INTRODUCTION
1. The urgency of the topic
Intellectual enhancing, human resource training, and talent
fostering are strategic objective in developing education and training
(education and training) of our country. Education (Education) at any
levels mainly contributes to training (Training) people, fostering
dignity, life and work capacity, to meet the requirements for the
construction and development of the country’s socio-economy and
actively take part in the globalization background today.
Constitution of the Socialist Republic of Vietnam in 1992
(amended and supplemented in 2001) has asserted: "Education is
developing the first national policy Education development is the
first national policy ". At the 7
th
national delegate congress, our party
continuously advocated the policy: "Paying more attention to the
development of education and training in remote, difficult areas.
Ensuring social justice in education; implementing preferential
policies, and supporting for the families of deserving well of our
country, ethnic minorities, good students, poor students, disabled
students, teachers working in the remote, difficult areas ".
Decentralizing the state management (the state management) of
the Education, Education Act 1998, amended in 2005, 2009 and
Decree No. 115/2010/ND-CP dated 24/12/2010: " Districts’ People
Committee are responsible for performing the state management of
education in the district, responsible to for the provincial People's
Committee on the development of nursery education (nursery
education), lower secondary (lower secondary), upper secondary
(upper secondary) and build social learning in the district. "
The characteristics of the state management in districts for
preschool education, primary and secondary education in Mekong

Education Management.
- Investigating, surveying, analyzing and evaluating the real
situation in district administration for preschool, primary and
secondary education in Mekong Delta region.
- Proposing a number of measures to improve the district
administration for preschool education, primary and secondary
education in Mekong Delta region.
4. Object and subject of study:
- The objects of the study is theoretical administration system
and solutions to improve and enhance the effectiveness of district
administration preschool, primary and secondary education in
Mekong Delta region.
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- The subjects of the study are the activities in district
administration for preschool, primary and secondary education in
Mekong Delta region.
5. Research sphere:
- The content of the research focuses on the policy
administration (central and local) in for preschool, primary and
secondary education in Mekong Delta region.
- The Geographical survey is the provinces in Mekong Delta
region.
- The data of the research is from the 2004 survey (a time when
the Government decentralized administration for preschool, primary
and secondary education for the districts according to 166/ND-CP
Decree dated 09.16.2004) to 2012.
6. Research Hypothesis:
To make administration in district level for preschool, primary
and secondary education effective, we need to improve the policy
system towards decentralization to district administration for

and systematic approach to research and analyze problems.
- The methods of the research include: research methods
documents, investigation methods by questionnaires, interviews,
observation, experimental approach social models, forecasting
methods, the treatment information.
8. New contributions of the thesis:
The work is the first systematic study of theoretical, practical
and legal administration at the district level for ECE, primary and
secondary schools in the Mekong Delta.
- In terms of reasoning: contributing to its position, role and
content of the district administration in ECE, primary and secondary
schools as a grassroots level as well as the beginning of the end of
the year on a comprehensive elements: institutional, organizational
structure, human resources, public finance and the inspection and
examination.
- In terms of practice: contributing to changes in practices at the
district administration for ECE, primary and secondary schools in the
Mekong Delta in the elements, in content: institutional,
organizational structure, human resources, finance public
administration and inspection, testing.
9. Dissertation Structure:
In addition to the introduction, an overview of the thesis
research, the conclusion content of the thesis consists of three
chapters: Chapter 1 presents a theoretical basis for the district
administration in ECE, primary and secondary. Chapter 2 presents
the situation in the district administration for ECE, primary and
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secondary schools in the Mekong Delta. Chapter 3 presents
viewpoints and orientations, complete solution for the district
administration in ECE, primary and secondary schools in the

