Current Status of Factors Affecting the Management of Life Skills Education for Students Through Experiential Activities at Gia Nghia District Secondary Schools

reviews of the ceramic products you have made, reviews of your answers in competitions, ...). Therefore, there is not enough data to process and analyze the results promptly and accurately.

Providing feedback to stakeholders to adjust KNS education activities through experiential activities is still a formality.

2.3.3.5. Current status of factors affecting the management of life skills education for students through experiential activities at secondary schools in Gia Binh district, Bac Ninh province

We built question number 13 in appendix 1 to survey the opinions of managers and teachers on factors affecting the management of KNS education through experiential activities at secondary schools in Gia Binh district, Bac Ninh province. The results are shown in the following table:

Table 2.13. Opinions of managers and teachers on factors affecting the management of life skills education for students through experiential activities

Influencing factors	KTKS	Average
1	Perception of educational forces inside and outside school	CBQL	3.95
		GV	3.89
2	Principal's Management Capacity	CBQL	4.00
		GV	3.58
3	The ability of the organizer of the experiential activity for pupil	CBQL	4.00
		GV	3.80
4	Coordination between educational forces inside and outside the school in organizing experiential activities test	CBQL	3.70
		GV	3.67
5	Facilities, technical and financial conditions for activities dynamic experience	CBQL	2.67
		GV	3.05

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Looking at the survey results, most opinions agree that cognitive factors and capacity of managers and teachers have a great influence on the quality of educational management.

education of life skills through experiential activities (Manager: 3.66; Teacher: 3.60). We found that schools have basically met the requirements for organizing experiential activities for students, but only at a relative level. Among the above factors, the most influential are the management, organization, and leadership capacity of the Principal, the capacity of the experiential activity organizer (Teacher), followed by the coordination between educational forces inside and outside the school in organizing life skills education through experiential activities for students. The most limited are the conditions of facilities, technology, and finance for experiential activities..., this is also a factor that needs attention in management activities.

Interviewed some managers and teachers to learn more about the above situation:

Principal of Xuan Lai Secondary School: Mobilizing resources outside the school in the process of organizing life skills education and experiential activities has been done, but only focused on contents such as: visiting historical sites, supporting students to participate in science and technology experiential activities, visiting traditional craft villages. Organizing forums, exchanges, etc. has not yet mobilized many external resources to implement.

Teacher of Quynh Phu Secondary School: Currently, the space in the school ensures common activities for students throughout the school. The school does not have a roof for the yard or a multi-purpose hall, so large-scale out-of-class activities within the school depend on weather conditions. The yard area does not meet the required standards, so the number of people participating in the activities is limited.

In summary, to improve the quality of KNS education management through experiential activities, school leaders need to continue to develop plans to propose coordination of facilities with external forces in each activity content. As well as request competent authorities to continue to invest in school infrastructure to better serve educational activities.

2.4. General assessment of the current status of life skills education management for students

students through experiential activities at secondary schools in Gia Binh district, Bac Ninh province

2.4.1. Advantages

In general, the team of managers and teachers have initially recognized the orientations for innovation in secondary education in the spirit of Resolution 29/TW on Fundamental and Comprehensive Innovation in Education; recognized some basic characteristics of experiential activities in the 2018 general education program.

Depending on the characteristics of the situation and actual conditions of each school, there have been appropriate life skills education activities, attracting the participation of students. The management of life skills education through experiential activities has also been implemented with attention. The leaders of Gia Binh district secondary schools, Bac Ninh province have had a general activity plan for each period, each month and each activity. The organization and direction work basically follows the plan and is flexible according to reality.

The school has also mobilized and coordinated with parents and mass organizations in organizing life skills education through experiential activities.

Ensure minimum facilities and gradually invest in basic equipment for educational activities.

The management measures of the leaders of Gia Binh secondary schools in Bac Ninh province have contributed significantly to improving the quality and effectiveness of life skills education through experiential activities for students.

2.5.2. Limitations and causes of limitations

Some managers and teachers do not have a deep understanding of the content of innovation in secondary education and the characteristics of experiential activities, so the content and form of organizing life skills education activities through experiential activities in secondary schools in Gia Binh district, Bac Ninh province are not diverse and not really suitable for the characteristics and needs of life skills education of students.

Organizing training seminars for teachers on KNS education capacity through experiential activities is not yet available or is integrated into other contents.

The content of training and implementing the program of experiential activities is limited in the process of planning and organizing each KNS education activity.

The implementation of management functions of principals of secondary schools in Gia Binh district, Bac Ninh province is not synchronized between planning, organizing, directing and evaluating performance results. Evaluation criteria are not clear, evaluation methods are not diverse, feedback is not timely, ... so there is no basis for adjusting the management and reception cycle.

The coordination of KNS education forces through experiential activities is not yet synchronous, so the full strength of each force in organizing this educational activity has not been fully utilized.

CONCLUSION OF CHAPTER 2

The survey results on the current status of awareness, the current status of life skills education through experiential activities, the current status of life skills education management through experiential activities in secondary schools in Gia Binh district, Bac Ninh province show that:

Teaching life skills to students through experiential activities has received attention from teachers and managers, demonstrated by their understanding of the basic issues in the trend of educational innovation and experiential activities.

