Home / Self Study Activities

Current Status of Facilities Management, Ensuring Equipment for Self-Study Activities


Table 2.10. Current status of facilities management, ensuring equipment for self-study activities


TT


Facilities and equipment management

Level (%)

Frequent

Not yet

frequent

Not yet

perform

CBQL

GV

CBQL

GV

CBQL

GV

1

Textbooks, documents

refer to the library

80

60

20

35

-

5

2

Learning facilities, rooms

practice

60

55

40

42.5

-

2.5

3

Functional rooms, equipment

teach

80

65

20

32.5

-

2.5

Maybe you are interested!

Current Status of Facilities Management, Ensuring Equipment for Self-Study Activities

The results of Table 2.10 show that: 80% of managers and 65% of teachers rated the frequency of measures for managing functional rooms and teaching aids. However, 40% of managers and 42.5% of teachers rated the frequency of measures for managing learning facilities and practice rooms as not frequent.

In fact, in recent years, the school has always paid attention to purchasing additional textbooks, reference materials, learning aids, building new practice rooms, functional rooms and adding teaching aids to ensure teaching according to the requirements of innovation in general education. The school's current facilities and equipment for teaching and learning activities:

- Total school area: 90,849 m 2 .

- Facilities and equipment for teaching and self-study:

+ Dormitory: 5,186 m2 .

+ Lecture hall: 2,452 m2 , cultural classrooms are equipped with projection screens to use electronic lectures.

+ 01 ethnic cultural activity house: 763 m2 .

+ 01 gym: 236 m2 .

+ 01 gym - beauty room: 82 m 2


+ 01 digital foreign language practice room: 164 m2 with 30 cabins

+ 03 computer labs: 225 m2 , 75 computers connected to the Internet.

+ 01 Chemistry - Biology laboratory: 82 m 2 .

+ 01 Physics lab: 82 m 2 .

+ 01 Biology practice garden: 60 m2 .

+ 01 library: 100 m2 ( documentation room: 50 m2 , reading room: 50 m2 ) with 34,000 books of all kinds. Of which, 23,000 are textbooks and 11,000 are reference books.

+ 01 specialized theory classroom with full range of projectors, projection screens, computers connected to the Internet.

+ 36 computers (06 laptops) for teachers' management, research and study.

+ High school teaching equipment set (2 sets per grade) according to the standards of the Ministry of Education and Training.

+ AK, CKC, K54 submachine guns for military martial arts training.

+ Sports ground, command yard: 25,500 m2 .

However, in the management of facilities and ensuring equipment for self-study activities of the school, there are still limitations:

- Some items and facilities have been equipped for a long time and are therefore degraded. The investment of the Ministry of Public Security in building facilities and purchasing equipment is not uniform and is still spread out. The procurement and bidding procedures are still complicated, leading to slow progress of projects.

- Officers in charge of infrastructure investment projects do not have expertise in implementing education and training projects and have limited experience.

- The school does not have an internal network, and the computers used for research by administrators and teachers are not connected to the Internet.

- Teachers are not really interested in regularly using teaching equipment, some teachers still teach by rote.


2.3.3. Measures to organize and manage self-study activities


To make students' self-study activities more orderly and improve their quality, the school has implemented many measures to organize and manage self-study activities. A survey of the current status of measures to organize and manage self-study activities yielded results in Table 2.11.

Table 2.11. Current measures to organize and manage self-study activities.


TT

Measures to organize and manage self-study activities

SL

Rate (%)

1

Establish a steering committee for self-study activities

11

22

2

Building forces to organize and manage students' self-study activities


30


60

3

Assignment and division of tasks in managing students' self-study activities


34


68

4

Build a system to check students' self-study activities

35

70

The above results show that managers and teachers are in high agreement in evaluating current measures to organize and manage self-study activities such as:

- Build forces to organize and manage students' self-study activities.

- Assignment and division of tasks in managing students' self-study activities.

- Develop a system to check students' self-study activities.

Currently, the school has not established a specialized steering committee for self-study activities, but management is directed directly by the Board of Directors through functional departments and to each individual, so managers and teachers do not appreciate this measure (22%).

Management activities cannot lack the function of direction. A survey on measures to direct and manage self-study activities obtained the results in table 2.12.


Table 2.12. Measures to direct and manage self-study activities.



TT

Measures to organize and manage self-study activities

SL

Percentage

1

Guide students to make self-study plans and determine

self-study environment

25

50

2

Building a self-study habit

41

82

3

Fostering self-study methods for students

27

54

4

Strengthen inspection and supervision of self-study activities.

pupil

30

60

5

Create favorable conditions for facilities and equipment for learning

self-taught

21

42

6

Innovation in teaching methods to promote the role

student self-study

37

74

Managers and teachers unanimously appreciated the school's measures to direct and manage self-study activities, in which the measure to direct and manage the building of self-study discipline was rated the highest (82%); the measure to innovate teaching methods to promote the role of self-study of students was chosen by 74% of managers and teachers. Particularly for the measure to direct and create favorable conditions for facilities and equipment for students to self-study, the school has paid special attention to regular guidance, but due to subjective and objective factors leading to slow progress in equipping facilities and equipment, managers and teachers rated this measure low when only 42% chose it.

Proposing measures for organizing and managing, measures for directing self-study activities must aim to orient and organize the management of self-study activities. However, to make self-study activities highly effective, it is necessary to carry out specific management measures in parallel. A survey of measures that managers and teachers have taken to manage students' self-study activities yielded results in Table 2.13.