Quoc Bao, Nguyen Dac Hung, Nguyen Quoc Chi, Nguyen Thi My
Loc, Bui Minh Hien, Nguyen Minh Duong, Pham Van Kha, Nguyen
Thu Linh, Bui Van Nhon The author presents the basic theoretical
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perspective, orientation, concepts, approaches, features, content,
national education systems in the administration of education in our
country today and in the future. These are very important content and
rationale of the research process.
- Scientific administrative decentralization of administrative and
many scientists: Le Minh Thong, Nguyen Dang Thanh, Nguyen Huu
Khien, Chi Mai Le, Vo Kim Son, Dinh Thi Minh Tuyet, Nguyen Van
Hau, Dao Thi Ai Thi A series of decentralization, public policy,
human resource training is important rationale for the research thesis.
- The study of social management practices, a number of
authors: Dinh The Huynh, Le Vinh Tan, Tran Thi Ngoc Tram, Ho
Van Thong, Tran Chi Thanh, Phan Huy Hien, Tran Quang Trung,
Nguyen Manh Thang focused on assessing the situation and
propose some solutions to develop education and training in our
country in general and in particular the Mekong Delta.
Through the review, can draw some comments:
- National education are more interested and see it as an
important driving force leading to the training of human resources to
promote economic development - social, so that many foreign
authors focus on research education and educational administration.
Some researchers interested in decentralization for local education
and educational institutions such as Japan, China for ECE, primary
and secondary.
- In the study of the country's most remarkable state curriculum
management culture - education - health su.T. by professor Nguyen
Thu Linh (editor) and Prof. Dr. Bui Van Nhon, Publishing House

Depending according angles research all scientific branches on
the basis those way different approaches which have those different
conceptions about terminology management. General concept of
management is given by cybernetics: Managing the impact of any
orientation on a particular system to order it and the direction of its
development in accordance with the laws of certain.
1.1.2. State Management:
The concept of the current administration are still many
different interpretations: the impact administration is organized and
controlled by the State authority for the process of social and
behavior of human activity by system authorities water from the
central to grassroots conducted on the basis of law to state law
enforcement.
1.1.3. Education, early childhood education, elementary
education and secondary:
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- Education is a conscious activity of man to equip the necessary
knowledge in all aspects of human life, education often takes place
continuously in the social environment.
- Early Childhood Education: ECE is done feeding, care and
education of children from three months to six years old. ECE is the
first grade of the national education system, laid the foundation for
the initial development of physical, intellectual, emotional, aesthetic
Vietnam children.
- Elementary education: primary education was implemented in
the academic year, from first grade to fifth grade. The age of students
in a class is six years old. Primary Education is the foundation
courses, students have the task of helping to form the initial basis for
developing comprehensive capacity of children, in order to form the
initial basis for the comprehensive development of the human

1.1.5. Manage state of the education district local
governments for preschool, elementary and junior high school
- The function of the district administration in the following
ways: Function representation, executive functions and operating
functions support community
- Jurisdiction of district education authorities including the
authority of the People's Council (Council) and the jurisdiction of the
district People's Committee (PC) district.
1.1.6. Decentralization
Administrative decentralization are many scientists give
different concept. From administrative practices locally, in our
opinion: administrative decentralization between central and local
rules established by the law on the rights and responsibilities of
administrative bodies at the local level methods in a particular field.
1.2. Ideology, relating point state management about
education
1.2.1. Ho Chi Minh Thought - Education ideological
foundation Vietnam
Ho Chi Minh Thought as a science, this thought always received
from intellectual nourishment, the actual development of Vietnam
and the world, the ideological foundation of education in Vietnam.
1.2.2. View advocated by the Communist Party of Vietnam -
based on the basic science of public management education
1.2.2.1. Education and training is the first national policy
1.2.2.2. Education to enhance the intellectual, human resources
training, human resource training.
1.2.2.3. Education must be both closely associated with the
country's development requirements and appropriate to the trend of
the times progress.
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dropout.
1.4. Characteristics of state management of local education
district
1.4.1. Characteristics of state management of education
From a public relations approach in education manager,
administration of education characteristics include:
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1.4.1.1. Characteristics associated administrative and
management expertise in the management of educational activities
(administrative characteristics - education).
1.4.1.2. State power in active management is characterized
1.4.1.3. The implementation of educational administration are
characteristics associated state - society.
1.4.2. Characteristics of state management of local education
district in the Mekong Delta
1.4.2.1. District level is a grassroots level start, end key and also
direct the final level of administration in the area of education district
in the Mekong Delta.
1.4.2.2. The district level is where the best and make career
education advocates socialization - Front policy decision victory
socialization career education in our country in general and in
particular the Mekong Delta.
1.4.2.3. The district level is the decision level, closest, closest to
organize networks on-demand classroom learners in the Mekong
Delta.
1.4.2.4. District level to ensure funding for education and
training in the Mekong Delta.
1.4.2.5. District level of the Mekong Delta is a mechanism to
manage specific areas of education and training.
Thus, from Congress IV, V, the Communist Party advocated:

