Education Management, School Management Education Management

high school education, including self-assessment, external assessment according to the set of standards and quality accreditation through case studies and practices from 40 high schools. At the same time, the group of authors also pointed out that the external assessment team consisted of people with at least 5 years of experience in the field of education and they all came from other high schools [19].

The US is the country with the longest history of accreditation in high schools. There are 3 types of accreditation: national accreditation, regional accreditation and specialized accreditation. The US education quality accreditation is highly independent, complies with policies and standards even without supervision. The accreditation of high schools in the US aims to ensure quality, enhance the position and prestige of the school and improve school quality. The set of standards for accreditation of high schools in the US varies by region and territory. But there are still some core points in common: Mission; Planning and evaluation; Organization and administration; Training programs; Teachers; Students; Libraries and other information sources; Facilities and technology; Financial resources. The quality accreditation cycle is from 3 to 5 years, including the following steps: Self-assessment according to standards; registration for external assessment; external assessment; recognition.

In Canada, the accreditation of high schools is assigned to the provinces under the direction of the Ministry of Education. The set of standards for accreditation of high schools in Canada includes 12 standards ( Vision, mission, strategy; Extracurricular programs and learning environment; Main curriculum in the classroom; School leadership; Teaching staff, staff; School and community; Admissions process and quality of incoming students; Management; Finance; Environment, health and safety; Tasks, activities to improve the school; Program standards to meet the local population ) and the process is unified in the provinces, but is still flexible, changed and supplemented annually depending on each region. The accreditation results are made public for students, parents and society to know.

In Singapore, the private education system (Pricate Education Institutions, abbreviated as PEIs) has developed strongly alongside the public school system. The government established a management agency to manage this school system (CPE). To manage private schools, CPE has developed a set of standards consisting of 6 standards and 31 criteria with the following contents:

The accreditation process includes a mandatory process called the Enhanced Registration Framework (ERF) and a voluntary process called the EduTrust.

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1.1.2. Domestic studies

Research on KĐCLGD in our country must include some works of the following authors:

Tran Khanh Duc (2004) with the work "Management and accreditation of human resource training quality" analyzed that accreditation of educational institutions or accreditation of educational programs can only be effectively implemented when the construction of a quality assurance system in schools is resolved. The author believes that quality accreditation is a step in the quality management process, and quality accreditation itself is a method and tool to evaluate the quality assurance system of that organization. Regarding the quality accreditation process, the author believes that there are the following steps: Self-assessment registration, self-assessment, external assessment and quality accreditation recognition [17].

The 2006 ministerial-level scientific research project with code B2004-80-06 “Building a system of criteria for assessing the quality of high school education and implementing a pilot assessment in some provinces and cities” (the host unit is the Institute for Educational Development Research) chaired by Nguyen An Ninh has built a system of criteria for assessing the quality of high school education. The set of criteria is built on the basis of the CIPO model (Context- Input-Process- Output) proposed by UNESCO, including 42 criteria, each criterion has 03 indicators. The set of criteria has been able to comprehensively demonstrate the activities of high schools. However, this work does not mention the technique of self-assessment of schools according to the criteria [25].

Le Duc Ngoc (2009) "Overview of accreditation and quality assurance of general education" stated that quality accreditation is an effective quality management solution with the following objectives: Assessing the current status of educational institutions to see how they meet the set standards? What is the current status of educational institutions in terms of quality and effectiveness? Assessing the current status of which points are strengths compared to the set standards of educational institutions. Assessing the current status of which points are weaknesses compared to the

standards set by the educational institution. Based on the strengths and weaknesses discovered compared to the set standards, a plan is set to promote strengths and overcome weaknesses for development [24].

In addition to the above works, there are a number of theses, dissertations and research articles on educational quality assurance or educational quality assurance, such as Nguyen Manh Cuong (2009) with his doctoral thesis "Developing high schools from the perspective of effective schools" at the University of Education, Vietnam National University, Hanoi, Dang Van Toan with the article "Experience in building high schools that meet educational quality accreditation standards in Huong Khe district - Ha Tinh" published in the Journal of Teaching and Learning Today, No. 5/2005.

