Innovation in general education governance towards the school autonomy model: International experiences and implication lessons for Vietnam’s education

Innovation in general education governance is one of the development trends not only in Vietnam but also in the world. This is also an important measure to change and improve the quality of education, especially expand autonomy of high schools and universities. The paper focuses on some main contents: overview of general education; the experiences of some countries in the implementation of the school administration model towards the school autonomy model so that give lessons for Vietnam’s education can be learned in the context of development conditions nowadays. The results in this work would be used to classify the schools into the various groups. The data also analysts on decision-making capability, on what we called an “index of school autonomy”, expressed the possible level of school-level decision-making.


Introduction
Currently, Vietnam education and training is facing to the requirements in the new context that requires fundamental and comprehensive renovation. New general education curriculum is one of the directions of education innovation in Vietnam [1]. It was the most comprehensive assessment documents of the positive and negative side of Vietnam education in the 30 years since the renovation process and is important, which clearly defines the goals and solutions to by the year 2030 "Vietnam's education reaches regional advanced level".
However, in order for the process of renewing the governance of high schools towards the autonomy model in Vietnam, the article presents the model of school management in some countries in the world. This work has shown the advantages and disadvantages of countries.
Since then, the authors have drawn lessons for Vietnam and other countries in the region to meet the requirements of promoting and developing education in the future. Alvin Toffler et al. defined a general education as a curriculum (or part of a curriculum) to impart common knowledge and develop common intellectual capacities, different from professional, vocational, or technical curriculum [2]. Alvin Tofler's definition for general education focuses on cognitive skills, which involve teaching people to think and learn. With this perspective, general education emphasizes the breadth of knowledge across a number of disciplines. Furthermore, Kosslyn emphasized that the general education curriculum is a place where learners can be brought to understand how to deal with and deal with everything that happens in their lives [3]. The author also gave the definition of liberal education for the twenty-first century as a case study of The Harvard University. The term "school management" is a comprehensive concept, relating to the formulation, implementation and evaluation of educational policies. A school is formed through an organizational process which then forms a school governance method, corporate culture and schooling [4]. School governance has defined in many different terms. Some important definitions are given by Campbell and Gregg (1957) suggested that school governance involves facilitating the development of basic goals and policies for teaching and learning, stimulate the development of appropriate programs to teach and learn, invest in facilities and manage personnel to conduct teaching and learning [5]. Based on the concept of general school administration, school administration is the process of developing orientations, regulations, operation plans in high schools, organizing teaching and educating students through mobilization. The use of resources, monitoring and evaluation on the autonomy and accountability developed the school according to the school's mission, vision and educational goals.

The definitions and concepts about autonomy model in schools
Recently, the model of school autonomy in various countries has been attracting many researchers and publications on educational development. In general, it is a process of renewing the thinking about school management mechanism, combining a rational and effective way between clearly defining the functions and tasks of administration between the government and ensuring the right of self. It also helps to strengthen social responsibility, enhance the social responsibility and transparency of schools. We also need to promote the activeness and initiative of public and private schools in the education reform process, with the core of teachers and administrators at the core. In other words, we should transform public schools into autonomous, fully legal institutions. Schools have the right to make decisions and are responsible for training, research, organization, enrollment, personnel and finance. In addition, it is also necessary to have an education development policy towards ensuring autonomy and social responsibility of schools. The administration of each nation's government plays a role in the oversight and evaluation of social factors for those schools. In general, some concepts and definitions of school autonomy model could be investigated as follows: o School autonomy is the right of a school to run and manage its own activities without being controlled from outside factors.
o It is the right of schools to be free to make decisions about how the organization is organized, as well as the school's goals and directions.
o It is the right of schools to decide on the means and means to achieve the goals that are determined by the governments of each country. o School autonomy can also be defined as conditional autonomy over schools in accordance with general government regulations.

