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Criterion 1 - Human Resource Management in Primary School Education Activities


Measure

France

Improving the testing and evaluation of environmental education activities for students in primary schools in

Danang city

(1)

Develop a school inspection plan, including testing

Educational activities for students by teachers and staff

(2)

The principal assigned members of the Steering Committee to inspect and evaluate

price of implementing environmental education activities for students

(3)

The principal directed the development of criteria for evaluating environmental education activities for students.

school

(4)

Evaluation of the implementation results of environmental education activities of teachers and students

(5)

Summary and rewards for groups and individuals in implementation

Educational activities for students

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Criterion 1 - Human Resource Management in Primary School Education Activities


(1). Develop a school inspection plan, including inspection of environmental education activities for students.

Based on the school year's tasks and the primary education curriculum framework as instructed by all levels, based on the actual situation of the school (strengths and weaknesses in educational activities), the Principal develops a plan for internal school inspection.

The internal audit plan is specific in terms of purpose, requirements, content, time, audited objects and is approved by the school's Board of Directors.

The school's internal inspection plan is built for each school year and the Principal must pay attention to the content of the inspection of the implementation of environmental education activities for students.

at school into the school's internal audit plan.

(2). The Principal assigns members of the Steering Committee to inspect and evaluate the implementation of environmental education activities for students.

In order for the LLGDs to understand the meaning of the inspection and evaluation work, the members of the Steering Committee need to disseminate the purpose, content, form, and criteria for inspection and evaluation of the implementation of the HĐGDMT. In addition, the members of the Steering Committee need to disseminate the purpose, content, form, and criteria for inspection and evaluation of the implementation of the plan, analyze what has been done and what has not been done, the causes, and together with the LLGDs find ways to overcome the limitations.


The content to be inspected is the management of environmental education activities by school managers, the implementation of teaching and educational activities with environmental education content by school teachers and staff; the coordination of education between the school and teachers with parents.

The implementation method is: The principal is in charge of the whole, the vice principal of professional affairs is in charge of the environmental education activities through integration in subjects; the vice principal of the school of extracurricular activities is in charge of the environmental education activities through extracurricular educational activities. It is necessary to carry out various forms of inspection such as pre-announced inspection and surprise inspection.

(3). The principal directs the development of criteria for evaluating environmental education activities for students in primary schools.

To check and evaluate the true nature and ensure the proposed purpose, it is necessary to have a system of scoring criteria. Like other activities in schools, environmental education is first and foremost an educational activity, so it includes many constituent elements. Based on the content and function of managing educational activities in general and managing environmental education activities for students in particular at primary schools, applying the viewpoint of quality management and overall quality management, we propose a system of criteria for evaluating environmental education activities for students at primary schools as follows:

Table 3.1. Criterion 1 - Human resource management in environmental education activities for primary school students


STT

Criteria content

1

Establish a Steering Committee in charge of environmental education activities for students

2

Building various types of environmental education plans for students

3

Building a system of documents on environmental education for students

4

Coordination between school and parents

5

Organize professional training for teachers and employees

6

Supervise teaching and educational activities

7

Develop a mechanism for reporting results and information on the HĐGDMT

8

Implement proposals for rewards and discipline for teachers and staff


Table 3.2. Criterion 2 – Developing policies for environmental education activities for primary school students


STT

Criteria content

1

Identifying environmental education goals for primary school students

2

Investment policy, mobilizing resources: human resources, financial resources, intellectual resources, material resources

3

Welfare policy for managers, teachers and employees

4

Action program and projects related to HĐGDMT

Table 3.3. Criterion 3 – Building resources to organize environmental education activities for primary school students


STT

Criteria content

1

The Steering Committee has the capacity and experience to organize and manage environmental education activities for students.

2

Teachers and staff have the qualifications to organize environmental education activities and have been trained.

3

Teachers and staff have the ability to cooperate and be creative in organizing environmental education activities for students.

4

Parents are able to participate with the school in environmental education for students.

5

Participation of experts, other relevant educational forces

6

Budgeting, regulations on budget use, financial transparency

7

Adequate facilities and educational equipment, meeting the requirements of HĐGDMT


Table 3.4. Criterion 4 – Organizing and implementing environmental education activities for primary school students


STT

Criteria content

1

Implement the popularized environmental education plan for students on schedule.

