Career Guidance and Career Education Activities

20, due to the growth of industrialization, many authors Keller and Viteles in 1937, Watts in 1966; in 1974 Super mentioned Parson's work in the United States in the 1900s, Lahy's work on personnel selection in France in 1910; Gemelli's efforts on personnel selection in Italy in 1912, and Christiansen's focus on vocational guidance in Belgium in 1911, 1912 and the pioneering works in Geneva and London in 1914 and 1915 by Reuchlin described the initial efforts in establishing career counseling and guidance in the United States and Europe (Vietnam Institute of Educational Sciences, 2012). In Asian countries, attention is paid to organizing vocational education after junior high school. Most countries classify students into two main directions: one part continues to study in high school, the other part moves to vocational training, which is professional secondary school and vocational secondary school. In Japan and Korea, they have paid early attention to solving the relationship between general cultural education and professional knowledge and skills at all levels of education. In Japan, about 27.9% of high schools both study general culture and study technical subjects in many fields such as mechanics, fisheries, industry, agriculture, services, etc. After graduating from junior high school, up to 94% of students enter high school, of which 70% study in basic general schools and 30% of students study in vocational training. In Korea, vocational training is an important component of the educational program in all types of general schools. After secondary school, students follow two main directions: general and vocational, in which priority is given to vocational technical schools for admission first and then students are selected for the general stream. In Hong Kong, vocational education through life skills programs, vocational education includes topics: career planning, job search, career goal setting. In the Philippines, integrated teaching of science and technology subjects in high school, after junior high school, the vocational education branch has 2 years of vocational training, the next 2 years of choosing a certain career. In Malaysia, after junior high school, students are divided into 3 main directions: Technical and technological education group

civil mechanics; general education group teaches cultural subjects; vocational education group teaches theory and practice of mechanics, automobiles, welding, electricity, electronics... (Nguyen Van Le - Ha The Truyen, 2004).

Thus, in the world, most countries have arranged technical and vocational education systems . Almost every country in the world considers the human factor, in which vocational education contributes greatly to the development of human resources for the country. Vocational education institutions train, foster and provide a large trained workforce, contributing to making the social labor structure, both in terms of qualifications, occupational structure and regional structure, suitable for each stage of socio-economic development of the country. Continuing education and vocational education play an important role in helping people have conditions to train intellectual workers and self-train for life. Schools must replace the slogan "Training once for a lifetime" with the slogan "Training for life for a lifetime" (Ministry of Education and Training, 2013).

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1.1.2. Domestic studies

In Vietnam, Uncle Ho pointed out early on: Socialist schools are schools where: Learning goes with work, theory goes with practice; diligence goes with thrift ( Nguyen Thi Minh Hoa, 2007 ). From 1977 to 1980, authors Pham Minh Hac and Pham Tat Dong - Institute of Educational Sciences conducted research in Thanh Oai district, Ha Son Binh province, Bac Li junior high school, Ha Nam Ninh province and a number of high schools in Hanoi. The Ministry of Education revised, supplemented and issued a temporary career guidance program along with career guidance documents for the final grade of junior high school and high school classes for schools to implement and learn from experience.

In the 1980-1981 school year, Head of the Central Science and Education Commission Bui Thanh Khiet and Minister of Education Nguyen Thi Binh visited experimental facilities and, seeing good results, allowed the experimental group to prepare a project to submit to the Commission.

Central Education Reform Commission to expand and introduce career guidance into general schools.

Based on research works, authors Pham Tat Dong, Pham Huy Thu, Nguyen Trong Bao, Nguyen The Quang, and Doan Chi have joined hands to build the project "Career guidance and rational use of graduates".