Decentralisation may have the following basic form:
Decentralization, delegation of responsibilities, authorization
(assignments).
1.5.4. The principles of
- To ensure the consistency and power of national sovereignty.
- Ensure effective rule, any more realistic level, more timely
resolution, better serve the people assigned to perform that level.
- Combined management industry to manage the territory and
ensure equality among administrative units - the territory.
- Decentralization of authority must be clear, the
responsibilities, functions associated with each level.
- Decentralization ensure conformity tasked with the ability of
localities.
1.5.5. Content decentralized state of education in our
country
System of national education is formal education and continuing
education. Continuing education is considered the method of
education, on the other hand, it is considered important parts along
with parts of formal education made education system national.
There are 4 levels of education and training qualifications.
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The basic principle of decentralization of education
administration responsibilities: (1) To ensure consistency, smooth
and improve the effectiveness and efficiency of education
administration, (2) ensure the correspondence between the tasks,
authority, responsibility of the financial resources, personnel and
other conditions necessary to perform assigned tasks; (3) assignment,
assignment and identify specific tasks, authority and responsibility in
the field of education the People's Committees at all levels and the
relevant authorities, at the same time promoting the highest

1.6.1.5. Administration of inclusive education for the disabled
list, local defects district.
1.6.1.6. District administration about raising children in the
school age and dropout prevention
1.6.2. The apparatus and method of state management of
local education district
1.6.2.1. District-level People's Committees.
Responsibility for administration of the education district
People's Committee, was assigned in Article 8 of Decree No.
115/2010/ND-CP dated 24/12/2010 of the Government: District-
level People's Committees are responsible performing the state
management of education in the district and is responsible before the
People's Committees of provinces in developing ECCE, Primary,
secondary and building a learning society in the district with 10
content.
Structure apparatus and operation of People's Committees of
districts are defined in Article 119 to Article 127 of the Law on
Organization of People's Councils and People's Committees through
2003. Method of administration of the People's Committee is the
method of persuasion and methods of enforcement. Form of
administration of the People's Committee of legalistic forms and
forms less legalistic.
1.6.2.2. Department of Education and Training
Department of Education and Training is the specialized agency
under the People's Committee, held uniformly in districts, towns and
provincial cities under Decree No. 14/2008/ND-CP dated 04/02/2008
of government. Department of education and training is an advisory
body, to assist the district People performing the state management
of the sector education and training 8 contents of Decree No.
115/2010/ND-CP.

Education and training on 04/05/2007; standard professional
secondary school teachers, high school teachers are defined in
Circular 30/2009 / education of 22/10/2009 Ministry of education
and training.
1.6.3.3. The work of reviewing, planning, training, allocation
of human resources in the area district.
Reviewing the recruitment process, use and management of
civil servants according to Decree No. 24/2010/nghi-government.
For teachers, educational administrators, to conduct the review,
evaluation, reorganization of teachers, educational administrators to
have refresher training plan to ensure sufficient quantity and weight
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the structure, raising qualifications, professional ethics for teachers,
educational administrators. Contents of training in the country,
including: political theory, knowledge, skills administration,
knowledge integration, information technology, foreign language
majors; ethnic language for public servants working in areas
languages of ethnic minorities.
1.6.4. State management in the financial district for
preschool, elementary and junior high school
1.6.4.1. Mode, salary policy for civil servants, teachers,
educational administrators in the district area.
Wage insurance is not just social media but also foster the
human development goals - economic society. Salary regime
stipulated in Decree No. 204/2004/ND-CP dated 14/12/2004 and
allowances.
1.6.4.2. The operational cost of education administration
apparatus local district.
For the People and the specialized agencies of the DPC
operating funds allocated from the state budget state budget law. For

