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
Writing: Filling
the gaps
UNIT 11
Topic
Language
Vocabulary and
Skills work
pronunciation
Leadership and
Sentence
management
structures
Terms of leadership
and management
ideas, true-false
Vocabulary: matching
Translation
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
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.
Unit 8
Unit 8
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.
................................................................................................................................
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
Unit 8
3. goal
4. planning
5. complex
B.
EXTENSION
Unit 8
Unit 8
Leading
Staffing
Motivating
Organizing
Planning
Controlling/ Monitoring
-9-
Unit 8
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
- 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)
8. He receives a big bonus for his ................ in his daily job (INNOVATIVE)
- 14 -
Unit 8
- 15 -
Unit 9
UNIT 9
EVOLUTION
OF PUBLIC ADMINISTRATION
IN BRIEF
- 16 -
Unit 9
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
Unit 9
Unit 9
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?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
2. administrative law
b. tranh lun
3. public finance
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
9. effectiveness
10. efficiency
public
evaluated
disciplines
parts
influential
science
theory
training
finance
founder
Unit 9
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?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
- 23 -
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:
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
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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
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:
Text 3: Generations of Public Administration in Brief (3)
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
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?
................................................................................................................................
- 27 -
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)
- 28 -
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.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
- 29 -
Unit 9
- 30 -
Unit 9
- 31 -
Unit 10
UNIT 10
- 32 -
Unit 10
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
- 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;
- 34 -
Unit 10
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.
........................................
.........................................
.........................................
.........................................
.........................................
.........................................
.........................................
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.
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?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
According to the trend reports of the OECD, most Western public .....(1)...........
are
adopting
more
managerial
and
business-like
approach
- 38 -
Unit 10
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
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.
Unit 10
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
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
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
- 46 -
Unit 11
- 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
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
Unit 11
...........................................................................................................................
- 51 -
Unit 11
a. goals
b. manager
c. line
d. skill
e. leadership
f. things
g. to
h. labels
i. relationship
j. style
k. quo
Unit 11
Activity 6. Summary
Summarize the text in 7-8 sentences
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
1. imitate
a. important
2.bottom line
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.
Activity 9. Comprehension questions
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
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.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
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Unit 12
UNIT 12
- 58 -
Unit 12
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
- 59 -
Unit 12
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.
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
- 60 -
Unit 12
- 61 -
Unit 12
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)
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
- 63 -
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
6. to lead
f. to major changes
7. to resist
g. for implementation
B
- 64 -
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
- 65 -
Unit 12
Match the following English words/ phrases on the left with their Vietnamese
equivalents on the right
1. capacity development
2. to embark on
4. knowledge management
d. b my chnh ph
5. blueprints
e. chnh ph in t
6. feedback
9. organisational effectiveness
11. e-government
- 66 -
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.
- 67 -
Unit 12
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
- 69 -
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?
................................................................................................................................
................................................................................................................................
................................................................................................................................
- 70 -
Unit 12
8. When did many coutries started transition from central planning to market
economy?
................................................................................................................................
................................................................................................................................
................................................................................................................................
- 71 -
Unit 12
- 72 -
Unit 12
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.
................................................................................................................................
................................................................................................................................
- 74 -
Unit 13
UNIT 13
- 75 -
Unit 13
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.
Form groups of five or six students each. Discuss in 5 minutes the following
topics
- 76 -
Unit 13
- How long has the world been working on government reform and
modernisation?
state
access
partnerships
impartial
forces
resources
development
quality
act
management
service
sector
- 77 -
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
- 78 -
Unit 13
1. good governance
3.
efficiency
of
the
administration
phng
4. transparency
6. accountability
f. qun tr nh nc tt
8. anticorruption
h. cng dn
9. participation
i. phn cp
10. non-discrimination
j. bn lin quan
11. decentralisation
12. globalisation
13. stakeholder
m. ton cu ha
14. citizens
o. hin i ha cc th ch nh nc
16.
local
level
planning
budgeting
- 79 -
Unit 13
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
- 80 -
Unit 13
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.
- 81 -
Unit 13
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.
- 82 -
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?
................................................................................................................................
................................................................................................................................
................................................................................................................................
- 83 -
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?
................................................................................................................................
................................................................................................................................
................................................................................................................................
- 84 -
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?
................................................................................................................................
................................................................................................................................
................................................................................................................................
Activity 8. Pre-reading of Text 2
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
c. dn ch x hi ch ngha
4. living standards
5. viewpoints
e. tch ly kinh t
6. healthy development
f. i mi ton din
- 85 -
Unit 13
g. quan im
h. mang m
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.
- 86 -
Unit 13
(i)
(ii)
(iii)
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
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
Unit 13
- 90 -
Unit 13
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
A.