2

Identify and implement environmental education goals for students.

3

Fully implement environmental education content for students

4

Organize diverse forms of environmental education for students

5

Effective use of environmental education methods for students

6

Effective use of educational conditions and means

7

Report progress and results periodically

Table 3.5. Criterion 5 - Results of environmental education activities for primary school students


STT

Criteria content

1

Statistics on students' level of environmental education (knowledge, attitudes, skills)

2

Results of monitoring students' progress in environmental education during the learning process


(4). Evaluation of the implementation results of the environmental education activities of teachers and students.

- Checking and evaluating teachers' implementation of environmental education activities for students: Evaluating teachers' teaching and educational results. Evaluating teachers' teaching results is done in many forms through observing classes, preparing lessons, developing personal plans, scoring, and commenting on students' environmental education activities results.

- Checking and evaluating the results of students' implementation of environmental education activities: The evaluation of students' learning results and participation in environmental education activities is carried out through the results of periodic reports by teachers, through activities and competitions organized by the school; through students' awareness of environmental protection when they go to class and school every day.

(5). Summarize and reward groups and individuals in implementing environmental education activities for students.

The school periodically conducts preliminary and final reviews to evaluate the management of environmental education activities of the Board of Directors; evaluate the organization of teaching and learning activities and environmental education for students by teachers, staff, Youth Union leaders and other educational staff; evaluate the results of environmental education for students according to the set goals. The evaluation needs to highlight the achievements as well as the limitations, shortcomings and difficulties in the process of implementing the environmental education plan for students; point out the objective and subjective causes and remedies. From there, propose to reward individuals and groups that have had outstanding achievements in implementing environmental education activities for students at the school.

3.2.5. Promote coordination between schools and extra-school educational organizations in environmental education activities for primary school students.

3.2.5.1. Purpose of the measure

Resolution No. 29-NQ/TW of the Central Executive Committee of the Party (11th tenure) clearly states that the general goal of education and training is to educate Vietnamese people to develop comprehensively and to best promote the potential and creativity of each individual. The Resolution also continues to affirm that school education must be combined with family and social education. To achieve the goal of comprehensive education for students, it is necessary to attach importance to school education, family education and social education. "The essence of the combination is to achieve unity in educational requirements as well as in the actions


The educational activities of all adults, making the personality of children develop properly, fully and firmly. Thus, the coordination between educational activities is an important principle that creates unity in implementing educational goals; continuity in time and space; unity and integrity of the environmental education process for students.

Environmental education in primary school is not an official subject. Environmental education activities have been implemented by the Ministry of Education and Training in many forms of integration, integration into subjects, or inclusion in extracurricular activities. Environmental education activities must be carried out anytime, anywhere to achieve the established environmental education goals. Therefore, to improve the results of environmental education activities for students at school, managers need to pay attention to the coordination between schools and educational forces outside the school in a proper, regular and continuous manner to create a sustainable impact in forming an environmental culture for students.

The purpose of this measure is to mobilize the maximum participation of educational forces inside and outside the school, especially the School - Family - Local Government in implementing environmental education activities for students in primary schools; create a sense of shared responsibility in educational activities for students in general and environmental education activities for students in primary schools in particular; to build and develop the relationship between the School - Family - Society in educational activities for students, contributing to improving the effectiveness of managing environmental education activities for students in primary schools.

3.2.5.2. Content and implementation method

To achieve educational goals, not only the efforts of the education sector are needed, but also the effective support in many aspects of the family and society. The coordination between school, family and society is important for the quality of student education. Strengthening the relationship between School - Family - Society is an objective requirement. Strengthening this relationship will create conditions for schools to approach the diversity of students' family life and society, at the same time, linking students' lives with school activities. Thereby, students will apply the knowledge and skills they have learned to real situations in students' family life.


The educational force is those who directly or indirectly participate in the education of students. The educational force includes the educational force in the school (the Board of Directors, teachers, staff, the General Leader of the Youth Union, the Secretary of the Youth Union) and the educational force outside the school (the Family and Society). These educational forces create 3 large educational environments that influence the education of students: School - Family - Society. Each educational force outside the school has a different role in working with the school to form awareness, attitudes and skills about the environment for students.

