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Current Status of Coordination of Forces Participating in Organizing Khmer Cultural Identity Education Activities for Students


The results in Table 2.10 show that the management board and the teaching staff highly appreciated the level of implementation of the Khmer ethnic cultural identity education plan of the school leaders with an average score of 4.33 and 4.95. The Khmer ethnic cultural identity education plan was based on the school year plan by the school leaders, clearly showing the goals and educational content of the school. The work of developing the Khmer ethnic cultural identity education plan was also highly appreciated by teachers with an average score of 4.36 and 4.84. However, the planning work did not have the participation of teachers, there was no close coordination between departments in the school, and the plan was not consulted by teachers. Because there is no close coordination between departments in the school and the participation of teachers in the development, the activities have not been specified, not consistent with reality, and have not proposed a number of solutions to implement the plan because they have not received accurate information about the actual conditions of the school. That is also the reason why the plan is not feasible and the effectiveness of Khmer cultural identity education activities for students is not high. Therefore, when developing a plan, schools need to organize teachers to participate and there must be close coordination between departments and individuals in the school, because this is the force that directly implements the developed plan, bringing about effective Khmer cultural identity education for students in order to find many solutions and find conditions to implement the plan well.

2.4.2. Current status of coordination of forces participating in organizing activities to educate Khmer ethnic cultural identity for students

To achieve results in educating Khmer ethnic cultural identity for students in ethnic boarding schools in Soc Trang province, coordination between forces is needed. Through the process of surveying by questionnaires for managers, teachers, and students, the results obtained show that the main forces participating in educating Khmer ethnic cultural identity for students include: Family education forces; schools; Youth Union; local authorities; cultural and information agencies; Women's Union; Education Promotion Association; Association of the Elderly, and Parents' Association. At the same time, the content of coordination between forces participating in organizing activities to educate Khmer ethnic cultural identity for students was evaluated by managers and teachers with results shown in Table 2.11.


Table 2.11. Assessment of teachers, managers, and professional group leaders on the influence of factors on the organization of Khmer cultural identity education activities in ethnic minority boarding schools in Soc Trang province in the past 5 years


TT


Influencing factors

GV

Management Board, TTCM

Average

DLC

Rank

step

Average

DLC

Rank

step


1

Managing educational activities

Khmer Cultural Identity Education of the School


4.39


1.06


7


4.02


1.27


7


2

Professional qualifications and sense of responsibility of the forces managing indigenous education activities

Khmer cultural identity of the school


4.86


0.40


1


4.60


0.66


1


3

Content, form and method of managing educational activities

Khmer cultural identity of the school


4.62


0.91


3


4.49


1.02


3


4

Activities to check and evaluate the results of managing educational activities

Khmer cultural identity of the school


4.55


0.96


4


4.44


0.92


4

5

Student cooperation in

this activity

4.72

0.70

2

4.58

0.79

2


6

Effective support from students' families and society in activities

this move


4.47


1.01


5


4.36


1.04


5


7

Regulations on rewards and responsibilities

punish teachers and students participating in this activity.


4.44


1.08


6


4.13


1.19


6

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Current Status of Coordination of Forces Participating in Organizing Khmer Cultural Identity Education Activities for Students

The results in Table 2.11 show that the eight factors we proposed were highly appreciated by managers and teachers in terms of their influence on the organization of Khmer cultural identity education activities for students. These factors were rated with an average score of 4.02 to 4.60. Teachers also highly appreciated this content, with factors rated with an average score of 4.39 to 4.86. The highest rated content was the professional expertise and sense of responsibility of the forces and the coordination of students. Therefore, to improve the quality of Khmer cultural identity education activities for students, managers must demonstrate their managerial role well.


At the same time, organizations and individuals in the school must improve their professional qualifications and sense of responsibility, and must closely study the Khmer ethnic cultural identity and the circumstances of students in order to proactively participate in positively influencing students in order to attract them to participate in activities to educate their Khmer ethnic cultural identity.

2.4.3. Current status of organizing activities to educate Khmer ethnic cultural identity for students

Regarding the content of organizing activities to educate Khmer cultural identity for students, we surveyed and the results achieved are shown in table 2.12.