EXTENSION:
- 91 -
Unit 13
- 92 -
Unit 13
(Adapted from the source: Center for Information and Documentation - CIEM,
VNEP)
Read the text in Activity 13 again and decide if the following statements are
True (T) or False (F)
------------
------------
------------
- 93 -
Unit 13
------------
------------ Salary reforms conducted during PAR are aimed to ensure that
civil servants can live on their official salary
------------
B.
HOMEWORK
Read the following text carefully and answer the questions at the end
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.
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
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
- 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
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.
References
References
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
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 -
- 108 -
References
NEW WORDS
FOR PUBLIC ADMINISTRATORS
- 109 -
New words
New words
Meaning
Pronunciation
Academics (n)
[,k'demik]
Hc gi
Accomplish (v)
['kmpli]
Act (n)
[kt]
Administrative
power
Apparent (a)
['prnt]
Approach (n)
['prout]
Cch tip cn
Argue (v)
Argument (n)
[':gju:]
Tranh lun
Cuc tranh lun
Authority (n)
[:'riti]
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
['kri'aut]
Thc hin
Category (n)
['ktigri]
['sivl's:vnt]
Cng chc
Coincide (v)
[,kouin'said]
Competence (n)
['kmpitns]
Thm quyn
Component (n)
[km'pounnt]
Comprise (of)v
[km'praiz]
Bao gm (include)
Consensus (n)
[kn'senss]
Concrete (a)
['kkri:t]
C th
Conduct (v)
['kndkt]
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]
Deploy (v)
[di'pli]
Trin khai
Digestion (n)
[di'destn]
S thu hiu
Distinct (a)
[dis'tikt]
Distinction (n)
[dis'tikn]
Distinguish (v)
[dis'tigwi]
Phn bit
Draft (v)
[drft]
Encompass (v)
[in'kmps]
Cha ng
Entity (n)
['entiti]
Thc th
Execute (v)
Execution(n)
['eksikju:t]
Executive (a)
Executive body (n)
[ig'zekjutiv]
For instance
['instns]
Ly v d
Formation (n)
[f:'mein]
[,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]
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]
Interpretation (n)
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]
Pre-eminent (a)
[,pri:'eminnt]
u vit, hn hn
Principal (a)
['prinspl]
Public (private)
sector(n)
['pblik]
/['praivit]
['sekt]
Regulate (v)
['regjuleit]
iu tit
Regulatory power
(n)
['regjultri]
Quyn lp qui
iu hnh mt cng ty
[skoup]
Sense (n)
[sens]
ngha
Statuten (a)
['sttu:t]
Qui ch
Subtle (a)
['stl]
Tinh t, t nh
- 114 -
New words
Act (n)
[kt]
Advanced (a)
[d'v:nst]
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]
['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]
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]
[,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]
- 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]
['m:stri]
Faithful (a)
['feiful]
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]
Grassroot (n)
['gra:sru:ts]
C s
Guarantee (v)
[,grn'ti:]
m bo
['hausv'l:dz]
['f:lnd]
- 117 -
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
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
['mju:tjul]
Gip ln nhau
['sistns]
National Assembly (n)
['nnl]
['sembli]
- 118 -
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]
Principle(n)
['prinspl]
Property (n)
['prpti]
Raise (v)
[reiz]
Gi, nui
Republic (n)
[ri'pblik]
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]
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]
['treid'ju:nin]
Cng on
Unceasing (a0
[,n'si:si]
Unity (n)
['ju:nti]
S thng nht
Vanguard (n)
['vng:d]
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]
Amend (v)
['mend]
Sa i b sung
Assent (n)
['sent]
S chun y, ph chun
Assumption (n)
['smpn]
Authorize (v)
[':raiz]
U quyn
Bill (n)
[bil]
D lut
Cabinet (n)
['kbinit]
Ni cc
Chamber (n)
['teimb]
Phng
C hiu lc
[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:]
- 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]
Legislative
['ledisltiv]
Thuc lp php
Legislature
['ledisleit]
C quan lp php
Majority
[m'driti]
a s
Monarch
['mnk]
Monarchy
