MINISTRY OF EDUCATION AND TRAINING

MINISTRY OF HOME AFFAIRS

NATIONAL ACADEMY OF PUBLIC ADMINISTRATION

PHAM THI TUYET MINH

STATE MANAGEMENT OF PRIVATE PRESCHOOL EDUCATION
IN HO CHI MINH CITY

Major:

Public Administration

Code:

9340403

DOCTORAL THESIS SUMMARY IN PUBLIC ADMINISTRATION

HA NOI – 2019


THE RESEARCH IS COMPLETED AT NATIONAL ACADEMY OF PUBLIC ADMINISTRATION

Scientific Supervisors:

1. Assoc. Prof. Dr. DINH THI MINH TUYET
2. Dr. LE ANH XUAN


- Research content: institutional research, organization of state management apparatus, cadres, civil servants,
inspection of private preschool education.
- Research scope: + A number of private preschools in some districts of Ho Chi Minh City are selected for study.
+ Study of data and documents related to state management of private preschool education
from 2010 to 2018 (when law amending and supplementing a number of articles of the Education Law, 2005 was
enacted). In addition, the author has also studied some texts about state management of preschool education by
central and local governments before 2010.
4. Methodology and research methods
4.1. Methodology
- Approaching research issues from a dialectical materialist perspective, historical perspective, systems theory.
- The thesis uses dialectical materialist methodology from specifically and comprehensively historical
perspective; systematically approaches the management of private preschool education as a management system,
in which state management levels of education (Government, Ministry of Education and Training and relevant
ministries and agencies; People's Committees at all levels, Department of Education and Training, District
Department of Education and Training) and private nursery educational institutions are a component part of the
management system, having an interactive relationship with each other with particular characteristics. This
approach is the scientific basis for the decentralized management model in education in general and private
nursery education in particular.
4.2. Research Methods
In the process of doing research and writing the thesis, the author uses many different scientific research methods
such as: information and data collection methods; secondary research; professional method; survey questionnaire;
analysis and evaluation; analytical and statistical methods; Tables and charts. In addition, the thesis also uses


comparison and contrast methods, practical research methods, mathematical methods of statistics, data processing
from collected information sources related to research tasks.
5. Research question and research hypothesis
5.1. Research question.
What is the theoretical basis of state management of private preschool education? Which state management
contents affect the efficiency of state management of private preschool education? How are planning and



localities’ experiences in the state management of private preschool education; studies, systematizes, analyzes
data to indicate constraints, evaluates the advantages, limitations, causes existing in the state management of
private preschool education in HCMC in recent years.
7.2. Practical significance
Research results of the thesis will provide an overview of the situation of the state management of private
preschool education in Ho Chi Minh City, including the current status of implementation of management
contents, achievements and constraints as well as the causes leading to those results. The thesis offers solutions to
improve the state management of private preschool education in Ho Chi Minh City, including a proposal to build
a website managing private preschool education institutions. The application of this website will change the way
of organizing management of private preschool education in a way that leads to stricter management, and faster
and more effective reception and process of information.
8. Thesis structure
In addition to the introduction, conclusion, references and appendixes, the thesis also includes 4 chapters:
Chapter 1. Overview of research situation related to the topic.
Chapter 2. Scientific basis of state management of private preschool education
Chapter 3. The current status of the state management of private preschool education in Ho Chi Minh City
Chapter 4. Perspectives and solutions to improve the state management of private preschool education in Ho Chi
Minh City
Chapter 1. OVERVIEW OF RESEARCH SITUATION RELATED TO THE TOPIC
1.1. Research on private preschool education
1.1.1. Research publications in the world
In his book "Education for the twenty-first century: Asia – Pacific Perspectives", Raja Roy Singh - former
Assistant Director General UNESCO and Chief of the Regional office for Asia - Pacific [58] mentioned issues
about school system, development trend of education, educational methods and personality model, which
emphasize human beings as the center of education. Accountability in education: meeting our commitments;
Global education monitoring report summary, 2017/8 [101] also mentions private education and private preschool
education.
1.1.2. Domestic research publications

