Nha Be district, Ho Chi Minh City;
The level of effectiveness of socialization work in some kindergartens in Nha Be district, Ho Chi Minh City
Parents:
Evaluating the benefits and effectiveness of socialization work at some CL kindergartens in Nha Be district, Ho Chi Minh City.
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+ Subjects: LDDP (14), managers (28) and teachers (110), parents (220) of 11
CL kindergarten in Nha Be district, Ho Chi Minh City.
+ Time: from September 2018 to May 2019
Product research methods
+ Objective: to observe the achievements of socialization work at 11 CL kindergartens in Nha Be district, Ho Chi Minh City.
+ Content: view plans, facilities, finances, reports... related to the socialization work of 11 CL kindergartens in Nha Be district, Ho Chi Minh City.
+ Subject: Socialization records of 11 CL kindergartens in Nha Be district.
+ Time: from September 2018 to May 2019
Interview method
+ Objective: collect opinions and evaluate the effective implementation of the socialization plan at the school.
+ Content: develop interview questions to serve the content of studying the current status of socialization of preschool education and management of socialization of preschool education at CL preschools in Nha Be district, Ho Chi Minh City.
+ Target: local leaders and managers.
+ Time: from September 2018 to May 2019.
Mathematical statistical methods
For quantitative data: use SPSS software to process data collected from questionnaire surveys, find relationships between research issues of the topic.
For qualitative data: interviews will be analyzed using content extraction method according to each research section.
8. Content structure of the thesis chapters
In addition to the Introduction, Conclusion and Recommendations, References, Research Appendix, the thesis consists of 3 chapters:
Chapter 1: Theoretical basis for management of socialized education work.
Chapter 2: Current status of socialization management at kindergartens in Nha Be district, Ho Chi Minh City.
Chapter 3: Measures to manage socialization work at kindergartens in Nha Be district, Ho Chi Minh City in the current period.
Chapter 1. THEORETICAL BASIS OF MANAGEMENT OF SOCIALIZATION OF PRESCHOOL EDUCATION
1.1. History of research on the problem
1.1.1. Overseas research
Former socialist education in the Soviet Union and Eastern European countries used to attach importance to social participation in building and developing education, including mobilizing everyone to go to school and contributing all resources to education, and implementing the combination of school, family and society.
Since the 80s, in the Soviet Union, the form of Social-Pedagogical Complex, abbreviated as SPK, has appeared. This is a social organization established in residential areas with the central nucleus being the general school in each sub-region. This organization aims to educate both children and adults in the area, implementing the combination of school, family and social education to support the family and school. This Social-Pedagogical Complex places the school at the center of the cultural and educational life of the sub-region, organizing club activities, theaters, gymnasiums, sports, etc., attracting parents, labor groups, and production groups to participate in activities to support the school's education in all aspects, including the school's technical facilities in all aspects, creating an atmosphere of the whole society caring for the younger generation. (Vo Tan Quang, et al., 2001)
Going deeper into the education process, the former Soviet Union as well as Japan, Korea and other countries are interested in building and strengthening organizations that directly serve education. These are the parent-teacher organizations and PTA (parent teachers association) with practical contents for the quality of education for the young generation. (Vo Tan Quang, et al., 2001)
China (Vo Tan Quang, et al., 2001) social participation in education is an issue that China is particularly concerned about. China has identified "The great plan of the hundred years, education is the root", "It is necessary to put education in the strategic position of priority development... this is the basic great plan to carry out modernization". From there, increasing investment in education in the spirit of "Taking the state budget as the main source is very important, at the same time, it is necessary to attract the whole society to participate in the development of education, social organizations and individuals,
According to the principle of voluntary, according to one's ability to raise capital, pool capital to do education without collecting taxes. China has implemented many solutions: increasing the pace of State financial investment, allowing localities to raise contributions for education to purchase teaching equipment. Increasing investment and income for education, contributing capital to determine education from enterprises, mines, building various types of education funds, diversifying types of education, linking education and enterprises, linking between types of schools, training interdisciplinary... Regarding preschool education (Nguyen Tien Dat, 2006): Preschool education is considered a part of socialist education. The Ministry of Education and the Department of Health are responsible for health care and hygiene in preschools. The funding source for preschools is jointly borne by the State, business groups and parents.