On March 19, 1981, the Government Council issued Decision No. 126/CP on Career Guidance in General Schools and the Reasonable Use of Secondary and High School Students After Graduation. The Decision clearly states the role, position, and tasks of career guidance, specifically assigning authorities at all levels, economic and cultural sectors from central to local levels to have the responsibility to create all favorable conditions to directly assist general schools in training, properly using, and continuing to foster general school students after graduation. Issued together with Decision 126/CP of the Government is Circular 31-TT of the Minister of Education and Training on guiding the implementation of the above Decision. The content of the Circular clearly states the purpose, tasks and forms of career guidance for students in general schools, and at the same time assigns specific responsibilities to each member in general schools. Regardless of what job they are undertaking, they must complete the assigned tasks in career guidance work.

In 1984, when summarizing 3 years of implementing Decision No. 126/CP of the Government Council, the Ministry of Education and Training raised the issue: next, vocational guidance must be provided to high school students. If they do not continue their studies, students will easily find jobs and be ready to participate in local production labor. This policy was brought up for discussion in the whole industry and was affirmed in the Resolution of the 6th Congress of the Communist Party of Vietnam (1986): High schools must strongly shift towards teaching basic general knowledge, labor, general techniques, career guidance and vocational training.

From 1987-1990, due to the merger of Ministries, the organization had to be reduced. Education Department

Vocational guidance was merged into the Department of General Education, no longer having enough strength to carry out vocational guidance activities. As a result, the vocational guidance movement in localities seriously declined, and career counseling work was temporarily stopped.

In March 1991, in response to practical requirements, Minister of Education and Training Tran Hong Quan restored the focal point for organizing and directing labor-career guidance activities of the entire sector, establishing the Labor-Career Guidance Center under the Ministry of Education and Training. Thanks to this correct decision, only 1 year later, the Labor-Career Guidance Center restored career guidance for high school students. Most recently, in the state-level Science-Technology project KX-05-09, authors Nguyen Van Le, Ha The Truyen, and Bui Van Quan published the works: "Some issues on career guidance for high school students" and "Some experiences on general education and career guidance in the world". The group of authors: Tran Xuan Xuoc, To Ba Trong, Nguyen Minh Duong, Nguyen Duc Tri, Nguyen Viet Su, Pham Huy Thu, Doan Chi have presented concepts, data, and experiences in technical education and vocational training for high school students, and experiences in organizing career guidance and production for high school students and General Technical - Career Guidance Centers. Accordingly, many measures and experiences in general education and career guidance in the world have been summarized and analyzed to contribute to realizing the goal of career guidance for middle school and high school students in Vietnam.

The above works show that Vietnamese educational researchers are very interested in career guidance, production labor, and vocational training for high school students. However, the current practice of vocational education is still developing slowly, the assessment is only based on the good and excellent rate of vocational exams, not fully evaluated and not meeting the requirements of the new period. Although, vocational education in Vietnam in recent years

has been gradually consolidated and developed in terms of scale and training structure. However, compared to the increasingly high requirements of the cause of Industrialization - Modernization (I-MO) of the country in the conditions of the market economy and the trend of globalization as well as international integration. The urgent requirement for vocational education today is that in addition to increasing the scale and ensuring a reasonable structure, it is necessary to ensure the quality and effectiveness of training to meet the actual requirements of using laborers who have been trained in Vocational Secondary Education (VET) and vocational training.

1.2. Basic concepts

1.2.1. Career guidance and career education activities

* Career guidance

- Career guidance in education is a system of measures carried out inside and outside of school to help students gain knowledge about careers and be able to choose a career based on combining their personal aspirations and strengths with the labor needs of society. (Article 3 - Decree No. 75/2006/ND-CP detailing and guiding the implementation of a number of articles of the Law on Education).

