In recent times, school administration has undergone many positive changes, gradually improving towards promoting the initiative and flexibility of schools and the autonomy and creativity of professional groups and teachers in implementing the program. However, innovation in school administration is still a weak link in the system.
Although many documents and policies have been issued to promote autonomy and innovation, in reality they have not brought about the desired results. In many educational institutions, the implementation of autonomy and innovation in school governance is still a formality. The key point lies in the role of the principal - the administrator - but there are still many leaders whose capacity has not reached the level of a "captain", has not met the requirements of innovation, and lacks initiative in shifting from management to administration.
Currently, many schools do not have experience and a feasible management model in application. Management and administration are two different concepts, however, it is not easy to clearly distinguish between the two concepts. Due to the lack of distinction between the State management function and the school management function, some educational management agencies still take on many tasks of organizing professional activities of the facility, causing many principals to be too dependent on their superiors, lacking initiative and creativity.
School councils are mainly advisory and giving opinions, and their decision-making functions are weak. Therefore, some principals almost perform both administrative and management activities or mainly management, creating difficulties in transforming the educational management mechanism, especially in implementing autonomy and social responsibility. In addition, the mechanism of asking and giving in financial management, the administrative mechanism of giving orders and waiting for orders also have an impact on hindering innovation in management activities at the grassroots level. Resources for investment in facilities and equipment to support innovation in school management are still limited.
The shift from a manager-centered mechanism to a school-centered, teacher-centered, student-centered mechanism is in the right direction and in line with the trend of the times. To do this well requires many factors, in which the capacity of the school leader plays a very important role.
According to Circular No. 14/2018/TT-BGDĐT of the Ministry of Education and Training on principal standards, school governance is a very important standard with many contents. The new context requires "captains" to have new capacities to meet teaching requirements, as well as education to shift from equipping knowledge to comprehensively developing students' qualities and capacities.
Associate Professor, Dr. Dang Quoc Bao - former Director of the Academy of Educational Management, once emphasized: In the context of educational innovation, the principal must fulfill three roles: Leader, manager, administrator. The principal simultaneously performs two tasks in harmony: Strictly and creatively implementing instructions from superiors; managing flexibly and caringly, creating favorable conditions for subordinates to complete their tasks.
The reality of implementing the 2018 General Education Program requires that management and administration in schools cannot be delayed, even must be one step ahead, and principals must improve their quality to meet the requirements.
In addition to the efforts of each individual leader, it is necessary to soon complete the legal framework for school management, recruitment and appointment of principals and regularly implement training and fostering of management and administrative capacity. These are fundamental factors for the team of "captains" to have enough capacity to effectively steer a modern school.
Source: https://giaoducthoidai.vn/can-som-hoan-thien-hanh-lang-phap-ly-ve-quan-tri-truong-hoc-post742478.html
Comment (0)