Current models of school autonomy
The above concepts and concepts may contain different content, but all have one thing in common: (i) The relationship between the government and the school; and (ii) The ability of the school to be autonomous in its operations. The World Bank (2004) has introduced and cited the concept of school autonomy mechanisms in the world according to the following four management models [6,7]: i. The model of government control completely (State control) in Latin America countries and Malaysia before and some other countries; ii. Semi-autonomous model in France and New Zealand; iii. Semi-independent model in Singapore and some other countries; iv. Independent model (Independent) in USA, UK, Australia, Canada.

Research methods and techniques
In the scope of this project, we have used the following research techniques: -Data analysis: Data analysis of basic contents of reference materials, autonomy models of countries in the world, research works, reference books, magazines, education development strategies.
-System method: Using for systematize reference materials, research works, then sort and classify for scientific purposes and make future researches future perspectives.
-Methods of synthesis and statistics: Summary of results obtained from reality through data and statistical reports in a reasonable and effective manner.  in finance and administration. Their primary financial resources are mainly from tuition fee in addition to other funds and financial contributions. There is a substantial number of private schools funded and operated by churches and religious organizations. To some extent, the management of these schools is influenced by their own religious policies.
There are approximately 30900 private schools in the USA with 5.1 million students [10].
Private schools are those that are independent in finance and administration. students in public schools posses these features. Moreover, 50 % of private schools' students obtain Advanced degrees while only 21 % of those from public schools do.

Canada
The Canadian education system consists of public and private schools ranging from kindergartens to universities [11]. According to the Constitution, each provincial government is responsible for their education system, which means there are differences in the education system of each province. A notable feature of the Canadian education system is the different age suitable for each stage of education in each state. Nevertheless, the nationwide standard is considered as being synchronization throughout all states. Canadian government also allows local authorities to directly manage their education's quality and curriculum as well as establish their own education system. In addition, local governments are able to manage the registration and licensing for training institutions as well as education curriculum in order to ensure nationwide systematic and homogeneous characteristics. Each local legislature constructs its own education system and mechanism based on the nation's general guiding principles on education with the aim of developing similarities and differences. Legal responsibilities of each local unit on education will be promulgated by education-related authorities under the administration of Ministries. Additionally, series of policies regarding education development such as the establishment of private schools, training centers, teaching programs systems… are also determined. Each local unit has one or two agencies specializing on education. There is no existence of any ministry or ministerial agency that specializes in federal education. However, there is a forum in, where heads of education authorities discuss and exchange opinions on popular issues, exploit the directions of cooperation, share information as well as coordinate educational and international exchange activities. international students with language courses (English -French) as a form of support.

The United Kingdom (UK)
In the UK, the government has encouraged schools to become more autonomous [12].
Public schools are established by local authorities, while private schools are founded by groups of people, teachers and organizations. In fact, the autonomy mechanism clearly presents in private schools. The system of academies in the UK was established 13 years ago and has been in the process of development. By January 2014, 3,657 institutes had been opened and 216 schools had been in the preparation for operation. There have been approximately 24,200 primary and post-primary schools opened in the UK. In the UK, public schools are under the administration of authorized agencies. However, they are not dependent on their local goverment. In fact, they are ruled by the government. Recently, the establishment of eight Regional Schools Commissioners (RSCs) has provided private schools with operating locations [13]. RSCs are responsible for supporting newly-established schools, working with the organization of ineffective events and private schools in the region.
Academies such as private schools are run by non-profit funds that set many distinguishable terms including the salary for employees. They are freely extended and not compromised by any co-operative arrangements, pay rate or regulation-dependent agreements. Local governments tend to provide a range of ancillary and support services, such as behavioral support services, which are partly similar to some of those provided in Ireland by agencies such as the National Educational Psychological Service (NEPS), TUSLA (Child and Family Agency) and the National Council for Special Education (NCSE) [14]. When a school applies autonomy mechanism, it is required to self-supply and manage all services used to be provided by the local government services. Consequently, this transition led to the status of school ownership, resulting in schools being in compliance with additional financial and legal responsibilities as well as requests to report. Institutes and private schools are allowed to establish and manage their system of human resources, which leads to the existence of negotiations for each individual's salary. Therefore, each teacher or staff has their own different salaries and employment terms. As a result, there has been rising concern in the UK regarding the impact of this trend on employees. The trend supports that there are some personal values that deserve to be rewarded. There is also a concern that institutions seek to recruit young or unqualified teachers, whom they can offer lower salaries resulting in cost reduction and more school funding allocations being retained. One of the basic principles of Finnish education is that everyone should have the equal access to high quality education and training, similar educational opportunities should be available to all citizens regardless of their ethnicity, age, wealth or residence [15]. The national education administration is divided into two levels. Education policies are managed by the Ministry of Education and Culture. The Ministry of Education is the highest educational institution in Finland. Education is primarily based on objectives regulated in The Basic Education Act and Decree (1998) and in the National Core Curriculum [16,17].

