LIST OF ABBREVIATIONS
STT
Abbreviations | Full text | |
1 | CBQL | Management staff |
2 | CNH | Industrialization |
3 | IT | Information technology |
4 | Facilities | Facilities |
5 | Education and Training | Education and Training |
6 | Civic Education | Civic education |
7 | HDCM | Professional activities |
8 | OS | Modernization |
9 | KTNB | Internal Audit |
10 | PPDH | Teaching methods |
11 | Secondary School | Junior High School |
12 | People's Committee | People's Committee |
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LIST OF TABLES
Table 2.1: Statistics on the number and professional qualifications of the teaching staff
40th Secondary School
Table 2.2: Statistics of secondary school management staff in the 2013-2014 school year 41
Table 2.3. Survey of moral qualities, management capacity, experience
management of the team of CBQL 42
Table 2.4. Statistics on the quality of cultural education of students 43
Table 2.5. Statistics on the quality of moral education of students 44
Table 2.6: Awareness of management staff and teachers about inspection activities
school internal audit 46
Table 2.7: Qualities, qualifications and capacities of the team performing the task
KTNB case 51
Table 2.8. Comparison table of results of pedagogical activity testing of secondary school teachers conducted by the Department of Education and Training and schools 53
Table 3.1. Exploring the need for management measures 82
Table 3.2. Exploring the feasibility of management measures 83
LIST OF DIAGRAM
Diagram 1.1. Management activities 12
INTRODUCTION
1. Reason for choosing the topic
Since 1986, our Party and State have advocated comprehensive renovation throughout the country. Under the leadership of the Party, our country's economy has increasingly flourished and achieved many great achievements in the process of transition from a centrally planned economy to a socialist-oriented market economy. Resolution of the 8th Central Committee, Session 2, affirmed: " The basic task and goal of education is to train Vietnamese socialist people with knowledge and skills that are both red and specialized; uphold the goal of socialism; truly consider education as the top national policy; Education and Training is the cause of the entire Party, State and people " [10]. The 9th Party Congress (2001) was the Congress that opened the 21st century in our country. The Party identified the common goal of Vietnam in this period as "National independence associated with socialism, rich people, strong country, fair, democratic and civilized society" [11], planning the 10-year education development strategy 2001 - 2010 with the reaffirmation of the following viewpoints: "Education is the top national policy; building a popular, national, scientific and modern education, following the socialist orientation, taking Marxism - Leninism and Ho Chi Minh thought as the foundation; developing education associated with the needs of socio-economic development, scientific and technological progress, strengthening national defense and security; education is the cause of the Party, State and the entire people. people' [5]. Our Party considers education development as a strategic breakthrough solution with the following viewpoints: Education development must truly be the top national policy, the cause of the Party, the State and the entire people. Strengthen the leadership of the Party, thoroughly innovate state management of education. Enhance the role of people's organizations, economic and social organizations in education development.
The 8th Conference of the 11th Party Central Committee passed Resolution 29 on "Fundamental and comprehensive innovation of Education and Training to meet the requirements of industrialization and modernization in a market economy".
socialist orientation and international integration” with the general goal of “Creating fundamental and strong changes in the quality and effectiveness of education and training; increasingly better meeting the task of building and defending the Fatherland and the learning needs of the people. Educating Vietnamese people to develop comprehensively and best promote the potential and creativity of each individual; loving family, loving the Fatherland, loving compatriots; living well and working effectively” [7].
To achieve the above goal, Resolution 29/NQ-TW has clearly stated the system of tasks and solutions, emphasizing "Implementing supervision by subjects in schools and society; strengthening inspection and examination work of management agencies at all levels; ensuring democracy, publicity and transparency" [7].
On the importance of the inspection function, President Ho Chi Minh said: Properly implemented inspection is a searchlight that helps to illuminate the spirit of the machine's operation at any time. Nine-tenths of the failures and gaps are due to lack of inspection. Regular and proper inspection and testing can certainly prevent failures and gaps.
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 most important functions of the Management process, playing many roles in helping to complete the tasks of the management objects.
In educational inspection, the role of internal school inspection plays a very important and legal role, which was first specified in Decision No. 478/QD-BGD&DT dated March 11, 1993 of the Minister of Education and Training on promulgating the "Regulations on organization and operation of educational and training inspection", in which Clause 1, Article 22, Chapter VI "Internal inspection work in schools and units in the sector" stated: " Principals of schools, heads of educational institutions in the sector are responsible for using the management apparatus and staff in the unit to inspect the implementation of policies.
laws, tasks, plans of individuals and departments under their authority, consider and resolve complaints and denunciations about issues under their management. Inspection activities are carried out regularly, publicly, democratically, inspection results are recorded in minutes and archived. The principal or head must be responsible for these inspection conclusions,...” [24]
Circular 39/2013/TT-BGDDT dated December 4, 2013 of the Ministry of Education and Training guiding specialized inspection in the field of education clearly states the responsibilities of educational institutions: Preschool, general education and continuing education institutions develop plans and organize internal inspections; implement the reporting regime on internal inspection work according to regulations.