It can be seen that the research works and authors all highly appreciate the role of educational quality assessment to improve the quality of education. The work of educational quality assessment in high schools in Vietnam is currently basically the same as in other countries, however, there have not been many in-depth studies on this work. Currently, in Lao Cai province, there is still no work mentioning the management of educational quality assessment activities in high schools. Therefore, choosing the issue of managing educational quality assessment activities in high schools in Lao Cai province is a necessary issue that needs to be studied to contribute to improving the effectiveness of educational quality assessment activities in high schools in the province.

1.2. Some basic concepts

1.2.1. Management

Human activities are increasingly diverse, complex and rich. Because of that richness, when it comes to management, there are many different concepts and different management thoughts.

* Management according to foreign authors' concept:

According to Harold Koontz (American manager), "Management is a necessary factor to ensure coordination of individual efforts". Therefore, management as a practice is an art, and the organized knowledge that forms the basis for it can be considered a science [19].

When it comes to management activities, one cannot help but mention Karl Marx. Karl Marx believes that management is control: "A violinist controls himself, but an orchestra needs a conductor."

* Management according to the concept of domestic authors:

Author Nguyen Ngoc Quang: " Management is the purposeful and planned impact of the management subject on the collective of workers (generally the management object) to achieve the expected goals" [27].

According to author Nguyen Huu Long - 2009: "Management is a category of management science, with the interaction between the management subject and the management object, in which the management subject plays the leading role" . This is a definition that makes management activities both scientific and technological, especially ensuring the principle of democratic centralism.

In addition, according to the Vietnamese dictionary: " Management is the organization and control of activities according to certain requirements" . The term " Management" (Vietnamese of Chinese origin) has revealed the nature of management activities in practice. It includes two integrated processes: The "Management " process includes care, preservation, and maintenance in a stable state; the "Reason" process includes self-repair, arrangement, innovation, and putting into the development system. If the leader only cares about "Management" , that is, taking care of care and preservation, the organization will stagnate and not develop. However, if only cares about "Reason" , that is, only care about repair, arrangement, and innovation, without placing it on the foundation of stability, the development of the organization will not be sustainable. Therefore, for management activities to be effective, there should be a balance between the two processes of "Management " and "Reason".

It can be generalized: Management is the organized and purposeful impact of the management subject on the management object to effectively use the potential of the system to achieve the set goals in the changing conditions of the environment.

Nowadays, management is considered one of the five factors of socio-economic development: Capital, labor resources, science and technology, resources and management. In which, management plays a decisive role in success.

* Management function:

Management function can be generally understood as a specialized form of management activity through which the management subject impacts the management object to achieve the set goal. It is a set of different tasks that the management subject must carry out in the management process. The essence of management functions is the existence of management activities including the functions: Planning, organizing, directing and checking.

Planning function : Is the work of determining the organization's goals in advance and at the same time indicating methods and measures to achieve the goals, in the context of environmental fluctuations.

Organizing function: Is the arrangement and assignment of tasks and resources "human, other resources" in an optimal way, to make the organization operate according to plan and achieve the set goals.

Directing function: Is the method of impact of the management subject to operate the organization according to plan, achieving management goals.

Control function: Is the method of operation of the management subject on the management object to collect feedback information, evaluate and process the organization's operational results, from which to make management decisions to adjust to achieve the set goals. These four functions are closely related to each other to form a management cycle.

Communication is an indispensable tool in management activities, it is considered the "blood vessel" of management activities. In management, to be able to make accurate and timely decisions requires collecting accurate information.

Plan

The relationship between the functions of management activities is shown in the following diagram:

Check

Organization

Information

Direct

Diagram 1.1. Management functions

1.2.2. Education management, school management Education management

In the history of science development, the science of educational management was born later than the science of economic management. Therefore, in capitalist countries, people often apply the theory of enterprise management to the management of educational institutions (schools) and consider the management of educational institutions as the management of a special enterprise.

Educational management is an important part of the social management system, it has appeared for a long time and exists under all social regimes. With different approaches, researchers have proposed the following concepts of educational management:

According to MI Konzakov: “Educational management is a systematic, planned, conscious and purposeful impact of management subjects at different levels on all stages of the system (from ministries to schools) with the aim of ensuring the education of communism for the young generation, ensuring their comprehensive and harmonious development. On the basis of recognizing and using the general laws inherent in socialism, as well as the objective laws of the teaching-education process, of the physical and psychological development of children, adolescents and young people”.