Policies of Finnish education system is defined in a national Education and Research
Development Plan, which is approved by the Government every four years (Eurydice 2008) [18]. The Finnish National Board of Education (FNBE) is a national development agency, which is responsible for the development of education [19]. Missions of FNBE involve the establishment of a national curriculum, implementation of educational development programs, maintenance of national and international databases, and the evaluation of academic results. Autonomous cities are in charge of providing education and achieving targets. Besides, the main duty of Finnish Education Evaluation Council, which was appointed in 2003, is to deploy national evaluation and quality development in education [20]. Management of local education is the responsibility of local authorities, most of which are commonly municipal or joint municipal governments. Decisions made by these agencies relate to funds' allocation, local curriculum development and human resources recruitment.
Cities also have autonomy rights to delegate decision-making righs to schools. To be specific, principals self-recruit the staff for their own institutions. Schools are responsible for the arrangement of practical learning periods as well as the effectiveness and quality of education that they provide. For example, there are no regulations, which manage class sizes and schools are free to determine how students are grouped. Basic education in Finland consists of nine-year comprehensive education for students aging from 7 to 16. In Finland, students can repeat a grade; about 2% of the students have to repeat a year (mostly in the first or second year), about 0.5% of students do not have a general education certificate. Less than 3% of the pupils in general education attend nonpublic schools. Private education institutions follow the national core curriculum and qualification guidelines validated by FNBE. They also receive the same amount of public fundings as the publicly funded schools do. The responsibility for education funding is assigned between the State and the city. Cities receive one-time funding and then allocate money within their jurisdiction. Currently, the Finnish education system is considered to be flexible, and the government agrees with the principal's policies on local implementation.
Cities are responsible for organizing education and implementing goals, and they determine the degree of authority would be delegated to schools. Within the framework of the law and core curriculum, schools and cities create their own curriculum, which is suitable with the local context. Teachers select their own teaching methods and have the freedom to choose their own teaching materials.
The purpose of Finnish education policies is to provide all citizens with equal access to education regardless of age, accommodation, financial status, gender or mother tongue. The objective of the plans for development of the upcoming phase is defined in the University and Education Research Development Plan [21]. It is to enable an effective, equal and high agencies managing teachers or principals in the Finnish system. General education is managed only by the national core curriculum. Education in Finland is strongly influenced by the society and the belief in knowledge serving as a means to compete in the world market.
Finland's education policies emphasize on quality, equality and internationalization. They concentrate on the demand for a well-educated workforce as well. In order to achieve greater effectiveness, decentralized efforts have been conducted, starting at urban level; however, schools also enjoy greater autonomy.