['mnki]
Nn qun ch
Motion
['moun]
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
[pri'zaid]
Ch to
Resign (v)
[,ri:'zain]
T chc
Resolution (n)
[,rez'lu:n]
Ngh quyt
Restraint (n)
[ri'streint]
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]
Assume
['sju:m]
Bipartisan
[,baip:ti'zn]
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]
Designate
['dezigneit]
Ch nh, b nhim
Diplomat
['diplmt]
Nh ngoi giao
Fragmented
['frgmntid]
Ri rc, tn mn, t on
Hierarchy
['hair:ki]
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]
Spokeman
['spouksmn]
- 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]
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]
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)
['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]
Common Sergeant
(n)
['s:dnt]
- 127 -
Comprise (v)
New words
Bao gm
Confess (v)
[kn'fes]
Th nhn
Convict (v)
['knvikt]
Kt ti
County (n)
['kaunti]
Defendant (n)
[di'fendnt]
B co
[di'raiv]
Bt ngun t
Despot (n)
['despt]
Dignity (n)
['digniti]
Chn gi tr
Doctrine (n)
['dktrin]
Hc thuyt
Embrace (v)
[im'breis]
Bao gm
To be enacted
Enactment (n)
[i'nktmnt]
['enik]
Dn tc thiu s
[mai'nriti]
Evident (a)
['evidnt]
Hin nhin
Guarantee (v)
[,grn'ti:]
m bo
Guilty (a)
['gilti]
C ti
- 128 -
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]
['l:d
i php quan
'ta:nsl]
Magistrates Court
(n)
Mislead (v)
[mis'li:d]
Sai lch
Partnership (n)
['p:tnip]
Peer (n)
[pi]
Hun t-c
Predominant (a)
[pri'dminnt]
Ni tri
Prevail (v)
[pri'veil]
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]
Sovereignty (n)
['svrnti]
Ch quyn
Sphere (n)
[sfi]
Lnh vc
Superior (a)
[su:'piri]
Th-ng ng
To be vested
Tribunal (n)
[trai'bju:nl]
To n (court)
Ultimate (a)
['ltimt]
Cui cng
Wolfhound (n)
Ch sn
Democracy (n)
/di'mkrsi/
Constitutional
(adj)
New words
Monarchy (n)
/'mnki/
Continuity (n)
/,knti'nju:iti/
Unity (n)
/'ju:niti/
day-to-day (adj)
/'deit'dei/
daily
thng nht
impartial (adj)
/im'p:l/
ceremony (n)
/'serimni/
candidate (n)
/'kndidt/
New words
[i'lekn]
conservative
(adj)
[kn's:vtiv]
opposed
labour (n)
['leib]
Majority (n)
[m'driti]
The Commons
['kmn]
['kbinit]
- 132 -
New words
policies
ni cc chnh ph
senior (adj)
['si:ni]
The opposition
(n)
[,p'zin]
passport (n)
['p:sp:t]
license (n)
['laisns]
giy php li xe
integral (adj)
['intigrl]
territory (n)
['tertri]
leadership (n)
['li:dip]
New words
['soulist]
controversy (n)
['kntrv:si]
reluctance (n)
[ri'lktns]
protg (n)
['prtiei]
federal (adj)
['fedrl]
New words
['frgmnt]
deputy (n)
['depjuti]
congressional
(adj)
[k'grenl]
budget (n)
['bdit]
dismiss (v)
[dis'mis]
bureau (n)
[bju'rou]
New words
[k'miti]
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
['du:dikeit] ['bdi]
/ / [su:'pri:m]
Ta n nhn dn ti cao
['pi:pl] [k:t]
/ /['pi:pl][k:t]
[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]
[nd] [kn'troul]
Military Offices of
Supervision and
Control
['fis][v][,su:p'vin]
the Committee of
Supervision and
/ /
['militri]
[nd] [kn'troul]
y ban kim st
- 136 -
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
nhim k
['bei]/ /['ru:l]
Faithful (a)
/faithfulness (n):
['feifuli]
trung thnh
['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]
observance
[b'zvns]
s tun th
Defendant
[di'fendnt]
b co
Offence
['fens]
vi phm
Dispute
[dis'pju:t]
tranh chp
- 137 -
New words
thm phn
['dd]
hi thm nhn dn
['pi:pl] ['ses]
xt x cng khai
Collegially (adv)
[k'li:djnli]
thuc cc cp
[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
['pi:pl] [:md]
public prosecution
['pblik][,prsi'kju:n]
/ / [hed][v]
/ / [hed][v]
[in'firi] ['fis]
[su:'piri]['fis]
cng t
Vin trng vin Kim st
cp di
Vin trng vin Kim st
cp trn
[ri'li:s] [frm]['dju:ti]
min nhim
Dismiss (v)
[dis'mis]
To be in session
['sen]
hp
Interpellation
[in,t:pe'lein]
cht vn
law enforcement
[l:] [in'f:smnt]
to be on an equal
footing with sb
to conform to
['i:kwl] ['futi]
c v tr tng ng vi ai
ph hp vi
- 138 -
New words
to be subject to
['sbdikt]
to make reports to sb
on sth
[meik] [ri'p:t]
bo co cho ai v vn
g
to be responsible for
[ri'spnsbl]
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]
