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Summary Table of Results After Inspecting the Management of Staff, Teachers, and Employees of Public Kindergartens, Primary Schools, and Secondary Schools

Table 2.5. Summary table of results after inspection of management of staff, teachers and employees of public kindergartens, primary schools and secondary schools in 2017 - June 2021 Year 2017


STT


Content

Total number of schools

Number of fields checked

check


Results (ranking)

1

Management of personnel records,

teachers, staff

140

80

Good: 70;

Good: 10; Average: 0

2

Management and implementation of the regime

policy level

140

80

Good: 75;

Good: 5; Average: 0

3

Emulation and reward work

140

80

Good: 71;

Good: 9; Average: 0

4

Administrative discipline, rules

behavior, teacher ethics

140

80

Good: 78;

Good: 2; Average: 0

5

Training and development work

team development

140

80

Good: 65;

Good: 15; Average: 0


6

Building weekly, monthly, yearly plans and implementing analysis

public duties for managers and teachers


140


80


Good: 79;


Good: 1; Average: 0

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Summary Table of Results After Inspecting the Management of Staff, Teachers, and Employees of Public Kindergartens, Primary Schools, and Secondary Schools


Summary table of results after inspecting the management of staff, teachers and employees of public kindergartens, primary schools and secondary schools in 2018



STT


Content

Total number of schools

Number of schools

be tested


Results (ranking)

1

Management of personnel records,

teachers, staff

140

80

Good: 72;

Good: 8; Average: 0

2

Management and implementation of the regime

policy level

140

80

Good: 80;

Good: 0; Average: 0

3

Emulation and reward work

140

80

Good: 80;

Good: 0; Average: 0

4

Administrative discipline, rules

behavior, teacher ethics

140

80

Good: 80;

Good: 0; Average: 0

5

Training and development work

team development

140

80

Good: 75;

Good: 5; Average: 0


6

Building weekly, monthly, yearly plans and implementing analysis

public duties for managers and teachers


140


80


Good: 80;


Good: 0; Average: 0

Summary table of results after inspecting the management of staff, teachers and employees of public kindergartens, primary schools and secondary schools in 2019


STT


Content

Total

Number of schools

Number of schools

be tested


Results (ranking)

1

Management of personnel records,

teachers, staff

140

100

Good: 96; Fair: 4; Average: 0

2

Management and implementation of the regime

policy level

140

100

Good: 100; Fair: 0; Average: 0

3

Emulation and reward work

140

100

Good: 95; Fair: 5; Average: 0

4

Administrative discipline, rules of conduct

conduct, teacher ethics

140

100

Good: 100; Fair: 0; Average: 0

5

Training and development work

team development

140

100

Good: 97; Fair: 3; Average: 0


6

Making weekly, monthly and yearly plans and assigning tasks to managers and teachers

pill


140


100


Good: 100; Fair: 0; Average: 0


Summary table of results after inspecting the management of staff, teachers and employees of public kindergartens, primary schools and secondary schools in 2020


STT


Content

Total

school

Number of fields checked

check


Results (ranking)

1

Management of personnel records,

teachers, staff

140

80

Good: 76; Fair: 4; Average: 0

2

Management and implementation of the regime

policy level

140

80

Good: 100; Fair: 0; Average: 0

3

Emulation and reward work

140

80

Good: 79; Fair: 1; Average: 0

4

Administrative discipline, rules of conduct

conduct, teacher ethics

140

80

Good: 80; Fair: 0; Average: 0

5

Training and development work

team development

140

80

Good: 78; Fair: 2; Average: 0


6

Making weekly, monthly and yearly plans and assigning tasks to managers and teachers

pill


140


80


Good: 80; Fair: 0; Average: 0

Summary table of results after inspecting the management of staff, teachers and employees of public kindergartens, primary schools and secondary schools in the first 6 months of 2021


STT


Content

Total

Number of schools

Number of schools

be tested


Results (ranking)

1

Management of personnel records,

teachers, staff

140

40

Good: 39;

Good: 1; Average: 0

2

Management and implementation of the regime

policy level

140


40

Good: 40;

Good: 0; Average: 0

3

Emulation and reward work

140

40

Good: 40;

Good: 0; Average: 0

4

Administrative discipline, rules of conduct

conduct, teacher ethics

140


40

Good: 40;

Good: 0; Average: 0

5

Training and development work

team development

140


40

Good: 38;

Good: 2; Average: 0


6

Making weekly, monthly and yearly plans and assigning tasks to managers and teachers

pill


140


40


Good: 40;


Good: 0; Average: 0

Source : Department of Education and Training of Buon Ma Thuot city, Dak Lak province

The statistical table shows that the inspection content is quite diverse, related to 6 groups of issues: Management of records of cadres, teachers and employees; Management and implementation of policies and regimes; Emulation and rewards; Administrative discipline, code of conduct, teachers' ethics; Training, fostering and developing the team; Building weekly, monthly and annual plans and assigning tasks to managers and teachers. However, with limited human resources, only about 2/3 of the schools in the city can be inspected each year.

