+ Carefully study the directives of superiors, the actual situation of the locality and school, the level of completion of assigned tasks in the previous school year, the team and conditions for implementing educational tasks to correctly and fully determine the core tasks and specific tasks of KTNB activities in the school year.
+ Determine the contents of internal audit, develop measures for direction, implementation, time and conditions to ensure the implementation of the audit contents.
+ Decentralization in management of KTNB activities.
- Implement the inspection management plan. Determine standards in the management of secondary school internal audit activities. To conduct an inspection, it is necessary to base on standards from directives and instructions from competent management agencies to compare, contrast, measure and evaluate the results of performing tasks of the inspected subjects, thereby discovering advantages and shortcomings as a basis for making necessary adjustment decisions in the inspection, at the same time advising and promoting the inspected subjects in particular, and the management and education activities of the unit in general.
- Directing the implementation of the established internal audit plan: Arranging and using the internal audit task force scientifically and effectively to promote the potential and strengths of each member of the inspection team in implementing the internal audit plan. Regularly monitoring internal audit activities to manage the internal audit quality well and at the same time adjusting and supplementing the established plan if necessary. Creating favorable conditions for the inspection force and the inspected subjects to be proactive, confident and self-conscious in inspection activities to overcome negative manifestations in internal audit activities.
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- Evaluation of the results of KTNB management is the final stage of inspection management, this is the evaluation of the results achieved compared to the previously set goals. This helps managers make appropriate decisions regarding the inspection work.
1.4.3. Factors affecting the management of KTNB activities in secondary schools
1.4.3.1. Subjective factors
- Awareness of teachers, managers, in the school (inspection subjects, inspection objects) towards internal school inspection activities. This is a very important factor, affecting the quality and effectiveness of management of internal audit activities in secondary schools.
- The quality, qualifications and capacity of teachers and managers in secondary schools have a direct impact on the quality and effectiveness of management of KTNB activities.
- The leadership and direction of educational management levels, directly the Department of Education and Training in paying attention to directing regular and timely internal audit activities and having objective and honest corrective measures, contributing to raising awareness and organization of implementation for the team of managers and teachers in secondary schools in the process of implementing professional regulations, examination regulations, assessment and evaluation, internal spending regulations, etc., promoting the role of autonomy for schools.
- Advanced models in management, management experiences in national standard secondary schools; education quality in secondary schools, moral qualities of teachers and managers; material facilities and pedagogical environment affecting internal audit activities and management of internal audit activities in schools.
1.4.3.2. Objective factors
- Requirements for strong and synchronous innovation of basic elements of education and training in the direction of attaching importance to developing learners' qualities and capacities in the spirit of Resolution 29/NQ-TW: innovation in program content (teaching by topic, interdisciplinary integrated teaching, innovation in educational content towards simplification, modernity, practicality, suitable for age, level and profession; increase practice, apply knowledge into practice, diversify content, learning materials, meet the requirements of all levels and programs
education, training and the lifelong learning needs of all people); Innovate teaching methods (in a modern direction; promote the positivity, initiative, creativity and application of knowledge and skills of learners; overcome the one-way imposition of teaching and mechanical memorization. Focus on teaching how to learn, how to think, encourage self-study, create a basis for learners to update and renew knowledge, skills, and develop capacity), innovate teaching forms (shift from mainly learning in class to organizing diverse learning forms, paying attention to social activities, extracurricular activities, scientific research), innovate testing and assessment to ensure honesty and objectivity (exams, tests and assessment of educational and training results need to gradually follow advanced criteria trusted and recognized by society and the world education community. Coordinate the use of assessment results during the learning process with final assessment, end of semester and school year assessment; teacher assessment with self-assessment of learners; school assessment with family and society assessment). These innovative requirements require strong innovation in school NTNB operations management.
- Legal documents referring to internal school inspection activities are currently few and outdated; directive documents of educational management agencies at all levels related to educational inspection and examination activities mainly focus on educational inspection activities, so the management and direction of internal inspection activities from higher educational management agencies to schools encounter certain difficulties.
- Resources for internal school inspection activities are still very limited, especially funding, which significantly affects the organization and implementation of internal audit activities in schools.
