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Analysis of Current Data on the Implementation of the Project for Developing a Primary School with 2 Sessions/Day Teaching in Primary Schools

Table 2.9. Analysis of data on the implementation of the project to develop primary schools with 2 sessions/day of primary schools


TT


Request

Good

Rather

Medium

Weak

X

(4 points)

(3 points)

(2 points)

(1 point)

1

Pointing out opportunities and challenges in developing primary schools with 2 sessions/day in disadvantaged areas

14

26

36

91

1.78


2

Identify the school's strengths and weaknesses in developing a two-session primary school.

day


23


50


41


53


2.26

3

Build a project to develop teaching school 2

session/day

0

0

0

167

1.00

4

Set goals for quantitative and qualitative development

Teaching volume: 2 sessions/day.

54

19

51

43

2.50


5

Identify a transition path from semi-formal teaching

day to full day teaching to achieve development goals


40


37


33


57


2.36

6

Clearly plan resources for the transition.

change to 2 sessions/day teaching model

75

16

43

33

2.80

7

Project to convert primary school to secondary school

This session is submitted to the competent authority for approval.

0

0

0

167

1.00

8

There are timely adjustment decisions according to reality.

appropriate measures to put the project into implementation.

0

0

0

167

1.00


Average of X criteria

1.83

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Data in Table 2.9 shows that the implementation of the project to develop primary schools with 2 sessions/day still has certain limitations. Criteria such as project development, project submission and project adjustment only achieved 1 point/4 points, demonstrating a very weak implementation level. One of the reasons leading to this situation, through discussions with a number of primary school principals, is that they have not received specific guidance and close direction from the management agencies at the Department and Division levels. This shows that the Department of Education and Training and the Department of Education and Training need to have specific and unified guiding documents from the province to the district on reviewing and planning the development of primary schools with 2 sessions/day in stages.

b) Current status of building a 2-session/day teaching plan for the school.

Table 2.10. Analysis of data on the current status of teaching plan development 2

session/day


TT


Request


Good

Rather

Central

jar


Weak


X

(4 points)

(3 points)

(2 points)

(1 point)

1

Organize community meetings to introduce

Introduction to teaching 2 sessions/day

54

25

38

50

2.50

2

Form a lesson planning team 2

session/day

0

37

9

121

1.50


3

Identify goals, choose options, and recommend ways to move toward teaching 2.

session/day


37


45


40


45


2.44

4

Build a teaching plan for 2 sessions/day according to

correct HD of superior

69

27

36

35

2.78

5

Unify the plan and organize implementation;

73

21

36

37

2.78

6

Incorporate a 2-session/day teaching plan into your schedule.

school development plan

58

61

31

17

2.96


Average of X criteria

2.49

The data table shows that most schools teaching 2 sessions/day in disadvantaged areas have developed plans to convert to teaching 2 sessions/day to ensure the procedures. However, the level of implementation is still limited, most clearly shown in the data table is the stage of establishing a planning team. Currently, the planning work of schools is carried out by the Principal. Although they have recognized the importance of planning, because they do not have a firm grasp of the theory, some Principals have not followed its principles and procedures. Through studying the Plans of the schools, we found that: In the plan, the Principal has presented the advantages and difficulties but has not analyzed which points create opportunities and which points are challenges. Therefore, specific goals for each task have not been determined and the development direction of the planning indicators has not been predicted. This is similar to the survey results in the criterion: "determine goals, choose options and propose ways to switch to teaching 2 sessions/day" with a score of 2.44/4.

c) Current status of assignment, use, training and development of teachers to switch to teaching 2 sessions/day in the school

Table 2.11. Analysis of current data on assignment of use

Training and retraining teachers to switch to teaching 2 sessions/day



TT


Request

Good

Rather

Medium

Weak


X

(4

D)

(3 points)

(2 points)

(1 point)


1

Organize for managers and teachers to thoroughly understand the requirements for training to improve professional qualifications to meet the requirements of teaching 2 sessions/day.


80


29


25


33


2.93

2

Gather training needs from teachers, analyze

type of needs

5

15

58

89

1.62

3

Develop training plans by semester, school year, and cycle.

67

35

26

39

2.78


4

Innovate training forms, increase practice and experience time, reduce delivery time

theoretical level


37


46


38


46


2.44

5

Evaluate training results associated with tasks

expertise of each specific individual.

59

20

45

43

2.57

6

Reasonable assignment and use of teaching staff, creating favorable conditions

conditions for teachers to develop their capacity.