funds with non-state budget capital, and being permitted by competent state agencies. The facility has a legal
status, a seal and is allowed to open its own account.
Private preschool education contributes to the same kind of public preschools to address the need to send
children, care, nurture and educate children; meeting the needs of international integration, adapting to the market
mechanism in the context of fundamental and comprehensive innovation of education and training today.
2.1.3 State management of private preschool education
Through studying the concepts of state management in terms of administrative science and researchers of
state administrative management, it is possible to give the most general concept: "State management is a term for
the exercise of state power by agencies of the state apparatus in order to carry out the state internal and external
affairs functions based on the laws of social development aimed at stabilizing and developing the country.”
State management in the field of education and training is the impact of management subjects with state
power (state management agencies on education), mainly by law to management subjects to implement goals.
State management of preschool education is an organized impact by state power, implementing the
functions, tasks and powers stipulated and decentralized by the state in the activities of state management of
preschool education in the locality to orient development, improve quality and meet the objectives of preschool
education.
Through the above concepts, according to the author, state management for environmental education is
understood as the overall operation of state management agencies to orient, regulate, support and facilitate
preschool education institutions to operate effectively, stick to legal regulations and assure quality to meet the
needs of society and objectives of preschool education.


Comparison between public preschool education and private one
Public preschool education and private preschool education are elements of the national education system.
Public preschool education and private preschool education both implement development goals of preschool
education in accordance with the Education Law and regulations on preschool education activities. However,
public preschool education and private preschool education are different in terms of operational objectives,
establishment subjects, investment procedures, capital, capital/asset ownership, decentralization of management,
school organization, financial mechanisms, financial resources, regulations on the number of children, personnel
management, content/program management, facilities management.

Organizing the state management apparatus for private preschool education is a system of state
management agencies, with a defined position, function, task, authority and organizational structure to implement
state management functions for private preschool education.
The process of formation and development of state management apparatus for private preschool
education:
- Organizing the state management apparatus for private preschool schools and classes (from 1990-2001)
- Regulations on organization and operation of non-public schools (2002-2007)
- Regulation on organization and operation of private preschools (2008-2014)
- Regulation on organization and operation of private preschools (2015 to present)
2.2.5. Building and developing management staff and teachers at private preschool institutions
- School organizational structure, private nursery schools.
- Standards of teachers and education managers for private preschool education.
2.2.6. Inspection and examination of private preschool education
Purpose of inspection and examination of private preschool education
Helping private preschool education comply with the provisions of law; Improve the quality of child education;
As a basis for building and innovating goals and contents for fostering preschool teachers in schools
Inspection Classification
a) Administrative inspection
b) Inspection Specialized in education
2.3. The role of state management of private preschool education
2.3.1. Orienting the development of preschool education and private preschool education
The State has issued policies to orient preschool education development, most recently Decision No. 2161
/ QD-BGDT dated June 26, 2017 issuing plans to implement the goal of sustainable development of education
and training to 2025 and the orientation to 2030, in which the orientation for preschool education with the goal:
All children of preschool age will be cared for, have quality education to develop comprehensively and be ready
for primary school.
2.3.2. Adjusting the development of private preschool education


Private preschool education is also oriented to develop preschool education in general, in addition, private


Private

2012-2013

827

416

411

10608

4249

6359

2013-2014

912

419

493

11483

4325

7158


1151

451

700

13860

4770

9090

2017-2018

1208

465

743

14416

4917

9499

Statistical data on preschool education - HCMC Statistics Bureau
Table 3.2 shows that the number of private kindergartens increases every year. In the localities where export
processing zones and industrial parks are located, most nursery schools do not meet the quantity, quality and time

Synthesis from the research sample 284 civil servants participating in the survey reflects the current state
management document system: consistency, unity, non-conflict, overlap, integrity, completeness and relevance to
reality, local socio-economic conditions, feasibility, publicity and transparency are assessed at an average level by
the survey team.
3.3.3. Making and organizing the implementation of policies on private preschool education
Policies on children, at the national level, education policies including preschool education universalization of 5year-old children; free primary education; primary education universalization and lower secondary education
universalization. Education Development Strategy for the period 2011-2020; Policies to support money and in
kind for the most disadvantaged students, including exemption, reduction of tuition fees, support for study costs,
money and rice support. Children with disabilities are supported under the Disability Law of 2010 and the
Disability Support Project for the period of 2012-2020.
The City People's Council has also issued a resolution on policies to support the city's preschool education sector.
For non-public schools: Proposing tax policies such as 100% land use fee exemption; making planning public,
clearly identifying the position calling for investment; officers and teachers being trained.
3.3.4. Building and consolidating the organization of state management apparatus of private preschool
education
Most of the civil servants of the Departments, Education and Training Departments have graduated from masters,
have been trained in state management knowledge according to the specialist or main specialist ranks; have a
political background of intermediate or higher degree. The majority of specialized management officials of the
Department, the Chamber of Origin are teachers who have many years of teaching or preschool managers so
basically this team has a lot of work experience in the field of management.
Comment on the organization of state management apparatus of private preschool education
There are no specific documents stipulating the rights and responsibilities of socio-political organizations
and individuals in the community in participating, coordinating and supervising and supervising private preschool
education; civil servants at People's Committees at all levels, the district departments of education and training
lack personnel in charge of private preschool education.
3.3.5. Building and developing management staff and teachers at private preschool institutions
Professional qualifications: through surveys and practical studies, the professional qualifications of managers and
teachers in private preschool institutions are still limited. Some schools have good teachers, the teachers do not



Fifthly, the organization of the state management apparatus in charge of private preschool education is basically
consolidated. Civil servants are enthusiastic and responsible.


