Quản lý hoạt động tự đánh giá trong kiểm định chất lượng giáo dục của các trường mầm non ở thành phố Thủ Đức, Thành phố Hồ Chí Minh

Abstract

This article examines the management of self-assessment within educational quality assurance at preschools in Thu Duc City using a functional approach. Findings highlight several strengths. These include leadership attention and guidance; strong awareness and active participation of administrators and teachers; a relatively well-synchronized self-assessment process; and the application of information technology to evidence management and report writing, which improves transparency and supports improvement after each cycle. Nonetheless, notable limitations remain: SA plans lack a long-term strategic orientation; training is theory-heavy with limited practice; participation by parents and the community is largely tokenistic; peer review and summative reflection are uneven across schools; facilities, equipment, and funding are constrained; and a subset of staff have weak skills in handling evidence and using information technology. The article proposes six management measures: (1) improve the quality of self-assessment planning; (2) provide training, capacity building, and ongoing support for SA councils; (3) strengthen organization, task assignment, and coordination; (4) enhance leadership and coordination mechanisms within and beyond the school; (5) innovate inspection, monitoring, peer review, and summative review; and (6) ensure supportive conditions and link them to staff capacity development. These measures aim to increase the effectiveness of self-assessment, improve educational quality assurance outcomes, and promote the sustainable development of early childhood education in the locality.