Chapter 1 Conclusion
Through a general and practical study of educational quality assessment, the thesis comes to the following conclusions:
Most of the research on educational quality assessment focuses on university education assessment and very few research works on preschool education quality assessment, especially the management of preschool education quality assessment. Affirming the correctness of some concepts, definitions, and quality management models, the thesis has proposed the process of educational quality assessment in preschools and the process of managing this work. The thesis has clarified the concepts of quality, educational quality, assessment, educational quality assessment to build the concept of preschool education quality assessment and the concept of management of preschool education quality assessment activities.
The criteria for assessing the quality of preschools are tools for implementing educational quality assurance through self-assessment and external assessment. The criteria for assessing educational quality are the standards that schools need to achieve, each area is expressed in one or more criteria. Each criterion is determined by indicators that quantify the specific content of those areas.
Management of preschool education quality assurance activities is the process of purposeful impact of the management subject on preschool education quality assurance activities through activities of planning, organizing, directing, inspecting, and supervising the implementation of self-assessment, external assessment, recognition, and granting of certificates of preschool education quality assurance according to quality standards issued by educational management agencies with the aim of improving the quality of preschool education .
The quality assurance of preschool education complies with the process, and the management of quality assurance activities of preschool education is realized through the management function.
Chapter 2
CURRENT STATUS OF MANAGEMENT OF QUALITY ASSESSMENT OF KINDERGARTEN EDUCATION IN BAC KAN PROVINCE
2.1. Overview of Education and Training in Bac Kan province
2.1.1. Overview of socio-economic characteristics of Bac Kan province
Bac Kan is a mountainous province, located at coordinates 22 degrees 40'30'' to 24 degrees 48 minutes 28'' East longitude, bordering Cao Bang province to the North, Thai Nguyen province to the Northwest, Lang Son province to the East and Northeast. The whole province has a natural area of 4,795.54 km2. Most of the province's area is mountainous.
According to historical sources from ancient times, during the Hung Kings' reign, the land of Bac Kan belonged to Vu Dinh department, one of the 15 departments of Van Lang country. During the period of Chinese domination, from the 2nd century BC to nearly the middle of the 10th century AD, under the domination of the Northern feudal dynasties, the land of Bac Kan was sometimes in Giao Chi district, Giao Chi department..., sometimes in Vu Nga district and Chau Long district, An Nam protectorate (10th century).
Since the mid-10th century, our ancestors have restored the country's independence and autonomy and at the same time changed the administrative units in the whole country into dao, lo, tran, chau... During the Ly dynasty, Bac Kan land belonged to Thai Nguyen and Vu Lac districts. In 1397, Bac Kan belonged to Thai Nguyen town. From the middle of the Hong Duc era (1470 - 1497) onwards, Bac Kan was called Thong Hoa prefecture, belonging to Thai Nguyen town (later changed to Thai Nguyen province).
In 1858, the French colonialists invaded our country. After they completed their occupation and imposed their rule over the whole country, on April 11, 1900, the French colonialists cut Thong Hoa prefecture, including Bach Thong district and Cam Hoa district (now Na Ry district) from Thai Nguyen province to establish Bac Kan province. On June 25, 1901, the French colonialists cut Yen Dinh commune from Phu Luong district, and Thong Hoa prefecture merged into Bach Thong district. At this time, Bac Kan province had 5 districts: Bach Thong, Cho Ra, Ngan Son, Na Ri, Cho Don, including 20 communes and 105 communes with a total population of about 36,000 people.
On February 3, 1930, the Communist Party of Vietnam was born and led the Vietnamese people to fight for independence. During the revolutionary movement, Bac Kan province was honored to be one of the provinces in the Viet Bac liberated zone, where " the new Vietnam was born ". When the August Revolution broke out, under the leadership of the Party and Uncle Ho, Bac Kan was the first town in the country to be liberated.