80

29

25

33

2.93


Average of X criteria

2.54


The data in Table 2.11 show that the assignment of using training to improve teachers' ability to switch to teaching 2 sessions/day also has certain limitations with the average value of the weighted averages X only reaching 2.56. In particular, the weakest part is the stage of gathering needs and classifying training needs from the teachers' side, reaching only 1.62/4 points. This is a point that needs to be noted by the Department of Education and the Department of Education in determining the needs to organize training to improve the capacity of managers and teachers of primary schools to teach 2 sessions/day.

d) Current status of management of teaching and learning activities, educating students 2 sessions/day of the school

Table 2.12. Analysis of data on the current status of management of teaching and learning activities, educating students in 2 sessions/day of the school


TT


Content

Good

Rather

Central

jar

Weak


X

(4 points)

(3 points)

(2 points)

(1

D)


1

Managing the implementation of teaching according to standards

knowledge and skills

92

36

24

15

3.23

2

Manage program implementation in accordance with

school and local practices

30

28

54

55

2.20

3

Managing teachers' teaching activities and students' learning activities

86

36

24

21

3.12

Managing creative experience activities

5

23

40

99

1.60

5

Exploitation, preservation and effective use

Teaching facilities and equipment

37

13

40

77

2.06

6

Boarding operations management

104

32

15

16

3.34

7

Check, advise, support teaching activities

2 sessions/day.

57

29

36

45

2.59

8

Advise People's Committees at all levels to support conditions

conditions for implementing 2 sessions/day school

48

29

32

58

2.40

9

Mobilize all resources to support and serve activities

school teaching

40

27

38

62

2.27

10

Coordinate with parents and families of students in the organization

Teaching position: 2 sessions/day

31

28

33

75

2.09


Average of X criteria

2.49

4

The data in Table 2.12 show that the current status of management of teaching and learning activities and student education has been given attention and evaluated at an above average level. In particular, the activities that are evaluated at the best level are boarding management, management of teaching according to knowledge and skills standards, management of teachers' teaching activities and student learning activities. However, the work of mobilizing all resources to support and serve the school's teaching and learning activities, coordinating with parents and students' families in organizing 2 sessions/day of teaching still has certain limitations. The weakest of these is the management of creative experiential activities. Currently, most schools lack multi-purpose classrooms; the principal's office and functional rooms must also take on many functions such as: library rooms combined with equipment, art rooms, etc.; common rooms are dining rooms, bedrooms, etc. That greatly affects the organization of educational activities for students when they are at school all day.

To clarify this issue, we conducted a survey of parents about propaganda work and evaluated the level of propaganda work implementation for schools teaching 2 sessions/day, receiving the following results:

55.7% of parents know that the school teaches 2 sessions/day and 22.8% rate the propaganda work as good, only 5.1% think that the propaganda work is not good, 54.4% of parents are consulted about the school's 2-session/day teaching plan with 8.9% rate the consulting activities as good. In particular, up to 96.8% of parents want their children to study all day at school, which shows that parents have the right awareness of their children's learning, have the need and want to invest in their children to study all day at school. Combined with interviews and research on school profiles, we found that: Schools have focused on and implemented propaganda

to parents and the community about organizing 2-session teaching/day in many different forms. However, the number of parents who lack information or do not know about 2-session teaching/day is still quite large, the reason is that schools have not mobilized parents to participate in planning 2-session teaching/day. Therefore, it is necessary to have measures to promote this work in schools.


Chart 2.4. Assessment of the level of implementation of propaganda work, needs and consultation on teaching 2 sessions/day.

Table 2.13. Current status of family activities implementation level

and community for primary school teaching 2 sessions/day



TT


Request

Good Fair

(4 points) (3 points)

Medium

(2 points)

Weak

(1 point)

X


1

Take care of the conditions for serving the learning of

children; encourage children to apply knowledge to family, village, and hamlet


4


5


31


118


1.34

2

Moral education and learning management at home

8

17

26

107

1.53

3

Form of coordination with schools and teachers

members (teacher meetings, parent meetings, contact book keeping,

28

11

21

98

1.80

email, phone, text, visit

family)






4

Support the school's boarding work

60

24

28

46

2.62

5

Develop scholarship funds and charity funds

love in the family, village

12

36

31

79

1.88

6

Mobilize and mobilize all sources of capital for the school;

25

20

26

87

1.89

7

Participate in teaching music, dancing, singing, drawing, making crafts

local traditional occupations for students;

0

0

15

143

1.09


Average of X criteria

1.73



The data table and charts show that although the demand for children to study 2 sessions/day at school is very high (96.8%), the attention and care of parents and the community for organizing full-day teaching is still very limited with the average score of the criteria reaching 1.73. Taking care of the conditions for children's learning; encouraging children to apply knowledge into practice and moral education, managing children's learning at home still has certain limitations, in which the weakest is the support activities for teaching music, dancing, singing, drawing, and doing traditional local jobs for students.