Sixthly, improving the effectiveness of inspection, monitoring and quality assurance of preschool education is
focused on
3.4.2. Limitations in state management of private preschool education in Ho Chi Minh City
Firstly, the planning and development plan of private preschool education has not been proactive and properly
concerned.
Secondly, the policy for private preschool education is developed and issued by the city government, but the
implementation of effective activities is not high, not oriented, creating a driving force for investment and
attracting investment for private preschool education.
Thirdly, inter-service coordination to achieve private preschool education goals is not good and not yet
institutionalized.
Fourthly, the organization of state management apparatus for private preschool education has not been focused.
Fifth, the biggest challenge for private preschool education in recent years is the professional skills of teachers
and facilities and equipment of private preschool education institutions have not met the requirements.
Sixth, inspection and monitoring of current private preschool education revealed many limitations. The work of
"post-inspection and monitoring" has not been focused.
Seventh, the accreditation of education quality for private preschool education has not been strictly implemented.
Eighthly, the propaganda in the orientation of public opinion to create interest and support the development of
private preschool education has not been implemented regularly and strongly.
3.4.3. Causes of limitations
Objective causes: Institutional system for private preschool education has many shortcomings and
inconsistencies; Rapid urbanization and free immigration increase pressure on private preschool education;
People's intellectual standards and living standards affect the development of private preschool education
insitutions.
Subjective causes: State management thinking for private preschool education is slowly reformed in accordance
with reality; State management capacity and qualifications for private preschool education have not kept pace
with the reality and development needs under the socialist-oriented market mechanism; Educational inspectors

Development of private preschool education in Ho Chi Minh City on the basis of socio-economic development
plans of each area, specific conditions of districts, living standards of people and especially population growth
and immigrant control, immigrants’ children as well as other children have not yet registered their temporary
residence.
It is necessary to promote the role of the state in association with the use of policy instruments.
There is a coordination mechanism between the state, parents, organizations and the social community.
4.1.4. Opportunities and challenges in state management for private preschool education
Opportunities, the 4th session of the XIV National Assembly passed a resolution "On piloting special mechanisms
and policies for the development of Ho Chi Minh City. On finance and personnel: At the moment, HCM City
Department of Education and Training is urgently making autonomy plan. It also proposes allowing piloting
projects of tall school buildings in urban districts with no land fund, to match each locality's realities and
characteristics, projects to solve the shortage of classrooms in densely populated and concentrated residential
areas and avoid waste of investment in construction of construction land areas.
Challenges and impacts of the economic market on preschool education create prestige and brand for private
preschool education institutions. Private preschool education institutions need to strengthen forms of engagement


with the social community; Private preschool education is the weakest of all levels of education at quality
accreditation; Very few experts and investors who are passionate about education participate in establishing
private nursery schools, do not have an in-depth analysis of comparative advantages, determine the direction of
development, and select a suitable development model for preschool education institutions to really contribute
quality value to education of students.
4.2. Perspectives and orientations for preschool education and private preschool education
development
4.2.1. The Party’s viewpoints on preschool education and private preschool education development
The Party’s viewpoints on preschool education development
Education development must really be a top national policy, the cause of the Party, the State and the whole
people; making Ho Chi Minh City a big center of economy, culture, education and training.
Party’s viewpoints on private preschool education development
The 12th National Party Congress stated that education and training in recent years have constituted many

development plan in accordance with Ho Chi Minh City's requirements and conditions.
Firstly, making specific and feasible planning and plans for preschool education development; review and adjust
annual plans.
Secondly, analysis of strengths, weaknesses, opportunities and challenges (SWOT) and impact factors (PEST) in
the planning and development of private preschool education.
Thirdly, reviewing, adjusting, monitoring and evaluating the planning and development plan of private preschool
education.
4.3.2. Reviewing, supplementing and concretizing state management documents on private
preschool education
Firstly, review and systematize the City's legal documents on private preschool education.
Secondly, promote decentralization of state management of private preschool education and assign state
management responsibility for private preschool education.
It is necessary to allocate more budgets, especially the budget to develop a network of social workers who are
qualified and professional to protect children at commune and ward levels.
4.3.3. Consolidating the organization of state management apparatus in charge of private preschool
education
First, promote decentralization, specific provisions on responsibilities and powers of each level in state
management of private preschool education.
Second, set up an independent center of quality assurance of preschool education
Identify the contact point and require coordination in the field of state management; strengthen the allocation of
additional personnel, stipulate functions and duties; raising awareness of state management civil servants in
charge of private preschool education, especially those at district and commune levels and district department of
education and training.


