GIAO TRINH Ban Sua Hoan Thien - Tap II - HRevised

ACADEMY OF PUBLIC ADMINISTRATION
ENGLISH FOR PUBLIC

ADMINISTRATION
Students book
Hanoi, 2009
INTRODUCTION
This book is aimed at university students at the Academy of Public
Administration and all those who might be interested in the subject to
understand and use of the English language for public administration. The book
was written with intermediate and advanced learners in mind, who ideally
already have a solid grounding in general grammar, vocabulary and language
skills.
Hopefully, this textbook will assist students in selecting, reading and using
original texts in English of any kind on public-administration related subjects.
Its topics have been carefully selected to outline a picture, though quite rough
one, of public administration theory and practice in Vietnam and other countries.
The books structure emphasizes the importance of reading, vocabulary and
language skills vital to the current and future needs of students using English for
public administration and can be used in conjunction with general English
course books.
Nevertheless, this is a stand-alone and activities-based textbook with certain
modules of relevant grammar and language production skills integrated into a
number of its 13 units. It is accompanied by a Teachers Guide containing keys
to exercises as well as assistance and advice on how best to exploit the material.
We wish you all the best in your studies!
TO THE STUDENTS
Globalisation, internet, and other modern sciences and technology really bring
people from different corners of the world increasingly closer to one other. The
English language, as it was in the past several hundred years, has been proving
its worldwide popularity in almost every field of international community,
ranging from politics, business, education, science, technology to even every
single pace of daily international communication. Learning English therefore
brings about advantages for everyone including public administrators.
While this textbook surely provide you with a large specialized vocabulary, a
wide variety of language skills and certain knowledge of public administration
will serve your future career, it mainly and hopefully lays the initial foundation
for your future use of English for Public Administration in your career.
Enjoy your studies at the Academy of Public Administration and enjoy this
book!
ACKNOWLEDGEMENTS
We are grateful to all people who have helped us to make this book come true.
Our sincere thanks go to:
- Assoc. Prof. Dr. Nguyen Dang Thanh, Vice President of the Ho Chi Minh
National Academy of Politics and Public Administration - President of
Academy of Public Administration, and the Deans and Directors of
different departments of the Academy without whose great support this
textbook could not have been developed.
- The members of the Scientific Board of the Academy who contributed
their advice on the structure and contents of the textbook.
- The many people including our colleague and students whose ideas have
influenced our work.
- Dr. Nguyen Khac Hung, member of the editor group, for his great work,
comments, and support as well as his previous textbook on English for
Public Administration this book takes much inspiration and ideas from.
- Assoc. Prof. Dr. Le Hung Tien, member of the editor group, for his
immense contributions to the language, structure and contents of the
textbook.
- All the teachers of the Faculty of Foreign Languages of the Academy of
Public Administration for their hard work and assistance with this book.
CONTENTS
UNIT 8
Topic
Defining
management
Language
Introduction
Sentence structures
Vocabulary and
Skills work
pronunciation
Terms of management Speaking: group
Vocabulary matching
presentation
Translation
Writing: word
formation
UNIT 9
Topic
Language
Vocabulary and
Skills work
pronunciation
Terms of Public
Evolution of Public
Administration in
Sentence structures
Administration
Vocabulary: finding
brief
meaning
Speaking: group
presentation
Translation
Reading:
scanning for
information
UNIT 10
Topic
Language
Vocabulary and
Skills work
pronunciation
Terms of Public
New Public
Management
Sentence structures
Administration
Speaking: group
discussion
Vocabulary: word study, Translation

matching, multiple
choice
Writing: Filling
the gaps
UNIT 11
Topic
Language
Vocabulary and
Skills work
pronunciation
Leadership and
Sentence
management
structures
Terms of leadership
Reading for main
and management
ideas, true-false
Vocabulary: matching
Translation
words and definitions
UNIT 12
Topic
Public
Administration
reform: Overview
Language
Sentence
structures
Vocabulary and
pronunciation
Terms related to
Public
Administration
reform
Vocabulary: word
study
Skills work
Reading: scanning
for the topic of the
text; main ideas
Translation
Writing: Filling
the gaps, paragraph
summary
UNIT 13
Topic
Public Administration
reform: International
and Vietnam Practice
Language
Sentence
structures
Vocabulary and
Skills work
pronunciation
Terms related to Public Reading:
Administration reform
scanning for the
Vocabulary: word
topic of the text;
study, matching
main ideas
Pronunciation: reading Translation
words, phrases aloud
Writing: gapfilling, paragraph
summary
Academy of Public Administration

English for Administrators
Unit 8
UNIT 8
DEFINING MANAGEMENT
-1-

Unit 8
REVIEW OF UNIT 7
Activity 1: Group presentation
In groups of 5, discuss and agree on the chart below that best describes the
inter-relationship between the legislature, executive and judiciary of Vietnam.
After 7 minutes, group representatives will present their findings in front of the
whole class.
The political
system
of the SRV
A.
TEXTS AND PRACTICE
Activity 2: Pre-reading of text 1

The bold words below are already explained. Give their meanings in Vietnamese
in column B
A
B
Somewhat: To some degree but not to a large
degree
Aptitude: Natural ability that makes it easy for
you to do something well
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Unit 8
Inter-relate: Affecting each other

Perform: To do, to execute
Hunch: A feeling that something is true or will
happen, although you do not know any definite
facts about it.
Effective: Producing the result that was intended
Co-ordinate: To organize the different parts of a
job or plan so that the people involved work
together effectively
Subordinate: Someone who has less power or
authority than someone else
Indicate: To point out; to direct to a knowledge of
Well-rounded: Including a good balance of
various subjects
Motivate: To make someone feel enthusiastic
about doing something
Social security:
(1) The system by which the government regularly
pays money to people who do not have a job, or
are too ill or old to work
(2) Money that you receive from social security
Activity 3: Reading of text 1

Read the following text carefully and do the task follow
Management is the process of planning, organizing, leading and controlling
the efforts of an organizations members, and using all other organizational
resources to achieve stated organizational goals.
1. Planning implies that managers think through their goals and actions in
advance. Their actions are usually based on some method, plan or logic,
rather than on a hunch.
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Unit 8
2. Organizing means that managers co-ordinate the human and material

resources of the organization. The effectiveness of an organization depends
on its ability to marshal its resources to attain its goals. Obviously, the more
integrated and co-ordinated the work of an organization, the more effective it
will be. Achieving this co-ordination is part of the managers job.
3. Leading describes how managers direct and influence subordinates, getting
others to perform essential tasks. By establishing the proper atmosphere, they
help their subordinates do their best.
4. Controlling means that managers attempt to ensure that an organization is
moving towards its goals. If some part of an organization is on the wrong
track, managers try to find out why, and setting things rights.
The definition also indicates that managers use all the resources of the
organization its finances, equipment and information as well as its people
to attain their goals. People are the most important resources of any
organization, but managers would be limiting their achievements if they did
not also rely on the other available organizational resources. For example, a
manager who wishes to increase sale might try not only to motivate the sales
force but also to increase the advertising budget, thus using both human and
financial resources to attain that goal.
Now say if these statements are true (T) or false (F). Look at the table that
follows for the words or expressions that you dont know. Correct the false
statements
1. A manager does things for other people.
................................................................................................................................
2. Managers perform tasks by themselves.
................................................................................................................................
3. A process is a general way of doing things.
................................................................................................................................
4. Planning means doing the tasks and actions in advance.
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Unit 8
................................................................................................................................
5. Organizing means coordinating all organizational resources.
................................................................................................................................
6. Leading means directing and influencing.
................................................................................................................................
7. Controlling implies setting things right.
................................................................................................................................
8. A managers job involves only human resources.
................................................................................................................................
9. Organizations are all the same.
................................................................................................................................
10. Management is a way of achieving stated goals.
................................................................................................................................
Activity 4: Comprehension questions
Answer the following questions
1. What is the definition of management given by Mary Parker Follett?

................................................................................................................................
2. Why is no one definition of management universally accepted?
................................................................................................................................
3. Why is management defined as a process?
................................................................................................................................
................................................................................................................................
4. Describe what a manager does. (Your answer should contain at least four
parts.)
................................................................................................................................
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Unit 8
................................................................................................................................
................................................................................................................................
5. What does planning imply?
................................................................................................................................
................................................................................................................................
................................................................................................................................
6. What is the meaning of leading?
................................................................................................................................
................................................................................................................................
7. What is controlling?
................................................................................................................................
................................................................................................................................
8. What resources do managers use to attain their goals?
................................................................................................................................
................................................................................................................................
9. What do you understand by the term stated goals?
................................................................................................................................
................................................................................................................................
10. Do you have any other definition of management? What is it?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
Activity 5: Match the words on the left with their definitions on the right. The
first is done for you as an example
1. resources
2. controlling
a. something you hope to achieve

b. made up of many different parts
-6-

Unit 8
3. goal
c. people or things you can turn to for help
4. planning
d. making something work in the way that is required
5. complex
e. deciding in advance how to do something
Activity 6: Topic for discussion

Your opinion on the future of management
B.
EXTENSION
Activity 7: Reading of text 2

Read through the text below. Some new words are explained for you
Management and managers
You want me to explain what management is? Well, I guess I can manage that!
Actually, management as we understand it today is a fairly recent idea. Most
economists in the eighteenth and nineteenth centuries, for example, wrote about
factors of production such as land, labour and capital, and about supply and
demand, as if these were impersonal and objective economic forces which left
no room for human action. An exception was Jean-Baptiste Say, who invented
the term entrepreneur, the person who see opportunities to use resources in
more productive ways.
Entrepreneurs are people who are alert to so-far undiscovered profit
opportunities. They perceive opportunities to commercialize new technologies
and products that will serve the market better than it is currently being served by
their competitors. They are happy to risk their own or other peoples capital.
They are unconventional, innovative people. But entrepreneurship isnt the same
as management, and most managers arent entrepreneurs.
So, whats management? Well, its essentially a matter of organizing people.
Managers, especially senior managers, have to set objectives for their
organization, and then work out how to achieve them. This is true of the
managers of business enterprises, government departments, educational
institutions, and sport teams, although for government services, universities and
so on we usually talk about administrators and administration rather than
-7-

Unit 8
managers and management. Managers analyze the activities of the organization

and the relations among them. They divide the work into distinct activities and
then into individual jobs. They select people to manage these activities and
perform the jobs. And they often need to make the people responsible for
performing individual jobs to form effective teams.
Managers have to be good at communication and motivation. They need to
communicate the organizations objectives to the people responsible for
attaining them. They have to motivate their staff to work well, to be productive,
and to contribute something to the organization. They make decisions about pay
and promotion.
Managers have to measure the performance of their staff, and to ensure that the
objectives and performance targets set for the whole organization and for
individual employees are reached. Furthermore, they have to train and develop
their staff, so that their performance continues to improve.
Some managers obviously perform these tasks better than others. Most
achievements and failures in business are the achievements or failures of
individual managers.
New words:
- To analyze: To study or examine something in detail in order to find out
what it contains.
- Risk: The possibility that something unpleasant or dangerous might
happen
- Entrepreneur: Someone who uses money to start businesses and make
business deals.
- Alert to: Paying attention to what is happening and ready to react quickly
if necessary.
- To perceive: To understand or think about something in a particular way.
- Competitor: A company that sells the same goods or services as your
company. Therefore, it poses a threat to your market share.
- Innovative: New and advanced.
- To commercialize: To turn something into a commodity so that you can
sell it and make a profit.
- Unconventional: Different from what most people consider to be usual or
normal.
- Objective:
(Adj) based only on facts and not influenced by personal feelings or
beliefs.
-8-

Unit 8
(N) something that you plan to achieve, especially in business or work.

- Promotion: A move to a higher position in a company or organization.
- Communication: Exchange or dissemination of information
- Failure: A lack of success in doing something
Activity 8. Answer the following questions
1. What are some factors of production?
................................................................................................................................
................................................................................................................................
2. What is the definition of entrepreneur by Jean Baptiste Say?
................................................................................................................................
................................................................................................................................
3. How do entrepreneurs react to new technologies and products that help them
outdo their competitors?
................................................................................................................................
................................................................................................................................
4. What skills must managers be good at?
................................................................................................................................
................................................................................................................................
5. What factors affect the success or failures of a business?
................................................................................................................................
................................................................................................................................
Activity 9. Choose the right words in the box to fill in the blank
Leading
Staffing
Motivating
Organizing
Planning
Controlling/ Monitoring
-9-

Unit 8
.: Deciding what needs to happen in the future (today, next

week, next month, next year, over the next 5 years, etc.) and generating
plans for action.
: (Implementation) making optimum use of the resources

required to enable the successful carrying out of plans.
:. Job Analyzing, recruitment, and hiring individuals for

appropriate jobs.
Determining what needs to be done in a situation and getting people to do

it.
., checking progress against plans, which may need modification

based on feedback.
: the process of stimulating an individual to take action that will

accomplish a desired goal.
Noted
Management: The process of planning, organizing,
leading, and controlling the work of organization members
and of using all available organizational resources to reach
stated organizational goals.
- 10 -

Unit 8
Activity 10: Translation

a. Translate the following passage into Vietnamese
1. The really good managers are generally the ones who understand the value of
on-going personal development and seem to gain immediate benefit from using
a coaching approach to challenge their thinking.
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. As there are hundreds of thousands of books written on the subject of
management it is difficult to summarise a concise definition which will satisfy
all.
................................................................................................................................
................................................................................................................................
................................................................................................................................
3. Management is the process of:
Planning what need to be done to achieve a particular result.
Organising and directing appropriate resources to achieve the plan.
Controlling each step of the plan and making adjustments as needed.
Motivating all those involved to ensure that the plan is achieved.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
1. Managers, during the normal course of a day or week, regardless of what
duties and responsibilities they are carrying out, should be still operating
within
- 11 -

Unit 8
these four key areas: Plan, Organise, Control and Motivate. More importantly
they should be aware of which area they are working in at any particular time.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
b. Translate the following passage into English
1. Ngi ta khng ngng n lc i tm nh ngha v vai tr hay chc
nng tch bit cho hai khi nim: lnh o v qun l. im khc bit nht c
a s chp nhn l da trn tc phong ca hai i tng th hin vai tr ny.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. Lnh o c m t nh nhng ngi c kh nng truyn cm hng v c
nh hng, trong khi qun l l nhng ngi c nhim v trng tm v l ngi
iu khin. Phong cch ca nh qun l l qun l kinh doanh - h thng cho
nhn vin v nng lc lm vic ca h. Ngc li, lnh o c nhim v chuyn
ho, hay ni cch khc, h l nhng ngi
truyn cm hng.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
- 12 -

Unit 8
................................................................................................................................
................................................................................................................................
3. Qun l trong kinh doanh hay qun l trong cc t chc nhn s ni chung l
hnh ng a cc c nhn trong t chc lm vic cng nhau thc hin, hon
thnh mc tiu chung.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
4. Cng vic qun l bao gm 5 nhim v (theo Henry Fayol): xy dng k
hoch, t chc, ch huy, phi hp v kim sot. Trong , cc ngun lc c th
c s dng v qun l l nhn lc, ti chnh, cng ngh v thin nhin.
u th k 20 nh vn qun l Mary Parker Follett nh ngha qun l l "ngh
thut khin cng vic c lm bi ngi khc".
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
C.
HOMEWORK
Fill in the blanks with the right forms of the suggested words in brackets
1. Boss: You will get higher pay next month. Will it make you feel
..................... enough? (MOTIVATE)
- 13 -

Unit 8
2. Physicians are studying the .................... between stress and disease. (INTERRELATE)
3. Leaving your girlfriend unattended at home while you are abroad is a

................ act (RISK)
4. James is a project ................. (CO-ORDINATE)
5. House prices are dropping due to ............... (SUPPLY)
6. We launch a campaign to increase .............. (PRODUCT)
7. Before starting a business, you need careful market ........... (ANALYZE)
8. He receives a big bonus for his ................ in his daily job (INNOVATIVE)
9. Thanks to his great efforts, he was eventually ................ to the position as a

manager. (PROMOTION)
10. ................ to abide by the traffic regulations, he died in a car crash.