Thailand (Nguyen Minh Phuong, 2012):
There are many forms of mobilizing investment resources, financial support and assets such as state agencies collect education taxes according to the law to organize educational activities, while educators, individuals, social organizations, families and communities support education by sponsoring assets.
Children aged 3 to 5 are usually educated in childcare centres, nurseries and kindergartens. Most kindergartens in Bangkok are private as this level of education is not compulsory and the private sector is more active in this activity.
Japan (Nguyen Minh Phuong, 2012):
The age of compulsory education is set by Japanese law from 6 to 15 years old, and the government fully funds this compulsory education. The government focuses on strengthening family and community education to improve the quality of education, helping children develop emotionally and socially, forming humane Japanese people.
In the current education system in Japan (Nguyen Tien Dat, 2006): The role of the family, especially the mother, is very important to children, so it requires mothers to have a high level of education to help their children pass the highly demanding education program in Japan. The management of the Japanese education system is decentralized, the Ministry of Education plays the role of coordinator.
Korea (Nguyen Minh Phuong, 2012): developing an educational model based on the principle of cost sharing between the State and the people, in which private expenditure on education is higher than public expenditure. Preschool children from 3 to 5 years old are provided with a healthy environment to ensure physical and intellectual development. The government has developed and distributed teaching materials and tools, built a teacher training system and supported management to improve the quality of education. To increase the number of students attending kindergarten, the government has issued a number of legal documents on kindergarten such as the Regulation on Kindergarten Facilities Standards (1996), the Kindergarten Promotion Law, the First and Second Kindergarten Promotion Plans.
India (Vo Tan Quang, et al., 2001): Linking the issue of mobilizing society to participate in education with the issue of rural development. Mobilizing the community to develop non-formal education, opening classes and courses for dropouts, repeaters and children who do not have the conditions to go to school, corresponding to it are very flexible learning programs at the basic, supplementary, vocational levels... in the fields of agriculture, fishing, health, nutrition, business...
Indonesia (Vo Tan Quang, et al., 2001): pays special attention to non-formal education with community participation. One form of social participation is to establish a "learning fund" to take care of the education of adolescents and adults. Organizations or types of learning with certain conditions are financially supported by the "learning fund". The community participates in non-formal education by establishing learning centers and developing small industries with the cooperation of economic, social, educational and information research agencies in Indonesia. Here, the training task is combined with the development of small industries according to the requirements of local socio-economic development. Non-formal education in Indonesia is interested in education for rural women and mobilizes the participation of religious forces in cultural and vocational training in Islamic religious schools.
Brazil (Nguyen Tien Dat, 2006): Brazil's education system includes kindergarten for children under 4 years old; preschool for children between 4 and 6 years old; the increasing number of children attending kindergarten in Brazil's education system is important in addressing the great need to overcome cultural limitations for the low-income population.
According to Tran Quoc Toan's research group (Tran Quoc Toan, Dang Ung Van, Dang Ba Lam, Tran Thi Bich Lieu, 2012): The US education system has a wide variety of school types, but there are no government-managed CL preschool programs in preschool education.
In summary: studying some experiences on socialized education in other countries, the author finds that most countries have diverse education systems with different types of schools, using a variety of measures to improve the quality of education, valuing education and the participation of society in building and developing education, paying attention to building and strengthening organizations that directly serve education, increasing investment in education, and attracting the whole society to participate in developing education.
1.1.2. Domestic research
During his lifetime, President Ho Chi Minh always paid attention to the development of people's knowledge and took care of the cause of education. He highly appreciated the role of education in the prosperity of the country, with the extremely important task of improving people's morality, expanding people's knowledge, training human resources and nurturing talents, which is the driving force of development, leading the country to become rich, strong, democratic, civilized, and on par with the world powers.