Planning and building a state management team of private preschool education must ensure the prescribed
quantity and quality for the development of private preschool institutions.
4.3.4. Improving the quality of management staff and teachers in private preschool institutions
First, carry out the current remuneration and policies for managers, teachers and employees working in the field
of private preschool education; Second, evaluate managers and teachers in accordance with their professional



Firstly, raise awareness of the importance of communication and information technology in state management of
private preschool education.
Secondly, provide training to improve the quality of information technology staff.
Thirdly, build a website to connect state management agencies to the system of private preschool institutions.
4.4. Survey results, solutions and recommendations
4.4.1. Urgency and feasibility of solutions
The analyzing and processing of survey data shows the comments on the urgency of the measures on the
document system, the decentralization of state management of private preschool education, civil servants,
remuneration policies on managers and teachers at private nursery schools, inspection, monitoring and results of
quality accreditation of private preschool education, making coordinating regulations, promoting propaganda,
establishing the Association of private preschools, building private preschool education management software are
ranked from low to high.
The analyzing and processing of statistics in Table 4.2 show that comments on the feasibility of the measures of
the document system, decentralization of state management of private preschool education, civil servants,
remuneration policies for managers and teachers at private nursery schools, inspection, monitoring and quality
accreditation of private preschool education, making coordinating regulations, promoting propaganda,
establishing the Association of private preschools, building private preschool education management software are
ranked from low to high.
4.4.2. Recommendations
- To the Government, the Ministry of Education and Training and related ministries and agencies
- To the City, district, ward/commune People's Committees and relevant departments in Ho Chi Minh City
- To private preschool institutions
CONCLUDE
Early childhood education is the first stage of the process of training on human personality, developing all
abilities of the child, forming an initial basis for children’s good learning and creating favorable conditions for
children to develop later. Therefore, in addition to caring for people at the primary, lower secondary or upper
levels of education, it is necessary to pay attention to educating people ever since preschool to build a new
generation of people.

guidelines on socialization of private preschool education in accordance with the socialist-oriented market
economy, deploying information technology in private preschool education (expanded website of preschool
education management like artificial intelligence, integration and publicity of databases of private preschool
education). Stable and sustainable development of preschool education in general and private preschool education
in particular contributes to making Ho Chi Minh City a learning city, a high-quality education and training center
of the whole country as well as Southeast Asia, building human resources to meet the requirements of
international integration and development.


LIST OF AUTHOR’S THESIS-REALTED PUBLICATIONS
1. Pham Thi Tuyet Minh (2015), “Decentralization of the state management of education from a
legal and practical perspective,” Journal of Educational Management Science, No. 02, June
2015, pp. 66-73.
2. Pham Thi Tuyet Minh (2016), “Current status and recommendations for early childhood
education development in the Mekong Delta,” Journal of Educational Management Science, No.
04, December 2016, pp. 66-70.
3. Pham Thi Tuyet Minh (2017), “Decentralization of the state management of private preschool
education from the practice in the Mekong River Delta,” School-level Scientific Research
Project, Institute of Educational Managers HCMC.
4. Pham Thi Tuyet Minh (2017), “State management institution of private preschool education in
Ho Chi Minh City,” Journal of State Management, No. 262, November 2017, pp. 103-105.
5. Pham Thi Tuyet Minh (2018), “Inspection and monitoring of private preschool education in Ho
Chi Minh City,” Journal of State Management, No. 265, February 2018, pp. 80-83.
6. Pham Thi Tuyet Minh (2018), “Impact of development conditions on preschool education in Ho
Chi Minh City,” Journal of State Management, No. 267, August 2018.
7. Pham Thi Tuyet Minh, Lai Nha Truc (2108), “Improving the effectiveness of administration in
private preschools in the new context,” Scientific Conference - Hue University Publishing
House, pp. 366-373.
8. Pham Thi Tuyet Minh, Huynh Thi Xuan Hoa (2019), “Teachers' ethics in the implementation of
professional standards for preschool teachers today,” Scientific Conference - Hue University