(FAILURE)
11. The governments duty is to ensure the of the law enforcement
(EFFECT)
12. The government of Vietnam plans to create a ... market in the
field of electricity supply by 2020 (COMPETE)
- 14 -

Unit 8
13. Apart from technical skill, a manager needs to acquire ..

skill (COMMUNICATE)
14. Consumption or income level is a good . to measure poverty
(INDICATE)
15. The director is held .. for the low performance of his company
(RESPONSIBILITY)
- 15 -

English for Public Administrators
Unit 9
UNIT 9
EVOLUTION
OF PUBLIC ADMINISTRATION
IN BRIEF
- 16 -

Unit 9
Activity 1: Pre-reading for Text 1

Find the Vietnamese equivalents for the following words or phrases. You can
consult a dictionary or discuss with your classmates before checking their
meaning with your teachers
English words/ phrases
Vietnamese meanings
governors
governing bodies
theory of government
"national-state"
model
of
government
civil servants
expertise
administrative structures
economic and social disciplines
societal reform
classic
medieval
enlightened scholars
Activity 2. Scanning for information

Skim Text 1 and find the answer to this question
Who formed the foundation of the discipline that has come to be called public
administration?
Activity 3. Comprehension Reading
Read the following text and find the answers to the questions below
- 17 -

Unit 9
Text 1: Generations of Public Administration in Brief (1)

Pre-generation: Antiquity to the early 19th century
1. Classic scholars including Plato, Aristotle, Vishnu Gupta (Kautilya) and
Machiavelli are the basis of subsequent generations of public
administration. Until the birth of a national state, the governors principally
emphasized moral and political human nature, as well as the organization
of the governing bodies. Operations were perceived to be secondary to
establishing and clarifying the overall guiding theory of government. In
Machiavelli's The Prince, European princes or governors were offered
advice for properly administering their governments. This work represents
one of the first Western expressions of the methodology of government.
As the centuries moved past, scholars and governors made various efforts
explaining how one governs.
2. Though progress varied across the globe, 16th century Western Europe
primarily ascribed to the "national-state" model of government and its
corresponding administrative structures. Predominantly imperial Asia,
tribal Africa, and the tribal/colonial Americas were each feeling the extent
of Europe's diplomatic strategies whose emphasis was war, profit, and
religion-converting. In any event, nation-states required a professional
force and structure for carrying out the primary purposes of government:
ensuring stability with through law, security with a military, and some
measure of equity through taxation.
3. Consequently, the need for expert civil servants whose ability to read and
write formed the basis for developing expertise in such necessary
activities as legal records, military capacity, and tax administration, and
record keeping. As the European imperialist age progressed and the
militarily dominant region extended its hold over other continents and
people, the need for increasingly conventional administrative expertise
grew.
- 18 -

Unit 9
4. In the eighteenth century, King Frederick William I of Prussia, created

professorates in Cameralism in an effort to service this need. The
universities of Frankfurt an der Oder and University of Hallewere Prussian institutions - emphasized economic and social disciplines, with
the goal of societal reform. Thus, from a Western European perspective,
classic, medieval, and enlightened scholars formed the foundation of the
discipline that has come to be called public administration.
Activity 3. Comprehension Reading
Find answers to these questions in the text
1. Who are Plato, Aristotle, Vishnu Gupta (Kautilya) and Machiavelli?
...........................................................................................................................
...........................................................................................................................
2. What were the ruling emphases before the birth of a national state?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
3. What represents one of the first Western expressions of the methodology
of government? How is it expressed?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
4. When and where did the "national-state" model of government exist?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
5. What purposes of government did they carry out? Can you name some of
them from the text?
...........................................................................................................................
- 19 -

Unit 9
...........................................................................................................................
...........................................................................................................................
6. According to the text, why was expertise developed in such activities as
legal records, military capacity, and tax administration, and record
keeping?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
7. What were the reasons that increased the need for increasingly
conventional administrative expertise?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
8. What were the emphasis of Prussian institutions under Cameralism?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
Activity 4. Pre-reading of Text 2

a. Match the English words and phrases on the left with their Vietnamese
meanings on the right. Check the correct answers with your teacher
1. political science
a. lut hnh chnh
2. administrative law
b. tranh lun
3. public finance
c. cc chuyn ngnh c trc
4. pre-established disciplines
d. hiu lc
5. merit-based assessment
e. khoa hc chnh tr
6. dichotomy
f. ti chnh cng
7. debate
g. tnh hiu qu
- 20 -

Unit 9
8. daily operations
h. s phn chia thnh hai pha, s

lng phn
9. effectiveness
i. cc hot ng hng ngy
10. efficiency
j. nh gi trn c s cng tch
b. Read the words or phrases above out loud

Activity 5. Text 2
Now read the text and fill in the gaps with the words or phrases provided
in the box below
public
evaluated
disciplines
parts
influential
science
theory
training
finance
founder

First generation: Mid-1800s - 1930s
Lorenz von Stein, an 1855 German professor from Vienna, is considered the (1)
of the science of public administration in many (2) of
the world. In the time of Von Stein, public administration was considered a form
of administrative law, but Von Stein believed this concept too restrictive.
Von Stein taught:
Public administration relies on many pre-established (3)
such as sociology, political (4) , administrative law and public (5)
. Further, public administration is an integrating science.
Public administrators need be concerned with both (6)
and practice. Practical considerations are at the forefront of the field, but theory
is the basis of best practices.
Public administration is a science because knowledge is generated
and (7) according to the scientific method.
- 21 -

Unit 9
In the United States, Woodrow Wilson is considered the father of public

administration. Wilson was more (8) to the science of public
administration than Von Stein, primarily due to an article Wilson wrote in 1887
in which he advocated four concepts:
Separation of politics and administration
Comparative analysis of political and private organizations
Improving efficiency with business-like practices and attitudes

toward daily operations
Improving the effectiveness of (9) service through
management and by (10) civil servants, merit-based assessment
The separation of politics and administration has been the subject of lasting
debate. The different views regarding this dichotomy contribute to
differentiating characteristics of the suggested generations of public
administration.
Questions:
1. Who is Lorenz von Stein?
...........................................................................................................................
...........................................................................................................................
2. What was he considered?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
3. Why did Lorenz von Stein say that public administration is an integrating
science?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
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Unit 9
4. Why did he think that there must be a connection between theory and
practice in public administration?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
5. Is public administration, in his view, a science? Why?
...........................................................................................................................
...........................................................................................................................
6. Who is considered the father of public administration in the United
States?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
7. Why was Woodrow Wilson more influential to the science of public
administration than Von Stein?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
8. Which of his four concepts of public administration is/ are still relevant to
public administration of the modern day?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
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Unit 9
Activity 6. Summary
In your own words, can you write a summary for the viewpoints on public
administration raised by Lorenz von Stein and Woodrow Wilson. Do not repeat
every word from the text
Lorenz von Steins 3 key points on public administration are:
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Woodrow Wilsons 4 key points on public administration are:

.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
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Unit 9
Activity 7. Discussion
Form groups of 5 6 students each and discuss the relevance of the viewpoints
on public administration raised by Lorenz von Stein and Woodrow Wilson in the
modern day public administration.
Appoint a teamleader for each group who will summarize your ideas and
present to the rest of the class
HOMEWORK
Exercise 1. Complementary reading
Based on the two previous reading passages in this text, try to guess the
meaning of the following words or phrases in Column A first. Consult a
dictionary afterwards for correct meanings and write them in Column B
provided below
structural reform
executive control
bureaucracy
politics-administration dichotomy
fact-value dichotomy
professionalism
behavioral
organisational
- 25 -

Unit 9
governmental organizations
planning
organizing
staffing
directing
coordinating
reporting
budgeting
Now read the text below and answer the questions:
Second generation: 1940s
1. The separation of politics and administration advocated by Wilson
continues to play a significant role in public administration today.
However, the dominance of this dichotomy was challenged by second
generation scholars, beginning in the 1940s. Luther Gulick's fact-value
dichotomy was a key contender for Wilson's allegedly impractical
politics-administration dichotomy. In place of Wilson's first generation
split, Gulick advocated a "seamless web of discretion and interaction"
(Fry 1989, 80).
2. Gulick is considered a truly unique administrative scholar remembered for
his generation of a comprehensive, generic theory of organization. He
differentiated his theories from those of his predecessors by emphasizing
the scientific method, efficiency, professionalism, structural reform, and
executive control. Gulick summarized the duties of administrators with an
acronym: POSDCORB, which stands for planning, organizing, staffing,
- 26 -

Unit 9
directing, coordinating, reporting, and budgeting. Finally, Fayol offered a

systematic, 14-point, treatment of private management. Second generation
theorists drew upon private management practices for administrative
sciences. A single, generic management theory removing the borders
between the private and the public sector, was thought to be possible. With
the general theory, the administrative theory could be focused on
governmental organizations.
Third generation: Post-World War II - 1970s
3. The mid-1940s theorists challenged Wilson and Gulick. The politicsadministration dichotomy remained the center of criticism in the third
generation. In addition to this area of criticism, government itself was
criticized for being ineffective, inefficient, and largely a wasted effort.
The sometimes deceptive, and expensive American intervention in
Vietnam along with domestic scandals including Watergate are two
examples of self-destructive government behavior during the third
generation. There was a call by citizens for efficient administration to
replace ineffective, wasteful bureaucracy. Public administration would
have to distance itself from politics to answer this call and remain
effective.
Questions:
Find the answers to the following questions from the text
1. Who is a representative of the second generation of scholars of public
administration?
................................................................................................................................
................................................................................................................................
2. According to the text, for what was he remembered?
................................................................................................................................
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Unit 9
................................................................................................................................
3. What did he emphasize in his theories of organisation?
................................................................................................................................
................................................................................................................................
................................................................................................................................
4. What does Gulicks POSDCORB stand for? Which elements remain relevant
today in public administration?
................................................................................................................................
................................................................................................................................
................................................................................................................................
5. What did second generation theorists base on to develop administrative
sciences?
................................................................................................................................
................................................................................................................................
................................................................................................................................
6. How was government considered by the generation of scholars of public
administration? What were the examples?
................................................................................................................................
................................................................................................................................
................................................................................................................................
7. What was the suggested solution to the problem of the government?
................................................................................................................................
................................................................................................................................
................................................................................................................................
Exercise 2.Translation
a. Translate the following sentences into Vietnamese
Generations of Public Administration in Brief (4)
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Unit 9
1. New Public Management began in Great Britain and New Zealand in the
1980s and expanded to other countries, including the United States in 1993.
The new model supported the use of private sector innovation, resources, and
organizational ideas to improve the public sector.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. Some critics argue that the New Public Management concept of Americans
as "customers" rather than "citizens" is an unacceptable abuse. That is,
customers are a means to an end, profit, rather than part of the policy making
process.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
3. Citizens are in fact the owners of government, opposed to merely the

customers of a business. In New Public Management, people are viewed as
- 29 -

Unit 9
economic units not democratic participants. Nevertheless, the model is still

widely accepted at all levels of government.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
4. In the late 1990s, Janet and Robert Denhardt proposed a new public service
model. This model's main contribution is a focus on people as "citizens"
rather than "customers". Accordingly, the citizen is expected to participate in
government and take an active role throughout the policy process.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
5. One example of this is openforum.com.au, an Australian non-for-profit
eDemocracy project which invites politicians, senior public servants,
academics, business people and other key stakeholders to engage in highlevel policy debate.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
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Unit 9
Translate the following sentences into English

1. Ngi ta cho rng m hnh tip theo sau qun l cng mi l qun tr nh
nc trong k nguyn k thut s (digital era governance). M hnh tng lai
ny tp trung vo nhng ch : sp xp li cc trch nhim ca chnh ph,
thc hin cc nhim v mt cch nhanh chng, v k thut s ha
(digitalization) (khai thc cc kh nng chuyn i ca cng ngh thng tin
hin i).
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. Kh tng tng c vic hot ng ca chnh ph ngy cng tr nn nng
sut hn lm c nhiu vic hn vi ngun lc t hn - nu khng p
dng cng ngh thng tin v khng c vic cn nhc li v quy trnh i km
vi cng ngh .
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
3. Tng t nh vy, cc cng chc trong thp k ti s cn phi hon ton lm
ch c cc cng ngh mi nu h mun c s dng mt cch hiu qu.
................................................................................................................................
................................................................................................................................
................................................................................................................................
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Unit 10
UNIT 10
NEW PUBLIC MANAGEMENT
- 32 -

Unit 10
A. TEXTS AND PRACTICE

a. Answer the following questions
1. Have you ever come across the term public management? What does it
mean to you?
2. What do you understand by new public management?
b. Before you read, make sure you know the meaning of the following words
and expressions by matching
1. Administrative orthodoxy
2. Convergence
3. The municipal governments
4. Paradigm
5. Performance - oriented
6. Characteristic
7. Economic recession
a. come together from different directions

b. relating to currently accepted majority standards
c. model of something
d. typical of a particular thing
e. the effective action or process of performing a task or function.
f. economic decline
g. relating to the internal affairs of a state
- 33 -

Unit 10
Activity 2.
Text 1: New Public Management
Now read the following text and see whether your understanding of New Public
Management is the same as the authors
1. New Public Management (NPM) is seen as a global reform movement that
has evolved into a new international administrative orthodoxy and spreading fast
around the world and generating convergence between civil service systems.
Under Prime Minister Margaret Thatcher, the United Kingdom and in the
municipal governments in United State (e.g., Sunnyvale, California) that had
suffered most heavily from economic recession and tax revolts were NPMs first
practitioners. Then New Zealand and Australia governments involved in the
movement and their successes spread NPM reform ideas around the world
especially in The Organization for Economic Cooperation and Development
(OECD) countries (Vu, 2008).
2. The OECD observed that a new paradigm for public management has
emerged, aimed at fostering a performance-oriented culture in a less centralized
public sector. The report noted that implementation of the new paradigm was
far from complete, and varied from country to country.
The major characteristics of NPM:
- providing high-quality services that citizens value;
- demanding, measuring, and rewarding improved organizational and individual
performance;
- advocating managerial autonomy, particularly by reducing central agency
controls;
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Unit 10
- recognizing the importance of providing the human and technological

resources managers need to meet their performance targets; and
- maintaining receptiveness to competition and open-mindedness about which
public purposes should be performed by public servants as opposed to the
private sector or non-governmental organizations (Borins 1995: 5-11).
3. Defined in this way, the NPM can be interpreted as an agreement between the
public and their elected representatives on the one hand and the public service
on the other. The public and politicians want high-quality public services and
better performance by public sector organizations, what was called government
that works better and costs less (Gore, 1993). To get it, they are willing to give
public servants more managerial autonomy, as well as the human and
technological resources (i.e., training and information technology) to meet their
goals. In addition, the public and politicians are willing to reward strong
performance, for example through performance pay. The last component of the
NPM paradigm is a way of enforcing this agreement. If public servants do not
improve performance, politicians and the public are willing to introduce
- 35 -

Unit 10
competition within the public sector, or move activities to the private sector or
NGOs.
4. This new agreement marks a significant shift from traditional practice. Under
the old model, public servants were expected to give politicians unbiased policy
advice and to implement the decisions taken by them. In return, they could
expect to work in anonymity, with security of tenure. While security of tenure
explicitly referred to changes of government, it was implicitly taken to mean
lifetime employment. In marked contrast, the new agreement is silent about
lifetime employment. Indeed, the combined impact of budget cuts needed to
restore fiscal balance and the growing application of information technology
(IT) is expected to reduce the size of the public service until a new, lower
equilibrium is reached.
Activity 3. Word study
a. State the meaning of the following expressions in your own words
1.
2.
3.
4.
5.
6.
7.
8.
High-quality services that citizens value

Managerial autonomy
The capacity to organize and utilize resources
Reducing central agency controls
Government that works better and costs less
Performance pay
Lifetime employment
Fiscal balance
........................................
.........................................
.........................................
.........................................
.........................................
.........................................
.........................................
b. Write down the appropriate verb to the corresponding nouns given below:
Example: management ( n) - to manage
Interpreter
performance
enforcement
development
- 36 -
.........................................
.........................................
.........................................
..........................................