Sixth, summarize and conclude the implementation of the law on management of civil servants in the education sector.

Preliminary and final reviews are regular activities carried out by law enforcement entities in the first 6 months and at the end of the year. Through the preliminary and final reviews, the time, volume, and content of work that needs to be evaluated and summarized are determined; the goals set at the beginning of the year and the results achieved are compared. At the same time, difficulties and problems are summarized and solutions are proposed; on mechanisms, policies, laws, and factors affecting political and professional tasks. From there, solutions are proposed, amendments to laws, or institutions; on mechanisms, policies, management and administration, and other issues are discussed. Therefore, this activity is focused on implementation. The preliminary and final reviews and evaluation of law enforcement activities on civil servant management are

Conduct specifically and in detail according to the following steps: The head of the agency assigned to preside over the summary content directs the collection of information and data; develops draft reports, and solicits comments from relevant units. The report must ensure the following requirements: evaluate the results; limitations and weaknesses of each field, the causes of limitations and weaknesses; draw lessons learned, theoretical issues; Conclude, propose policies, viewpoints, and solutions to continue solving practical problems; have reasonable and feasible recommendations to the Party Committee, government, and superiors.

2.2.3. General assessment

2.2.3.1. Advantages and causes

In general, the implementation of legal policies on management of civil servants in the education sector from 2017 to present has achieved the following achievements:

The organization and staff of the education sector, especially the leadership and management team, have been given attention and have grown in both quantity and quality; discipline and administrative order have been tightened and increasingly put into order.

The work of building and perfecting institutions, policies and laws on civil servant management has achieved many important results; the implementation of the Law on Civil Servants has been carried out synchronously, basically meeting requirements.

Recruitment, management, use, training and appointment have seen clear changes, gradually becoming routine, contributing positively to reforming the operations of the state administrative apparatus, improving the capacity to perform public duties, and strengthening discipline and administrative order of civil servants. The quality and qualifications of the teaching staff are increasingly improved.

Forms of legal propaganda and dissemination are increasingly rich and diverse, suitable for the characteristics of educational officials: through legal knowledge competitions, through mass media, the City's electronic information portal, conferences, integrated into the activities of departments, unions, and professional offices.

Violation control and handling activities are increasingly focused on; preliminary and final reviews are included in basic procedures and routines.

The above results are due to the following main reasons:

The determination and close direction of the city party committee leaders, local authorities as well as relevant professional agencies.

Coordination between departments and units in the process of implementing the law on civil servant management.

2.2.3.2. Limitations and causes

Through the organization of legal education with the team of education officials in Buon Ma Thuot city, Dak Lak province, we can see some of the following main limitations:

(i) Current documents have not created a legal framework for serious assessment of work performance, leading to equalization in the assessment of civil servants, not creating motivation for training and striving of cadres and civil servants, and having no basis to remove those who do not complete their tasks from the civil service. The assessment of civil servants is not really based on standards, duties, tasks, powers, responsibilities and actual work performance of each person. It can be seen that the implementation of regulations on classification and assessment of civil servants also has many shortcomings due to the lack of specific criteria, which do not accurately reflect the actual level of work completion of civil servants. The assessment is still internal, closed, and lacks independent assessment. When assessing, it is still "peace is precious". Most civil servants when self-assessing give themselves high scores, emotional assessments lead to unfairness, the assessment results are not accurate, objective, impartial, and do not create a reliable basis for planning the development of civil servants of each unit. The assessment results are still heavily subjective, so it is necessary to rely on many other criteria and other processes in the organization to assess. Regulations on the assessment and classification of cadres, civil servants and public employees still have many shortcomings such as: the regulation that there must be at least 01 scientific work, project, topic or initiative applied and effective, leading to thousands of topics and projects being recognized every year but having no practical application value or not being new, causing waste to the budget; when meeting to consider classifying civil servants, it is necessary to get written opinions from the Party Committee at the same level, creating unnecessary procedures. Besides, the regulations on classification and evaluation are also different between Party documents, between civil servants and cadres and public employees, while cadre work is the work of the Party.

need to ensure focus and unity.

(ii) On the termination regime for civil servants

According to the provisions of the Law on Public Employees, when terminating a labor contract, a public employee is entitled to severance pay, unemployment benefits or unemployment insurance in accordance with the provisions of the law on labor and the law on social insurance (except in cases of forced resignation or unilateral termination of the labor contract). At the same time, according to the provisions of the Law on Public Employees, when a public employee transfers to another agency, organization or unit, the labor contract will be terminated and the regimes and policies will be resolved in accordance with the provisions of the law. However, during the implementation process, there have been unreasonable issues in resolving the severance pay for cases where a public employee transfers from one public service unit to another according to the plan of the competent authority (for example, the transfer of teachers within each locality) or because the public employee unilaterally terminates the labor contract (not due to job loss). The payment of severance pay and unemployment benefits in these cases is unreasonable and does not ensure fairness compared to the case of civil servants retiring according to regulations (because when retiring, they are not entitled to severance pay and unemployment benefits). On the other hand, this regulation also leads to "circumvention" of the policy when civil servants approaching retirement age apply to quit their jobs to enjoy the severance policy. Therefore, it is necessary to study and amend the provisions of the Law on Civil Servants related to the severance policy.