Table 2.13. Measures taken by administrators and teachers to manage students' self-study activities


TT

Measures taken

self-study activity management

CBQL

GV

SL

%

SL

%

1

Plan to test self-study activities

of students

4

40

18

45

2

Building inspection forces

2

20

23

57.5

3

Conduct regular checks

4

40

31

77.5

4

Conduct periodic inspections

4

40

18

45

5

Organize regular assessment and experience sharing on self-study management activities.

pupil


-


-


15


37.5

6

Guide for students to self-test

2

20

26

65

7

Forming self-governing and self-inspecting organizations

-

-

18

45

Managers have not highly appreciated the management measures taken; the measures taken that were most highly appreciated by managers were planning to check students' self-study activities; conducting regular checks; conducting periodic checks, all of which only reached 40%; managers rated the measures taken the lowest: building inspection teams; guiding students to self-check (20%). Teachers highly appreciated measures such as conducting regular checks (77.5%), guiding students to self-check (65%). Teachers rated the measure of organizing regular assessments and drawing experience on managing students' self-study activities the lowest (37.5%).

This is a conflict between managers and teachers in implementing measures to manage self-study activities, thereby greatly affecting the effectiveness of managing students' self-study activities.

The survey of the current status of self-study activities of school students is shown in table 2.14.



Table 2.14. Assessment of managers and teachers on the current status of self-study activities



TT

Current status of self-study activities

Level (%)

CBQL

GV

Good

Rather

TB

Weak

Good

Rather

TB

Weak

1

Self-study discipline

40

40

20

-

17.5

50

32.5

-

2

Self-study method

-

40

40

20

2.5

30

47.5

20

3

Self-study results through test

check regularly

-

20

80

-

5

22.5

67.5

5

4

Practical and application capacity

-

-

80

20

-

25

67.5

7.5

The above results show that managers and teachers highly appreciate students' self-study habits at good and fair levels (managers: 80%; teachers: 67.5%); self-study methods at fair and average levels (managers: 80%; teachers: 77.5%); self-study results through regular tests at average levels (managers: 80%; teachers: 67.5%); practical application capacity at average and weak levels (managers: 100%; teachers: 75%). From the above analysis, it can be seen that the weakest problem of students at the school today is practical application capacity, which is completely consistent with the psychological structure of ethnic minority high school students. Therefore, it is required that management work must focus on measures to enhance students' practical application capacity.

2.3.4. Results of self-study activity management and factors affecting results.

Survey on school students' learning outcomes: 62% of administrators and teachers assessed that the school students' learning outcomes were equal to the average in Thai Nguyen province; 38% of administrators and teachers assessed that the school students' learning outcomes were lower than the average in Thai Nguyen province.

Study the school's summary reports from the 2006-2007 school year to the 2008-2009 school year (from the school year the school switched to teaching the high school program and taking the high school graduation exam). The data is reflected in Table 2.15.


Table 2.15. Student learning outcomes


School year

Number of students

Go to class

Good

Graduate (%)

Quantity

%

Quantity

%

2006 - 2007

494

484

98

178

36

82.93

2007 - 2008

581

563

96.9

214

36.8

95.42

2008 - 2009

658

655

99.54

283

43

100

(Source: Training Department, 2009)

The above data shows that the school's students' academic performance is increasingly improving, the rate of students moving up to the next grade, excellent and fair students, and students graduating from school every year is increasing.

To achieve the above results in the process of managing students' self-study activities, the school's management staff and teachers have made constant efforts and overcome many difficulties. In a survey of management staff and teachers on the difficulties in managing students' self-study activities, 96% of management staff and teachers said that the biggest difficulty is that students' awareness and motivation to study are not high. In addition, 67.5% said that there is no application software for managing self-study activities; 34% said that the remuneration for management staff is poor; 26% said that the facilities are lacking; 24% said that the management capacity of management staff and teachers is weak; 14% said that the time spent on management activities is relatively large.

The above assessments are completely correct because the biggest factor determining the quality of self-study is the learner; when students' awareness and motivation to study are not high, the impact measures are difficult to be effective. Regarding other difficulties such as the lack of application software for self-study management; inappropriate treatment for management staff; lack of facilities; limited management capacity of staff are also mentioned by management staff and teachers, however, these are not fundamental difficulties that can be overcome soon.


CONCLUSION OF CHAPTER 2


Over the years, the Cultural School I - Ministry of Public Security has always strived to improve the quality of training, build the school stronger and stronger, always be a reliable address for the quality of cultural education for young students, creating a source of ethnic minority cadres for the Police of the northern mountainous border provinces.

Through reviewing and evaluating the current status of self-study management activities of schools, it can be seen that:

The school's board of directors has really paid attention to and performed well the management functions, especially the management of students' self-study activities, contributing to improving the quality of teaching. The school's management staff and teachers are always enthusiastic, highly responsible, dedicated to their work, and always have the awareness to study to practice political qualities and improve their professional qualifications.

The management of self-study activities of the school has gradually gone into depth, the system of rules and regulations is increasingly perfected and effectively implemented. The learning results of students are increasingly improved, the graduation rate is increasingly high.

However, the management of students' self-study activities at school still has some shortcomings: students' awareness of self-study is not comprehensive, students' learning methods are not scientific; the innovation of teachers' teaching methods has been directed but the implementation is slow, basic facilities have been paid attention to but are still lacking and not synchronized, the inspection and assessment of students' self-study activities have been carried out regularly but are not really effective.

The above research issues are practical arguments to propose feasible measures to manage students' self-study activities, thereby putting students' self-study activities into order, contributing to improving the school's training quality.

Comment


Agree Privacy Policy *