Norway
In Norway, the State, through the Ministry of Education and Research, has the overall responsibility for all education-related fields. Compulsory education is governed in compliance with the Education Act, 1998 [22]. Besides, the Ministry defines standards and general teaching frameworks through a national curriculum. There are two education ministers in Norway, one is responsible for education from kindergartens to upper secondary schools and the other is in charge of higher education and university research [23]. The General Department of Education and Training is the administrative agency of The Ministry of Education and Research, which is responsible for establishing national curriculum, assessing, monitoring and developing primary and secondary education. This department also has the responsibility for the new National Quality Assessment System (NQAS) regarding primary and secondary education [24]. The system is created in order to ensure that high quality education is received by all students. The city authorities regulate compulsory education and conduct its purposes and regulations [25]. Compulsory schooling in Norway is applied for primary and secondary schools, whose students' age is from 6 to 16 years old.
Class repetition is not permitted in Norwegian schools, and most of the students in primary and lower secondary education enroll in public schools, while independent schools are considered as a complement to public education. Since 1986, primary and secondary Norway has a centralized curriculum for all subjects in grades from 1 to 13. In the curriculum's framework, significant decentralization is given to local schools and teachers so that they make their own decisions regarding organizational and teaching methods. In terms of the management of different schools in cities, each city government decides to delegate the autonomy to their schools. Cities are often responsible for operating schools, constructing and maintaining school buildings, receiving students and appointing teachers. The Knowledge Promotion Reform (2006) introduced certain changes in quality, structure and organization of educational institutions [26]. This new reform has a different point from the previous one - the Curriculum (1997), that it strongly focuses on and provides details about the learning content and teaching methods, which would be applied to students. To be specific, they are the Promotion of Wisdom Brings Freedom at the localities regarding working methods, teaching materials and classroom organization [27]. While principals reported the school's autonomy level in PISA 2006, the old curriculum with less degree of autonomy was being implemented [28]. The general objective of Norway's education policies is to provide equal opportunities for all of the people, regardless of gender, geographic location, economy, society or culture. The goal is to provide all children with an education that is appropriate for each student's abilities. In addition, the high quality of general education in the entire population and lifelong learning opportunities are highlighted (The Ministry of Education and Research 2009) [23]. Educational reform in Norway often emphasizes equality. Particularly, school quality must be the same across the country and the principle of comprehension is the Knowledge Promotion program clearly provides directions in promoting competition with an emphasis on the competencies needed in a knowledge society. Norway also desires a highlyeducated workforce and calls for lifelong learning among its citixens. The new reform orientates towards decentralization with more freedom for education staff to select teaching materials and working methods by themselves. With more freedom, national and international testing is introduced to ensure quality in education.

Sweden
The In recent years, education policy has been governed by a positive reforming process, and the structure of responsibility and management has been modified. A centralized national curriculum is maintained, but authorities are decentralized from state to municipalities. At each different degree, cities delegate schools' administrative responsibility to local organizations so that they themselves can decide on the organization of their tasks and responsibilities. Each city is obliged to establish general objectives for its schools and the school's plan is required to be closely based on national requirements. Additionally, it is necessary for each school to establish a working scheme based on national objectives and school's plans. The principal should set up a work plan when he/she refers to teachers' opinions and identifies issues such as course contents, teaching methods and organization. In addition to determining teachers' salary, each local school is also requested to hire teachers and other staff. As aforementioned in the national curriculum, principal is not only a pedagogical leader but also a teacher or non-teaching staff. Concurrently, the school's principal possesses a general responsibility to ensure that the entire school's activities are aiming towards achieving national objectives [32]. . Sweden also helped schools, which can be considered as a part of financialdriven reforms and an answer to how education is paid? In addition, the responsibility to ensure the quality of education was enhanced by national and international tests.

Japan
The current Japanese education system was established shortly after World War II between 1947 and 1950, taking the USA's system as a model [33,34]. It includes 9 years of compulsory education (6 years of primary school and 3 years of secondary school), which is followed by 3 years of non-compulsory upper secondary school and 4 years of university. uneducated", Japan aims to ensure the harmonious development of children in all aspects including physicality, mentality, knowledge, attitude, value system. This has become the basic education philosophy of Japan. The compulsory education system in Japan is from elementary to lower secondary schools, therefore, every child between the ages of 6 and 15 must go to school. The upper secondary school graduation rate in Japan is 90%, in which 53.4% would continue to study at vocation schools, colleges or universities. Japan is one of those countries having the highest educational level in the world, which the percentage of illiteracy being nearly 0%. Consequently, Japan is one of the developed countries in the world with the actual illiteracy rate of 0% and 72.5% of the students attending universities and colleges. This figure is on par with that of the USA and has outperformed some European countries. This has created the foundation for Japanese economic and industrial development in the modern era.
After graduating from lower secondary school, students can continue to study at upper secondary school (high school) or vocational school. However, as it is not a compulsory education, students who want to continue their studies must apply for admission. Upper secondary school lasts for 3 years (it takes more than 3 years for part-time or distance learning current enrollment rate of upper secondary school in Japan has reached nearly 100%.
Additionally, the government's goal until 2020 is to universalize upper secondary education.

