THE IMPACT OF RESOLUTION NO.60/NQ-CP ON THE MANAGEMENT OF LOCAL EDUCATION FOLLOWING THE MERGER OF PROVINCES AND CITIES

Tóm tắt

This study is based on educational management theories and public administration restructuring models. Key frameworks include decentralised education governance theories and administrative efficiency models, which provide a robust basis for understanding the management dynamics and challenges arising from administrative boundary adjustments. The research adopts a qualitative approach, combining document analysis, policy analysis and case study methods. Data was collected through the synthesis of official policy documents, government reports and academic literature, alongside in-depth case studies of selected provinces involved in the merger process. Comparative analysis and content analysis techniques were employed to process and interpret the data. The findings revealed that the merger process offers opportunities to streamline education management, improve resource allocation and unify training plans. However, it also introduces challenges such as overlapping management tasks, inequalities in infrastructure and resource distribution, and difficulties in harmonising local educational content due to cultural differences. In this article, the author updates and analyses the latest policies and legal documents on administrative unit arrangement in 2025, specifically Resolution No. 76/2025/UBTVQH15 of the National Assembly Standing Committee (April 14, 2025, effective April 15, 2025), along with subsequent resolutions and decisions of the National Assembly and the Government on the arrangement of provincial and communal administrative units and the roadmap for reforming local government organisations. This update reflects the reality of strong changes in the national administrative structure (including the arrangement of provincial levels - reducing from 63 to 34; handling issues related to handover and reorganisation of the management apparatus, and the pilot roadmap for eliminating the district level and strengthening the commune level). The discussion contextualises these results within the theoretical framework, highlighting implications for educational governance and administrative restructuring. Potential limitations include the early stage of implementation, which restricts long-term impact evaluation. The study provides practical and theoretical insights into educational management during administrative restructuring. Its implications extend to policymakers, local governments and education administrators, informing strategies for organisational redesign, resource management and curriculum adaptation in newly merged administrative units.