and training. The challenge is to reform mechanisms and policies to improve the efficiency of state investment, ensure appropriate investment in high-quality human resource education and training, and establish specific investment mechanisms and policies for education and training in disadvantaged areas and regions with ethnic minorities. Additionally, there is a need to improve mechanisms and policies for the socialization of education and training to ensure it is conducted effectively, transparently, and without commercialization, while avoiding negative consequences.

For public schools, along with strengthening State management, there needs to be a mechanism to ensure comprehensive autonomy and full accountability regarding task performance, organizational structure, personnel, and finance. This is particularly true for higher education institutions and vocational training centers. At the same time, it is essential to promote the role of the people’s oversight of the activities of these schools according to the policy stated in the Resolution of the 6th Central Conference, 12nd term, on continuing to renovate the organization and management system, improving the quality and operational efficiency of public service units.

Effectively develop and implement a strategy for international cooperation and integration in education and training as part of the country’s general international integration. Continue to improve the management mechanism for educational and training institutions with foreign elements in Vietnam. Ensure transparency in the use of public resources, joint venture and training activities, and harmonize the interests of all stakeholders.

Sixthly, strengthen educational inspection

Educational inspection should focus strongly on inspecting compliance with laws on education and training; resolving complaints and denunciations, and handling violations of law in education and training. In the immediate future, the focus should be on inspecting the implementation of training programs, educational quality accreditation and recognition of schools that meeting national standards; management and licensing of non-public preschool education institutions; the organization of exams in at local levels; management of the issuance of diplomas and certificates; management of extra classes and tutoring; implementation of non-state budget revenues and expenditures, especially voluntary contributions; procurement of educational equipment; and measures to ensure school safety, prevent and control epidemics, accidents, injuries, drowning, and school violence; and so on.

Educational inspection at the local level should effectively handle applications, complaints, denunciations, and violations (if any) in the field of education and training, in accordance with regulations. Additionally, it should advise the people’s committees on policies to address newly emerging and complex issues.

4. Key solutions to renovate state management of education and training

Firstly, strengthen the leadership of party committees at all levels

Party committees and organizations at all levels should deeply understand the Party’s viewpoints, goals, tasks, and solutions regarding the fundamental and comprehensive renovation of education and training, as well as the responsibility of state management in education and training within political organizations, the education sector, and society as a whole, to create broad consensus on this crucial issue. It is essential to enhance the awareness of the role and responsibility of state management agencies and personnel in education regarding the quality and development of education and training. This includes promoting the supervisory role of the Vietnam Fatherland Front, political-social organizations, and the public in the management and reform of education.

The Government’s Party Committee, the Party committees of ministries, ministerial-level agencies, and People’s Committees of provinces and centrally-run cities directly lead state management agencies in education and training by setting out policies, strengthening the organizational structure, building a team of officials, regularly inspecting, supervising and promoting the roles and responsibilities of the commissioner as the head of the state management agency in charge of education and training. Party committees at all levels should regularly focus on leading and directing the organization and operations of public schools; promulgating regulations on the roles, functions, and leadership tasks of party committees and organizations at state management agencies on education and training and public schools.

Secondly, supplement and improve the law on education and training

State management of education and training must of course be based on and follow the law. In the field of education and training, there is currently the Education Law 2019; Law No. 34/2018/QH14 dated November 19, 2018, amending and supplementing a number of articles of Law No. 08/2012/QH13 on Higher Education, which was amended and supplemented by Law No. 32/2013/ QH13, Law No. 74/2014/QH13 and Law No. 97/2015/QH13; Law on Vocational Education in 2014. However, in recent years, the Party has issued many resolutions affirming new views and policies in the field of education and training that need to be institutionalized and supplemented into the legal documents.

The practical activities of education and training and state management in this field also raised a series of issues that need to be regulated by law, such as the principle of equality in opportunities and conditions of access to education. Higher education for all citizens who have the desire and need to attend university; the responsibilities and rights of employers regarding higher education; the mechanism for ordering and supporting university and vocational training; the role of professional societies and associations in monitoring the activities of higher education institutions; communication in training; about teachers; issues raised in implementing digital transformation in education and training; international integration in education and training; etc.. Based on the supplemented and amended laws on education and training, the Government and ministries should review, amend and promulgate legal documents for implementation, especially ensuring synchronization, and avoiding overlaps and conflicts among these documents.

Thirdly, improve the quality of state management officials in education and training

Organizing and directing the training and fostering of educational managers is a key aspect of state management in education and training. In turn, improving the quality of state management officials in education and training is an important solution to renovate state management in this field. The 13th National Party Congress determined: “Along with promoting positions, roles and social responsibilities, it is necessary to strongly renovate remuneration policies and essential to take care of building a team of teachers and educational administrators”(4). Accordingly, it is necessary to a plan and roadmap for training and fostering the state management team in education and training, aligning with the functions, tasks of the agencies, and the roles, responsibilities, and job positions of officials in the state management agencies on education and training. This includes especially training and fostering in digital transformation, ensuring that all officials and civil servants in state management of education and training at all levels are trained in management skills; establishing appropriate policies for educational management staff based on accurate assessments of their capabilities, professional ethics, and work effectiveness; resolutely remove from the agency those who do not have the required qualifications, capacity, and do not meet the requirements and tasks; encourage state management officials in education and training to improve their professional qualifications and skills.

Fourthly, establish close coordination between sectors, the Central Government and localities in state management of education and training.

It is necessary to build a coordination mechanism between ministries, central branches, and local authorities; between specialized agencies under the provincial and district People’s Committees; between state management agencies and educational and training institutions to properly implement state management of education and training; promptly resolve problems arising in the field of education and training. Clearly define the responsibilities of the presiding agency, coordinating agency, and participating agency in each aspect of management work, avoiding situations where responsibilities are neglected, delayed, or shifted among parties.

5. Conclusion

Renovating state management of education and training is an urgent task to meet the demands of developing the education and training sector in the new era and to address the limitations in the organization and operation of education and training, as well as the shortcomings in state management of education and training today. To successfully implement this task, a comprehensive approach is required, involving multiple solutions, from the leadership of the Party to ensuring legal frameworks, mechanisms, and the quality of the workforce.

Received: April 7, 2024; Revised: April 14, 2024; Approved for publication: April 22, 2024.

Endnotes:

(1), (2), (3), (4) CPV: Documents of the 13th National Party Congress, vol.I, National Political Publishing House, Hanoi, 2021, p.140, 83, 140, 138.