On April 21, 1965, the Standing Committee of the National Assembly of the Democratic Republic of Vietnam ( now the Socialist Republic of Vietnam ) issued Decision No. 103/ND-TVQH to establish Bac Thai province on the basis of merging Thai Nguyen and Bac Kan provinces. On December 29, 1978, the 4th session of the 6th National Assembly decided to divide the boundaries of Bac Thai and Cao Bang, separating the 2 districts of Ngan Son and Cho Ra of Bac Thai province into Cao Bang province.
Responding to the aspirations of the people of all ethnic groups and the requirements of the revolutionary cause in the period of industrialization and modernization of the country, on November 6, 1996, the 9th National Assembly, 10th session, approved the re-division of administrative boundaries of a number of provinces. In particular, Bac Thai province was divided into 2 provinces: Thai Nguyen and Bac Kan.
On January 1, 1997, Bac Kan province was officially re-established. The districts of Ngan Son and Ba Be ( Cho Ra) were re-integrated into Bac Kan province. In August 1998, Cho Moi district was established on the basis of separation from the southern part of Bach Thong district. On May 28, 2003, the Government issued Decree 56/2003/ND-CP on the establishment of Pac Nam district on the basis of separation of Ba Be district. Thus, after many changes in administrative geography, the province now has 08 administrative units including 07 districts (including 02 districts under area 30a, Ba Be and Pac Nam) and 01 city; 122 communes, wards and towns with 1,421 villages and hamlets (58 communes with special difficulties according to Decision No. 2405/QD-TTg dated December 10, 2013 of the Prime Minister; 57 villages with special difficulties according to Decision No. 582/QD-UBDT dated December 18, 2013 of the Minister, Chairman of the Ethnic Committee) . Population of 308,296 people with 7 ethnic groups: Kinh, Tay, Dao, Nung, Mong, Hoa, San chay (ethnic minorities account for more than 80%) .
Along with the development in all aspects of socio-economic life, the province's Education and Training career has received deep attention and made important progress. In the 2014-2015 school year, the whole province had 351 kindergartens and general schools (including 124 kindergartens with 1,149 classes and 21,243 children, 111 primary schools, 19 secondary schools, 82 secondary schools, 15 high schools) , 07 continuing education centers, 01 district-level continuing education-vocational training center, 01 Center for education of children with disabilities, 01 Center for comprehensive technical education - Career guidance, 122 community learning centers.
However, due to the low starting point, the socio-economic infrastructure is still difficult and has not attracted investment from outside; the economic potential of the State and people in the province is still limited... along with the climatic and geographical conditions with a large area, sparse population, scattered with the shifting cultivation and nomadic practices of ethnic minorities; these are the main obstacles in the development process of the province in general and education and training in particular.
2.1.2. Preschool education development data in Bac Kan province
As of December 2015, the development data for preschool education is as follows:
Table 2.1: Preschool education development data
District/ City
School year 2005 - 2006 | School year 2010 - 2011 | School year 2014-2015 | |||||||
TS school | TS class group | Total number of students | TS school | TS class group | Total number of students | TS school | TS class group | Total number of students | |
Bac Kan | 08 | 74 | 1,781 | 08 | 91 | 2,609 | 08 | 97 | 3,000 |
Ba Be | 10 | 109 | 1,897 | 16 | 161 | 2,310 | 16 | 168 | 2,801 |
Ngan Son | 09 | 90 | 1.212 | 11 | 123 | 1,556 | 12 | 144 | 2.008 |
Don Market | 20 | 139 | 2.205 | 20 | 180 | 2,651 | 23 | 196 | 3,087 |
Na Ri | 19 | 120 | 1,672 | 20 | 152 | 2,159 | 22 | 163 | 2,677 |
White Pine | 14 | 74 | 1,207 | 15 | 101 | 1,520 | 16 | 110 | 1,804 |