- Management structure and uniform system of Chinese
education.
Conclusion Chapter 1.
From a public relations approach in education administration
from the characteristics analysis can provide characteristics
administration in the area of education the district can claim: The
district level is still a grassroots level beginning, main level and also
directly in the final level of education and training administration and
district is a fortress so far remain valid for the administration's views
on education and proper and in accordance with Mekong delta. The
research focuses on education issues in the province administration
district has a significant theoretical and practical crucial and urgent
in the current situation.
CHAPTER 2
THE REAL GOVERNMENT MANAGEMENT IN
DISTRICT IN EDUCATION OF NURSERY, PRIMARY AND
SECONDARY IN CUU LONG DELTA
2.1 General introduction in natural condition, socio–
economy in Cuu Long Delta
2.1.1 Natural conditions
Cuu Long Delta is a part of Mekong river, has the area of
3,9734 square km. It lies next to the South – East regions, border
with Cambodia in the North, Thailand Bay in the South - West and
East sea in the South - East. It consists of Can Tho city and 12
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provinces Long An, Dong Thap, An Giang, Tien Giang, Vinh Long,
Ben Tre, Kien Giang, Hau Giang , Tra Vinh, Soc Trang, Bac Lieu,
Ca Mau. It has 130 districts, towns, cities authorized by province
(generally called district level) 1,611 villages, wards, towns
(generally called village level). The total area lies in limit from 11

government about education is district level throughout the country
in general and Cuu Long Delta in individual is improved step by
step.
2.2 The reality of government management district
authority about education in Cuu Long Delta.
2.2.1 The reality of government management district in Cuu
Long Delta.
2.2.2 The real government management classification about
education of district in Cuu Long Delta.
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The period from 1975 to 1995 district people’s committee
managed all aspects of education office and primary, secondary. The
period from 1995 to 2004: Education and training service managed
all departments of education including: kindergartener, primary,
secondary and education office. The period from 2004 to 2012,
Nursery, Primary and Secondary were classified, government
management responsibility for District people’s Committee. The real
classification in our country was proved that Nursery, Primary and
Secondary were classified basically for district people’s committee at
the early period after liberating the South region especially in the
period carrying out decision of congress IV, congress V, in spite of
being managed by province level, we have continued to classify
again for District people’s Committee from 2004 until now.
2.3 The reality of government management district to,
Nursery, Primary and Secondary in Cuu Long Delta.
2.3.1 The reality of carrying out constitution, laws an state of
policy in district level with Nursery, Primary and lower Secondary
in Cuu Long Delta.
2.3.1.1 Plans, school curriculum with Nursery, Primary and
lower Secondary in Cuu Long Delta

need of registered management while districts in Cuu Long Delta has
a large population, the number 1,000 teacher per district (2009 all
area 142,420 teachers per 130 districts, towns and cities. Especially,
we didn’t have specialized investigation employment, which is
difficult for investigation, examination and solving complaint,
denouncement nowadays.
- The real operation is to do as the guide of education and
training office.
During doing classification duty is to cause some problems of
the official decision of education and training office is bigger and
bigger.
2.3.2.3 The real organization and operation of village people’s
committee in education in Cuu Long delta.
In area of government management about education, people
usually use encouraging and persuasive method
2.3.3 The real government management of human resource
in area of district level in Cuu Long Delta.
2.3.3.1 The real government management of the number of
leaders, officers, teachers, education management officers,
employees.
The number of officers in district is distributed stably every year
from 114 to 130 registers for every district, city, the number of
officers and people in not duty according to decree number 92/2009
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degree - government. The number ones mainly Education and
Training office are incapable. There is a shortage of teachers in
nursery, the structure of teachers in Nursery, Primary is not in good
condition
2.3.3.2 The real government management in career standard
for leaders, officers, teachers, education management, officers,

