AUTONOMY AT VIETNAMESE GENERAL SCHOOLS: CURRENT STATUS AND TO-DO LIST

PHAM DO NHAT TIEN

PHAM DO NHAT TIEN	phamdntien26@gmail.com	National Academy of Education Management

Summary:

Autonomy has been introduced into our general education for more than ten years in terms of legal and organizational implementation. However, basing on the international evaluation criteria, it can be seen that autonomy in Vietnamese education is just at the first stage with shortcomings. Moreover, autonomy in Vietnamese education is towards market orientation. Basing on the SWOT analysis, the paper proposes a quality culture approach, and necessary doings to make autonomy in general education as a real management tool for improving education outcomes.

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Keywords:

autonomy

explanation responsibility

Evaluation

general schools

Refers:

[1] Cheng, Y. C. , (2011), Towards the 3rd wave school leadership, Revista de Investigación Educativa, 29 (2), 253- 275.

[2] Bloom, N., Lemos, R., Sadun, R. & Reenen, J. V. (2015), Does management matters in schools? The Economic Journal, 125 (May), 647-674

[3] Barrera, F., Fasih, T., & Patrinos, H. with Santibanez, L. (2009), Decentralized decision making in schools. The theory and evidence of school-based management. Washington, D. C.: The World Bank.

[4] Caldwell, B. J. (2005), School-based management. Paris: IIEP and Brussels: IAE.

[5] Demas, A. & Arcia, G. (2015), What matters most for school autonomy and accountability: A framework paper, World Bank Group

[6] Patrinos, H. A. (ed)., (2012), Strengthening education quality in East Asia, UNESCO & The World Bank.

Journal:

No. 145, October 2017

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

AUTONOMY AT VIETNAMESE GENERAL SCHOOLS: CURRENT STATUS AND TO-DO LIST