1.4.4. The importance of managing KTNB activities in secondary schools according to the requirements of educational innovation
Resolution 29/NQ-TW on "Fundamental and comprehensive innovation of Education and Training, meeting the requirements of industrialization and modernization in the conditions of a socialist-oriented market economy and international integration" with the overall goal of
general “Create fundamental and strong changes in the quality and effectiveness of education and training; increasingly better meet the needs of national construction and defense and the people's learning needs. Educate Vietnamese people to develop comprehensively and best promote the potential and creativity of each individual; love family, love the Fatherland, love compatriots; live well and work effectively”[7]. The specific goal for secondary education is “For general education, focus on developing intelligence, physical strength, forming civic qualities and capacities, discovering and nurturing talents, and orienting students' careers. Improve the quality of comprehensive education, focusing on education of ideals, traditions, ethics, lifestyle, foreign languages, information technology, practical skills and abilities, and applying knowledge to practice. Develop creativity, self-study, and encourage lifelong learning. Complete the development of the general education program for the period after 2015. Ensure that students with a junior high school degree (after grade 9) have basic general knowledge, meeting the requirements of strong streaming after junior high school; high school students must approach careers and prepare for quality post-secondary education. Improve the quality of universal education, implement 9-year compulsory education after 2020‟‟[7].
To achieve educational goals, there must be strong and synchronous innovation in educational management, with special attention paid to innovation in the management of internal school inspection activities as President Ho Chi Minh pointed out: Properly implemented inspection is a beacon that helps to clarify the spirit of the apparatus' operation at any time, nine-tenths of the failures and loopholes are due to lack of inspection. Regular and proper inspection and testing will certainly prevent failures and loopholes.
The control function is the final function of a management process. Its role is to help the management subject know how well, moderately, and poorly people perform their tasks, and also know the decisions.
Is the management issued in accordance with reality or not, on that basis, adjust activities, help or promote individuals and groups to achieve the set goals. Thus, the inspection function clearly demonstrates the role of providing information and assisting individuals and units to complete tasks according to the defined planning goals. With such a special role, the inspection function is not only the final function in a management process but also the premise for a new management process to follow. The inspection function is one of the extremely important functions of the Management process, playing many roles in helping to complete the tasks of the management objects.
Chapter 1 Conclusion
In general education management, and in particular in secondary school management, the management of internal audit activities in schools plays a very important role. It provides information and helps individuals and units complete tasks according to the defined planning goals. In response to the current requirements of educational innovation, there must be strong and synchronous innovation in educational management, with special attention paid to innovation in the management of internal audit activities in schools.
Based on the overview of the research problem and some basic concepts related to management, educational management, school management, inspection, internal inspection; secondary school management; content of management of internal inspection activities of schools; management of internal inspection activities of secondary schools; functions and management tasks of secondary school principals; principles and methods of internal inspection of schools; factors affecting internal inspection of schools; importance of internal inspection activities of secondary schools according to the requirements of educational innovation... is the scientific basis for studying the current status of management of internal inspection activities in secondary schools in Hung Ha district, Thai Binh province in chapter 2.
Chapter 2
MANAGEMENT STATUS
INTERNAL INSPECTION ACTIVITIES AT SECONDARY SCHOOLS IN HUNG HA DISTRICT, THAI BINH PROVINCE
2.1. Overview of socio-economic, cultural and educational
2.1.1. On socio-economics
Hung Ha district, Thai Binh province was established in 1969 on the basis of merging two districts Duyen Ha - Hung Nhan and 5 communes of the old Tien Hung district. The district is located in the northwest of Thai Binh province, about 27 km from Thai Binh city. Geographic coordinates are between 20030'37' and 20040'37' North latitude and between 106006'00' and 106019'22' East longitude. The north borders Tien Lu district, Hung Yen province, the west and southwest borders Ly Nhan district, Ha Nam province, the south borders Vu Thu district, the east borders Quynh Phu and Dong Hung districts. The total natural land area is 20,041.9 ha, the population is 255,084 people (2013), of which the working-age population is 108,835 people, distributed in 33 communes and 2 towns.