New Market | 15 | 110 | 1,789 | 16 | 116 | 2,000 | 16 | 126 | 2,431 |
Pac Nam | 07 | 70 | 1,014 | 10 | 111 | 1,688 | 11 | 128 | 2,048 |
Total | 102 | 786 | 12,777 | 116 | 1,035 | 16,493 | 124 | 1132 | 19,856 |
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(Source: [24])
Table 2.2: Number of kindergartens
Preschool level
School year 2005-2006 | School year 2010-2011 | School year 2014-2015 | |||||||
TS school | TS class group | Student TS | TS school | TS class group | Student TS | TS school | TS class group | Student TS | |
Total | 102 | 786 | 12,777 | 116 | 1,035 | 16,493 | 124 | 1132 | 19,856 |
1. Nursery | 198 | 2,154 | 280 | 3,445 | 330 | 4,984 | |||
- School attendance rate (%) | 21.89 | 29.98 | 33.51 | ||||||
2. Kindergarten | 588 | 10,623 | 755 | 13,048 | 802 | 14,872 | |||
- School attendance rate (%) | 85.68 | 96.92 | 99.42 | ||||||
(Source: [24])
From Tables 2.1 and 2.2, it can be seen that: During the period from the 2005-2006 school year to the 2014-2015 school year, the number of schools, classes (class groups), and students increased gradually each year. In the 2014-2015 school year, 100% of communes had kindergartens; the rate of children of nursery school age attending school reached 33.51%, the rate of children of preschool age attending school was high (99.42%). Basically, the schooling needs of preschool children in the localities were met.
Table 2.3: Statistics on training level of preschool teachers in Bac Kan province
Unit: person
School year 2005-2006
School year 2010-2011 | School year 2014-2015 | Average growth rate of GV/(%) (2005- 2015) | ||||||||||
Teacher | Percentage of teachers achieving standard (%) | Teacher/class ratio | Teacher | Percentage of teachers achieving standard (%) | Teacher/class ratio | Teacher | Percentage of teachers achieving standard (%) | Teacher/class ratio | ||||
Qualified or higher | Above standard | Qualified or higher | Above standard | Qualified or higher | Above standard | |||||||
852 | 92.25 | 5.16 | 1.08 | 1089 | 99.72 | 25.71 | 1.05 | 1337 | 100 | 65.89 | 1.25 | 5.56 |
(Source: [24])
From Table 2.3 shows:
- The number of preschool teachers has grown rapidly in recent years, from 852 teachers in the 2005-2006 school year to 1,089 teachers in the 2010-2011 school year; the growth rate is 5.56%/year. In terms of quality, it has gradually met the requirements:
+ In the 2005-2006 school year, 92.25% of preschool teachers had qualified training or higher, of which 5.16% were above standard.
+ In the 2010-2011 school year, 99.72% of preschool teachers had qualified training or higher, of which 25.71% were above standard.
+ In the 2014-2015 school year, 100% of preschool teachers had qualified training or higher, of which 65.89% were above standard.
However, the quality of preschool teachers is still inadequate and uneven between regions with favorable conditions and disadvantaged regions.
Table 2.4: Current status of kindergarten classrooms in the 2014-2015 school year
Unit: Classroom; %
District, city
Detailed classification | Structure (%) | ||||||
Total | Strong | Sell KC | Temporary | Strong | Sell KC | Temporary | |
Bac Kan | 97 | 55 | 39 | 3 | 56.70 | 40.21 | 3.09 |
Ba Be | 168 | 71 | 34 | 63 | 42.26 | 20.24 | 37.50 |
Ngan Son | 142 | 0 | 74 | 68 | 0.00 | 52.11 | 47.89 |
Don Market | 198 | 66 | 81 | 51 | 33.33 | 40.91 | 25.76 |
Na Ri | 154 | 59 | 74 | 21 | 38.31 | 48.05 | 13.64 |
White Pine | 110 | 40 | 64 | 6 | 36.36 | 58.18 | 5.45 |
New Market | 126 | 66 | 46 | 14 | 52.38 | 36.51 | 11.11 |
Pac Nam | 128 | 50 | 32 | 46 | 39.06 | 25.00 | 35.94 |
Total | 1.123 | 407 | 444 | 271 | 36.24 | 39.54 | 24.22 |
(Source: [24]) The whole province has only 407/1,123 solid classrooms (reaching 36.24%); 444/1,123 semi-solid classrooms (reaching 39.54%), the number of temporary classrooms is 271/1,123 (accounting for 24.22%), concentrated in the districts: Ba Be, Ngan Son, Pac Nam, Cho Don, there are very few schools built to meet standard requirements. Equipment, utensils, toys have not been
meet the requirements of improving the quality of preschool education.