In Vietnam, author Pham Minh Hac generalized: "Educational management is school management, is implementing the Party's educational policy within the scope of one's responsibility, that is, operating the school according to educational principles, to move towards educational goals, training goals for the education sector, for the young generation and for each student" [18].

Author Nguyen Ngoc Quang believes that: "Educational management is the conscious impact of the management subject on the management object to bring the pedagogical activities of the education system to achieve the desired results in the most effective way" [27].

From the above concepts, we can understand in general as follows: Educational management is a system of planned and targeted impacts of management subjects at different levels, to all stages and parts of the educational system, to ensure that the agencies in the system operate optimally. Ensure the expansion of both quantity and quality to achieve educational goals.

School Management

School is a specialized and specific form of social organization, formed due to the objective necessity of society, to perform the function of imparting necessary social experiences to each specific population group in the community and society. School is a part of society, a basic educational organization of the National Education system. Therefore, school management is a part of educational management, school (educational institution) is the place where education and training are conducted with the task of equipping knowledge for a specific population group.

Teaching and learning activities are the central activities of the school. All other diverse and complex activities are directed towards this central activity. Therefore, school management is: Managing teaching and learning activities, how to bring those activities from one state to another to gradually move towards the training goal.

Author Pham Minh Hac has given an overview of the concept of school management as follows: "School management is to implement the Party's educational guidelines within the scope of one's responsibilities, that is, to operate the school according to educational principles to achieve educational goals, training goals for the education sector, for the young generation and for each student" [18].

School management is the work that school managers perform management functions to carry out their work tasks. These are conscious, planned and targeted activities of the management subject that impact the school's activities to carry out functions and tasks, the focus of which is the teaching and learning process.

Thus we can understand that school management includes the management of internal relationships of the school and the relationship between the school and society.

In the modern context, the school is widely recognized as a specialized social institution for educating and training the young generation to become useful citizens for the future. That institution has a clear purpose, is tightly organized, and is provided with the necessary resources to perform its functions that no other institution can replace. The class nature of the school has been affirmed by its purpose as well as its operation.

In all definitions of school management, the common point stands out, the essence of school management is a system of purposeful and planned impacts of the management subject to make the school operate according to the Party's educational guidelines and principles to successfully implement the training goals of the education sector assigned to each school. Therefore, school management is comprehensive management. Including:

Managing teaching staff Managing students

Managing the teaching and learning process

Management of facilities and teaching equipment School financial management

Managing relationships between people and communities.

Take advantage of investment resources as well as social forces to contribute and build towards promoting all school activities to achieve training goals and plans, bringing the school to a new state.

Thus, school management can be understood as a system of reasonable and targeted pedagogical impacts of the management subject on school activities carried out by teachers, students and other educational forces to achieve the goal of quality and effective education.

1.2.3. Quality, education quality, education quality management

Quality:

In general, there are many concepts and definitions of quality depending on the goals and output products of each organization. Quality has no stopping point but only achieves the expected goals of the set plan because quality always requires continuous improvement, if one says this is quality, there will be something else of better quality. This means that when talking about quality, it must be said in a reference system. The most suitable quality is customer satisfaction or meeting customer needs.

Harvey and Green (1993) concluded that: “First, quality has different meanings to different people. Second, quality is related to processes or results”. Quality “is the response to a set goal and that goal must be consistent with the development requirements of society” (Le Duc Ngoc, 2008), quality “is a dynamic, multidimensional concept and is associated with subjective factors through relationships between people” (Tran Khanh Duc, 2009).

In addition, there are notable statements by authors about the concept of quality. “Quality is everyone's responsibility” (Deming W. Edwards), “The first quality needed is boldness” (Winston Churchill).

AUN (2009) defines quality as excellence, fitness for purpose, customer satisfaction, value for money, added value and minimum threshold. Lewis (2012) further defines quality as enhancement or improvement (pursuing continuous improvement).

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