CBCC | (69.8%) | (27.2%) | (3%) | (100%) | ||
Group official QL, GV | 106 (59.9%) | 66 (37.3%) | 5 (2.8%) | 177 (100%) | ||
6 | Strengthening management of activities Teaching ethnic languages, teaching Vietnamese to ethnic minority students | All | 238 (57.77%) | 170 (41.26%) | 4 (0.97%) | 412 (100%) |
Group CBCC | 132 (56.2%) | 102 (43.4%) | 1 (0.4%) | 235 (100%) | ||
Group official QL, GV | 106 (59.9%) | 68 (38.4%) | 3 (1.7%) | 177 (100%) | ||
7 | Improve the quality of operations Teaching and learning activities at secondary level in ethnic minority areas | All | 284 (68.93%) | 128 (31.07%) | 0 (0.00%) | 412 (100%) |
CBCC Group | 164 (69.8%) | 71 (30.2%) | 0 (0.00%) | 235 (100%) | ||
Group official QL, GV | 120 (68%) | 57 (32%) | 0 (0.00%) | 177 (100%) | ||
8 | Increase investment resources material resources from the state budget and proactively attracting external investment for general education in ethnic minority areas | All | 274 (66.50%) | 138 (33.50%) | 0 (0.00%) | 412 (100%) |
Group CBCC | 157 (66.8%) | 78 (33.2%) | 0 (0.00%) | 235 (100%) | ||
Group official QL, GV | 117 (66.1%) | 60 (33.9%) | 0 (0.00%) | 177 (100%) | ||
9 | Regularly perform coordination of management activities between Departments of Education and Training | All | 212 (51.46%) | 194 (47.09%) | 6 (1.46%) | 412 (100%) |
Group | 130 | 101 | 4 | 235 |
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Regional phone, exchange, share experiences | CBCC | (55.3%) | (43%) | (1.7%) | (100%) | |
Group official QL, GV | 82 (46.3%) | 93 (52.5%) | 2 (1.2%) | 177 (100%) | ||
10 | Strengthen propaganda, Raising awareness and cooperation of people in state management of ethnic minority education | All | 270 (65.53%) | 140 (33.98%) | 2 (0.49%) | 412 (100%) |
Group CBCC | 157 (66.8%) | 78 (33%) | 0 (0.00%) | 235 (100%) | ||
Group management officer, teacher | 113 (63.8%) | 62 (35%) | 2 (1.2%) | 177 (100%) |
The survey results show that all solutions are highly appreciated for their necessity (all above 50%), in which there is not much difference in the ratio between the group of civil servants and the group of public employees. This shows that reality is demanding solutions to improve the effectiveness of general education management in the ethnic minority areas of the Northern mountainous region, and society also expects positive signals for the teaching and learning of teachers and students in the ethnic minority areas of the Northern mountainous region from these solutions.
4.3.2. Conditions to ensure implementation of solutions
4.3.2.1. Institutional conditions
Through analyzing the current state management of general education in the Northern mountainous ethnic minority region, the limitations of institutional factors are major barriers to management effectiveness. Therefore, the condition of a complete and perfect institutional system is one of the basic conditions for successfully implementing solutions to improve management effectiveness. The state management process needs a suitable legal corridor so that management agencies can easily influence and guide the behavior of educational institutions, as well as for these units to be proactive in their activities.
4.3.2.2. Information conditions
In the context of strong development of information technology and knowledge economy, information has been affirmed as one of the basic resources and indispensable factors in the management process. A complete and accessible information system and database on general education in the Northern mountainous ethnic minority region will help state management entities as well as educational institutions and even individuals in need of convenient search in the process of searching for information to serve their activities. Building a database and information system, continuously updating on the basis of developing computerization and modernizing educational management is a necessary condition for the above management solutions to be implemented smoothly in practice.