Unit 10
agreement
competition
improvement
combination
.........................................
.........................................
.........................................
..........................................
Activity 4. Say whether the following statements are true (T) or false (F)
........... 1. NPM restricts the managerial autonomy to a great extent.
...........2. The new agreement policy supports life time employment.
...........3. The New Public Management policy encourages competition among
the public sector companies.
...........4. The size of public service will increase dramatically under NPM.
...........5. The only country, which practiced the NPM for the first time was UK.
...........6. The implementation of NPM was completed.
Activity 5.
Read the above passage carefully and answer the following
questions
1. Do you think that the size of public service will reduce under NPM?
Substantiate your answer.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. Why did California choose to practice NPM?
................................................................................................................................
................................................................................................................................
- 37 -

Unit 10
................................................................................................................................
................................................................................................................................
................................................................................................................................
3. How is the NPM different from the old model?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
4. Would you consider the NPM better than the old model? State the reasons for
your answer.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
4. What are the salient features of NPM?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
Activity 6. Fill in the gaps
According to the trend reports of the OECD, most Western public .....(1)...........
are
adopting
more
managerial
and
business-like
approach
of.......(2)................. The Western world apparently converges upon a common
- 38 -

Unit 10
.......(3)................ of new public .......(4)................, that is, the .......(5)................

of techniques of business management, a greater service and client orientation,
the introduction of market mechanisms and competition.......(6)................ Public
services. Indeed, there is no .......(7)................that the severe fiscal crisis
necessarily leaves no other option to the public sector, than to .......(8)................
costs, increase effectiveness and efficiency, deliver more value for money,
hence to .......(9)................ more business-like. According to this financialeconomic line of argument, this common convergent trend of new
..(10) management is quite understandable.
Activity 7. Group discussion arguments for and against
The class is divided into two groups. One group develops arguments for the text
analysis. The other group makes arguments against it. Then two representatives
of the groups present their findings and arguments.
Activity 8. Text 2
Skim through the following text. Choose an appropriate topic for the following
passage
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
Based on the developments taking place in the developed countries for the last
two decades, it can be said that the NPM has come to remain a solution for
dealing with problems of public sector. Despite many arguments around NPM
implementation and its impact on the quality of public service, the reforms had
- 39 -

Unit 10
greatly improved the efficiency and quality of public services. In these

countries since they implemented NPM, the following discussion has
concentrated on the four main approaches of the NPM:
1. Privatization implies transferring the ownership from state enterprises to
private enterprises. In UK during the period 1979 1997, many publicly
owned industries like manufacturing, major utilities such as: oil,
telecommunications, gas, water, electricity, coal and the service sector
like road haulage, buses, railways, airport, and steel were sold out. A
similar process took place during 1981-1994 in New Zealand and the
number of public sector employees was reduced by 26.4 percent.
2. Contracting and Market Testing focuses on procedures for assessing
costs and effectiveness of public organization in some areas. According to
market rules, private companies would take over some task if they come
up with better bids than the public organizations which are responsible for
providing services. In the UK, a number of services such as waste
collection, street and school cleaning, personnel services, leisure
management and housing management were contracted out. Contracting
arrangements became a frequently used method of service delivery in
New Zealand as well. The main component of the reforms had been
designed to base on contract-like relationships between government and
providers. This new contractualism based on not only a robust market
sector but also strong mechanisms for enforcing contracts.
3. Restructuring of the Civil Service introduces more autonomous
operational units or executive agencies, into the public service structure.
In the UK, executives agencies have been taking responsibility for
implementing public policy in special areas. Chief executives are
responsible for managing these agencies. In New Zealand Parliament
controls the public financial system and law making process. Cabinet
makes Governments policy decisions and ministers and their departments
implement those decisions. The government decides the outcomes it
- 40 -

Unit 10
wants to achieve. Ministers seek to purchase outputs that will meet the
desired outcomes. Departmental chief executives and all suppliers allocate
inputs to the production of those outputs.
4. Performance Management Systems gives more generic efforts to
measure and monitor the performance of public organizations.
Performance measurement needs to have detailed sets of performance
indicators which are based on policy targets. The idea is to reward those
who perform well and punish those who perform poorly in order to
improve public service servants performance.
Application of information technology (IT) in Public Management
In general, we would say in implementing NPM there is still room for

improvement, however the reforms have been brought some success in making
the government become a smaller, more decentralized less interventionist;
public sector with more efficiency and effectiveness. Public services have
- 41 -

Unit 10
become more accountable and responsible to citizens; increasing more options

between private and public providers of public services. Public sector
organizations work as entrepreneurs and they are more willing and able to work
with business; better economic performance (Vu, 2008)
Activity 10. Comprehension questions
1. What are the major advantages of NPM?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. Which approach of the NPM do you like most? State the reasons for your
answer.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
3. Is the NPM a perfect model for all the countries? Substantiate your answer.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
4. What sort of impact has NPM had on the developed countries?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
5. What is privatization? Do you support it?
................................................................................................................................
- 42 -

Unit 10
................................................................................................................................
................................................................................................................................
................................................................................................................................
Activity 11. Vocabulary work
a. Pair up words or phrases so that they make logical units
1. public
2. performance
3. road
4. take
5. desired
6. implement
7. personnel
8. policy
a. measurement
b. risk
c. services
d. decisions
e. targets
f. haulage
g. outcome
h. services
Activity 11: Multiple choices

Read the following sentences and then decide which of the four alternatives a, b,
c or d best fits them
1. Since 1981 the New Zealand government has initiated ....................... of the
country.
a.
b.
c.
d.
economic reforms
public administration reform
the overall renovation
legislative reforms
2. Ever since the NPM was introduced, the public services have been
.............................. .
- 43 -

Unit 10
a. performing poorly
b. accountable and responsible
c. inefficient private enterprises
d. more and more centralised
3. In Uk a number of services were contracted out because the private
companies came up ............................... than public organizations.
a. better ideas
b. more competitive bids
c. more suggestions
d. less efficient
Activity 12. Translation

Translate the following sentences into English
1. Trong nhiu ti liu ca cc nc, hnh chnh cng (public administration),
qun l cng (public management), qun tr nh nc (governance) c s ng
nht vi nhau v trong nhiu trng hp, c s dng thay th cho nhau.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. New Zealand c coi l mt v d in hnh trong vic a l thuyt Qun l
cng mi p dng vo thc tin thnh cng.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
- 44 -

Unit 10
................................................................................................................................
Translate the following sentences into Vietnamese
1. The most innovative facet of NPM is that it attempts to develop solutions to
management issues based on market theories rather than simple
administrative rules and regulations. The movement has become popular as
international pressures have increased for more efficient and effective
government
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
2. The main hypothesis in the NPM-reform wave is that more market
orientation in the public sector will lead to greater cost-efficiency for
governments, without having negative side effects on other objectives and
considerations.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
- 45 -

Unit 11
UNIT 11
LEADERSHIP AND MANAGEMENT
- 46 -

Unit 11
TEXTS AND PRACTICE

c. Answer the following questions
3. What do you understand by leadership?
4. What do you understand by management?
d. Before you read, make sure you know the meaning of the following words
and expressions
vice-versa
short-term perspective
centralized
imitate
decentralized
authority
decision-oriented
demonstrate
morale-centered
synonymous
- 47 -

Unit 11
Activity 2. Text 1
Leadership versus management
Over the years the terms management and leadership have been so closely
related that individuals in general think of them as synonymous. However, this
is not the case even considering that good managers have leadership skills and
vice-versa. With this concept in mind, leadership can be viewed as:
centralized or decentralized
broad or focused
decision-oriented or morale-centered
intrinsic or derived from some authority
Any of the bipolar labels traditionally ascribed to management style could also
apply to leadership style. They say: "Leadership occurs any time one attempts to
influence the behavior of an individual or group, regardless of the reason.
Management is a kind of leadership in which the achievement of organizational
goals is paramount". And according to Warren Bennis and Dan Goldsmith, A
good manager does things right. A leader does the right things."
However, a clear distinction between management and leadership may
nevertheless prove useful. This would allow for a reciprocal relationship
between leadership and management, implying that an effective manager should
possess leadership skills, and an effective leader should demonstrate
management skills. One clear distinction could provide the following definition:
Management involves power by position.
Leadership involves power by influence.
- 48 -

Unit 11
The distinctions between the two groups:

Managers administer; leaders innovate.
Managers ask how and when; leaders ask what and why.
Managers focus on systems; leaders focus on people.
Managers do things right; leaders do the right things.
Managers maintain; leaders develop.
Managers rely on control; leaders inspire trust.
Managers
have
short-term
perspective;
leaders
have
long-term
perspective.
Managers accept the status-quo; leaders challenge the status-quo.
Managers have an eye on the bottom line; leaders have an eye on the
horizon.
Managers imitate; leaders originate.
Managers emulate the classic good soldier; leaders are their own person.
- 49 -

Unit 11
Managers copy; leaders show originality.

1. What are the features of leadership that are not part of management?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
2. What do leadership and management have in common?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
3. What is meant by leadership?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
4. What does management mean to you?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
5. Explain the link between leadership and management.
...........................................................................................................................
...........................................................................................................................
- 50 -

Unit 11
...........................................................................................................................
Activity 4: Are the following statements True (T) or False (F)?

................ 1. The terms management and leadership are synonymous.
............... 2. Leadership relies on influence rather than power.
............... 3. The relationship between leadership and management is not mutual.
.............. 4. Managers lack originality.
.............. 5. Good managers may not have leadership skills
Leadership and Management
Activity 4: Vocabulary work

Pair off the words so that they make logical units
- 51 -

1. management
2. status
3. organisational
4. reciprocal
5. effective
6. leadership
7. bottom
8. possess
9. right
10. according
11. bipolar
Unit 11
a. goals
b. manager
c. line
d. skill
e. leadership
f. things
g. to
h. labels
i. relationship
j. style
k. quo
Activity 5. Group discussion arguments for and against
Leadership and Management

The class is divided into two groups. One group develops arguments for the text
analysis. The other group makes arguments against it. Then two representatives
of the groups present their findings and arguments.
- 52 -

Unit 11
Activity 6. Summary
Summarize the text in 7-8 sentences
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
Activity 7. Match the following words to their definitions:
1. imitate
a. important
2.bottom line
b. copy a persons speech or mannerisms
3.reciprocal
c. In spite of
4. rely on
d. balance sheet
5. paramount
e. difference
6. nevertheless
f. idea
7.distinction
g. depend on
8.concept
h. mutual
Activity 8. Reading
Now skim through the text and give the main content of it in 2-3 sentences
................................................................................................................................
................................................................................................................................
- 53 -

Unit 11
................................................................................................................................
................................................................................................................................
1. Paul Birch (1999) also sees a distinction between leadership and management.
He observed that, as a broad generalization, managers concerned themselves
with tasks while leaders concerned themselves with people. Birch does not
suggest that leaders do not focus on "the task." Indeed, the things that
characterize a great leader include the fact that they achieve. Effective leaders
create and sustain competitive advantage through the attainment of cost
leadership, revenue leadership, time leadership, and market value leadership.
Managers typically follow and realize a leader's vision. The difference lies in the
leader realizing that the achievement of the task comes about through the
goodwill and support of others (influence), while the manager may not.
2. This goodwill and support originates in the leader seeing people as people,
not as another resource for deployment in support of "the task". The manager
often has the role of organizing resources to get something done. People form
one of these resources, and many of the worst managers treat people as just
another interchangeable item. A leader has the role of causing others to follow a
path he/she has laid out or a vision he/she has articulated in order to achieve a
task. Often, people see the task as subordinate to the vision. For instance, an
organization might have the overall task of generating profit, but a good leader
may see profit as a by-product that flows from whatever aspect of their vision
differentiates their company from the competition.
3. Leadership does not only manifest itself as purely a business phenomenon.
Many people can think of an inspiring leader they have encountered who has
nothing whatever to do with business: a politician, an officer in the armed
forces, a Scout or Guide leader, a teacher, etc. Similarly, management does not
occur only as a purely business phenomenon. Again, we can think of examples
- 54 -

Unit 11
of people that we have met who fill the management niche in non-business
organizations. Non-business organizations should find it easier to articulate a
non-money-driven inspiring vision that will support true leadership. However,
often this does not occur.
4. Bruce Lynn postulates a differentiation between 'Leadership' and
Management based on perspectives to risk. Specifically, a Leader optimizes
upside opportunity; a Manager minimizes downside risk." He argues that
successful executives need to apply both disciplines in a balance appropriate to
the enterprise and its context. Leadership without Management yields steps
forward, but as many if not more steps backwards. Management without
Leadership avoids any step backwards, but doesnt move forward.
1. What is the crucial distinction between leadership and management?

................................................................................................................................
................................................................................................................................
................................................................................................................................
2. Why is it that leadership not merely a business phenomenon?
................................................................................................................................
................................................................................................................................
................................................................................................................................
3. What are the different roles does a leader have to perform?

................................................................................................................................
................................................................................................................................
................................................................................................................................
4. Why does a successful executive need both leadership and management?
- 55 -

Unit 11
................................................................................................................................
................................................................................................................................
................................................................................................................................
5. How does Bruce differentiate between leadership and management?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
Activity 10. What is the main idea?
Carefully read the text once more, and then summarize each paragraph in 1 or 2
sentences
Paragraph 1:
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
Paragraph 2:
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
Paragraph 3:
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
- 56 -

Unit 11
Activity 11. Translation
Translate the following sentences into Vietnamese
1. The concept of leadership is like a big "elephant" and each person standing
around the elephant has their own unique view and each person feels very
strongly about their own view.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. Many people believe that leadership is simply being the first, biggest or most
powerful. Leadership in organizations has a different and more meaningful
definition. Very simply put, a leader is interpreted as someone who sets
direction in an effort and influences people to follow that direction.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
- 57 -

Unit 12
UNIT 12
PUBLIC ADMINISTRATION REFORM

OVERVIEW
- 58 -

Unit 12
Activity 1. Warm-up Discussion

Make groups of five or six students each and discuss with your partners to
answer the following questions
- What is Public Administration Reform? Why do we need such a reform?
- How many kinds of Public Administration Reform do you know?
- How many countries in the world have been conducting Public

Administration Reforms?
Activity 2. Pre-reading of Text 1:
Make sure you know the meaning of the following words and phrases. Use your
dictionary or ask your friends or your teacher if necessary and then fill in the
gaps
boundaries
centralization of authority
parastatal sector
demands
inducement
malfunctioning
refashioning
spontaneous
1. To some extent, political policies can be considered as political

2. Vietnam shares .. with China, Laos and Cambodia.
3. Some authors use the term . to refer to the enterprise
sector.
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Unit 12
4. The redesigning of the organizations of the state can be seen as
5. An agency that does not function well in line with its duties may be said to be
.
6. . occurs when all the power is concentrated in someone or
at a certain level of government.
7. They have little .. to work harder.
8. A process is a natural, not a forced process.
Activity 3. Reading comprehension
Now skim through the following text and write down what you think is the topic
................................................................................................................................
................................................................................................................................
Over the past forty years widespread dissatisfaction with the performance of
public administrations, cutting across national, socio-economic, and ideological
boundaries, has made the need for administrative reform a universal theme.
Problems such as the excessive centralization of authority, the over-expenditure
of bureaucracy, the lack of adequate controls over bureaucratic power, including
the proper management and control of the parastatal sector, and the lack of
proper co-ordination between central and local government units were so serious
that they made administrative reform imperative. The reform agenda has varied
through the development decades but it has always been there in the reality.
There has been a "radical transformation in the ideas and approaches to
administrative reform and it is now regarded as a complex and diversified body
of doctrine of very great importance. The theory of administrative reform
represents the meeting point and culmination of all administrative theories
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Unit 12
expounded up to now" (Poudyal, 1989). In almost every country of the world, an

expanding capability for converting political demands into administrative action
is, after all, a fundamental state function. Although there have been a number of
attempts to define administrative reform, its notion usually includes planned or
at least deliberate change in administrative structures or processes to improve
administrative output or related characteristics.
Even though administrative reform, as a term, has been interpreted differently

by different authors, it has acquired widespread usage and recognition in matters
relating to government and public administration. If there was a generally
accepted definition of administrative reform, there would not have been so much
debate about the topic. Some decades ago, Caiden (1969) defined it as the
artificial inducement of administrative transformation, against resistance. He
distinguished administrative reform from administrative change that is a selfadjusting response to fluctuating conditions saying that the need for the former
arises from the latter because of the malfunctioning of the natural processes of
administrative change. In the same vein, Saxena (1980) quoted Dror who
defined administrative reform as a directed change of the main features of an
administrative system, and further clarified that change must either (a) be at
least of medium comprehensiveness plus high innovativeness; or (b) be of high
comprehensiveness plus at least medium innovativeness. The emphasis then is
on reforms to bring about necessary changes in public bureaucracies.
Administrative reform, in this context, means and includes those efforts which
call for or lead to major changes in the bureaucratic system of a country
intended to transform the existing and established practices, behaviours and
structures within it (Khan, 1980: 57).
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Unit 12
By definition, administrative reform is concerned with fundamental as opposed

to cosmetic change. It involves the deliberate refashioning of the organizations,
institutions, structures, procedures and rules and regulations of the state and its
bureaucracy. It is also concerned with significant changes in the attitudes and
behaviour of those involved in the administration of public affairs. As such,
administrative reform is far from being an automatic or spontaneous process. It
must be deliberately induced and, given the inherent human tendency to resist
change, those responsible for its implementation must be dedicated and
committed to its success. Furthermore, as Rweyemamu (1984) rightly wrote:
Public administration functions within a political environment. It is influenced
by, and influences, the political process of which it is part. Political environment
means the behavioural consequences of social, economic, political and cultural
forces in society. These forces interact with external forces to produce
conditions that determine the patterns of behaviour of the polity, including the
bureaucracy, so that it is important to place administrative reform in the
general context of interactions among different elements and relationships.
Activity 4: Comprehension questions
1. What made administrative reform imperative?