- Some studies have the concept of career guidance or consider career guidance from several different perspectives such as: Career guidance is a system of social impact on education, medicine, sociology, economics, etc. to help the young generation choose a career that is suitable for their interests, abilities, aspirations, and strengths, while meeting the human resource needs of production sectors in the national economy. At the level of general schools: In general schools, career guidance is a form of teaching activities of teachers and learning activities of students. As a teaching activity of teachers, career guidance is considered the work of the collective of teachers and pedagogical groups, with the purpose of educating students in choosing a career, helping them decide on their future career based on a scientific analysis of their own abilities and interests.

and human resource needs of production sectors in society. Thus, career guidance in high schools is expressed as a system of pedagogical impact to help students choose a career appropriately. On the social level: All factories, enterprises, construction sites, farms, etc., economic and state management agencies, agencies of political and social organizations, etc. all need people with appropriate capacity and personality qualities. In order to select people according to the established standards according to objective indicators, the above-mentioned organizations have the task of making the younger generation understand the content, nature, characteristics, conditions, etc. of their work, helping them learn about the careers and specialties that they need to recruit. Finally, agencies and production establishments must select people based on their wishes and plans.

- The essence of career guidance is not to decide on a career but to help students gain the necessary understanding about themselves, about the surrounding career world, about the factors that influence them in choosing a career in order to choose a suitable career and satisfactorily resolve the relationship between the individual and the career, between the individual and society. Career guidance is to educate students on career choice in a purposeful way to ensure that they are happy in their career, work effectively and contribute the most to society. Career guidance is not only carried out in schools by teachers but also in families and communities with the influence and support of agencies, unions, social organizations, especially parents.

* Career education

- Vocational education is a system of educational measures of schools, families, and society to prepare high school students. It is the influence of educators to make students interested and motivated by the right career, have a pure career ideal, have the right attitude towards work,

ready to go into jobs and places that need young, cultured workers.

- Career guidance is a part of comprehensive education, through career guidance each student has an understanding of the nature of the profession they are aiming for, knows how to analyze the market and the corresponding vocational training, self-selects consultants to solve problems or train themselves. From there, each student can determine for themselves which career is suitable or not suitable.

* Career guidance activities

Career guidance education activities (HĐGDHN) (formerly called Career guidance activities) are officially included in the teaching plans of secondary and high schools as an educational activity, with a teaching program, including objectives, content, knowledge standards, skills and attitudes for each career guidance topic of each grade and class. Before the 2009-2010 school year, the time for HĐGDHN in grade 9 was 36 periods/school year (4 periods/month); in grade 10 and grade 12 it was 27 periods/school year/class (3 periods/month/class). But from the 2009-2010 school year onwards, the time for HĐGDHN was reduced to 9 periods/school year/class due to the integration of some career guidance topics into HĐGDHN and Technology subject in grade 10.

1.2.2. Management and administration of vocational education

* Manage

- Management is the process of designing and maintaining an environment in which individuals working together in groups can efficiently accomplish selected tasks and goals;

- Management is a set of activities (including planning, decision making, organizing, leading and controlling) with the organization's resources (human, financial, physical and information) for the purpose of achieving the organization's goals most effectively.

- Management is the purposeful, planned impact of the management subject on

collective of workers in general (object of management, to achieve the expected goals).

- Management is the process of control, a function of organized systems of different nature.

- Management is an objective, lawful impact that makes the system move, operate and develop.

- Management as an activity is the continuous, organized, and oriented impact of the management subject on the management object in terms of politics, economics, culture, society, etc. through a system of laws, policies, principles, and specific methods to create an environment and conditions for the development of the object.

- Management as a process in which management functions are performed in interaction with each other, "management is a process of planning, organizing, leading and controlling the work of members of a system of units and the use of appropriate resources to achieve specified goals".

- Management is the process of carrying out activities of exploiting, selecting, organizing and implementing resources, the impacts of the management subject according to a proactive plan and in accordance with objective laws to influence the management object in order to create changes or create necessary effects for the existence (maintenance), stability and development of the organization in an ever-changing environment.

- Thus, there are different definitions of the concept of management. But the nature of management activities is the purposeful impact of the manager on the managed to achieve a common goal.

* Education management

Educational management is understood as the impact of the management subject on the object and subject of management in educational activities. Educational management is

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