4.3.2.3. Human resource conditions
Management solutions, whether macro or micro, simple or complex, short-term or long-term,... are all proposed and implemented by people. Therefore, human resource conditions are a prerequisite for the successful implementation of solutions to improve the effectiveness of state management of general education in ethnic minority areas. These include not only those who make policies and issue policies suitable for the region's education, but also the team of cadres, civil servants, managers, and teachers in the locality who are implementing and putting those regulations into diverse and complex practices. These human resources need to be guaranteed in quality, good capacity, talent, dedication, and vision, promoting the development of education in ethnic minority areas.
4.3.2.4. Conditions on material resources
One of the indispensable conditions for implementing and implementing management solutions well is material resources. Financial resources mobilized for the development of general education in ethnic minority areas are composed of two main sources: from the state budget and from socialized sources, in which the state budget is the main source. With the subsidized nature, general education in ethnic minority areas is 100% supported by the state budget from tuition fees, teaching equipment, scholarships, subsidies, construction of classrooms, dormitories, public housing for teachers, etc. Therefore, in addition to the efforts and determination of the education sector in 14 northern mountainous provinces, financial resources contribute to the development of general education in ethnic minority areas.
a significant role in implementing the region's goals and solutions to improve the education of ethnic minority children.
4.3.2.5. Conditions on coordination mechanism
In order to implement a system of solutions in a synchronous and effective manner, there needs to be a clear and scientific coordination mechanism between the subjects. On the basis of clearly defining their functions, positions and tasks, the subjects, including state management subjects (Ministry of Education and Training, Ethnic Committee, relevant ministries, People's Committees at all levels, Departments of Education and Training of provinces, Ethnic Committees of provinces, relevant departments and branches, District Education Departments, etc.) and educational institutions coordinate closely with each other in their activities. The education sector has been implementing regional management (14 provinces of the Northern mountainous ethnic minority region belong to the Emulation Block of Region 1), so this coordination mechanism needs to continue to be promoted further in the coming time.
4.4. SOME RECOMMENDATIONS AND ISSUES RAISED IN STATE MANAGEMENT OF GENERAL EDUCATION IN ETHNIC MINORITY AREAS IN VIETNAM
4.4.1. Some recommendations
* For the Government and relevant ministries and branches
- Quickly complete the policy system on education in ethnic minority areas, which is the basis for functional agencies and localities to carry out management of general education in ethnic minority areas.
- Ministry of Education and Training: research and propose specific policies suitable for students, teachers, and educational managers of ethnic minorities in the Northern mountainous region and provide guidance on implementation;
- Ministry of Home Affairs: coordinate with the Ministry of Education and Training, the Ministry of Labor, War Invalids and Social Affairs, and relevant ministries and branches to propose the issuance of new policies for teachers, educational administrators, and types of schools.
* For the Ethnic Committee
- Issue more policies to develop education in the Northern mountainous ethnic minority region, integrating and linking with other socio-economic development policies of the region.
- Further promote the role of Local Department 1 in managing the area under its responsibility (including 14 northern mountainous provinces).
* For People's Committees of provinces in the region
- Ensure minimum land fund according to regulations for general education facilities, especially the system of ethnic minority boarding schools and ethnic minority boarding schools;
- Prioritize the arrangement and supplementation of local resources, proactively develop specific local policies for general education in ethnic minority areas;
- Complete the planning of the school and classroom network in accordance with the characteristics of each locality and the requirements for ethnic minority education development in the 2008-2020 period of the Ministry of Education and Training.
* For the Northwest Steering Committee
The Northwest Steering Committee coordinates with the Ministry of Education and Training, relevant ministries, branches and localities in the region to direct, urge and inspect the implementation of the region's ethnic minority education development goals, and the region's general education development goals according to Decision 1379/QD-TTg dated August 12, 2013 on developing education, training and vocational training in the northern midland and mountainous provinces and western districts of Thanh Hoa and Nghe An provinces in the period 2013-2020.