................................................................................................................................
................................................................................................................................
2. What does the notion of administrative reform usually include?
................................................................................................................................
................................................................................................................................
................................................................................................................................
3. What was the definition of administrative reform given by Caiden?
................................................................................................................................
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Unit 12
................................................................................................................................
................................................................................................................................
4. How did he distinguish between administrative reform and administrative
change?
................................................................................................................................
................................................................................................................................
................................................................................................................................
5. What might be the core of administrative reform efforts?
................................................................................................................................
................................................................................................................................
................................................................................................................................
6. In what way does administrative reform differ from cosmetic change?
................................................................................................................................
................................................................................................................................
................................................................................................................................
7. Why is it possible to say that administrative reform is far from being an
automatic or spontaneous process?
................................................................................................................................
................................................................................................................................
Activity 5: What is the main idea?
Carefully read the text once more, then summarize each paragraph in 1 or 2
sentences
Paragraph 1 (three minutes)
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
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Unit 12

................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
Pair off the words or phrases so that they make logical units
1. centralization
a. doctrine
2. be concerned
b. administrative output
3. responsible
c. of authority
4. a complex body of
d. change
5. to improve
e. with significant changes
6. to lead
f. to major changes
7. to resist
g. for implementation
Activity 7. Fill the gaps

Write into Column B the meaning of the English words in Column A. Then use
the words or phrases provided in Column A to fill in the gaps
B
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Unit 12
elements
organisational
public
private
environment
civil
focuses
solutions
share
management
role
legislative
A UNDP Note on Public Administration Reform (PAR)
Public Administration Reform can be very comprehensive and include process
changes in areas such as (1). structures, decentralisation,
personnel
management,
(2).
finance,
results-based
management, regulatory reforms etc. It can also refer to targeted reforms such as
the revision of the (3) . service statute.
This article (4). on the executive branch of government. It does
not include the administration of the other branches of government, including
the (5). and the judicial branches, which (6) .
some of the issues of the executive branch, but are nevertheless distinguished in
their particulars. It takes an approach that is informed by recent thinking in the
realm of public (7) ., which borrows from a number of other
areas of research as well as from the (8) . sector to find new
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Unit 12
(9)., places the public sector in its cultural and political

(10)., and sees the (11). of public manager as
an active and motivating agent.
Obviously, one article on PAR cannot tackle all these issues. Some of these very
complex (12) . of PAR (decentralisation, anti-corruption, Egovernance and access to information) will be treated in other articles.
Match the following English words/ phrases on the left with their Vietnamese
equivalents on the right
1. capacity development
a. nh cung cp dch v p ng nhanh

chng v c trch nhim
2. to embark on
b. cc k hoch chi tit
3. human resource management
c. h thng hoch nh chnh sch
4. knowledge management
d. b my chnh ph
5. blueprints
e. chnh ph in t
6. feedback
f. kin ng gp, kin phn hi
7. a responsive and accountable g. xy dng nng lc

service provider
8. machinery of government
h. bt tay vo (cng vic)
9. organisational effectiveness
i. qun l tri thc
10. policy-making system
j. h thng qun l thu chi khu vc

cng
11. e-government
k. qun l ngun nhn lc
12. public sector revenue and l. hiu qu t chc

expenditure management system
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Unit 12
Activity 9. Text 2
Read the following text and answer the questions
Principal Issues of Public Administration Reform
Capacity development in the public administration needs to be addressed at
three levels: the individual level, the institutional level, and the societal level. At
the individual level it involves establishing the conditions under which civil
servants are able to embark on a continuous process of learning and adapting to
change building on existing knowledge and skills and enhancing and using
them in new directions. This requires a new approach to human resource
management and also points to the importance of knowledge management, as
the new vehicle for increased learning. At the institutional level, a similar
approach needs to be applied. Rather than creating new institutions, often based
on foreign blueprints, support should focus on the modernisation of their
machinery, with a priority on systems and processes. Keys in this process are
capacity development for policy support, for organisational effectiveness and for
revenue and expenditure management. Finally capacity development at the
societal level is required to support the paradigm of a more interactive public
administration that equally learns from its actions and from the feedback it
receives from the population. For people to view the public administration as a
responsive and accountable service provider, whose performance needs to be
monitored, societal change is required.
Based on this, Public Administration Reform can be divided into four main
areas:
(i) Civil service reform, which is concerned with human resources in the
public sector such as capacity, wages and conditions.
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Unit 12
(ii) Increasing the efficiency and responsiveness of the policy-making

system.
(iii) Reforming the machinery of government, which is concerned with the
rules, institutions, and structure of the administration necessary to carry out
government policy, including new tools for public administration, notably
egovernance and e-government.
(iv) Reforming the public sector revenue and expenditure management
system.
Questions
1. At how many levels does capacity development need to be conducted? What
are they?
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. What should be done at individual level?
................................................................................................................................
................................................................................................................................
3. What should we focus on at the institutional level?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
4. What key capacities should be developed at the institutional level?
................................................................................................................................
................................................................................................................................
................................................................................................................................
5. Why do we need capacity development at the societal level? ...........................
................................................................................................................................
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Unit 12
................................................................................................................................
................................................................................................................................
6. According to the text, what are the four main areas of Public Administration
Reform ?
................................................................................................................................
................................................................................................................................
................................................................................................................................
7. Can you find some examples of human resource in the text?
................................................................................................................................
................................................................................................................................
................................................................................................................................
8. What exactly should be changed under a reform of the machinery of
government?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
HOMEWORK
Exercise 1.Complementary reading
Read the following text carefully and answer the questions at the end
Evolution of Public Administration Reform
Increasing concern for PAR in developing countries derives from three main
intellectual threads.
A. New public management - a number of Anglo-Saxon countries (the UK,
New Zealand, Australia, the United States and Canada) starting in the early
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Unit 12
1980s, began implementing wide ranging reform programmes that provided both
the model and the experience that could be applied in developing countries.
NPM seeks to roll back the role of the state by applying private sector
management principles to government organisations. The language of NPM, and
the principles of client focus, decentralization, the separation of policy making
from implementation, and the use of private partners for service delivery
continues to inform current thinking about PAR.
B. Structural adjustment reforms (SAPs) - in the mid 1980s, efforts at
reforming the public administration in developing countries, supported by the
International Financial Institutions, focussed on reducing overall costs of the
government, mainly through privatisation of state owned enterprises and
reduction of the wage bill to bring government spending down to sustainable
levels and free resources for other uses more beneficial to the overall economy.
However, most of the public sector reforms supported through the SAPs have
met with considerable resistance (not least because in many countries the public
sector is the principal source of formal employment), and their implementation
has rarely been successful.
C. Transition from central planning to market economy - The fall of the
Soviet Union has persuaded governments of some countries to transform their
economies to adhere more to market principles often linked to political reforms.
In the 1990s, a large number of economies, especially in Central and Eastern
Europe (but also in countries in South-East Asia) began this transition. This
implied the reorientation of the system of public administration.
Questions
1. Where and when did New Public Management start?
................................................................................................................................
................................................................................................................................
................................................................................................................................
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Unit 12
2. What is NPM aimed at?

................................................................................................................................
................................................................................................................................
................................................................................................................................
3. What activities are mentioned in the text as part of NPM?
................................................................................................................................
................................................................................................................................
................................................................................................................................
4. What kind of countries conducted structural adjustment reforms?
................................................................................................................................
................................................................................................................................
................................................................................................................................
5. What is the purpose of such reforms?
................................................................................................................................
................................................................................................................................
................................................................................................................................
6. In what ways were structural adjustment reforms mainly carried out?
................................................................................................................................
................................................................................................................................
................................................................................................................................
7. How was the common result of such reforms?
................................................................................................................................
................................................................................................................................
................................................................................................................................
8. When did many coutries started transition from central planning to market
economy?
................................................................................................................................
................................................................................................................................
................................................................................................................................
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Unit 12
9. How did it affect public administration?

................................................................................................................................
................................................................................................................................
................................................................................................................................
2. Translation
2.1 Translate the following sentences into Vietnamese
1. As the worlds governments embark on the second decade of government
reform and modernization, it is clear that much has been accomplished and yet
much remains to be done.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. The elements of government reform that are common to all countries cannot
be pursued in isolation from each other for they are all interrelated. For instance,
creating a government that costs less, requires introducing the notion of
productivity into the government and deciding which government pursuits are
most important in achieving the objectives of the country.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
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Unit 12
3. As the tasks of government get more and more complex, government

employees will need better education and training in order to govern effectively
and they will need to reflect the composition of the peoples they govern.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
4. Productive government and a qualified workforce are integral parts of quality
government as is the need to seek out and listen to the needs of the citizens.
But to maintain quality government, leaders must have the courage to
measure performance and publish their results.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
5. They also must create a culture of innovation within their public sector and
be willing to partner with other, non-governmental organizations in the
pursuit of their goals.
................................................................................................................................
................................................................................................................................
................................................................................................................................
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Unit 12
................................................................................................................................
2.2 Translate the following sentences into English
1. Cng ngh thng tin c vai tr quan trng trong tt c cc lnh vc khc ca
lch trnh ci cch chnh ph. Cng ngh mi l mt cng c cn thit trong vic
hnh thnh cc quy nh ph hp v trong vic to ra s minh bch c vai tr
trung tm trong cuc chin chng tham nhng.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. Tt c cc chnh ph u i mt vi thch thc v quy nh ph hp l
cc quy nh p ng c cc mc tiu ca nh nc m khng phc tp n
mc to ra thm gnh nng ti chnh cho cc doanh nghip hoc dn n tham
nhng.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
3. V cui cng, trung thc v minh bch c mi lin h vi tt c cc ci cch
khc. Cc cng chc cn c tr mt mc lng ph hp gim tham mun
tham nhng trong cng vic.
................................................................................................................................
................................................................................................................................
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Unit 13
UNIT 13
PUBLIC ADMINISTRATION REFORM

INTERNATIONAL AND VIETNAM
PRACTICE
- 75 -

Unit 13
Activity 1. Vocabulary revision

You have learned a lot of terms about public administration reform in Unit 12.
This activity will help you to remember many of them. The first words or phrases
are given as examples
PEOPLE
civil servant
THINGS
revenue
IDEAS
reform
PLACES
New Zealand
ACTIONS
to develop capacity
a. Try to think of about three words or phrases to write in each of the boxes.
There is not always one correct position for a particular word!
b. Scan the texts and activities in the unit to find at least three more terms for
each of your boxes. Check that you can remember what all the terms mean!
c. Compare your completed boxes with someone elses.
Activity 2. Group discussion
Form groups of five or six students each. Discuss in 5 minutes the following
topics
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Unit 13
- How long has the world been working on government reform and
modernisation?
- What are the fruits of public administration reform in some of the

countries you know? What are the obstacles?
- What are the achievements and shortcomings of PAR in Vietnam?

TEXTS AND PRACTICE
Work in pair to discuss the meaning of the English words in 3 minutes. Check if
your friend has the same understanding as yours. Consult a dictionary or your
teacher for the correct meaning of the words and write them in Column B
A
state
access
partnerships
impartial
forces
resources
development
quality
act
management
service
sector
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Unit 13
Activity 4. Gap-filling
Fill in the gaps with words provided in column A in Activity 3
Recent trends in Public Administration Reform (1)
Recent surveys find that citizens want (1). institutions that are
democratic, efficient in the use of public (2). , effective in delivering
public goods, but also strong and capable of standing up to powerful global
(3). . People want the state and its public administration to
(4). as a social and economic promoter, capable of ensuring equitable
distribution of opportunities, sustainable (5).
of resources and
equitable (6). to opportunities (political, economic, social and

cultural). An established public administration has been, arguably, far more vital
to economic (7). in history than either free elections or parliaments.
But, most important of all, an established (8). civil service is vital to
democracy because it makes it possible to have a peaceful and orderly political
succession.
In recent years public (9). management is increasingly seen as more
than just modernising state institutions and reducing civil (10). costs.
It is also about fostering dynamic (11). with the civil society and the
private sector, to improve the (12). of service delivery, enhance social
responsibilities and ensure the broad participation of citizens in decision-making
and feedback on public service performance.
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Unit 13

Match the English words or phrases in Column A with their Vietnamese
equivalents in Column B
1. good governance
a. pht trin con ngi bn vng
2. modernizing state institutions
b. chng tham nhng
3.
efficiency
of
the
public c. lp k hoch v ngn sch cp a
administration
phng
4. transparency
d. cc c ch chuyn giao ti chnh
5. sustainability of the achievements
e. tnh bn vng ca cc thnh qu
6. accountability
f. qun tr nh nc tt
7. sustainable human development
g. hiu qu ca nn hnh chnh
8. anticorruption
h. cng dn
9. participation
i. phn cp
10. non-discrimination
j. bn lin quan
11. decentralisation
k. tnh minh bch
12. globalisation
l. khng phn bit i x
13. stakeholder
m. ton cu ha
14. citizens
o. hin i ha cc th ch nh nc
15. fiscal transfer mechanisms
p. (huy ng) s tham gia (ca

ngi dn)
16.
local
level
planning
and q. gii trnh trch nhim
budgeting
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Unit 13
Activity 6. Choose headings

There are three main sections in the following text. Skim through Text 1 and
choose the most suitable heading from below for each section. Two headings
will not be used
A. Decentralization
B. The rights-based approach to development
C. Good governance and Gender equity
D. Globalisation
E. Public Administration Reform and the Millenium Development Goals
(MDGs)
F. Financial reforms
Activity 7. Text 1
Read the text and anwer the questions below
Recent trends in Public Administration Reform (2)
2.1 ..........................................................................................................................
The Millennium Declaration recognises good governance, of which public
administration is a central part, as the means for achieving the goals of the
Declaration. Support to modernizing state institutions is linked to achieving the
MDGs in several ways. First, more resources in poor countries are freed to be
used in pursuit of MDG goals if the efficiency of the public administration is
increased. Second, by increasing transparency and eradicating corruption, fewer
scarce resources in poor countries will be misdirected away from achieving
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Unit 13
MDGs. Third, a public administration that responds to the needs of citizens,

especially women and marginalized people, is critical to ensuring the
sustainability of the achievements within the framework of the MDGs. Finally,
increasing the accountability of state institutions is an essential feature of
governments strategies to close the democratic deficit, which is key to
achieving the MDGs within the context of the broader Millennium Declaration.
2.2 ..........................................................................................................................
More recently, as the concept of governance has evolved, and as the exercise of
democratic freedoms has become associated with sustainable human
development, so the role of state institutions in providing services and protecting
rights and freedoms has become more prominent in development thinking. The
added emphasis during the last decade on anticorruption and transparency draws
from this thread.
UNDPs focus on public administration is not only informed by, but also derives
from its commitment to a rights based approach to development. First, a main
concept of the Millennium Declaration is the right to development, for which
good governance is an essential guarantee. Second, key components of a human
rights based approach can only be achieved with the aid of an effective public
administration. These are:
Participation and transparency in decision-making -- participation
throughout the development process is a right, and obliges the state and
other actors to create an enabling environment for the participation of all
stakeholders.
Non-discrimination equity and equality cut across all rights and are the
key ingredients for development and poverty reduction.
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Unit 13
Empowerment people should be enabled to exercise their human rights

through the use of tools such as legal and political action.
Accountability of actors -- public and private institutions and actors
should be accountable to the public, especially to poor people, to promote,
protect and fulfil human rights and to be held responsible if these are not
enforced.
Finally, since the rights-based approach seeks to develop not only the capacities
of rights holders to claim and exercise their rights, but also of duty bearers to
fulfil human rights obligations, it increases the pressure on the public
administration to put the poor and marginalized groups at the core of policy and
of development strategies.
2.3 ..........................................................................................................................
The pressures of globalisation have focused more attention onto the public
sector. While globalisation could serve to integrate people, it has demonstrated a
capacity to isolate many. To combat this requires governance approaches that
embrace transparency, accountability and stakeholder participation in policy
debates, as well as a government that uses its resources efficiently to allow its
citizens to compete in a global market, and to reduce the gap between the
poorest and richest inhabitants of the world. Globalisation also enhances the
pressures for strong national governments, competent to integrate and negotiate
in a global environment, and capable to stand up to global forces that neglect the
particular claims and challenges of developing countries.
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Unit 13
2.4 ..........................................................................................................................
In many countries, decentralisation provides the context in which PAR
Interventions are taken up. A major drawback with many decentralisation
initiatives is the lack of administrative capacity of the public administration at
the local levels and the absence of accountability lines of this administration to
the local people. For decentralized government to succeed there needs to be a
centre to enable it; thus attention must focus on, for example, fiscal transfer
mechanisms; mechanisms for ensuring local level planning and budgeting is
informed by and integrated in national planning and budgeting; systems for
monitoring and oversight linked to the budget; and appropriate human resource
rgimes.
Comprehension questions
1. According to the text, how many trends have been seen recently in public
administration reforms in the world?
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. Why does the author of the text believe that support to modernizing state
institutions is linked to achieving the MDGs?
................................................................................................................................
................................................................................................................................
................................................................................................................................
3. What is the purpose of increasing transparency and eradicating corruption?
................................................................................................................................
................................................................................................................................
................................................................................................................................
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Unit 13
4. According to the text, what can mainly guarantee the right to development?
................................................................................................................................
................................................................................................................................
................................................................................................................................
5. What can help to achieve the key components of a human rights based
approach?
................................................................................................................................
................................................................................................................................
................................................................................................................................
6. How many key components of a human rights based approach are there?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
7. Who are the duty bearers mentioned in the text?
................................................................................................................................
................................................................................................................................
................................................................................................................................
8. What threats are posed to individuals and developing nations under
globalisation?
................................................................................................................................
................................................................................................................................
................................................................................................................................
9. How could the governments solve those threats?
................................................................................................................................
................................................................................................................................
................................................................................................................................
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Unit 13
10. Can you name two shortcomings commonly found in many decentralisation
initiatives?
................................................................................................................................
................................................................................................................................
................................................................................................................................
11. What can guarantee the success of decentralisation?
................................................................................................................................
................................................................................................................................
................................................................................................................................
12. What examples did the author give as means to realize decentralisation?
................................................................................................................................
................................................................................................................................
................................................................................................................................
a. Discuss the following questions in groups, then choose a representative of
each group to present the results before the whole class
1. When did the public administration reform programme in Vietnam begin?
2. What are the main elements of the reform programme?
b. Match the words or phrases on the right with their Vietnamese equivalent
meanings on the left
a. mc sng
1. overall renovation
2. economic accumulation
b. xy dng v hon thin
3. be deeply imbued with
c. dn ch x hi ch ngha
4. living standards
d. s pht trin lnh mnh
5. viewpoints
e. tch ly kinh t
6. healthy development
f. i mi ton din
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Unit 13
7. the socialist democracy
g. quan im
8. to build and perfect
h. mang m
c. Read the words or phrases above out loud