When the August Revolution of 1945 had just succeeded, Uncle Ho announced “Urgent tasks of the Democratic Republic of Vietnam” (Ho Chi Minh, 2002), in which the second issue was to fight illiteracy; because “illiteracy is one of the cruel methods that the colonialists used to rule us. More than ninety percent of our compatriots are illiterate” and Uncle emphasized: “An ignorant nation is a weak nation. Therefore, I propose to launch a campaign to fight illiteracy”. Just one week after President Ho Chi Minh read the “Declaration of Independence”, on September 8, 1945, he signed a decree to establish the Popular Education Department to eliminate illiteracy among the people.
In particular, in Uncle Ho's last letter to cadres, teachers, workers, employees, students on the occasion of the start of the new school year on October 15, 1968 (Ho Chi Minh, 2002), he once again stated clearly: Education is the cause of the masses, it is necessary to promote democracy, close solidarity between schools and people to successfully complete the work.
that task. All sectors and levels must care for and look after schools in all aspects, promoting the development of our education career.
Absorbing and applying Ho Chi Minh's thought on education and training, our Party and State always affirm the extremely important role of education, considering education development as the top national policy, the cause of the entire Party and the entire people. For that reason, our Party and State have regularly had policies, solutions and guidelines for socializing education in the new period to promote the education cause of our country, specifically:
The documents of the 8th National Party Congress (Communist Party of Vietnam, 1996) clearly stated: Truly consider education and training as the top national policy, the cause of the entire Party, the State and the entire people. Implement preferential priority policies and strong solutions to develop education. The whole society has the responsibility to care for and contribute to the development of education and training. Combine school education, family education and social education, and implement social justice in education and training.
Implementing State management in the field of education and training, in 1997 the Government issued Resolution 90/CP on the direction and policy of socialization of education, health care and culture activities. With the strengthening of State management, the strength of the masses has been promoted and is creating new models and new factors in education.
There have been many scientific studies on the socialization of education: In the book "Promoting the socialization of education and health care in Vietnam", Nguyen Minh
Phuong provides some theoretical issues on the socialization of education; experiences of some countries in mobilizing social resources to provide educational services; current regulations on the socialization of education in our country; the current situation of the socialization of education, health care and issues raised along with viewpoints and solutions to promote the socialization of education.
According to Pham Minh Hac (1997): Socializing education must make society clearly realize its responsibility for education. Socializing education is the way to create more resources, especially financial resources to develop the education career.
In the book "Socialization of Education" by the Institute of Educational Research (Vo Tan Quang, et al., 2001), it is stated that: in each country, the content and forms of implementing socialization of education are different, however, all countries affirm that the participation of society with many forms of contribution is really necessary for the development of education.
In the topic "Socializing preschool education contributes to improving the quality of the race and training talents for the country", author Nguyen Vo Ky Anh (2014) put forward the viewpoint that managing the work of socializing preschool education must take care of preschool education as the task of all levels, sectors, each family and the whole society. It can be affirmed that preschool education is a higher level of socialization than other levels of education.
In the research on the topic “Measures to manage the work of socializing preschool education in Nam Dinh province in the current period”, author Nguyen Thi Bich Hanh (2006) made the following statement: to successfully carry out the cause of comprehensive national innovation, the first and fundamental step is to implement the human strategy. In which, the work of socializing preschool education is a major policy, a path to develop advanced education in our country.
Preschool education is the first level of education in the national education system. The goal of preschool education is to help children develop physically, emotionally, and intellectually, to form the first elements of personality, and to prepare them for first grade. To achieve this goal, the responsibility does not only belong to schools, but also to families and society as a whole.
Preschool education has the highest social character, requiring the attention and care of all levels, all sectors and the whole community. Socializing preschool education is mobilizing all social forces to do preschool education together, under the unified management of the state.
With thoughts and concerns about education, author Ho Thieu Hung (2009), in the article "For preschool education to firmly step on the path of socialization" said: To successfully socialize preschool education, it is necessary to synchronously implement solutions to manage this work from many sides: the State (from central to local), socio-economic organizations, people, families and the education sector itself.
The above scientific research works on the work of socialization of education all affirm the important role of socialization of education in the cause of developing preschool education in response to the requirements of fundamental and comprehensive innovation of Vietnamese education towards standardization, modernization, socialization, democratization and international integration as well as proposing management solutions for the work of socialization of education. However, in order for preschool education to develop sustainably in the current socio-economic situation, it is especially important to find measures and solutions.