(iii) Implementation of recruitment, use and management of civil servants

Regarding the implementation of policies and regimes for teachers, since the implementation of the provisions of the Law on Civil Servants and the Decree on recruitment and management of civil servants from 2017 to present, the City People's Committee has not organized an annual civil servant recruitment exam. The failure to organize an annual civil servant recruitment exam has caused anxiety and insecurity in a large number of civil servants in the education sector, and at the same time led to a shortage in supplementing the teaching staff in the area; while the number of schools and students has increased.

(iv) Regarding the rotation of cadres, it only meets immediate requirements, without a fundamental, long-term and scientific plan. Many teachers after

When sent for advanced training, they seek to transfer to another place with better working conditions and income, and lack peace of mind in serving their work.

(v) In the training and fostering of civil servants in the education sector, the training and fostering content is still unbalanced between equipping them with political theory and state management skills and professional skills. In schools, the number of teachers equipped with political theory and state management skills is still very small and has not really received attention.

(vi) The implementation of the salary and allowance regime for teachers still has many shortcomings that directly affect the lives of teachers, thereby significantly affecting the quality of activities of the education civil servants. In implementing the policy of attracting and treating civil servants, there are still some difficulties in terms of mechanism and salary. Treating talented people on an average basis does not create a strong motivation for creativity. The policy of treating civil servants is not really satisfactory, there is still a leveling in the treatment policy for all components, without distinguishing between talented and non-talented people.

(vii) On standards for civil servant ranks, appointments, and promotion of professional titles

career

According to regulations of the Ministry of Education and Training for some job titles

The current requirements for professional titles are too high, such as for kindergarten teachers of grade III, they must have A2 foreign language level, basic standard information technology, leading to many individuals and organizations taking advantage of this regulation to open training classes, granting certificates in a formal manner. The appointment of professional titles for civil servants still faces many difficulties due to the lack of training and fostering certificates as required because training and fostering according to professional titles are carried out very little; some localities apply regulations on administrative civil servants to appoint professional titles for civil servants without regulations on codes, conditions, and standards for professional titles for some types of civil servants. However, the current IT and foreign language certificates and diplomas have been revised. When the 4 Circulars of the Ministry of Education and Training on standards and salary classification for preschool, primary, secondary and high school teachers officially took effect, teachers received many major changes. These Circulars replaced a series of joint Circulars regulating codes and standards for professional titles of preschool teachers.

public general education issued by the Ministry of Education and Training and the Ministry of Home Affairs in 2015 (Joint Circulars No. 20, 21, 22, 23/2015/TTLT-BGDĐT-BNV) and effective from March 2021; and then from August 1, 2021, officially removed the requirement for foreign language and IT certificates in the standards for training and fostering qualifications for administrative and clerical civil servants. These documents have contributed significantly to making education sector officials feel secure in their work.

(viii) The current regulations on the organization of civil servant management are also not suitable. The Department of Internal Affairs is primarily responsible for civil servant management from recruitment, use, and management; meanwhile, the Department of Education and Training is directly responsible for professional matters, has a clear understanding of the current situation of the teaching staff of each school, but does not have the authority to advise on personnel decisions (only has the authority to coordinate). Therefore, the development of recruitment plans and staffing plans is not really close to reality, leading to the structure of teachers and staff in some schools still not being uniform; the arrangement and assignment of teachers in some schools is not reasonable, leading to the situation of local surplus and shortage of teachers in schools and departments still occurring.

(ix) The City People's Committee has not fully implemented inspection and examination of the management of civil servants in the education sector. The main activities are still inspections, and the number of inspections is still small. Every year, the City People's Committee only conducts a few administrative inspections of the implementation of educational policies and laws in the city. The inspectors have not discovered any violations of the law on civil servant management.

(x) Although the dissemination and education of law has been rich and diverse, the content is not deep and broad, especially some members of the Coordinating Council for the dissemination of legal education are still busy with many professional tasks, so they are still slow in reporting and synthesizing, so the results are not reflected promptly and fully. The staff working on the dissemination and education of law are still holding many concurrent jobs, are busy with professional tasks of the industry, so they do not spend much time on this work, so they still face many difficulties. The budget for the dissemination and education of law is still limited, affecting the results of the implementation of the work.

(xi) The preliminary and final review activities still encounter some difficulties in the statistical reporting regime. Managers are busy with many tasks or fill in incorrect information on the form,

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