To clarify the management status of mobilizing the community to participate in supporting primary schools to teach 2 sessions/day, conduct an assessment survey.

the extent to which the school has implemented measures to attract students to school and

Opinions on children's learning outcomes from parents, results are as follows:

Table 2.14. Current status of implementation of measures to attract students to school


TT


Request

Good

Rather

Medium

Weak

X

(4 points)

(3 points)

(2 points)

(1 point)

1

Create trust for parents and students

about the future development of children

6

6

33

113

1.40

2

Parents send their children to school;

78

41

17

22

3.11

3

Information, propaganda, teaching 2 sessions/day

37

22

32

67

2.18


4

Shorten the distance from home to school by opening a separate school,

inter-village/hamlet school…;


78


21


17


42


2.85

5

Subsidy

trousers…

rice,

money,

book

notebook,

shirt

45

23

25

65

2.30

6

Create opportunities for children to receive equal education like others;

80

10

30

38

2.84


Average of X criteria

2.45

Table 2.14 shows that the level of implementation of measures to attract students to school is assessed at above average level with the average value of the averages.

weighted sum X

to 2.45. In which the best rated measure of the

The school encourages parents to send their children to school 2 sessions/day and the weakest measure is to create trust for parents and students about the opportunity for their children's future development. Thus, the issue of comprehensive education quality for children is not highly appreciated by parents, and if they cannot create trust from parents, it will be difficult to mobilize them to participate in supporting activities in the school.

Table 2.15. Parents' opinions on their children's academic performance and moral education at school



TT


Request

Not satisfied

Satisfied 1

bit

Relatively satisfied

Very satisfied


X

1

Learning outcomes

12

22

87

37

3.20

2

Moral education

9

11

100

38

3.44

3

Life skills

32

68

30

28

2.13


Average of X criteria

2.92

Through interviews with some parents about their children's academic results and moral education at school, it shows that parents are satisfied with their children's academic results at an above-average level; at the same time, through processing open-ended questions (indicating difficulties or advantages in letting their children study 2 sessions/day at school?) in each questionnaire, it shows that: In reality, most students in these areas only study 1 session, the remaining session helps the family or plays at home without supervision, no one guides their studies because their parents are both busy, many families have parents working far away leaving their children at home with grandparents or neighbors, and many parents have limited abilities so they cannot guide their children's studies.

When asked about the advantages and disadvantages of having their children study 2 sessions/day, most parents affirmed: When their children study all day at school, parents can work with peace of mind, do not have to pick them up and drop them off many times, and their children study better. Through a survey and direct interview with Ms. BTL, Representative of Parents of Students, Chi Dao Primary School, Lac Son District, said: "In fact, many families have also recognized the investment in studying.

Parents want their children to study at school all day like other students in town, but because the school cannot meet the conditions, there are not enough classrooms, toilets, the children's houses are far from school and parents do not have time to pick them up and drop them off, they want their children to study but do not have the ability to contribute to their children... there are many wishes but also many difficulties, so parents have to accept that their children are disadvantaged.

2.5. Current status of factors affecting the development of primary schools teaching 2 sessions/day in disadvantaged areas of Hoa Binh province

Table 2.16. Analysis of the level of influence of factors on primary schools

Teaching 2 sessions/day in remote areas


TT

Influencing factors

Level of influence

So many

Much

Reasonable

Little


X


1

Viewpoints and policies of the Party, State and Ministry of Education and Training on the policy of studying 2 sessions/day at primary level and requirements

demand for educational innovation


50


57


40


20


2.26

2

Facilities conditions.

5

6

144

12

3.76

3

Ratio, structure, quality of staff and teachers.

2

1

149

15

3.87

4

Local socio-economic conditions

16

8

91

52

3.35

5

Student's family conditions (living standards, education level)

knowledge of parents or guardians).

17

7

127

16

3.57

6

Population distribution, primary school age population

39

74

29

25

2.05

7

Regimes and policies for disadvantaged areas.

20

13

79

55

3.20

8

Other factors (please specify):……………………

30

60

61

16

2.47


Average of X criteria

3.06

The above table shows that the above factor is rated at a high level with a value of


mean of weighted averages X

to 3.06. In which the factor is

The assessment that has the greatest impact on the development of primary schools teaching 2 sessions/day in disadvantaged areas is: the ratio, structure, quality of the management staff, teachers and material conditions. That shows that, to develop primary schools teaching 2 sessions/day in this area, it is necessary to pay attention to ensuring material conditions, and to arrange a full team of management staff, teachers to ensure the ratio, structure and quality.

In addition, factors such as local socio-economic conditions and support policies for disadvantaged areas also have a significant impact on school development. In reality, attraction policies for disadvantaged areas still have many shortcomings. Currently, schools in disadvantaged areas are facing the risk of teachers not being confident in their work, teachers only

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