Table 2.12. Assessment of teachers, managers, and professional group leaders on the level of implementation of Khmer cultural identity education activities of the school in the past 5 years


TT


Management content

GV

CBQL, TTCM

Average

DLC

Rank

step

Average

DLC

Rank

step


1

Identify educational forces in schools involved in identity education activities

Khmer Culture for Students.


4.63


0.81


3


4.80


0.56


3


2

Assign tasks to forces and departments in the house

School implements plan.


4.81


0.49


1


4.87


0.43


2

3

Organize the forces to implement

Plan has been built.

4.47

0.95

4

4.47

1.02

4


4

The plan for Khmer cultural identity education activities has close coordination between departments in the

school


4.66


0.79


2


4.95


0.23


1

The survey results in Table 2.12 show that most of the management staff, the Center for Cultural Affairs and teachers rated the level of implementation of Khmer cultural identity education activities of their school at an average score of 3.47 to 4.95. Management staff and the Center for Cultural Affairs rated the content "Khmer cultural identity education plan has close coordination between departments in the school" the best, and teachers rated the content "Khmer cultural identity education plan has close coordination between departments in the school" the best.


Regarding the content of "Assigning tasks to forces and departments in the school to implement the plan", this is an important condition for organizations and individuals to promptly concretize the school's plan and effectively implement activities according to the plan. However, this result shows that the education of Khmer ethnic cultural identity in schools has been given attention. However, the organization of forces to fully implement the plan during the implementation process has not gone into depth, and is still general. In addition, the identification of educational forces in schools participating in activities to educate Khmer ethnic cultural identity for students is still limited, the forces assigned to the task mainly rely on their own experience, some teachers are limited in their capacity in the organization stage due to lack of training and knowledge development.

Therefore, schools need to thoroughly disseminate plans to teachers in organizing Khmer cultural identity education activities right from the beginning of the school year. These plans must be fully guided during the implementation process.

2.4.4. Current status of directing activities to educate Khmer ethnic cultural identity for students

Regarding the content of directing and operating Khmer cultural identity education activities for students, we surveyed and the results achieved are shown in Table 2.13.

Table 2.13. Assessment of teachers, managers, and professional group leaders on the direction and management of Khmer cultural identity education activities of the school in the past 5 years


TT


Management content

GV

CBQL, TTCM

Average

DLC

Rank

step

Average

DLC

Rank

step


1

The activities of directing and operating the Khmer cultural identity education have brought about effective results.

highest fruit


4.73


0.76


3


4.71


0.63


3


2

Management and direction activities

Khmer cultural identity education activities attract students


4.91


0.32


1


4.73


0.53


2



TT


Management content

GV

CBQL, TTCM

Average

DLC

Rank

step

Average

DLC

Rank

step


participate actively








3

The activities of directing and operating the Khmer cultural identity education have maximized the capacity and responsibility of the

teacher


4.68


0.72


4


4.58


0.90


4


4

The activities of directing and operating the Khmer cultural identity education have ensured the

decentralization in management


4.51


0.96


5


4.56


0.92


5


5

The direction and management of Khmer cultural identity education activities have ensured smooth coordination between ministries.

school department


4.85


0.48


2


4.98


0.13


1


Through the survey in Table 2.13, we found that in the direction and management of Khmer cultural identity education activities of ethnic minority boarding schools, managers, supervisors and teachers were most satisfied with the contents "Directing and managing cultural identity education activities ensured smooth coordination between departments in the school" and "Directing and managing cultural identity education activities attracted students to participate actively". In addition, both managers, supervisors and teachers gave low ratings to the content "Directing and managing cultural identity education activities ensured decentralization in management". This proves that the direction and management of cultural identity education activities have not ensured decentralization in management. These are the limitations that leaders of ethnic minority boarding schools need to pay attention to in order to have measures to improve the effectiveness of directing cultural identity education activities for students.


2.4.5. Current status of inspection and evaluation of Khmer ethnic cultural identity education activities for students

To better understand the management of inspection and evaluation of Khmer cultural identity education activities for students in order to have objective assessments of this work, we continued to ask for opinions from managers, center staff and teachers through a survey form and obtained the results shown in Table 2.14.