Activity 9: Reading comprehension
Now read the following text carefully
Public Administration Reform in Vietnam
1. Since 1986 the Communist Party and the Government of Vietnam have
initiated the overall renovation of the country (doi moi) with the focus on
economic reforms. Initial results in economic development have been
achieved and these have helped to improve living standards of the people.
However, the country is still faced with a number of weaknesses such as a
low level of internal economic accumulation, an insufficiency of experience
in management of the transition to a market economy, an inappropriate
machinery for a market economy, and an inadequate capacity of the
personnel in relation to the change of the society. The success of the
economic reforms has revealed the weaknesses of the state administration
and created an urgent requirement to launch a public administration reform
programme (PAR) and link it with economic reforms, considering PAR as
the focus of the process to build and perfect the State of the SRV. The
programme was officially announced in early 1995. It is recognised that if
the administrative system is not reformed, high growth rate of economic
development will not be achieved.
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Unit 13
2. The objective of PAR in Vietnam is to build a streamlined, capable public

administration that uses properly the authority and is gradually modernized
to manage effectively and efficiently the operation of the State, promoting the
healthy development of the society, in the right direction and serving the life
of the people, building the lifestyle and working style in accordance with
laws in the society1.
3. The PAR in Vietnam includes three major components as follows:
(i)
The reform of administrative institutions focuses on the development

and perfection of the socialist democracy, ensuring human rights and the
rights of the people, serving properly the needs of the material as well as
spiritual life of the public. The citizens are seen as the central focus of
the public administration in a civil society. The reform also aims at
promoting and serving economic and financial reforms.
(ii)
The reform of state administrative machinery concentrates on building a

strong machinery to carry out the executive function, in its relationships
of co-ordination and distribution with the legislature and judiciary;
strengthening and unifying the central elements of government; and
promoting the initiative and creativity of local authorities, combining
sectoral and area management in an effective manner.
(iii)
The reform of the civil service aims at building a contingent of cadres

and civil servants which are properly qualified for their tasks,
considering this as the first priority in the PAR.
4. PAR is a complex and difficult task, since it touches upon the machinery,
people, viewpoints and working methods as well as the norms of civil
servants. PAR is not a single, isolated operation. It is a continuous task in
1
Resolution of the Eighth Plenum of the Central Committee of the CPV, January 1995.
- 87 -

Unit 13
accordance with the changing situation, making use of new opportunities,

and facing new challenges. It is possible that the main objectives may
remain unchanged while detailed contents and measures should be flexible
to respond to realities. The PAR in Vietnam is only at the beginning of a
long road. Much has to be done to achieve the goals of implementation of
socio-economic strategy in the country. Alongside the continuation of
economic and political renovation, PAR has an extremely important role in
enhancing the scientific level and the practical capacity required to build a
modern public administration in a democratic regime and a market economy;
a public administration that is deeply imbued with national traditions while
informed by best practices of advanced public administration in the region
and elsewhere in the world.
Activity 10: Multiple choice
Read the following sentences and then decide which of the four alternatives a, b,
c or d best fits them
1. Since 1986 the Communist Party and the Government of Vietnam have
initiated .. of the country.
a. economic reforms
b. public administration reform
c. the overall renovation
d. legislative reforms
2. Despite the initial achievements, the country is still faced with a number of
weaknesses, such as ..
a. a low level of economic accumulation
b. an inappropriate machinery for a market economy
- 88 -

Unit 13
c. an inadequate capacity of the personnel involved

d. all of the above
3. The public administration programme was officially announced in early 1995

by ..
a. the Government of Vietnam

b. the National Assembly
c. the Communist Party of Vietnam
d. the State
4. have been the major components of the public
administration reform programme in our country from 1995 to 2000.
a. The reform of the civil service

b. The reforms of administrative institutions and state administrative
machinery
c. The reforms of administrative procedures
d. b and a
5. The public administration reform in Vietnam is a comprehensive process

because it
a. is a continuous task in accordance with the changing situation

b. is an ad hoc solution to deal with administrative obstacles
c. touches upon the machinery, people, viewpoints and working methods as
well as norms of civil servants
d. is not a single, isolated operation
- 89 -

Unit 13
Activity 11: Prepositions

Without looking at the previous text, insert the appropriate prepositions into the
blanks
1. The overall renovation of Vietnam has been initiated . the
Communist Party and the Government . the focus on economic
reforms.
2. The success of the economic reforms has revealed the weaknesses
the state administration.
3. The reform of administrative institutions focuses the development
the socialist democracy.
4. It is required that sectoral and area management are combined an
effective manner.
5. Administrative reform is a difficult task because it touches . the
machinery, people, viewpoints and working methods.
6. Public administration reform has an important role . enhancing the
scientific level and practical capacity required to build a modern public
administration a democratic regime.
Activity 12: Rewriting

Now use your own words and expressions to rewrite the text into a paragraph of
6-8 sentences
- 90 -

Unit 13
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
A.
EXTENSION:
Activity 13. Complementary Reading

Some issues for further consideration
on Public Administration Reforms in Vietnam
It is possible to confirm that Vietnams PAR policy is acute. However, what has
been wrong with the PAR implementation that make its results limited in
reality? Followings are seven things needed for further consideration for more
effective and more significant PAR in the future.
- Sluggishness, conservativeness, and slackness of the public administration:
public administration often follows economic development which raises
challenges that require the public administration to change. But these changes
take time. Good leadership will be able to shorten such time. Administration
always accompanies with settlement of issues directly relating to individual
- 91 -

Unit 13
people and organizations. So, it is necessary to change ways of thinking and

working of civil servants towards dedicatedly serving individual and
organizations.
- PAR in Vietnam is carried out under controls of a single ruling Party: this is
seen as a characteristics of PAR in Vietnam, leading to both positive effects
(consistent political directions; concrete and unified policies and measures
regarding PAR; etc.) and negative effects (reliance of units and agencies in
administration system on the others while carrying out PAR).
- PAR with comprehensive content: characteristics of PAR in Vietnam lead to
two related requirements. First, there must be comprehensive and consistent
reform programs and plans that cover all aspects of the administration system.
Second, there must be at the same time practical and realistic objects and targets
of PAR.
- Breakthroughs of reforms: Administrative procedure reforms relate to reforms
of institutions, state apparatus and personnel. Thus, once administrative
procedure reforms are properly carried out, there will be breakthroughs created
to push reforms in other fields of the state administration.
- PAR in Vietnam make up a learning-from-real-work process: some issues can
be defined right from the beginning, but some others are rather vague, thus
related lessons and measures may be drawn and studied during experimental
process. The matter is to define contents of policies to build a unified and
consistent administration system.
- Personnel in the state administration apparatus: Human resource is a crucial
factor for the success of PAR. Therefore, it requires to improve national
- 92 -

Unit 13
education quality, to strengthen and tighten staff enrollment, to renew staff

training activities, particularly content and approach of specific training courses
and facilities, and to continue salary reforms with a view to ensuring that civil
servants can live on their official salary.
- Renewing working modality of state administration bodies: working modality
of state administration bodies should be changed towards granting power and
responsibility of dealing with related issues within their functions and tasks to
the heads of such bodies, heading for the enforcement of one-door policy.
However, this requires conscious and practical thinking and studies.
(Adapted from the source: Center for Information and Documentation - CIEM,
VNEP)
Activity 14. True or False
Read the text in Activity 13 again and decide if the following statements are
True (T) or False (F)
------------
Public administration tends to anticipate and change before

economic development
------------
That PAR in Vietnam is carried out under the leadership of

single-ruling Party result in both positive and negative effects.
------------
PAR in Vietnam needs only comprehensive and consistent

reform programs and plans that cover all aspects of the
administration system.
------------ Administrative procedure reforms push reforms in other fields.
- 93 -

------------
Unit 13
Learning-from-real-work during PAR in Vietnam means

related lessons and measures may be drawn and studied during
official process
------------
Natural resources form a crucial factor for the success of PAR
------------ Salary reforms conducted during PAR are aimed to ensure that
civil servants can live on their official salary
------------
Power and responsibility in state administration bodies should

be exercised collectively.
B.
HOMEWORK
Exercise 1: Complementary reading
Read the following text carefully and answer the questions at the end
Tendencies and Problems in Public Administration Reform
1. In industrialized countries, several Public Administration Reforms have been

completed, especially in the last two decades, and others are currently being
carried out. On the whole, the objectives usually pursued are to increase
efficiency, that is, to do more at less cost within the existing institutional
framework. Examples of this type include the civil service reform in the US
in 1976, New Zealand reform in 1984 and the decentralization policy in
France in 1982.
2. Generally speaking, these reforms have been undertaken within the existing
political framework of the countries concerned, aimed at improving the
- 94 -

Unit 13
performance of public sector agencies. They are not in that sense considered to
be as revolutionary as most of the reforms being currently proposed in
developing and transitional countries. The many different objectives and
methods, their incremental nature and their unfinished business, make these
reform experiences not directly applicable to countries in transition in their
initial stage, when a strategy of PAR has not been clearly defined.
3. With regard to PAR in developing countries, at the present time two main
tendencies seem to exist. The first is a comprehensive approach to reforms
and the second a partial/reductionist approach, sector by sector.
4. The Comprehensive Approach to PAR covers all aspects: institutional,

structural, personnel, procedural. This approach tends to be a more lasting
one, having been around for more than three decades, and is still popular
today, although it is now more sophisticated. In theory, this approach looks
rational and logical. In practice, however, there does not seem to exist any
clear case of success under this approach, mainly because it has never been
fully implemented.
5. This approach has failed for several reasons. The main one is that it does not
follow a clear and appropriate strategy of reform, with priority actions
defined through a process of national consensus. There is a tendency to list a
whole series of areas and activities in the public sector, all considered
priorities. The implementation of these reforms would require the
mobilization of too large a number of resources for either the countries
involved or the aid community to be able to afford them. More critical still is
the tendency to approach PAR as if public administration was an end in
itself, rather than a means of making life better for people.
- 95 -

Unit 13
6. The Stop-Gap Approach focuses on support of the development of

capabilities of some specific structures, either within an existing ministry or
created in parallel with the regular bureaucracy. Through measures such as
exceptional procedures of purchasing and recruitment, external technical
assistance, a special bonus to some individuals or groups, usually on an ad
hoc basis, this approach has succeeded in getting a number of economic
reforms and related tasks implemented.
7. Although this approach has the virtue of linking PAR with economic reform,
it has failed to sustain the investments made over time or to bring any lasting
improvement in PA capabilities, because it did not give enough attention to
the logic of the system.
8. Despite being quite different conceptions, these approaches share the same
weakness. They are based on a strategy of reform that does not meet the
criteria of rationality and feasibility.
Questions:
1. What are the main objectives of public administration reforms in
industrialized countries? Give a few examples to illustrate your answer.
................................................................................................................................
................................................................................................................................
................................................................................................................................
2. What is the distinction between the public administration reforms in
industrialized countries and in most developing and transitional countries?
................................................................................................................................
................................................................................................................................
................................................................................................................................
- 96 -

Unit 13
3. Can you clarify the comprehensive approach to public administration reform

in developing countries?
................................................................................................................................
................................................................................................................................
................................................................................................................................
4. Why has the approach failed?
................................................................................................................................
................................................................................................................................
................................................................................................................................
5. What is the nature of the stop-gap approach to public administration reform?
................................................................................................................................
................................................................................................................................
................................................................................................................................
6. Why has this approach also failed?
................................................................................................................................
................................................................................................................................
................................................................................................................................
7. Do you agree with the arguments of the author? If you have different views,
please state them.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
Exercise 2.Translation
a. Translate the following sentences into English
- 97 -

Unit 13
1. Since so many government reform efforts have come as the result of fiscal
crisis, the first focus of many reform movements is on cutting the cost of
government. Strong financial controls and an effective budget process are
essential for governments seeking to keep spending under control.
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
2. Singapore is an excellent example of innovations that are helping to
promote productivity and make government cost less. They have built their
attempts to manage costs around four concepts Limit Damage, Maximize
Discretion, Measure Costs and Pursue Excellence.
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
3. The elements of quality service delivery have their roots in the private
sector. The one-stop shop is one of the most popular and simple
innovations in the creation of quality government. They can be found all
over the world. Many countries have improved the quality of their
government services by looking to the ISO standards.
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
- 98 -

Unit 13
............................................................................................................................
............................................................................................................................
4. In the coming decade information technology IT will transform the
public sector as it has transformed the private sector. Many of the worlds
public sector innovations have, at their core, important IT components and
most governments now have some degree of web presence.
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
5. As governments have adopted IT to decrease costs and increase service to
the citizen they have followed in the pioneering footsteps of Singapore. In
1997 the government of Singapore established the eCitizen Portal as a single
gateway to government services and information which are familiar to the
citizen rather than organizing around departments which are familiar to the
bureaucrat.
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
- 99 -

Unit 13
b. Translate the following sentences into English

1. Cng ngh thng tin c th gip cc chnh ph cung cp dch v tt hn
cho cng dn ng thi ct gim chi ph giao dch. Cng ngh thng tin
cng c kh nng lm tng tnh minh bch ca chnh ph, mt yu t quan
trng trong cuc chin chng tham nhng. Ti nc M, tt c cc quy nh
ca chnh ph phi c ng ti ln mng ngi dn nhn xt.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
2. Bn cnh nhu cu cp thit v o c phi phng chng tham nhng,
trong nhng nm gn y cn xut hin thm mt nhu cu cp thit phi
phng chng tham nhng v l do kinh t. Ni mt cch n gin th cc
quc gia c mc tham nhng cao thng l nhng nc ngho v thng
khng thot khi ngho i.
..........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
3. Thy in lin tc l mt trong nhng nc t tham nhng nht trn th
gii. Thnh tch phn nhiu xut pht t truyn thng rt lu i v mnh
m ca nc ny v tnh minh bch ca nh nc.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
- 100 -

Unit 13
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
4. M-hi-c c mt bc tin quan trng theo hng tng cng s minh
bch khi nc ny thng qua o lut Lin bang v Minh bch v Quyn
tip cn vi cc thng tin ca chnh ph. o lut ny cho php bt c cng
dn no cng c quyn tip cn cc thng tin chung t bt c ngnh no
trong chnh ph.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
5. Nhng g chng ta ang thc hin khng l g khc ngoi s chuyn i
vn ha gip cc cng chc v cng dn nhn thc c cc mi quan h v
s mng ca h trong bi cnh chnh ph mi hot ng trong th k 21.
Con ng v thch thc vn cn pha trc chng ta.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
.....................................................................................................................................
- 101 -

REFERENCES
- 102 -
References

References
1. Azar, B.S. & Azar, D.A; Understanding and using English grammar,
Second edition. Prentice Hall Regents, 1990.
2. Anh Dao, V. (2009): New Public Management ideas and lessons learnt for
Vietnam Public Administration Reform, Foundation of Public Management,
Potsdam University, Germany.
3. Barker, D. & Padfield. C; Law; Butterworth-Heinemann Ltd, 1993

4. Borins, S. (2000): New Public Management, North American Style in
McLaughlin, Osborne, and Ferlie, eds The New Public Management: Current
Trends and Future Prospects. University of Toronto.
5. Bee, L.P; Communication in the Legal Environment; Temasek

Polytechnic, Singapore; 2008.
6. Brieger, N; Test your professional English-law; Pearson Education
Limited; 2002.
7. Brieger. N & Sweeney. S; The Language of Business English; Grammar
& Functions. Prentice Hall; 1994.
8. Brown, G.D & Rice S; Professional English in use; Cambridge University
Press; 2007.
9. Collin, P.H; Dictionary of law, Second edition; Peter Collin Publishing
Ltd.; England; 1994.
10. Denning, L; The Independence of the Judiciary; Haldsworth Club Lecture
reported in The Lawyer and Justice in Sweet and Maxwell (1978); 1950.
11. Eastwood, J; Oxford guide to English grammar; Oxford University Press;
1994.
12. Eastwood. J; Oxford Practice Grammar, 2nd edition; Oxford University
Press; 1999.
13. Garner, B.A; Blacks Law Dictionary; West Group. St. Paul, Minn; 2001.
14. Hogan, Seago and Bennett; A Level Law in Sweet and Maxwell; 1988.
15. Hornby, A.S.; Oxford Advanced Learners Dictionary of current English;
Cambridge University Press, China; 2000.
- 103 -

References
16. Jackson. A & A.; Intermediate Grammar Worksheets. Phoenix ELT;

1995.
17. Johnson & Pannet, SWOT; A Level law; Blackstone Press; 1988.
18. Kay, S. & Jones, V. & Hird, J. & Kerr, P; Inside out-Upper intermediate;
Macmillan; 2001.
19. King, K.B.; Taking sides A speaking Text for Advanced and
Intermediate students; The University of Michigan Press; 2000.
20. Krois-Linder, A.; International Legal English A course for classroom or
self-study use; Cambridge University Press; 2006.
21. Law school, Melbourne University; Families of law, Sources of ivil law
and common law; 1997.
22. Le Hong Hanh & Duong Thi Hien; Improving your understanding law in
English; Judicial Publishing House, Hanoi; 2004.
23. Le Huy Truong, Dang Dinh Thien & Tran Huy Phuong; A grammar of the
English Language; Education Publishing House, Vietnam; 1998.
24. Macquarie Library Pty Ltd.; The CCH Macquarie Dictionary of Law;
Revised Edition. CCH Australia Limited, Australia; 1996.
25. Nguyen Khac Hung and Stedman N.G.; English for Public
Administration; National Academy of Public Administration; 2001.
26. Office for National Statistics. Britain; The Official Yearbook of the United
Kingdom; 50th Anniversary Edition. National Statistics, London, the
Stationery Office; 1999.
27. Oscar van Heffen, Walter J.M. Kickert, Jacques J.A. Thomassen. (2000):
Governance in Modern Society: Effects, Change and Formation of
Government Institutions. Library of Public Policy and Public Administration,
Issue No. 4. Dordrecht, Netherlands.
27. Oshima, A. & Hogue, A.; Writing Academic English; Addison Wesley
Publishing Company; (_______).
- 104 -

References
28. Powell. R; Law Today; Longman Group PE Ltd.; 1993.

