Educational Development Management

GD&TĐ - Innovating management thinking has become a fundamental requirement, determining the breakthrough potential of the education sector in the new era.

Báo Giáo dục và Thời đại•29/06/2026

Over the years, Vietnamese education has made significant strides in terms of scale, quality, universality, and access to education. However, as the country enters a new phase of development, the demands on education no longer stop at managing a stable operating system. More importantly, it requires building a system capable of innovation, adaptation, and producing high-quality human resources. Reforming management thinking has become a fundamental requirement, determining the education sector's ability to achieve breakthroughs in this new phase.

Regarding this issue, at a meeting with the education sector on June 15th, General Secretary and President To Lam emphasized the need to shift strongly from a mindset of "educational management" to "educational development governance".

According to experts, the essence of the "educational management" model is administrative management, prioritizing stability and compliance. Schools operate within a framework of strict regulations, procedures, and supervisory mechanisms. This approach helps maintain order within the system, but also reduces the initiative of educational institutions, limits the motivation for innovation, and easily leads to educational activities leaning towards meeting "regulations" rather than "doing the best possible."

Meanwhile, the "educational development governance" approach shifts the focus to the efficiency, quality, and adaptability of the entire system. The state does not intervene deeply in each specific activity, but focuses on institutional design, standardization, legal framework creation, and resource coordination. Governance is based on objectives, data, and outcomes, rather than solely on processes or compliance levels.

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Therefore, schools are no longer merely implementing units, but become entities with greater autonomy and clearer accountability for the quality of education they produce. This mindset aims to create motivation for development, valuing tangible results and the progress of learners.

The evolution of Vietnamese education in recent years has partly shown a shift from a management-oriented mindset to a development-oriented one. University autonomy has gradually expanded the decision-making power of educational institutions; the reform of the general education curriculum has shifted the focus from knowledge transmission to the development of students' qualities and competencies; and digital transformation is creating conditions for management and operation based on data rather than primarily on records and procedures. Along with this, efforts to streamline the system, reduce administrative procedures, and enhance accountability are contributing to changing the way the entire system operates.

As management thinking evolves into the operational direction of the education system, the role of the head of an educational institution changes profoundly. They are no longer just managers of daily operations, but become strategists for the school's development. This requires leadership capabilities ranging from human resource management and professional management to data management and organizational innovation. More importantly, they need to be placed in a sufficiently clear institutional environment to enable them to act proactively and be held accountable to the fullest extent.”

It can be said that the shift from "educational management" to "educational development governance" is essentially a shift from a mindset focused on ensuring the system operates according to regulations to a mindset focused on creating a system for development. When this change occurs synchronously from policy planning to individual schools, education will create a strong impetus for innovation, improve quality, and better fulfill its role as a driving force for national development.

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