4.4.2. Issues arising in state management of general education in ethnic minority areas in Vietnam
Through the study of the current state management of general education in ethnic minority areas in the Northern Mountainous Region, it can be seen that there are a few issues that need attention regarding state management of general education in ethnic minority areas in general throughout the country in the coming time as follows:
- State management of education in ethnic minority areas needs to be placed in ethnic work in general. Ethnic work covers many aspects, many aspects of politics, economics, culture and society,... Therefore, educational activities in general, state management of education in particular in ethnic minority areas cannot be outside of ethnic work, to have close connections, interactions with other fields as well as placed in the whole to see its systematic nature.
- State management of ethnic minority education must be based on the socio-economic situation, the characteristics of each region and the learning conditions and intellectual level of ethnic minorities in the area. Management based on the above characteristics will help create flexibility in management, so that management activities are appropriate.
with reality, avoiding conflicts and differences, helping to achieve the set goals (Through the survey, the author also received the result that 19.9% of the respondents said that " the educational program and teaching methods are not suitable for local reality " - See appendix).
- General education in ethnic minority areas is a part of the national education system, it is necessary to ensure unity, at the same time ensure specificity when managing ethnic minority education. Education for ethnic minorities is part of each part of the national education system, but it has its own characteristics due to the unique characteristics of ethnic people. Therefore, in the management of education in ethnic minority areas, it is necessary to pay attention to the balance between the specific characteristics of ethnic minority education and the general education policies in the whole country, to ensure harmony between the general and the specific.
- Management of general education in ethnic minority areas faces many problems, such as: Opportunities and challenges of the knowledge economy, pressure between supply and demand in education, the relationship between quantity and quality of education, the problem of combating illiteracy and re-illiteracy, the need for high-quality human resources, the development of science and technology, the negative side of the market economy, the relationship between educational development and socio-economic development of each locality and region....
- Educational management in ethnic minority areas must ensure the training of qualified staff and human resources, while gradually improving the intellectual level, cultural and scientific and technical level of the community.
- Managing and developing general education in ethnic minority areas on the basis of promoting the combined strength of the whole country: central and local levels take care of each other, the state and people work together, mobilizing domestic and foreign organizations to contribute to the development of education in ethnic minority areas. The central level focuses on macro management, the local level implements in practice, decentralizing more to localities.
- Build each educational institution in ethnic minority areas into a local educational, cultural and scientific center, affirming the key role of education in the country's development.
CONCLUSION OF CHAPTER 4
From the practice of state management of general education in ethnic minority areas in the Northern mountainous region with achievements, limitations and causes of limitations as well as on the basis of the Party's viewpoints, the direction of ethnic minority education development in the period 2008-2020, the orientation of education and training development of the Region, the Thesis has focused on proposing 6 groups of solutions for state management of general education in ethnic minority areas in the Northern mountainous region to improve management efficiency, including:
(1) Group of solutions to improve the system of institutions, policies and laws on general education in ethnic minority areas, (2) Group of solutions to develop human resources for state management of education in ethnic minority areas, (3) Group of solutions to attract and enhance the effectiveness of financial management and resources for general education activities in ethnic minority areas in the northern mountainous region, (4) Group of solutions to improve the organization of the state management apparatus for ethnic minority education, (5) Group of solutions to raise awareness about the development of general education in ethnic minority areas in the northern mountainous region, (6) Group of solutions to strengthen inspection and examination activities on general education activities in ethnic minority areas.
The above groups of solutions include many specific and detailed solutions. To ensure the suitability of these groups of solutions, the author of the thesis conducted a survey and collected opinions on the necessity of all 6 groups of solutions. The survey results obtained generally demonstrate the necessity of these solutions to improve the effectiveness and efficiency of state management of general education in ethnic minority areas in the Northern mountainous region of Vietnam today. At the same time, the thesis also pointed out the conditions to ensure the implementation of these solutions.
Based on the analysis and assessment of the current state management of general education in ethnic minority areas in the Northern mountainous region, the thesis has pointed out a number of issues that need attention in the state management of general education in ethnic minority areas in general throughout the country, providing lessons for the Ministry of Education and Training as well as other ethnic minority areas in general education management. This is a new point of the thesis.
In addition, the Thesis also has specific recommendations for the Government, People's Committees of provinces in the region and relevant agencies.