29. Quirk, R. & Greenbaum, S.; A University Grammar of English; Longman
Group Ltd.; England; 1987.
30. Redman, S & Shaw, E; English vocabulary in use Intermediate;
Cambridge University Press; 1999.
31. Rilley, A.; English for Law; Macmillan Publishers Limited; 1991.
32. Rousham, W.E. & Keith, R.; Legal studies dictionary for Australian
school; (________).
33. Russell, F. & Locke, C.; English Law and Language; Prentice Hall
International (UK) Ltd.; 1992.
34. Shearer, I.A.; Starkes International Law; 11th edition. Butterworth & Co
(Publishers) Ltd.. UK.; 1994.
35. Thomson, A.J. & Martinet, A.V; A practical English Grammar Exercises,
Fourth Edition; Oxford University Pressl; 1989.
36. Walker, Walker and Walker; The English legal System; Butterworth;
1985.
The Internet:
1. K.M. Tafzal Haque (2009): Principles of Management: Leadership. University of
Chittagong, at: http://www.scribd.com/doc/16224419/Principles-ofManagement-Leadership
2. http://en.wikisource.org/wiki/Civil_law/
3. http://en.wikisource.org/wiki/Common_law/
4.http://en.wikisource.org/wiki/Constitution_of_the_United_States_of_Amer
ica
5. http://en.wikisource.org/wiki/English_law
- 105 -

References
Names of Ministries
and ministerial level agencies of Vietnam
- 106 -

References
Ministries and ministerial level agencies of Vietnam

Ministry of National Defense
Ministry of Public Security
Ministry of Foreign Affairs
Ministry of Justice
Ministry of Finance
Ministry of Transport
Ministry of Construction
Ministry of Education and Training
Ministry of Agriculture and Rural Development
Ministry of Industry and Trade
Ministry of Planning and Investment
Ministry of Health
Ministry of Science and Technology
Ministry Natural Resources and Environment
Ministry of Information and Communications
Ministry of Home Affairs
Ministry of Labor, War Invalids and Social Affairs
Ministry of Culture, Sports and Tourism
Government Inspectorate
State Bank of Viet Nam
Committee on Ethnic Minority Affairs
Government Office
Governmental agencies
Ho Chi Minh National Academy of Politics and Public Administration
Viet Nam Social Security
Viet Nam News Agency
Voice of Viet Nam
Viet Nam Television Station
- 107 -

Viet Nam Academy of Science and Technology
Viet Nam Academy of Social Sciences
Ho Chi Minh Mausoleum Management
General Statistics Office

National Reserve Department
Government Committee on Borders
Government Committee on Religion
- 108 -
References
National Academy of Public Administration

NEW WORDS
FOR PUBLIC ADMINISTRATORS
- 109 -
New words


New words
New words
Meaning
Pronunciation
Academics (n)
[,k'demik]
Hc gi
Accomplish (v)
['kmpli]
Hon thnh (finish) to accomplish

one's task
hon thnh nhim v
Act (n)
[kt]
o lut (statute), hnh ng
Administrative
power
[d'ministrtiv] Quyn hnh chnh
Apparent (a)
['prnt]
R rng, hin nhin, minh bch
Approach (n)
['prout]
Cch tip cn
Argue (v)
Argument (n)
[':gju:]
Tranh lun
Cuc tranh lun
Authority (n)
[:'riti]
Chnh quyn, nh chc trch
Body (n)
['bdi]
C quan
Broad (a)
['br:d]
Rng ln (Vast)
Bureaucracy (n)
[bju'rkrsi]
B my quan liu
['pau]
[':gjumnt]
- 110 -

New words
By-law (n)
['bail:]
Lut l a ph-ng
Carry out (v)
['kri'aut]
Thc hin
Category (n)
['ktigri]
Phm tr, loi
Civil servant (n)
['sivl's:vnt]
Cng chc
Coincide (v)
[,kouin'said]
Trng hp ngu nhin
Competence (n)
['kmpitns]
Thm quyn
Component (n)
[km'pounnt]
Cu thnh, thnh phn
Comprise (of)v
[km'praiz]
Bao gm (include)
Consensus (n)
[kn'senss]
S thng nht, nht tr (agreement)
Concrete (a)
['kkri:t]
C th
Conduct (v)
['kndkt]
Tin hnh, iu hnh
Context (n)
['kntekst]
Bi cnh
Coordination (n)
Coordinate (v)
kou,:di'nein] S iu phi
iu phi
[kou':dineit]
Debate (v)
(n)
Tranh ci
Cuc tranh ci
[di'beit]
- 111 -

New words
Decade (*n)
['dekeid]
Thp k
Define (v)
Definition (n)
[di'fain]
nh ngha
Denote (v)
[di'nout]
Biu hin, biu th, hm
Deploy (v)
[di'pli]
Trin khai
Digestion (n)
[di'destn]
S thu hiu
Distinct (a)
[dis'tikt]
Distinction (n)
[dis'tikn]
Khu bit, khc bit

S khu bit, khc bin
Distinguish (v)
[dis'tigwi]
Phn bit
Draft (v)
[drft]
Phc tho, d tho
Encompass (v)
[in'kmps]
Cha ng
Entity (n)
['entiti]
Thc th
Execute (v)
Execution(n)
['eksikju:t]
Thc thi, thi hnh

S thc thi, s thi hnh
Executive (a)
Executive body (n)
[ig'zekjutiv]
Thuc v hnh php, chp hnh

C quan hnh php
For instance
['instns]
Ly v d
Formation (n)
[f:'mein]
S thnh lp, s hnh thnh
[,defi'nin]
[,eksi'kju:n]
- 112 -

New words
Ni chung
Generally speaking
Goal(n)
[goul]
Mc ch (purpose, aim)
Govern (v)
['gvn]
Cai tr
Guideline (n)
['gaidlain]
S h-ng dn, -ng li
Hint (n)
[hint]
S m ch, hm
Implication (n)
[,impli'kein]
S m ch, hm
Inherent (a)
[in'hirnt]
C hu
Institution (n)
[,insti'tju:n]
Th ch
Hc vin
Interest (n)
['intrst]
Li ch, S thch th, Li sut
Interpretation (n)
[in,t:pri'tein] Cch hiu
Juridical (a)
[du'ridikl]
Lateral (a)
['ltrl]
C tnh php l
bn
Machinery (n)
[m'i:nri]
B my
Notion (n)
['noun]
Khi nim
Objective (a)
[b'dektiv]
Khch quan
[,kj'pein]
Ngh nghip
Thuc ngh nghip
Occupation (n)
[,kju'peinl]
- 113 -

New words
Occupational (n)
Omit (v)
[o'mit]
B st
Pattern (n)
['pt()n]
Kiu, mu
Pointless (a)
['pintlis]
V cn c, khng c c s
Practitioner (n)
[prk'tin]
Ng-i thc hin, ng-i hnh ngh,
Pre-eminent (a)
[,pri:'eminnt]
u vit, hn hn
Principal (a)
['prinspl]
Chnh, ch yu (main, crucial)
Public (private)
sector(n)
['pblik]
Khu vc cng (t-)
/['praivit]
['sekt]
Regulate (v)
['regjuleit]
iu tit
Regulatory power
(n)
['regjultri]
Quyn lp qui
iu hnh mt cng ty
Run a company (v)

Scope (n)
[skoup]
Phm vi, qui m
Sense (n)
[sens]
ngha
Statuten (a)
['sttu:t]
Qui ch
Subtle (a)
['stl]
Tinh t, t nh
- 114 -

New words
m -ng, chu trch nhim
Take charge of (v)
Act (n)
[kt]
Hnh ng, o lut
Advanced (a)
[d'v:nst]
Tin tin, tin b
Agency (n)
['eidnsi]
C quan
Alliance (n)
['lains]
Lin minh
Arbitrary (a)
Arbitrariness (n)
[':bitrri]
Chuyn quyn, c on
S c on
Aspiration (n)
[,sp'rein]
Nguyn vng
Bureaucratism (n)
[bju'rkrtizm]
T quan liu
Cadre (n)
['k:d(r);
Cn b
[':bitrrinis]
'kdri]
danh t
Civic (a)
Civic right
['sivik]
Communist Party (n)
['kmjunist]
[rait]
Thuc cng dn
Quyn cng dn
ng Cng sn
['p:ti]
Comprehensive (a)
[,kmpri'hensiv]
- 115 -
Ton din

New words
Confidence (n)
['knfidns]
S tin t-ng
Constitute (v)
['knstitju:t]
To thnh, hnh thnh
Constitution (n)
Constitutional (a)
[,knsti'tju:n]
Hin php
Lp hin
Corruption (n)
[k'rpn]
S tham nhng
Council (n)
Peoples council (n)
['kaunsl]
Hi ng
Hi ng nhn dn
Criminal (a)
['kriminl]
K phm ti
C ti, phm ti
Defend (v)
Defense (n)
[di'fend]
Bo v (safeguard)
S bo v
Democracy (n)
Democratic(a)
[di'mkrsi]
Democratic centralism (n)
[,dem'krtik]
[,knsti'tju:nl]
[di'fens]
Dn ch
[,dem'krtik]
Tp trung dn ch
['sentrlizm]
Devoted(a)
[di'voutid]
Discrimination (n)
[dis,krimi'nein]
Ht lng, tm tm, tn
tnh, tn tu, st sng,
nhit tnh
Phn bit i x
Division (n)
[di'vin]
S chia r
Doctrine (n)
['dktrin]
Hc thuyt
Duty-bound
['dju:tibaund]
C trch nhim, buc phi
- 116 -

New words
Elector (n)
[i'lekt]
C tri
Electorate (n)
[i'lektrit]
Ton b c tri
Enable (v)
[i'neibl]
To iu kin
Equal (a)
Equality (n)
['i:kwl]
Bnh ng
S bnh ng
Exercise the
mastery (v)
[i:'kwliti]
right
to
['ekssaiz]
Thc hin quyn lm ch
['m:stri]
Faithful (a)
['feiful]
Trung thnh, chung thu
Framework (n)
['freimw:k]
Khun kh
Front (n)
Fatherland Front
[frnt]
Mt trn
Mt trn T quc
Fund (n)
To raise fund (v)
[fnd]
Qu
To qu, lp qu
Gradually (a)dv
['grduli]
Dn dn, tng b-c
Grassroot (n)
['gra:sru:ts]
C s
Guarantee (v)
[,grn'ti:]
m bo
House of Commons (n)
['hausv'kmnz] H vin Anh
House of Lords (n)
['hausv'l:dz]
['f:lnd]
- 117 -
Th-ng vin Anh

New words
Identity (n)
[ai'dentti]
Bn sc, c tr-ng
In accordance with
['k:dns]
Theo, th theo,
Integrity (n)
[in'tegriti]
S ton vn
Intelligentsia (n)
[in,teli'dentsi]
Gii tr thc
Legitimate (a)
[li'ditimit]
Hp php
Linguistic (a)
[li'gwistik]
Thuc ngn ng
Link(n)
[lik]
Mi lin h, lin kt
Mainland (n)
['mein'lnd]
t lin
Tn dng
Make use of (v)
Manifestation (n)
[,mnifes'tein]
S biu hin
Mastery (n)
['m:stri]
Quyn lm ch
Minority (n)
[mai'nriti]
Dn tc thiu s
Motherland (n)
['mlnd]
T quc
Mutual assistance (n)
['mju:tjul]
Gip ln nhau
['sistns]
National Assembly (n)
['nnl]
['sembli]
- 118 -
Quc hi (Vit Nam)

New words
Tn trng, quan st
Observe (v)
['bz:v]
Observance (n)
[b'zvns]
Peasantry (n)
['pezntri]
Giai cp nng dn
Prevail (v)
[pri'veil]
Chim -u th, thnh hnh
Principle(n)
['prinspl]
Nguyn tc, nguyn l
Property (n)
['prpti]
Ti sn, thuc tnh
Raise (v)
[reiz]
Gi, nui
Republic (n)
[ri'pblik]
N-c cng ho, nn cng

ho
Right (n)
[rait]
Quyn
Safeguard (v)
['seifg:d]
Bo v (defend)
Security (n)
[si'kjurti]
An ninh, an ton
Socialist (a)
['soulist]
X hi ch ngha
Solidarity (n)
[,sli'drti]
S on kt, tnh on kt
Sovereign (a)
['svrin]
C ch quyn
Strict (a)
[strikt]
Nghim, nghim tc
Strive (v)
[straiv]
N lc, phn u
- 119 -

New words
Suffrage (n)
['sfrid]
S b phiu, bu
Supervise (v)
['su:pvaiz]
Gim st, theo di
Synonymous (a)
[si'nnims]
ng ngha
Territory (n)
Territorial (a)
['tertri]
Lnh th
Thuc lnh th
[,ter't:ril]
B bi nhim
To be removed from
office
Toiling people (n)
['tili] ['pi:pl]
Ng-i lao ng, giai cp

cn lao
Trade Union (n)
['treid'ju:nin]
Cng on
Unceasing (a0
[,n'si:si]
Lin tc, khng ngng
Unity (n)
['ju:nti]
S thng nht
Vanguard (n)
['vng:d]
Ng-i tin phong
Vigorous (a)
['vigrs]
Mnh m
Will (n)
[wil]
ch

Legislate (v)
['ledisleit]
- 120 -
Lp php, lm lut

New words
Accountability (n)
[,kaunt'biliti]
Trch nhim
Adoption (n)
['dpn]
S chp thun, thng qua

(approval)
Amend (v)
['mend]
Sa i b sung
Assent (n)
['sent]
S chun y, ph chun
Assumption (n)
['smpn]
S tha nhn, s cho l ng
Authorize (v)
[':raiz]
U quyn
Bill (n)
[bil]
D lut
Cabinet (n)
['kbinit]
Ni cc
Chamber (n)
['teimb]
Phng
C hiu lc
Come into force

Constituency (n)
[kn'stitjunsi]
Khu vc bu c
Lp hin
Constitutional (a)
[,knsti'tju:nl]
Contravene
[,kntr'vi:n]
Mu thun vi
Convention
[kn'venn]
Qui -c
Court
[k:t]
To n
Decree
[di'kri:]
Ngh nh, sc lnh, chiu
- 121 -

New words
ch
Dissolve
[di'zlv]
Gii tn
Enact
[i'nkt]
Ban hnh
Entrust
[in'trst]
Giao ph
Exclusive
[iks'klu:siv]
c quyn, c chim
Genius
['di:nis]
Thin ti
Improper
[im'prp]
Bt hp l
Late
[leit]
Cu, nguyn
Legislation
[,ledis'lein]
S ban hnh lut php, s

lm lut
Legislative
['ledisltiv]
Thuc lp php
Legislature
['ledisleit]
C quan lp php
Majority
[m'driti]
a s
Monarch
['mnk]
Quc v-ng (King, Queen)
Monarchy
['mnki]
Nn qun ch
Motion
['moun]
Bn kin ngh, s ngh
Nationalities Council
[,n'nliti]
UB Dn tc
['kaunsl]
- 122 -

New words
Obligation
[,bli'gein]
Bn phn
Overturn
['ouvt:n]
Lt , hu b (ngha trong
bi)
Parliament
Permanent Committee
['p:lmnt]
['p:lmnt]
Quc hi (Anh)
UB th-ng v
[k'miti]
Possess (v)
[p'zes]
S hu
Precedent (n)
['presidnt]
Tin l
Preside over (v)
[pri'zaid]
Ch to
Resign (v)
[,ri:'zain]
T chc
Resolution (n)
[,rez'lu:n]
Ngh quyt
Restraint (n)
[ri'streint]
S hn ch, rng buc
Restrict
[ri'strikt]
Hn ch
So long as
Chng no m
Standing Committee
UB th-ng trc
['stndik'miti
]
Subject to
['sbdikt]
- 123 -
Ph thuc vo