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2.3.4.2 The real government management about training
fee, benefit for officer staff, officers, teachers, education
management officers, employees.
The rate of budget spending for education in Cuu Long Delta is
from 17.17% in 2005 to 18% in 2010 and It does not reach 20% in
comparing with the total budget spending in province, city of all the
country.
2.3.4.3 The real government management in investing to
build material base, equipment.
Counting to 9 November 2012, all areas had 5465 temporary
classrooms, 3157 nursery classrooms, 666 secondary classrooms, 63
regular education classrooms. Besides, there were many classrooms
in bad condition.
2.3.4.4 The real socialization in education.
Spending many years carrying out the decision number 20/2005/
Decision- Education Ministry, counting to 31 May 2012, Cuu Long
Delta had 123 private schools. Children in private nursery schools
accounted for 9.22%, primary schools 0.18%, secondary schools
0.09%.
2.3.5 The real government management in inspection,
examination, solving complaint, denouncement in education in
district level in Cuu Long Delta.
The result of inspection about against cutting class hasn’t been
treated as legal rule by offices, but people mainly use the method to
persuade to solve it. The Education office has not had specialized
inspectors.
The awareness of the families having 5-year-old children and
community in general is low. There is a fact that the higher
education, the more students cut class. In comparison with other

and Secondary in Cuu Long Delta.
The survey result of 500 leaders in District people’s committee,
Education office, managers in Nursery Primary and Secondary and
teacher about the real level adapting government policy about the
need of society, there were 512 people answering with the result.
Policy system group met 48,65% of system organization, 56,83% of
human resource, 71,11% of state finance, 11,66% of investigation,
81,05% of examination.
Generally speaking, the policy in State finance hasn’t met the
requirement now.
2.4.3 Analyzing, evaluating the real government
management in district level to education in Nursery Primary
and Secondary in Cuu Long Delta.
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2.4.3.1 The strength.
Many ways, policies of government have created positive
changes in Education in Cuu Long delta. Strong classification and
better district authority, with the role of the basic society, the
beginning one, the main one in government management in
education in area, district level has organized to enforce constitution,
law and state policy that ensure the quality of Nursery education,
Primary Secondary being improved much step by step.
2.4.3.2 Limitation, weakness and causes.
(1) Propaganda is limited, (2) Some local pay less attention to
the role of district authority in government management in education
(3) some state policies are not suitable for special condition of Cuu
Long Delta. (4) Government management system organization in
education in district level has some weakness. (5) The quality of
education in Nursery, Primary, Secondary has improved, but is the
lowest in all the country. (6) Mobilizing students to school in levels

Constructing education of the people, nation, advanced, modern,
socialist, Marxism - Leninism and Ho Chi Minh’s thouths taken as
the foundation. (3) Radical, comprehensive innovation of education
in the direction of standardization, modernization, socialization,
democratization, international integration. (4) Extensive international
integration of education on the basis of preserving and promoting
national identity, maintaining independence, autonomy and socialist
orientation.
3.3.2. Orientation for social - economic development in the
Mekong Delta in 2020
The Mekong Delta in 2020 to achieve the overall goal: Building
and developing the Mekong Delta becomes the key region of
agricultural production, commodities and fisheries of the country
with high and sustainable economic growth; thriving maritime
economy and the development of the field of culture, society may
catch up with the national average, as the locality and as the active
bridge in integration, trade, economic cooperation with countries in
the region, ensuring solidly political security, national defense and
social order and safety.
3.1.3. Orientation for educational development in the Mekong
Delta in 2020
Developing Education and Training is to enhance the
intellectuals, to train human resources, to foster talents, which is a
prerequisite for socio - economic development in the Mekong Delta.
The goals of developing and vocational in the Mekong Delta period
2011 - 2015 in order to make a breakthrough in improving the
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