Singapore
Singapore is an island nation with a small acreage and population; however, Singapore has an education system that inherited and developed from the long-standing British education system [35]. Singapore considers education as a key element in social growth and SFMS has a licensed registration with the Ministry of Education of Singapore and they are well-known for their flexible, advanced, various, stringent curriculums and concurrently, their programs respect the individual's ego and integrate creative thinking into courses.

Taiwan
Taiwan has a Private School regulation, which specifies the establishment procedure and the conditions for holding a position in the board of directors (BOD) [36]. The Law was detailed to the extent that it clearly states "the rate of married couples or people who are three-generation relatives must not exceed one-third of the Board of Directors at a school" . Taiwan's Private Law does not address profit or non-profit but does stipulate that all revenues of the school are used for planning expenses and the residue will be added to the fund. The degree of revenue is also required to be within a range regulated by authorized agencies. The law requests schools to register for the establishment of funds. In case of violations noticed, the school may be forced to dissolve. The above regulations indicate that Taiwan tends to have a strict control and management over private schools, and schools must operate within the legal framework of the non-profit model. However, in practice, whether these schools are truly non-profit organizations is a different issue). In Taiwan, under certain circumstances, the state will also provide funds to private schools. The degree of funding also depends on the quality of the school's operations, and donations for independent schools are tax-free.

Thailand
Thailand has specific regulations for private education, which was first promulgated in in private schools [37,38]. It even regulates the violation related to wrongly wearing formal clothes and uniforms or to use business cards not compatible with their actual status. These behaviors will be sentenced to six months in prison or requested to pay a fine of 300,000 baht. In addition, Thailand's Law on Education also stipulates in detail the property and its usage as well as the establishment of funds and the distribution of revenue to funds. Article 66 requests that the surplus distributed to the school owner shall not exceed 30%. The annual

Australia
Australia does not have an exclusive national education system, as the country has a Federal Government with a Federal Education Minister who commands six states' administration and two territories. Each state and territory has a different Ministry of Education, which is constitutionally responsible for the management of their schools. States and territories also devise their independents standards for teachers' qualifications, revenue and other statistics tracking; however, the overall structures among these states are similar [39]. Since 1993, the co-operation between the Department of Education, Science and

2.4.Lessons and real experience from China and India
The world is entering an industrial revolution 4.0, India and China are the two countries redefining the world equation of political, economic, social power and educational development. The development of these two countries is determined by a knowledge society and high quality education. Education is a key factor in shaping these emerging superpower nations. Education in these two countries has a history of hundreds of years and is trying to innovate itself with rapid changes in educational technology.

China
The Chinese Education Law, issued on August 29, 1992, has a limited of regulations for private education [43]. representatives. One-third of BOD members must have over 5 years of experience in education and teaching. The Board of Directors is the highest decision-making department in the school, has the right to recruit and dismiss the principal but must report for approval by the competent authority. Regarding the asset issue, the Law states that non-public schools have the business ownership to school assets including those contributed by the founder or public assets and accumulated assets. The school has the entire disposal of these assets.
Chinese law does not the same degree of specification as Thailand. They only state general provisions such as the tuition fee should be mainly used for teaching, educatiing, and improving learning conditions. However, schools are required to submit reports of annual financial statements. Although the constitution allows for the allocation of profits to founders (called bonuses) at a reasonable degree after being allocated to the school development funds, it does not specify what is "reasonable" and transfer that right on deciding on a specific calculation to the State Council. The law also specifies the supervision of school activities.
Annual financial statements must be reviewed and approved by the competent authority.
Admission advertisements must also be submitted to the competent authority for retention.
Similar to Thailand, it is worth noting that the Law clearly stipulates prohibited behaviors, such as fabricated advertising, certificates' grating to people who do not go to school, usage of fake identifications.