In recent years, the inspection and examination of education in general, and the internal inspection activities of secondary schools in Hung Ha district, Thai Binh province, have been in order and basically met the requirements; the contents of internal inspection of schools have been guided and unified by the Department of Education and Training. However, in the process of implementing internal inspection activities, there are still limitations and shortcomings, affecting the quality and effectiveness of internal inspection work:
- The awareness of some managers about the importance of internal audit activities is not complete, leading to superficial and formal management of internal audit activities. Some principals even show signs of lax management of internal audit activities.
- The level and expertise in inspection activities are still limited, the assessment and inspection conclusions do not ensure accuracy, there is no ability to advise and promote, the post-inspection handling does not meet requirements, and the inspection efficiency is weak;
- Internal audit activities lack planning and comprehensiveness.
To implement the requirements of " 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 " [7] in the spirit of Resolution 29/NQ-TU of the 8th Conference of the 11th Central Committee, it is necessary to
There has been a strong innovation in both the content and form of educational inspection and examination activities in general, and internal inspection activities of educational institutions in particular. That is also the reason why I chose the topic: " Managing internal inspection activities at secondary schools in Hung Ha district, Thai Binh province according to the requirements of educational innovation " for research.
2. Research purpose
Proposing measures to manage KTNB activities in secondary schools, in order to contribute to improving the quality and effectiveness of management in secondary schools in Hung Ha district, Thai Binh province according to the requirements of educational innovation.
3. Object, subject and scope of research
3.1. Research object
Managing the principal's KTNB activities in secondary schools
3.2. Research subjects
Measures to manage KTNB activities at secondary schools in Hung Ha district, Thai Binh province.
3.3. Scope of research
KTNB of Hung Ha District Secondary School, Thai Binh Province.
4. Research tasks
- Research on theoretical basis of management of KTNB activities in secondary schools;
- Research on the current status of KTNB management activities in secondary schools in Hung Ha district, Thai Binh province;
- Proposing measures to manage KTNB activities in secondary schools in Hung Ha district, Thai Binh province according to the requirements of educational innovation.
5. Research methods
5.1. Theoretical research methods group
Analyze and synthesize books, scientific articles, research topics, theses and dissertations related to overview and build theoretical basis of the topic.
5.2. Group of practical research methods
- Product Research Method: Analyze the records of the Principal's internal audit activities, analyze data, competition records, and summaries of the Department of Education and Training for schools to collect information on the management of internal audit activities of the Principal of secondary schools.
- Questionnaire survey method: Create survey forms, multiple choice questions, fill in the blanks with the content to be studied. Survey subjects: Principal, Vice Principal, team leader, deputy team leader of professional team, secondary school teachers.
- Interview method: Interviews with secondary school principals focused on issues related to the management of internal inspection activities in secondary schools.
- Method of summarizing experience: synthesizing research results on theory and practice before drawing conclusions and proposing measures.
5.3. Group of complementary methods
- Statistical method: Using mathematical tools to process survey data
6. Contribution of the thesis
- Systematize the theoretical basis for managing KTNB activities in secondary schools.
- Assess the current status of KTNB management activities in secondary schools in Hung Ha district, Thai Binh province.
- Develop measures to manage KTNB activities in secondary schools in Hung Ha district, Thai Binh province according to the requirements of educational innovation.
7. Structure of the thesis
In addition to the introduction, conclusion - recommendations, references and appendix, the thesis consists of 3 chapters:
Chapter 1: Theoretical basis for managing internal inspection activities of secondary schools according to the requirements of educational innovation.
Chapter 2: Current status of internal inspection management at secondary schools in Hung Ha district, Thai Binh province.
Chapter 3: Measures to manage internal inspection activities in secondary schools in Hung Ha district, Thai Binh province according to the requirements of educational innovation.
Chapter 1
THEORETICAL BASIS OF MANAGEMENT
INTERNAL INSPECTION ACTIVITIES OF SECONDARY SCHOOLS ACCORDING TO THE REQUIREMENTS OF EDUCATIONAL INNOVATION
1.1. Overview of research problem
1.1.1. World research
Management plays a very important role in all fields from politics, economics, culture to all activities of social life. Since ancient times, to cope with the harshness of nature and to maintain their existence, people have had to form groups. From here, in the labor process, there is a need for organization, control and coordination of actions, which means management is needed. Management aims to create a synergy, a favorable environment, a new attribute, to achieve the goals of the group, of the collective. Marx affirmed: " All direct social labor or collective labor, as long as it is carried out on a relatively large scale, more or less requires a direction to harmonize individuals and perform common functions arising from the movement of the entire material force, different from the movement of its independent organs. A solo violinist controls himself, while an orchestra needs a conductor " [4].
In ancient times, Confucius's moral ideology with the philosophy of Humanism dominated management activities, mainly in the management of society and the country "Governing the country, pacifying the world" because the economy at that time was only small-scale agriculture, handicrafts and small trade. The pair of Humanity - Profit had a certain influence on management through the humanistic ideology "Making the people rich, the country strong" which was inherited and developed by later generations. During the Warring States period (280 - 233 BC), the economy was quite developed but politically and socially unstable. Han Fei Zi advocated the legal ideology, valuing strict legal systems and promoting the art of using people. That is the rational and profitable ideology that was reproduced after more than 2000 years in the West in the philosophy of "Economic Man".