Methods and forms of KNS education through experiential activities are implemented in a diverse and rich manner. Some active methods and forms are rarely used due to teachers' capacity and are less suitable for the content of the activities.

Management of KNS education through experiential activities in secondary schools in Gia Binh district, Bac Ninh province is assessed as Good, however, there is no uniformity in the implementation of management functions. Inspection and evaluation work is still limited in criteria, evaluation methods and information feedback. The mobilization of forces in organizing educational activities is not tight, so the efficiency is not high.

This is the practical basis for us to propose management measures to improve the quality of KNS education through experiential activities at secondary schools in Gia Binh district, Bac Ninh province.

Chapter 3

MEASURES TO MANAGE LIFE SKILLS EDUCATION FOR STUDENTS THROUGH EXPERIENTIAL ACTIVITIES IN SECONDARY SCHOOLS IN GIA BINH DISTRICT, BAC NINH PROVINCE TO MEET THE REQUIREMENTS OF EDUCATIONAL INNOVATION

3.1. Principles of proposing measures

3.1.1. Ensuring objectiveness

Objectives are important factors for activities, especially for educational management activities. They ensure that the process of activities goes in the right direction. Therefore, the management of KNS education through experiential activities must aim at the following objectives:

- Measures to manage educational activities must be implemented according to the goal of KNS education through experiential activities, which is to form and develop KNS for students. From the general goal of KNS education management through experiential activities, to design specific KNS goals.

- Measures must aim at forming and developing students' qualities and practical abilities in accordance with the objectives of the level of education, clearly expressed in the overall educational objectives, as well as the objectives of educational activities in secondary schools.

- Unification in perception and implementation of goals, while measures and forms of educational organization must be diversified to suit the characteristics and conditions of the locality and family.

3.1.2. Ensure systematicity

The proposed measures have a synchronous impact on the stages and elements of the process of managing KNS education through experiential activities, including awareness, directing activities, and impacting subjects, which must take place in a synchronous and systematic manner.

Students are the subjects of cognition, the subjects of educational activities in schools, so life skills education is through school experiential activities.

must ensure that all students participate. To ensure that these activities bring high results, homeroom teachers, subject teachers, Youth Union organizations, parents, and other political and social organizations are important and indispensable forces and need to be effectively coordinated in the process of educating life skills for students in schools.

In organizing life skills education activities through experiential activities, students play the role of the main subject of the activity, teachers are the ones who guide, solve and conclude problems, and other forces play the role of supporting the activities. Only then can life skills education activities go into depth and be sustainable.

3.1.3. Ensuring inheritance

Measures must ensure inheritance, respect for the past and history, and only change what is inadequate. At the same time, measures must also promote the potential of society. First of all, they must promote the self-awareness and educational capacity of the teaching staff to improve the capacity of the teaching staff, ensuring sustainable development.

Ensuring continuity in proposed management measures requires:

When proposing new measures, researchers must inherit the management measures that have been and are being implemented. The inheritance can be all the measures, can be the good points, the optimization of a measure to avoid complete negation and create new systems that are not based on the practice, the reality of the old measures.

Ensuring continuity when proposing management measures requires managers in directing management practices to see new management measures on the basis of the old management measures being implemented. Proposed measures must keep up with and be consistent with the reality of educational management in order to have new measures that are appropriate and close to reality.

3.1.4. Ensuring feasibility

To ensure the feasibility of managing KNS education through experiential activities for secondary school students, the proposed measures need to:

Proposed management measures must be close to the reality of education and educational management, and suitable to the actual circumstances and conditions of the school.

When developing management measures, it is necessary to ensure the scientific nature of the management process with specific and precise steps. The measures must be suitable to reality, widely implemented and continuously improved for further improvement.

The feasibility of proposed management measures is a necessary and sufficient condition in terms of methodological principles for the proposed management measures to have practical value and become reality in management.

3.2. Measures to manage life skills education for secondary school students in Gia Binh district, Bac Ninh province to meet the requirements of educational innovation

3.2.1. Measure 1: Raise awareness for managers and teachers about experiential activities and the need to manage life skills education for secondary school students through experiential activities.

* Objective of the measure

To help cadres, teachers and staff understand the trend of innovation in secondary education, the characteristics of experiential activities in the 2018 general education program, thereby realizing the role of life skills education through experiential activities in schools, the importance of life skills for students, and the benefits of creative experiences in training skills for students.

Correct awareness will create consensus and active participation in life skills education activities for students as well as support from families, the response of organizations, teachers, and professional groups. In order for life skills education activities to be implemented smoothly and effectively, it is necessary to have the consensus and support of organizations, organizations, officials, teachers, students, and parents. If we do a good job of disseminating the role of life skills education and life skills education activities for officials, teachers, and other educational forces, it will create a strong change in awareness, creating favorable conditions for effectively introducing life skills education content into secondary schools.

* Content and implementation

Propaganda content focuses on the purpose of creating change in

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