Table 2.14. Assessment of teachers, managers, and professional group leaders on the inspection and assessment of Khmer cultural identity education activities of the school in the last 5 years


TT


Management content

GV

CBQL, TTCM

Average

DLC

Rank

step

Average

DLC

Rank

step


1

Develop a plan to inspect Khmer cultural identity education activities by month, semester, and year.

learn


4.63


0.94


3


4.65


0.87


3


2

Develop criteria for testing and evaluating scientific and appropriate Khmer cultural and ethnic identity education activities.

suitable for school conditions


4.60


0.90


4


4.31


1.18


4


3

Building a regime and process for inspecting and evaluating Khmer cultural identity education activities correctly.

current regulations.


4.81


0.58


2


4.85


0.45


2


4

The work of inspecting and evaluating the activities of educating Khmer cultural identity has a positive effect on the

develop student personality


4.93


0.29


1


4.95


0.95


1


The survey results in Table 2.14 show that the inspection and evaluation of Khmer cultural identity education activities are carried out in accordance with current regulations, having a positive effect on the development of students' skills. Specifically, managers, teachers and teachers highly appreciate the contents "The inspection and evaluation of Khmer cultural identity education activities have a positive effect on the development of students' personalities" and "Building a regime and process for inspection and evaluation of Khmer cultural identity education activities in accordance with current regulations".

However, the content of "Building criteria for testing and evaluating Khmer ethnic cultural identity education activities scientifically, suitable for school conditions" was rated low by both managers, teachers and teachers. This proves that the work of testing and evaluating Khmer ethnic cultural identity education activities is not scientific and suitable for school conditions. This limitation is one of the reasons why school organizations and teachers have not paid much attention to organizing Khmer ethnic cultural identity education activities for students, or if they are organized, the content is also based on familiar patterns, often repeated over the years, so it does not promote the positivity and proactive participation of students. Therefore, the effectiveness of Khmer ethnic cultural identity education activities for students has not been as expected.

2.4.6. Current status of management of facilities and finance for Khmer ethnic cultural identity education activities for students

Reality shows that for the activity of educating Khmer ethnic cultural identity for students, having adequate facilities will be an important factor contributing to the effective implementation of the activity.

The current situation of the schools shows that: The school has done well in the following contents: Purchasing, supplementing, investing in equipment for Khmer cultural identity education activities; effectively using facilities and equipment for Khmer cultural identity education activities; funding sources for organizing Khmer cultural identity education activities; mobilizing resources for Khmer cultural identity education activities. Facilities and funding sources for organizing Khmer cultural identity education activities: extracurricular activities, themed on traditional holidays...


In addition, the school is very interested in the work of educating Khmer ethnic cultural identity such as purchasing, supplementing, and investing in equipment for the activities of educating Khmer ethnic cultural identity. However, because some equipment serving this work is very expensive such as the Khmer ethnic pentatonic musical instruments, the school has not been able to balance the budget for purchasing, although the Provincial People's Committee has supported the lack of this type of musical instrument, but up to now, many of them have been damaged. The work of mobilizing resources for the activities of educating Khmer ethnic cultural identity only ensures the work of rewarding and the cost of organizing and implementing activities of educating Khmer ethnic cultural identity for the school's students.

This shows that some boarding schools for ethnic minorities in Soc Trang province have managed well the work of calling for support or purchasing, supplementing, and investing in equipment for Khmer cultural identity education activities: there is a plan to balance the budget to invest in purchasing additional facilities, the use of facilities to serve Khmer cultural identity education activities, the budget for organizing Khmer cultural identity education activities: extracurricular activities, organizing national holidays for students, thematic activities, etc. are allocated reasonably. However, the management of facilities and finances for Khmer cultural identity education activities for students is still not well implemented, specifically, some schools have not equipped Khmer cultural identity education equipment for students. This proves that the implementation of Khmer cultural identity education content for students is not comprehensive, which has partly affected the quality of management of Khmer cultural identity education activities for students.

2.5. Current status of factors affecting the management of Khmer ethnic cultural identity education activities for students in ethnic minority boarding schools in Soc Trang province

2.5.1. Objective factors

The survey results in Table 2.11 show that the factor affecting the organization of Khmer cultural identity education activities for students that is rated lowest by school managers and teachers is "Management of Khmer cultural identity education activities of the school" (with an average score of 4.39) and highest is "Professional qualifications and sense of responsibility of the forces managing Khmer cultural identity education activities of the school" (with an average score of 4.86). Therefore, the objective factors

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