The autonomy of schools in India and current model
India is now one of the leading countries for international students to study, including developing countries such as Vietnam [44]. India has 35% more students than China, but the total number of schools is four times that. India attracts international students from around the world who are looking for a high quality education. With more than 320 universities and 15600 colleges, India has a full range of programs to meet the needs of international students.
However, the biggest challenge of India's higher education today is that the Indian education system is highly dependent on the private sector. o Lack of attention to the natural sciences and society.
A research in the end of 2016, found that the number of pupils in junior high school in math in poor areas in the capital New Delhi are 3.5 times slower than the regional average [45]. Besides these factors, the fact that India has invested too little in high quality education is one reason. Each year, the country spends only 2.7% of its GDP on educational development, lower than developing countries such as Brazil. About two-thirds of the classrooms in New Delhi even lack basic infrastructure such as electricity, and the internet.
More school autonomy models have given to school agencies within the Indian government.
Recently, the government in New Delhi will hand over authority the school autonomy for school management committees (SMCs) in public schools, providing that the student's parents must account for 75 % of the total members in SMCs and holding responsibility. The Delhi Supreme Court also has received an official statement in a government submission that an SMCs in every government-funded school will consist of 16 members, of which 12 members are elected as representatives of student's parents and the rest must be the principal/director of the school, a teacher, a social worker, a local councilor. One question here, where SMCs stands for school autonomy model in public/private partnership system. It would need to be solved in the future, if we want to contribute meaningfully to the present situation on education development.

Practical lessons for Vietnam society
The similarity between Vietnam and the above stated countries and territories is the requirement to promote education autonomy as a driving force to increase the competitiness for the knowledge economy. A typical feature of Vietnam is that the market economy is not fully developed and the general education has just stepped out of the period of centralized planning economy. Also, both managers and the public still posses a part of the subsidy era's mindset. Therefore, it is not easy to accept general education as a factor contributing positive effects to the national higher education system. This means that, in addition to improving the capacity to formulate policies and perfecting the legal framework for general education There is also an aspect called empowered governance, which is a school administration program requiring public high performing schools to manage low performing ones. In this program, a high-performing school appoints its experienced leaders such as a vice principal to become the principal of low-performing school, and also sends an experienced team of teachers to work. This leads to high-performing schools' ethics, management process and teaching methods are transferred to low-performing ones. In addition, a network of schools is established where the high-performing and low-performing, old and new, public and private schools are grouped with the highest-performing school being the center. However, the authentic and effective cooperation among autonomous entities cannot simply depend on decisions. Research results from OECD project on improving school leadership state an extremely concerning lesson that in reality, the cooperation is forced to carry out rather than being voluntarily.

3.2.The management ability of the governing agencies
In systems where teachers and principals collaborate more frequently in the school's management, autonomy rights is positively related to efficiency in mathematics. The school principal may form the profession's development of teachers, determine the educational objectives of the school, ensure that practical instruction is deployment with the aim of achieving these targets, propose amendments to improve teaching practices, and help solve problems that may arise in the classroom or between teachers. Principals are not only administrators, they can also become instructional leaders that motivate teachers to improve the quality of their practice and provide a framework for effective collaboration between teachers. The Program of International Student Assessment (PISA) in 2012 requires the school principal to regularly report the frequency of activities and behaviors related to school management including teacher involvement in school management in the previous school year [46]. The Principal's answers to questions in building a continuous improvement culture in the school are integrated to develop an integrated indicator regarding school management and teachers' engagement. Principals were also asked about their own management methods.
The responses to these questions are combined to develop three composite indicators: an indicator related to the framing and promotion of school objectives and extracurricular activities' development; an indicator regarding leadership and another indicator related to the promotion of professional development. In general, schools with principals reporting that they are able to demonstrate leadership in framing and promoting school's objectives and extracurricular activities' development also tend to be those who positively express their effective leadership in operating the school. Relationships at the school level are also doubled at the system level. System of a school in which principals regularly engage in framing and communicating school's objectives and extracurricular activities' development tend to be the system in which principals report that they express their effective leadership. In addition, in the high-level system above the principal, there are more teachers involving in the school management.