New words
S hu b
Hu b
Abolition
Abolish
[,b'lin]
Accountable
Accountability
['kauntbl]
Agency
['eidnsi]
C quan
Apparatus
[,p'reits]
B my (machinery)
Area
['eri]
Lnh vc, vng
Assume
['sju:m]
Mang (tnh cht, trch nhim ...)
Bipartisan
[,baip:ti'zn]
Thuc hai ng, l-ng ng
Bureau
[bju'rou]
Cc, nha, v
Colleague
[k'li:g]
ng nghip
Commission
[k'min]
U ban
Commissioner
[k'min]
U vin hi ng
Commune
['kmju:n]
Confer
[kn'f:]
Phong, ban
['bli]
C trch nhim
[,kaunt'biliti]
- 124 -

New words
Consent
[kn'sent]
S nht tr (agreement,
consensus, unanimity)
Crown
[kraun]
N hong, vua
Deliberation
Deliberate
[di,lib'rein]
S suy ngh cn nhc k
Designate
['dezigneit]
Ch nh, b nhim
Diplomat
['diplmt]
Nh ngoi giao
Fragmented
['frgmntid]
Ri rc, tn mn, t on
Hierarchy
['hair:ki]
H thng th bc (trong chnh

quyn)
Hub
[hb]
Trung tm
Interior
[in'tiri]
Ni v
Jurisdiction
[,duris'dikn]
Phm vi quyn hn
Nucleus
['nju:klis]
Ht nhn
Royal Prerogative
['ril]
c quyn hong tc
[di'librit]
[pri'rgtiv]
Senate
['senit]
Th-ng vin (M)
Spokeman
['spouksmn]
Ng-i pht ngn
- 125 -

New words
Stabilization
[,steiblai'zein] S n nh
Stabilize
['steibilalz]
Lm n nh, bnh n
Submission
Submit
[sb'min]
S trnh
trnh
Tenure
['tenju]
[sb'mit]
Nhim k
mc no
To some extent
Township
['taunip]
Th trn
Treasury
['treri]
Kho bc, ngn kh, b Ti chnh
Unanimity
[,ju:'nimti]
S nht tr (agreement,
consensus, consent)
Ward
[w:d]
Ph-ng
Supremacy
[su:'premsi]
Quyn lc ti cao
Supreme
[su:'pri:m]
Ti cao
Unique
[ju:'ni:k]
c nht v nh, duy nht
Vote of no
confidence
[vout]
S b phiu bt tn nhim
Work out
['w:k'aut]
procedure
['knfidns]
[pr'si:d]
- 126 -
Vch ra
thu tuc (trong kinh doanh,

New words
(chinh tri)
, (phap ly)..)
scrutinize (v)
nhn chm ch, nhn k; xem xt

k lng.
['skru:tinaiz]
Allege(v)
['led]
Vin c
Appealn (v)
['pi:l]
S chng n, s khng co
Chng n, khng co
Appellate
jurisdiction (n)
Quyn chng n
['pelit][,duri
s'dik
Assessor (n)
['ses]
Hi thm
Assizes (n)
['saiziz]
To i hnh
Chancery (n)
['t:nsri]
To i php
Civil (a)
['sivl]
Dn s
Codify (v)
['kdifai]
H thng ho, son thnh lut
Common Sergeant
(n)
['s:dnt]
Nhn vin to n Lun n
- 127 -

Comprise (v)
New words
Bao gm
Confess (v)
[kn'fes]
Th nhn
Convict (v)
['knvikt]
Kt ti
County (n)
['kaunti]
Ht, tnh (n v hnh chnh ln

nht Anh)
Defendant (n)
[di'fendnt]
B co
Derive (from) (v)
[di'raiv]
Bt ngun t
Despot (n)
['despt]
K chuyn quyn, bo cha
Dignity (n)
['digniti]
Chn gi tr
Doctrine (n)
['dktrin]
Hc thuyt
Embrace (v)
[im'breis]
Bao gm
To be enacted
Enactment (n)
[i'nktmnt]
-c ban hnh (lut)

S ban hnh
Ethnic minority (n)
['enik]
Dn tc thiu s
[mai'nriti]
Evident (a)
['evidnt]
Hin nhin
Guarantee (v)
[,grn'ti:]
m bo
Guilty (a)
['gilti]
C ti
- 128 -

Hearing (n)
New words
Phin to
Hence (avd)
[hens]
Do
Illustrate (a)
['ilstreit]
Minh ho
Indictable (a)
[in'daitbl]
C th b truy t
Indictment (n)
[in'daitmnt]
Bn co trng
Inferior (a)
[in'firi]
H ng
Judiciary (n)
B my t- php
Jury (n)
['duri]
Ban hi thm, ban bi thm
Lord Chancellor (n)
['l:d
i php quan
'ta:nsl]
Magistrates Court
(n)
To s thm thm quyn hp
Mislead (v)
[mis'li:d]
Sai lch
Partnership (n)
['p:tnip]
Hip hi, cng ty
Peer (n)
[pi]
Hun t-c
Predominant (a)
[pri'dminnt]
Ni tri
Prevail (v)
[pri'veil]
Ph bin, thnh hnh
Realm (n)
Lnh vc, a ht
[relm]
- 129 -

Regime (n)
New words
Ch
[rei'i:m;
'rei:m]
Rival (n)
['raivl]
ch th, i ph-ng
Siesta (n)
[si'est]
Gic ng tr-a
Solemnity (n)
[s'lemnti]
S trng th, long trng, trang

nghim
Sovereignty (n)
['svrnti]
Ch quyn
Sphere (n)
[sfi]
Lnh vc
Superior (a)
[su:'piri]
Th-ng ng
To be vested
-c phong cho, -c ban cho
Tribunal (n)
[trai'bju:nl]
To n (court)
Ultimate (a)
['ltimt]
Cui cng
Wolfhound (n)
Ch sn

Democracy (n)
/di'mkrsi/
a system of government in which all

the people of a country can vote to
elect their representative
dn ch
parliamentary democracy
nn dn ch ngh vin
- 130 -

Constitutional
(adj)
New words
/,knsti'tjunl/ connected with the constitution of a

country
thuc v hin php
constitutional monarch
nn qun ch lp hin
Monarchy (n)
/'mnki/
a. the King or Queen of a country and

their family
a. hong tc
b. a system of government by a King
or Queen
b. ch qun ch
Continuity (n)
/,knti'nju:iti/
the fact of not stopping or not

changing
tnh lin tc
Unity (n)
/'ju:niti/
the state of being joined together to

form one unit
s thng nht
day-to-day (adj)
/'deit'dei/
daily
thng nht
impartial (adj)
/im'p:l/
not supporting one person or group

more than another
cng bng, trung lp
ceremony (n)
/'serimni/
public or religious occasion that

includes a series of formal or
traditional actions
l k nim
candidate (n)
/'kndidt/
a person who is trying to be elected or

- 131 -

New words
is applying for a job

ng c vin, th sinh
election (n)
[i'lekn]
the process of choosing a person or a

group of people for a position
especially the political position by
voting
bu c, cuc bu c
conservative
(adj)
[kn's:vtiv]
opposed
to great or sudden social
change; showing that you prefer

traditional style and value
bo th; th cu
Conservative Party
ng Bo th
labour (n)
['leib]
work, especially physical work

lao ng; s lao ng
Labour Party
ng Lao ng
Majority (n)
[m'driti]
largest part of a group of people or

things
i a s
The Commons
['kmn]
The Cabinet (n)
['kbinit]
a group of chosen members of a

government, which is responsible for
advising and deciding on government
- 132 -

New words
policies
ni cc chnh ph
senior (adj)
['si:ni]
high in rank or status; higher in rank

or status than others
cao cp; cp cao
The opposition
(n)
[,p'zin]
the people you are competing against

in business, a competition or a game
phe i lp; i th
passport (n)
['p:sp:t]
an official document that identifies

you as a citizen of a particular
country and that you may have to
show when you enter or leave a
country
h chiu
license (n)
['laisns]
giy php li xe
integral (adj)
['intigrl]
being an essential part of something

quan trng, thit yu
territory (n)
['tertri]
land that is under the control of a

particular country or ruler
lnh th
leadership (n)
['li:dip]
a. the state or position of being a

leader
a. vai tr lnh o
b. the ability to be a leader or the

qualities a good leader should have
b. kh nng lnh
- 133 -

New words
unemployment(n) [,nim'plimnt] a. the fact of a number of people not

having a job
a. nn tht nghip
b. the state of not having a job
b. s tht nghip
socialist (n)
['soulist]
a person who believes in or support

socialism
ngi theo ch ngha x hi
controversy (n)
['kntrv:si]
public discussion and argument about

something that many people strongly
disagree about, disapprove of, or are
shocked by
s tranh ci, tranh lun
reluctance (n)
[ri'lktns]
hesitance before doing something

because you do not want to do it or
because you are not sure that it is the
right thing to do
s lng l
protg (n)
['prtiei]
a young person who is helped in their

career and personal development by a
more experienced person
ngi c bo tr
federal (adj)
['fedrl]
having a system of government in

which the individual states of a
country have control over their own
affairs but are controlled by a central
government for national decisions
- 134 -

New words
(thuc) lin bang

fragment (n)
['frgmnt]
a small part of something that has

broken off or comes from something
larger
mnh v
to break or make something into
small pieces or parts
p v
deputy (n)
['depjuti]
a person who is next most important

person below a business manager, a
head of a school, a political leader,
etc. and who does the persons jobs
when he/she is away
cp ph
congressional
(adj)
[k'grenl]
related to or belonging to a congress

or the Congress in the United States
Thuc v quc hi (M
budget (n)
['bdit]
the money that is available to a

person or an organization and a plan
how it will be spent over a period of
time
ngn sch
dismiss (v)
[dis'mis]
officially remove somebody from

their job
sa thi
bureau (n)
[bju'rou]
(in the US) a government department

- 135 -

New words
or a part of a government department

cc, nha, v
committee (n)
[k'miti]
a group of people who are chosen to

make decisions or to deal with a
particular subject
y ban
standing committee
y ban thng v

Judiciary (n)
[du:'diri]
c quan t php
Judicial (a)
[du:'dil]
thuc v t php
judicial organ =
adjudicating body
[du:'dil] [':gn]
c quan xt x
The Supreme Peoples

Court
The Peoples Court
['du:dikeit] ['bdi]
/ / [su:'pri:m]
Ta n nhn dn ti cao
['pi:pl] [k:t]
/ /['pi:pl][k:t]
the Peoples Office of

Supervision and
Control
/ / ['pi:pl] ['fis] [v]
the Supreme Peoples

Office of Supervision
and Control
[su:'pri:m]['pi:pl]
Ta n nhn dn
Vin kim st nhn dn
[,su:p'vin]
[nd][kn'troul]
['fis][v][,su:p'vin]
Vin kim st nhn dn ti

cao
[nd] [kn'troul]
Military Offices of
Supervision and
Control
['fis][v][,su:p'vin]
the Committee of
Supervision and
/ /
['militri]
cc vin kim st qun s
[nd] [kn'troul]
y ban kim st
- 136 -

Control
New words
[k'miti]][v][,su:p'vin]
[nd] [kn'troul]
machinery = apparatus
[m'i:nri]
b my
[,p'reits]
protect = defend
[pr'tekt] [di'fend]
bo v
Military Tribunals
['militri] [trai'bju:nl]
Ta n qun s, TA binh
the term of office = the / / [t:m][v] ['fis]

tenure of office
/ /['tenju]
nhim k
To obey the rules
['bei]/ /['ru:l]
tun th php lut
Faithful (a)
/faithfulness (n):
['feifuli]
trung thnh
settle = deal with
['setl]
['feifulnis]
gii quyt
[di:l][wi]
socialist legality
['soulist] [li:'gliti]
php l x hi ch ngha
socialist regime
['soulist] [rei'i:m;
ch x hi ch ngha
'rei:m]
collectives
[k'lektiv]
tp th
dignity
['digniti]
chn gi tr, nhn phm
observance
[b'zvns]
s tun th
Defendant
[di'fendnt]
b co
Offence
['fens]
vi phm
Dispute
[dis'pju:t]
tranh chp
- 137 -

Judge
peoples assessor
New words
thm phn
['dd]
hi thm nhn dn
['pi:pl] ['ses]
xt x cng khai
to hold its hearings in

public
[hould] [its] ['hiri]
Collegially (adv)
[k'li:djnli]
thuc cc cp
the will of the majority
[m'driti]
ch ca a s
ethnic minorities
['enik] [mai'nriti]
dn tc thiu s
systems of writing
['sistm] [v, v]
h thng ch vit
[in] ['pblik]
['raiti]
['ju:nit] cc n v v trang nhn dn
peoples armed units
['pi:pl] [:md]
public prosecution
['pblik][,prsi'kju:n]
The Heads of Inferior

Offices
/ / [hed][v]
The Heads of Superior

Offices
/ / [hed][v]
[in'firi] ['fis]
[su:'piri]['fis]
cng t
Vin trng vin Kim st
cp di
Vin trng vin Kim st
cp trn
To release from duty
[ri'li:s] [frm]['dju:ti]
min nhim
Dismiss (v)
[dis'mis]
cch chc, sa thi
To be in session
['sen]
hp
Interpellation
[in,t:pe'lein]
cht vn
law enforcement
[l:] [in'f:smnt]
chp hnh lut php
to be on an equal
footing with sb
to conform to
['i:kwl] ['futi]
c v tr tng ng vi ai
[kn'f:m] [tu:, tu, t]
ph hp vi
- 138 -

New words
to be subject to
['sbdikt]
ty thuc vo, ph thuc vo
to make reports to sb
on sth
[meik] [ri'p:t]
bo co cho ai v vn
g
to be responsible for
[ri'spnsbl]
chu trch nhim v
adjudicate (v)
['du:dikeit]
xt x
criminal case
['kriminl][keis]
n hnh s
civil case
['sivl] [keis]
n dn s
o c x hi
social conduct
['soul] ['kndkt]
hi thm
juror (n)
['dur]
thuc hnh s
penal (a)
['pi:nl]
trch nhim php l
Liability (n)
[,lai'biliti]
iu khon lut
law provision
[l:] [pr'vin]

regardless (adv)
[ri'g:dlis]
bt chp, khng m xa ti,

khng ch ti
aptitude (n)
['ptitju:d]
kh nng hoc k nng t

nhin; nng khiu
- 139 -

hunch (n)
['hnt]
marshal (v)
['m:l]
New words
linh cm
sp t vo hng ng; sp xp
theo th t, a dn
subordinate (n)
[s'b:dint]
ngi cp di; ngi di

quyn; thuc cp
well-rounded (adj)
['wel'raundid]
trn tra, trn trnh mt cch d

thng; rng v a dng
impersonal (adj)
[im'p:snl]
khng lin quan n ring ai,

khng ni v ring ai, khng
m ch ring ai; bng qu
entrepreneur (n)
[,ntrpr'n:]
- ngi ch hng bun; nh

doanh nghip
- ngi trung gian trong cc
cng vic kinh doanh ca
ngi khc; ngi thu khon
alert (adj)
cnh gic; lanh li
['l:t]
( alert to something)
- 140 -

unconventional (adj)
New words
[,nkn'vennl khng theo quy c, tri vi

thng l, tri vi thi thng,
c o
stem (n-v)
[stem]
- thn cy
- xut pht t, ny sinh t, bt
( + from something)
ngun t, l ngun gc ca, l

nguyn nhn ca
thc th, s tn ti
entity (n)
['entiti]
psychology (n)
[sai'kldi]
tm l (ca mt ngi..),
tm l hc
proponent (adj - n)
[pr'pounnt]
- ngh, xut, xng

- ngi ngh, ngi xut,
ngi xng
philosophy (n)
[fi'lsfi]
trit hc; trit l
scalar (adj - n)
['skeil]
(ton hc) v hng
illumination (n)
[i,lu:mi'nein]
s chiu sng, s ri sng, s
- 141 -

New words
soi sng
anthropology (n)
[,nr'pldi
nhn loi hc
]
universal (adj)
[,ju:ni'v:sl]
(thuc) v tr th gii vn vt;

ph thng; ph qut; ph bin;
chung
evolution (n)
,i:v'lu:n]
- s tin trin (tnh hnh...)