- Regarding agricultural production: Hung Ha district always achieves an average yield of 13 tons/ha, always being the district with the leading rice yield in the province. In 2013, the rice yield reached 136.15 quintals/ha. Hung Ha people actively apply scientific and technical advances in sowing, caring for and protecting rice, quickly introducing high-yield, high-quality rice varieties suitable for each locality's conditions into production. Therefore, over the past decades, Hung Ha district has had high and stable rice yields. Along with two rice and color crops per year, Hung Ha continues to promote its strength in winter crop production, always leading the province in terms of area and production value. Winter crop area increases every year. In 2011-2012, the cultivated area reached 6,390 hectares, accounting for 52% of the cultivated area. In 2012-2013, the winter crop area was 7,618.8 hectares, accounting for 62% of the cultivated area.
In terms of cultivation area, it is worth mentioning that the crop structure in winter crop production is increasingly diversified in a positive direction. Many types of crops with high economic efficiency are being planted such as: squash, various types of melons, American tomatoes, green cabbage for export, and especially the soybean growing area has increased sharply in all communes and towns.
- Regarding livestock: Hung Ha has been effectively exploited. Livestock and poultry have developed strongly, some livestock with high commodity value have been quickly put into breeding such as Sin crossbred cows, the total herd in 2013 was 15,110, mainly Sin crossbred cows; the total herd of pigs was 155,610 (excluding suckling pigs). The whole district currently has over 1,371 farms and ranches. Taking advantage of the strengths, Hung Ha people have promoted aquaculture, boldly raising new breeds such as 3-line hybrid carp, monosex tilapia... The aquaculture area in 2013 was
1,400 hectares with production value reaching nearly 70 billion VND.
- Regarding industrial and handicraft development: Over the past years, Hung Ha has focused on industrial and handicraft development. Therefore, it has always been the leading district in the province in terms of income value in industrial and handicraft production. Thanks to the strong development of industrial and handicraft production, the economic structure has developed in a positive direction, the value of industrial and handicraft production has increased rapidly, attracting many workers to work. Currently, the whole district has 165 enterprises of all kinds, 42 villages and 2 communes recognized by the province as craft villages and craft communes. Currently, the district has 3 industrial clusters in operation and are increasingly expanding: Phuong La Industrial Cluster, Dong Tu - Phuc Khanh Industrial Cluster, Hung Nhan Town Industrial Cluster and is continuing to plan a number of industrial locations: Minh Tan Commune, Diep Nong Commune... Thanks to the system of craft villages and tens of thousands of production workers in craft villages and enterprises, in 2013 the revenue from industry, small-scale industry and basic construction reached 1,547.4 billion VND, an increase of 25.15% compared to 2012, accounting for 48.23% of the district's economic value.
2.1.2. About culture - Education
Hung Ha is a district with a rich tradition of culture, civilization, patriotism and revolution. Over the years, these traditions have been exploited and promoted. The system of cultural institutions in the whole district has been built and increasingly improved, meeting the needs of people to enjoy spiritual culture: The whole district has 35/35 communes and towns with cultural houses, 234 village cultural houses, over 400 cultural, artistic and sports clubs of all kinds, and nearly 300 artistic groups.
The movement to build a cultural life in Hung Ha has developed quite steadily, received the support of all classes of people, and has become a widespread movement in the district. By the end of 2013, the whole district had 78 villages, 64 agencies and units with 253 times recognized as cultural units. Every year, 65-70% of households in the district meet the standards of cultural families, hundreds of clans have ancestral temples, have established conventions and are recognized as cultural clans.
Hung Ha is a locality with a fairly developed education system, a tradition of culture and learning. During the feudal period, out of 111 great scholars of Thai Binh, Hung Ha had 21 people, accounting for 18.92% of the province. Notably, 2 of them passed the top 3 exams (Huong exam, Hoi exam, Dinh exam) and were both from Hung Ha, namely Tam Nguyen Trang Nguyen Pham Don Le from Hai Trieu village, Tan Le commune, Tam Nguyen Bang Nhan Le from Phu Hieu village, Doc Lap commune. The tradition of learning of the people of Hung Ha in the past was clearly shown not only in studying for the imperial examinations but also in the attention of society to learning, many people became famous thanks to learning.
Scale and school network: The district has 36 kindergartens, 38 primary schools, 34 secondary schools, 5 high schools, 1 continuing education and career guidance center, 1 vocational training center, and 35 community learning centers. Preschools have 216 groups of children with 4,075 children and 320 kindergarten classes with 10,018 children; Primary schools have 630 classes with 18,443 students; Secondary schools have 419 classes with 13,680 students;