Liability (n)
[,lai'biliti]
iu khon lut
law provision
[l:] [pr'vin]
regardless (adv)
[ri'g:dlis]
aptitude (n)
['ptitju:d]
- 139 -
['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]
well-rounded (adj)
['wel'raundid]
impersonal (adj)
[im'p:snl]
entrepreneur (n)
[,ntrpr'n:]
alert (adj)
['l:t]
( alert to something)
- 140 -
New words
c o
stem (n-v)
[stem]
- thn cy
- xut pht t, ny sinh t, bt
( + from something)
entity (n)
['entiti]
psychology (n)
[sai'kldi]
tm l (ca mt ngi..),
tm l hc
proponent (adj - n)
[pr'pounnt]
philosophy (n)
[fi'lsfi]
scalar (adj - n)
['skeil]
illumination (n)
[i,lu:mi'nein]
- 141 -
New words
soi sng
anthropology (n)
[,nr'pldi
nhn loi hc
]
universal (adj)
[,ju:ni'v:sl]
evolution (n)
,i:v'lu:n]
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
with somebody /
chu, kh khn; ng u
something)
stdi]
- 142 -
New words
['taim,stdi]
emerge (v)
[i'm:d]
failure (n
['feilj]
['ir]
thi i, k nguyn
evolve (v)
[i'vlv]
in term of (idm)
fatigue (n)
f'ti:g]
s mt mi, s mt nhc
layout (n)
'leiaut]
impetus (n)
['impits]
command (v-n
[k'm:nd]
comprise
[km'praiz]
- 143 -
gm c, bao gm
New words
geologist (n)
[di'ldist]
nh a cht
proponent (n)
pr'pounnt]
proper atmosphere
bu khng kh thch ng
academic community
Cng ng gii hc gi
isolated (adj)
['aisleitid]
output (n)
lng hng ho do mt ci my
['autput]
['kwntittiv]
s lng,bin i v lng
nh lng
khong s lng,bin i v
nonquantitative (adj)
lng,nh lng
approach (n)
['prout]
observe (v)
['bz:v]
observable (adj)
- 144 -
verify (v)
['verifai]
xc nhn (s ng vc..)
verifiable (adj)
norm (n)
New words
[n:m]
ch tiu
motivation (n)
[,mouti'vein]
s thc y, ng c thc y
manner (n)
['mn]
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
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]
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]
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]
dichotomy (n)
[di'ktmi]
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]
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]
predecessor (n)
ineffective (a)
['pri:dises(r)
]
[,ini'fektiv]
[,ini'fint]
thiu kh nng, , bt ti
khng c hiu qu
Agreement
(n)
Autonomy (n)
['gri:mnt]
[:'tnmi]
S t ch
Achieve
['ti:v] (v)
Dnh c
Allocate (v)
['lkeit]
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]
Executive
(adj,n)
Explicitly
(adv)
Entrepreneur
(n)
[ig'zekjutiv]
Hnh php
[iks'plisit]
R rng, dt khot
[,ntrpr'n:]
Doanh nghip
- 148 -
New words
New words
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]
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)
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 -
[,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]
Distinction (n)
[dis'tikn]
Discipline (n,v)
[dis'tikn]
K lut, rn luyn
Emulate (v)
['emjuleit]
Ganh ua
Goodwill (n)
[gud'wil]
Thin ch
- 150 -
['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]
Morale (n)
[m'r:l
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]
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
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]
regulatory (a)
realm (n)
['regjuleitri]
[relm]
quy nh
vng quc
(ngha bng) lnh vc, a ht
agent (n)
['eidnt]
access (n)
['kses]
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]
revenue (n)
['revnju:]
expenditure (n)
[iks'pendit]
s tiu dng
s lng tiu dng; mn tin
tiu i; ph tn
paradigm (n)
['prdaim]
feedback (n)
['fi:dbk]
- 153 -
[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]
embark (v)
[im'b:k]
accomplish (v)
['kmpli]
[p'sju:]
pursuit (n)
[p'sju:t]
objective (n)
[b'dektiv]
mc tiu, mc ch
deliver (v)
( to deliver something to
somebody something) phn pht;
giao
[di'liv]
- 154 -
New words
vital (a)
['vaitl]
orderly (a)
[':dli]
foster (v)
['fst]
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]
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]
oversight (n)
['ouvsait]
component (a)
[km'pounnt]
hp thnh, cu thnh
- 156 -
New words
footstep
['futstep]
ting chn i
du chn, vt chn
to follow in somebody's footsteps
lm theo ai, theo gng ai
bureaucrat
['bjurkrt]
gateway
['geitwei]
cng ra vo
ca ng
- 157 -