The initial investment in building schools that meet national standards has had a practical effect in enhancing teaching and learning conditions and improving the quality of education. The number of kindergartens that meet national standards in the province: in 2005 there were 02 schools, by 2010 there were 11 schools and by the end of 2015 there were 16/124 schools that met the standards, a rate of 12.90%.
2.2. Current status of educational quality assessment of preschools in Bac Kan province
2.2.1. Current status of self-assessment activities of preschools according to educational quality assessment standards
The Department of Education and Training has directed 100% of preschools in Bac Kan province to carry out self-assessment according to the standards and criteria of the Ministry of Education and Training.
Up to now, 100% of units have completed self-assessment at the grassroots level, awareness of educational quality assurance work has been raised (considering educational quality assurance as a measure to improve the quality and effectiveness of education).
Table 2.5: Survey on the organization of self-assessment implementation in preschools
Content of self-assessment
Level of implementation N = 276 | ||||
Not achieved | Obtain | Good | Very good | |
1. Establish a self-assessment council. | 0 0% | 0 0% | 0 0% | 276 100% |
2. Make a self-assessment plan and assign responsibilities to each member. | 0 0% | 25 10% | 49 20% | 173 70% |
3. Create consensus among staff, teachers and employees of the whole school. | 0 0% | 87 35% | 49 20% | 111 45% |
4. Collect, process and encode evidence information. | 123 50% | 99 40% | 25 10% | 0 0% |
5. Encrypt cataloging and archiving evidence. | 54 22% | 45 18% | 84 34% | 64 26% |
6. Describe the current status of the school according to each criterion in the standard. | 87 35% | 62 25% | 84 34% | 64 26% |
7. Analyze the school's strengths and weaknesses according to each criterion in the standard. | 45 18% | 54 22% | 89 36% | 59 24% |
8. Plan quality improvement according to each criterion in the standard. | 42 17% | 32 13% | 84 34% | 89 36% |
9. Implement the plan to promote strengths and improve weaknesses according to the plan outlined in the self-assessment report. | 47 19% | 87 35% | 61 25% | 52 21% |
10. Complete and publish self-assessment report. | 52 21% | 57 23% | 138 56% | 0 0% |
Survey on self-assessment implementation shows:
- Schools have basically fully understood the documents and implemented self-assessment activities.
- School administrators, teachers, staff , and members of the self-assessment council have a basic understanding of self - assessment techniques and are responsible for them .
in work
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self - esteem
- The development of self-assessment contents and progress of work implementation in the self-assessment process are not good because the assignment of tasks to members is not close to their capacity; the allocation of time for work contents is not reasonable. Specifically:
On the establishment of a self-assessment council
According to the results, all schools established a self-assessment council with the prescribed members. The chairman of the council is the principal and the vice chairman of the council is the vice principal, along with the secretary and members of the self-assessment council being heads of professional groups or teachers. Most schools chose the secretary of the school council as the secretary of the self-assessment council. 100% of the survey opinions said that the establishment of the self-assessment council is very good and is completely under the authority of the principal.
On planning self-assessment and assigning members to the self-assessment council
70% of comments were very good, 20% good, showing that this is favorable for the principal in management. However, through analysis of all self-assessment plans of preschools sent to the Department, it shows that the planning is still formal and perfunctory, not fully anticipating the hardships and difficulties when implementing self-assessment. There is no plan to mobilize resources related to each criterion. Through direct interviews, 56% of principals and school board secretaries responded that the implementation of the entire self-assessment report is mainly assigned to the secretary. The remaining 10% of comments from the survey also showed that assigning the right job and the right person to implement the self-assessment report is very difficult. Although there is a self-assessment plan