To unify and strengthen the role of family and society in environmental education for students in the successful implementation of educational tasks, schools play a central role in organizing, coordinating, and leading the educational work of the educational forces, which means that schools must know how to attract, organize, and guide families and social forces to participate in the environmental education process for students everywhere, at all times.

Family is the cell of society, the place where people live, grow up and form their personality. In the process of forming and developing each person's personality, the family is always the cradle that nurtures both physical and mental aspects. The family is the living environment, the lifelong educational environment for the formation, development and perfection of personality, each person from birth to death. Environmental education is a regular and continuous activity, anytime, anywhere. Therefore, the family is an indispensable educational force in the general educational process and environmental education for students in particular, in which the awareness, behavior and guidance and education of adults in the family on environmental issues have a great influence on the awareness and behavior of students.

Social education includes activities undertaken by units, localities, and people's organizations such as local authorities, Youth Union, Veterans Association, Women's Association, etc., and activities of individuals who consider helping schools and taking on the task of educating the younger generation as their own social activities. Social education contributes effectively together with schools and families in providing knowledge, forming attitudes and behaviors towards the environment for students, contributing to forming an environmental culture for the younger generation - the future owners of the country.


To enhance the effectiveness of coordination in environmental education activities for students, it is necessary to synchronously implement the following contents:

Measure

France

Promoting coordination between School - Family - Society

(Local authorities) in the Environmental Education Council for primary school students

(1)

Raising awareness for managers, teachers, parents and local authorities

method of coordination in environmental education activities for students

(2)

Organize the development of a coordination plan between School - Family - Society

in the educational activities for students

(3)

Implement the coordination plan between School - Family and locality

method in educational activities for students

(4)

Monitor and inspect the implementation of the coordination plan between the School and Family.

family and local HĐGDMT for students

(1). Raising awareness for managers, teachers, parents and local authorities about coordination in environmental education activities for students.

- LLGDs need to identify coordination as a regular, continuous process at all times and education is a long-term process. Schools, families and society must always be proactive and ready to coordinate; not waiting or relying on other environments. At the same time, favorable conditions must be created to jointly implement the goals of environmental education and comprehensive education of students.

To raise awareness of LLGD inside and outside the school about coordination work, the School cooperates with functional agencies to increase propaganda to raise awareness, identify roles, tasks, and content of coordination.

a. The content of propaganda needs to focus on: making the team of managers, teachers, parents and local authorities understand the nature of coordination work, including: Concept of coordination, meaning of coordination, coordination principles, coordination skills and coordination mechanism. LLGDs need to grasp:

- Concept of coordination: Coordination is the joint activity of two or more individuals or organizations to support each other in performing a common task. When we say: The principal coordinates with educational forces, we are talking about the activities of the principal, of the school.


The school is responsible for organizing social forces to implement the socialization of education, while also emphasizing the school's proactiveness and positivity in this activity.

- Concept of coordination plan:

Planning is the most important content and function of management. Because planning is associated with the selection and implementation of future programs of activities of an organization, a unit. Planning is also the selection of a reasonable approach to predetermined goals. Planning includes the selection of a course of action that a unit, organization, and all its parts will follow. Planning means determining in advance what to do, how to do it, when and who will do it. Planning is building a bridge from our current state to where we want to be in the future.

Coordination planning is the process of identifying and selecting objects, coordination content, forms and methods to jointly carry out a certain content or activity of an organization or unit to achieve the highest efficiency.

- Concept of building coordination plan:

Coordination planning is the process of defining goals and selecting coordination methods to achieve those goals. Coordination planning includes clearly defining the coordination goals to be achieved, developing an overall strategy to achieve the set goals, and implementing a planning system to unify and coordinate activities.

- The significance of developing a coordination plan in environmental education activities for students in primary schools: developing a coordination plan for educational forces on the one hand determines the direction of coordination in environmental education activities for students in primary schools, helping schools and educational forces to be proactive in coordination; on the other hand, it aims to mobilize and mobilize (motivate, encourage, attract) parents, local authorities and schools to participate in building and developing schools, from building facilities and equipment for teaching and learning, paying attention to supporting educational activities in schools, including environmental education activities; creating a unified educational environment between school - family - society, to participating in educating students.

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