- s tin ho, s pht trin
movement (n)
['mu:vmnt]
s vn ng; s c ng;
phong tro
confront (n-v) ( to
[kn'frnt]
lm cho ai phi ng u
confront somebody
hoc coi ai ci g l khng d
with somebody /
chu, kh khn; ng u
something)
time and motion study
'taimn'moun' s nghin cu cc thao tc (

tng nng sut)
stdi]
- 142 -

New words
['taim,stdi]
emerge (v)
[i'm:d]
ni ln, hin ra, li ra

(ngha bng) ni bt ln, r nt
ln; ni ln, ny ra (vn ...)
failure (n
s khng thc hin, s thiu
['feilj]
kh nng, s tht bi, c gng

khng thnh cng
era (n)
['ir]
thi i, k nguyn
evolve (v)
[i'vlv]
m ra, tin trin; tin ho

v mt; di dng
in term of (idm)
fatigue (n)
f'ti:g]
s mt mi, s mt nhc
layout (n)
'leiaut]
cch b tr, cch trnh by; s

sp t, s b tr, maket
impetus (n)
['impits]
sc x ti, sc y ti, s thc

y
command (v-n
[k'm:nd]
lnh, mnh lnh, ch huy, iu

khin
comprise
[km'praiz]
- 143 -
gm c, bao gm

New words
geologist (n)
[di'ldist]
nh a cht
proponent (n)
pr'pounnt]
ngh, xut, xng,

ngi ngh, ngi xut,
ngi xng
proper atmosphere
bu khng kh thch ng
academic community
Cng ng gii hc gi
isolated (adj)
['aisleitid]
ring bit,c nht, c n, bit

lp
output (n)
lng hng ho do mt ci my
['autput]
hoc mt cng nhn... sn xut

ra; sn lng
quantitative (adj)
['kwntittiv]
s lng,bin i v lng
nh lng
khong s lng,bin i v
nonquantitative (adj)
lng,nh lng
approach (n)
['prout]
cch tip cn, phng php
observe (v)
['bz:v]
quan st, theo d i
observable (adj)
- 144 -

verify (v)
thm tra, kim li, xc minh,
['verifai]
xc nhn (s ng vc..)
verifiable (adj)
norm (n)
New words
quy tc, quy phm, tiu chun
[n:m]
ch tiu
motivation (n)
[,mouti'vein]
s thc y, ng c thc y
manner (n)
['mn]
cch, li, thi, kiu
premonition (n)
[,pri:m'nin]
s bo trc, s cm thy
trc; linh cm, im bo trc
subjective (adj)
[sb'dektiv]
ch quan
objective (adj)
[b'dektiv]
khch quan
application (n)
[,pli'kein]
s gn vo, s dng, s p
dng, s ng dng
interaction (n)
,intr'kn]
s nh hng ln nhau, s
tng tc
- 145 -


governor (n)
governing
bodies
civil
(n)
'gvn
k thng tr
/'bodi/
Cc c quan cai tr
Cng chc
servant
expertise (n)
New words
,eksp'ti:z
s thnh tho, s tinh thng

ti chuyn mn; kin v mt chuyn mn
administrative
structure (n)
disciplines (n)
'strkt
c cu hnh chnh
/'disiplin/
mn hc, ngnh hc
thuc x hi
societal (a)
reform (n)
[ri'f:m]
s sa i, s ci cch
classic (a)
['klsik]
kinh in, c in
medieval (a)
[,medi'i:vl]
(thuc) thi Trung c
enlightened (a)
[in'laitnd]
scholar (n)
['skl]
c khai sng
ngi nghin cu su mt ti hc thut; nh
nghin cu; hc gi
subsequent (a)
['sbsikwnt]
n sau, theo sau, xy ra sau
generation (n)
[,den'rein]
th h, i
tribal (a)
['traibl]
thuc v b lc
imperial (a)
[im'piril]
(thuc) hong
(thuc) quc
- 146 -

New words
colonial (a)
[k'lounjl]
thuc a; thc dn
debate (n, v)
[di'beit]
cuc tranh lun, cuc tho lun, cuc tranh ci
dichotomy (n)
[di'ktmi]
s tch thnh hai hoc gia hai nhm hoc vt khc

nhau v i lp nhau, s lng phn
planning (n)
['plni]
s lp k hoch (cho ci g)
organizing (n)
[':gnaizi]
vic t chc
staffing (n)
[st:fi]
nh bin, xc nh nhn s
directing (n)
[di'rekti
vic ch o
dai'rekti]
coordinating
(n)
[kou':dineiti
]
vic phi hp
reporting (n)
[ri'p:ti]
bo co
budgeting (n)
['bditi]
vic lp ngn sch
contender (n)
[kn'tend]
i th, ch th
discretion (n)
[dis'kren]
s t do lm theo mnh
s thn trng; s suy xt chn chn
interaction (n)
[,intr'kn]
s nh hng ln nhau, s tc ng vi nhau, s

tng tc
predecessor (n)
ineffective (a)
['pri:dises(r)
]
[,ini'fektiv]
ngi gi mt chc v hoc cng v trc ngi

no khc; ngi tin nhim
khng c hiu qu
- 147 -

inefficient (a)
[,ini'fint]
thiu kh nng, , bt ti
khng c hiu qu
Agreement
(n)
Autonomy (n)
['gri:mnt]
Tha thun, giao ko
[:'tnmi]
S t ch
Achieve
['ti:v] (v)
Dnh c
Allocate (v)
['lkeit]
Phn phi, cp cho
Anonymity (n) [,n'nimiti]
Tnh trng nc danh
Approach (n,v) ['prout]
n gn
Component (n,
adj)
Contrast n,v)
[km'pounnt]
Hp thnh
['kntrst](
Tng phn
Contractualism [kn'trktjulizam]
(adj)
Convergence
[kn'v:dns]
(n)
Deal (n, v)
[di:l]
Ch ngha giao ko
S hi t
Tha thun
Emerge (v)
[i'm:d]
Hin ra, ni ln
Enforce (v)
[in'f:s]
Buc tun theo
Executive
(adj,n)
Explicitly
(adv)
Entrepreneur
(n)
[ig'zekjutiv]
Hnh php
[iks'plisit]
R rng, dt khot
[,ntrpr'n:]
Doanh nghip
- 148 -
New words

Equilibrium (n) [,i:kwi'librim]
New words
Thng bng, trng thi cn bng
Generic (adj)
[di'nerik]
C c im chung
Haulage (n)
['h:lid]
S ko, s chuyn ch
Imply (v)
[im'plai]
Ng
Interventionist [,int'vennist]
(n, adj)
Municipal (adj) [mju:'nisipl]
Ngi can thip
Mechanism (n) ['meknizm]
C ch, my mc
Thuc a phng
Observe (v)
['bz:v]
Quan st
Outcome (n)
['autkm]
Hiu qu
Output (n)
['autput]
Kt qu (sn lng)
Orthodoxy (n) [':dksi]
Tnh cht chnh thng
Purchase (n,v)
['p:ts]
Mua sm
Privatization
(n)
Paradigm (n)
[,praivitai'zein]
T nhn ha
['prdaim]
M hnh
Punish (v)
['pni]
Pht
Responsibility
(n)
[ri,spns'bilti]
Trch nhim
Robust (adj)
[rou'bst]
C sc mnh
Recession (n)
[ri'sen]
Suy thoi
Reward (n,v)
[ri'w:d]
Thng
Revolt (n, v)
[ri'voult]
Ni lon
Receptiveness
[ri'septivnis]
Tip thu
- 149 -

(n)
Representative
(adj)
Tenure (n)
[,repri'zenttiv]
i din
['tenju]
Chim gi
Spread (v)
[spred]
Ph bin, truyn b
Unbiased (adj)
[,n'baist]
Khng thin v

New words
Appropriate
(adj)
Ascribe (v)
['prouprit]
Thch hp
[s'kraib]
Gn cho
Attempt (n,v)
['tempt]
C gng
Authority n)
[:'riti]
Uy quyn
Articulate(adj,v)
[:'tikjulit]
n ni lu lot
Bipolar (adj)
[bai'poul]
Lng cc
Challenge (v,n)
['tlind]
Thch thc
Consider (v)
[kn'sid]
Cn nhc
Derive (v)
[di'raiv]
Xut pht t, chuyn ha t
Demonstrate (v) ['demnstreit]
Chng minh, chng t
Distinction (n)
[dis'tikn]
Nt c do, khc bit
Discipline (n,v)
[dis'tikn]
K lut, rn luyn
Emulate (v)
['emjuleit]
Ganh ua
Goodwill (n)
[gud'wil]
Thin ch
- 150 -

Influence (v)
['influns]
nh hng
Imitate (v)
['imiteit]
Bt chc
Intrinsic (adj)
[in'trinsik]
Thc cht
Innovate (v)
['inouveit]
i mi
Inspire (v)
[in'spai]
Truyn cm hng
Interchangeable
(adj)
[,int'teindbl]
C th thay th
Manifest
(n,adj,v)
['mnifest]
R rng, hin nhin
Morale (n)
[m'r:l
Tinh thn, nhu kh
Niche (n,v)
[nit]
Ch thch hp
Leadership (n)
['li:dip]
Lnh o
Occur (v)
['k:(r)]
Xut hin
Originate (v)
['ridineit]
To ra, sng ch
Paramount
(adj,n)
['prmaunt]
Ti cao
Perspective
(adj,n)
[p'spektiv]
Vin cnh, phi cnh
Phenomenon
(n)
[f'nminn]
Hin tng
Possess (v)
[p'zes]
Chim hu
Prove (v)
[pru:v]
Chng t
Purely (adv)
['pjuli]
Hon ton
- 151 -
New words

New words
Reciprocal (adj) [ri'siprkl]
Tng h
Revenue (n)
['revnju:]
Thu nhp
Synonymous
(adj)
Sustain (v)
[si'nnims]
ng ngha
[s'stein]
Ko di, bn vng
Subordinate (n)
[s'b:dint]
Cp di
Vice-versa
(adv)
[,vais'v:s]
Ngc li
decentralisation
[di:,sentrlai'zein]
(n)
personnel (n)
[,p:s'nel]
(chnh tr) s phn quyn, s

tn quyn
(dng vi ng t s nhiu)
ngi c tuyn dng vo
mt trong cc lc lng v
trang, mt cng ty hay mt
cng s; cn b nhn vin
trong mt bin ch, nhn vin,
cng chc
nhn s
regulatory (a)
realm (n)
['regjuleitri]
[relm]
quy nh
vng quc
(ngha bng) lnh vc, a ht
agent (n)
['eidnt]
ngi hot ng cho mt

doanh nghip hoc qun l
cng vic ca ngi khc
trong mt doanh nghip; i l
access (n)
['kses]
( access to something) phng

- 152 -

New words
tin n gn hoc i vo ni
no ; ng vo
( access to something
somebody) c hi quyn s
dng ci g; s n gn ai
(tin hc) s truy cp (thng
tin)
ngoi ng t
(tin hc) truy cp
capacity (n)
[k'psiti]
kh nng cha ng ci g;
sc cha
kh nng sn xut ci g; cng
sut
( capacity for something) kh
nng to ra, tri qua, hiu, hc
ci g
blueprint (n)
['blu:print]
bn thit k nh, c nhng

ng v mu trng trn nn
giy xanh
k hoch chi tit
revenue (n)
['revnju:]
thu nhp (nht l tng s thu

nhp hng nm ca Nha nc
t thu)
( (thng) s nhiu) li tc,
hoa li (ca c nhn)
( s nhiu) tng thu nhp
expenditure (n)
[iks'pendit]
s tiu dng
s lng tiu dng; mn tin
tiu i; ph tn
paradigm (n)
['prdaim]
feedback (n)
['fi:dbk]
mu, m hnh, kiu

thng tin phn hi; kin
phn hi
- 153 -

responsive (a)
[ri'spnsiv]
New words
p ng nhit tnh;
phn ng nhanh
privatisation (n)
[,praivitai'zein]
s t nhn ho, s t hu
ho
adhere to
do
something
[d'hi]
dnh cht vo, bm cht vo
embark (v)
[im'b:k]
( in, upon) lao vo, dn

mnh vo, bt tay vo (cng
vic g...)
accomplish (v)
['kmpli]
hon thnh, lm xong, lm

trn
tn trng trit ; trung thnh

vi, gn b vi; gi vng
to accomplish one's task

hon thnh nhim v
to accomplish one's promise
lm trn li ha
thc hin, t ti (mc ch...)
pursue (v)
[p'sju:]
ui theo, ui bt, truy n,

truy kch
(tip tc) bn rn vi ci g;
tip tc; eo ui
pursuit (n)
[p'sju:t]
( pursuit of something) hnh

ng tip tc theo ui
ci m ngi ta dnh thi gi,
ngh lc cho n; ngh nghip
hoc hot ng
objective (n)
[b'dektiv]
mc tiu, mc ch
deliver (v)
( to deliver something to
somebody something) phn pht;
giao
[di'liv]
- 154 -

New words
thc hin (mt mc thnh tu

no )
(thuc s) sng; cn cho s sng
( vital to for something) sng
cn, quan trng (cn thit cho s
tn ti, s thnh cng.
vital (a)
['vaitl]
orderly (a)
[':dli]
th t, ngn np, gn gng

phc tng k lut
foster (v)
['fst]
gip cho s trng thnh hoc

s pht trin ca ci g; khuyn
khch hoc tng cng; thc y;
c v
chm sc v nui dng (mt a
b khng phi l con ca
mnh); nhn lm con nui
participation (n)
performance (n)
eradicate (v)
[p:,tisi'pein]
[p'f:mns]
[i'rdikeit]
( participation in something) s
tham gia, s tham d
s lm; s thc hin; s thi hnh
(lnh...); s c hnh (l...)
nh r
tr tit
marginalized (a)
prominent (a)
['ma:dinlaiz]
['prminnt]
cch ly ra khi nhp iu pht trin

x hi
li ln; nh ln
d thy; ni bt
xut chng; li lc
s minh bch
transparency (n)
[trns'prnsi]
guarantee (n)
[,grn'ti:]
- 155 -
(php l) s bo m, s cam
oan; s bo lnh, s bo hnh

New words
ngoi ng t
ha chc chn, cam oan, bo
m
stakeholder (n)
['steik,hould]
integrate (v)
['intigreit]
bn lin quan
( to integrate something into
something, to integrate A and B
A with B) kt hp ci g n
hon ton tr thnh mt b phn
ca mt ci khc; hp nht; ho
nhp
( to integrate somebody into
something with something) lm
cho ai hon ton tr thnh mt
thnh vin ca cng ng no ,
ch khng trong mt nhm tch
bit na (nht l v chng tc);
ho nhp; hi nhp
ho nhp; hi nhp (vo mt
cng ng, x hi...)
embrace (n)
[im'breis]
s m, ci m
ngoi ng t
m, m cht, gh cht
nm ly (thi c...)
i theo (ng li, ng phi, s
nghip...)
drawback (n)
['dr:bk]
iu tr ngi, mt hn ch, mt
khng thun li
initiative (n)
[i'nitiv]
hnh ng nhm gii quyt mt

kh khn; sng kin
oversight (n)
['ouvsait]
s gim st, s gim th
component (a)
[km'pounnt]
hp thnh, cu thnh
- 156 -

New words
thnh phn, phn hp thnh

bc chn i
footstep
['futstep]
ting chn i
du chn, vt chn
to follow in somebody's footsteps
lm theo ai, theo gng ai
bureaucrat
['bjurkrt]
quan chc lm vic trong c quan

nh nc, nht l ngi theo d i
cng vic hnh chnh thng ngy
v cc quy tc ca c quan mt
cch cht ch; vin chc; ngi
quan liu
gateway
['geitwei]
cng ra vo
ca ng
- 157 -

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ACADEMY OF PUBLIC ADMINISTRATION

ENGLISH FOR PUBLIC

Vocabulary: word study, Translation

Reading for main

words and definitions

Academy of Public Administration

Academy of Public Administration

TEXTS AND PRACTICE

Activity 2: Pre-reading of text 1

Academy of Public Administration

Inter-relate: Affecting each other

Activity 3: Reading of text 1

Academy of Public Administration

2. Organizing means that managers co-ordinate the human and material

Academy of Public Administration

Activity 4: Comprehension questions

Answer the following questions

1. What is the definition of management given by Mary Parker Follett?

Academy of Public Administration

a. something you hope to achieve

Academy of Public Administration

c. people or things you can turn to for help

d. making something work in the way that is required

e. deciding in advance how to do something

Activity 6: Topic for discussion

Activity 7: Reading of text 2

Academy of Public Administration

managers and management. Managers analyze the activities of the organization

Academy of Public Administration

(N) something that you plan to achieve, especially in business or work.

Academy of Public Administration

.: Deciding what needs to happen in the future (today, next

: (Implementation) making optimum use of the resources

:. Job Analyzing, recruitment, and hiring individuals for

Determining what needs to be done in a situation and getting people to do

., checking progress against plans, which may need modification

: the process of stimulating an individual to take action that will

Academy of Public Administration

Activity 10: Translation

Academy of Public Administration

Academy of Public Administration

Academy of Public Administration

3. Leaving your girlfriend unattended at home while you are abroad is a

4. James is a project ................. (CO-ORDINATE)

5. House prices are dropping due to ............... (SUPPLY)

6. We launch a campaign to increase .............. (PRODUCT)

7. Before starting a business, you need careful market ........... (ANALYZE)

9. Thanks to his great efforts, he was eventually ................ to the position as a

10. ................ to abide by the traffic regulations, he died in a car crash.

Academy of Public Administration

13. Apart from technical skill, a manager needs to acquire ..

Academy of Public Administration

Academy of Public Administration

Activity 1: Pre-reading for Text 1

Activity 2. Scanning for information

Academy of Public Administration

Text 1: Generations of Public Administration in Brief (1)

Academy of Public Administration

4. In the eighteenth century, King Frederick William I of Prussia, created

Academy of Public Administration

Activity 4. Pre-reading of Text 2

a. lut hnh chnh

c. cc chuyn ngnh c trc