The legal system, policies and guidelines impact to the Government and society
Based on a popular mindset not only in Vietnam but also in other countries, private schools were viewed negatively as mere profit organizations and can be detrimental to learners. This is due to the result of education is not as conspicuous as when you buy other forms of instant products or services. diversify and use resources effectively. In addressing the relationship between government agencies, governments and school facilities, the division of power and supervision still ensures the state's implementation of macro management, and increases autonomy of the schools. Higher school autonomy, more participation is the basis for building a sense of accountability of school facilities, as well as monitoring methods to reduce opportunity, corruption, and ineffective spending.
There is another notable point regarding how these countries deal with assets and profits.
Most of the world's operating-for-profit schools were legally nonprofit. They had many ways to earn profits without having to share them with shareholders. However, this could easily cause internal conflicts as the money flow was complicated. To resolve this issue was extremely difficult; therefore, in the 1990s, Brazil made a practical decision admitting that operating-for-profit institutions existed legally. These experiences are notably important for Vietnam as throughout many years, the issue of operating-for-profit or not-for-profit in Vietnam has been controversially discussed without any positive results for the public, government or stakeholders. It is clear that all three countries/territories above do not specify two categories for profit/non-profit schools, although many researchers are constantly warning that the working model of operating-for-profit schools is similar to business companies (students are customers and Board of Directors and Senior Executives holds the highest authority while the academia's role is insignificant). This model may cause some damages for public school's academic standards. Nowadays, modern upper secondary education is remarkably different compared with the traditional one. Currently, this is an organization involving many individuals and agencies, which results in the requirement for all issues to be evaluated from many aspects and by every party. Also, all parties' stance and perspectives are required to be assessed in the policy-making process. Therefore, the role of policymakers is to deploy an appropriate agreement for all parties in order to achieve the greatest benefits for the society. Autonomy and self-responsibility are two sides of a problem.
Excessive autonomy without requiring self-responsibility would lead to anarchy, deterioration in quality and economic interests. On the contrary, increasing the accountability but limiting autonomy will bind schools, not create motivation and mechanism for natural operation. This will limit the flexibility, flexibility, and ability to meet the diverse needs of society. Maintaining state intervention through the legal, regulatory, financial, and gradual abandonment of direct intervention in microfinance, increasing autonomy for schools is necessary. On the other hand, in order to use market forces to motivate education, we need the involvement of social forces inside and outside the school to regulate and improve accountability of the schools.

Critical assessments and future perspectives
Innovating mechanisms and policies in the model of school autonomy in the direction of giving autonomy, independence and self-responsibility to educational agencies, especially public educational agencies is a tendency to mandate today. In recent years, the implementation of the school autonomy mechanism in countries over the world and in Vietnam has been implemented and achieved practical results. However, these mechanisms still need further research and innovation to promote this mechanism in the future. This study analyzes the status of school autonomy in schools to identify opportunities, and challenges to propose some practical solutions to improve school autonomy for schools.
Based on the research results on the status and models of school autonomy, we draw a number of recommendations and recommendations accordingly: -Schools are proactive to build enrollment regulations, management regulations in accordance with the characteristics of each school. Thereby it will reduce the management of the government and the state; -Promote schools to expand scale, improve quality, diversify educational activities; -Schools investigate the consistent concept of school autonomy and clarify the parameters of local governance and decision-making.

Conclusion
In the current global context, education will have to catch up with the strong transformation, thereby setting an effective school governance model, which aims to increase the autonomy in education of every school unit. In order to approach that trend, in recent years, Vietnam has attached great importance to the fundamental and comprehensive renovation of the country's education with the goal of developing an advanced national education. This has met the requirements set out in the current social development situation.
Learning from the experiences of other countries, from which, lessons can be learned about renovation in high school governance towards autonomy model, which will contribute to the development of education in a way that is close to the educational development level of advanced countries in the region and in the world.

Conflicts and interests:
The authors declare that there is no conflict of interest regarding the publication of this article.