Current Status of Life Skills Education Management for High School Students in Mang Thit District

2.5.1. Current status of life skills education planning

Planning is the most basic function among management functions, which is decisive for the development and existence of each organization. The survey results in Table 2.7. Managers, teachers, union and association officials show that the work of planning life skills education for high school students in Mang Thit district is currently only implemented at an average level (general average = 2.23).

The content that managers, teachers, union and association staff rated the highest was "The life skills education plan is disseminated and made public in the school" which was also at a low level (Average score = 2.71; SD = 0.83). The content that managers, teachers, union and association staff rated the lowest was "Developing a life skills education plan in the overall plan for comprehensive education for students" (Average score = 2.05; SD = 0.75) and "Attracting the participation of management entities and educational forces" (Average score = 2.08; SD = 0.77).

Table 2.7. Current status of planning life skills education for high school students in Mang Thit district

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According to the opinions exchanged with the managers, the work of planning life skills education for high school students in Mang Thit district is currently mainly a formality. When asked about the work of planning life skills education for students in the school, a manager said that the school is not implementing this content well, the plans are only integrated, stopping at the form of reporting and not yet put into practice (Opinion of manager01).

2.5.2. Current status of organization and management of life skills education

Organizing the management apparatus of GDKNS for students plays an important role in successfully implementing the plans set out towards achieving the goal of comprehensive education in schools. In recent years, this work has been paid attention to by Mang Thit district high schools and is increasingly being improved.

However, the survey results in Table 2.8 show that the organization of the management apparatus for GDKNS for high school students in Mang Thit district still has many shortcomings and limitations.

Table 2.8. Current status of management organization and organization of life skills education activities for high school students in Mang Thit district

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According to the assessment of managers, teachers, union and association staff, the biggest limitations in organizing the management apparatus and organizing life skills education activities for students are only at an average level.

The content that managers, teachers, union and association officials rated the highest was "Organizing diverse and rich life skills education activities" which was also at a low level (Average score = 2.37; DLC = 0.82). The content that managers, teachers, union and association officials rated the lowest was "Programs and training content to improve capacity for management entities" (Average score = 2.08; DLC = 0.77) and "Defining functions, tasks, and assigning specific responsibilities to each department and member" (Average score = 2.07; DLC = 0.80).

In addition, the determination of coordination, support and cooperation between departments and members in the management apparatus of GDKNS for students is not good, and the organization of GDKNS activities is not rich and diverse.

2.5.3. Current status of directing the implementation of life skills education

Survey results from managers, teachers, union and association officials show that the direction of implementing life skills education for high school students in Mang Thit district is not well implemented.

* Directing the implementation of goals and principles of GDKNS

GDKNS aims to develop students' psycho-social capacity to overcome life's challenges, and at the same time change risky behaviors and habits that can have negative consequences into constructive, positive behaviors to improve the quality of personal life and contribute to sustainable development for society. To achieve these goals and principles, it is necessary to implement 4 contents. The survey results in Table 2.9 show that this work is being implemented at an average level (1.75 ≤ GPA < 2.50).

Table 2.9. Current status of directing the implementation of goals and principles of GDKNS for high school students in Mang Thit district

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The content that managers, teachers, union and association officials rated the highest was "Guiding life skills education for students according to the collective principle" which was also at a low level (Average = 2.05; DLC = 0.82). The content that managers, teachers, union and association officials rated the lowest was "Guiding life skills education for students based on a firm grasp of student characteristics" (Average = 1.83; DLC = 0.75) and "Guiding life skills education for students through vivid social practices" (Average = 1.95; DLC = 0.78).

According to the assessment of managers, teachers, union and association staff, the contents in Table 2.10 only received an average of 1.96. This shows that the direction of implementing the goals and principles of life skills education for students at Mang Thit district high school is still limited.

* Directing the implementation of content and methods of organizing GDKNS

The survey results in Table 2.10 show that the direction of implementing the content, methods, and forms of organizing life skills education for high school students in Mang Thit district was not well implemented (General average = 1.96; DLC = 0.77).

Table 2.10. Current status of directing the implementation of content and methods of organizing life skills education for high school students in Mang Thit district

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Among the survey contents, the contents of "Directing the implementation of life skills education through student self-management organizations" and "Directing the implementation of life skills education through student self-management organizations" have the highest average. The remaining contents of the instructions have low averages, which also reflects that the leaders of Mang Thit district high schools have not really paid attention to directing other contents. In particular, the content of "Directing educational subjects to master the 6 life skills that need to be educated for students" has the lowest average. In fact, it also shows that many managers, teachers, union and association officials and students of Mang Thit district high schools do not grasp the 6 life skills that need to be educated that we have proposed.

* Directing the preparation of conditions, means and facilities to serve GDKNS

The work of directing the preparation of conditions, means, and facilities to serve life skills education for high school students in Mang Thit district was only performed at an average level (General average = 2.11; DLC = 0.78).

Table 2.11. Current status of directing the preparation of conditions, means, and facilities to serve life skills education for high school students in Mang Thit district

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Table 2.11 shows that Mang Thit district high schools have also directed the preparation of conditions, means, and facilities to serve GDKNS.

for students by building a classroom system that ensures school hygiene requirements, has sound equipment to support teaching and training activities for students; is fully equipped with projectors, functional rooms, and clubs to serve educational activities and training of life skills; has textbooks and documents on life skills and life skills education; and has an information system to serve education and training of life skills for students.

However, most of these contents are used for all teaching and learning activities in the school. Not only that, these contents are also prioritized for main activities. The average scores of these contents are also not highly evaluated by the survey subjects. This shows that this is also one of the limitations that Mang Thit District High School needs to overcome to achieve high efficiency in life skills education activities for students in the coming time.

The content that managers, teachers, union and association officials rated the highest was "Information system serving education and training of life skills" which was also at a low level (Average = 2.16; DLC = 0.81). The content that managers, teachers, union and association officials rated the lowest was "Equipping teaching equipment and functional rooms serving life skills education activities" (Average = 2.06; DLC = 0.72).

* Directing the coordination of educational forces in GDKNS

The survey results from managers, teachers, union and association staff in Table 2.12 show that the direction and coordination of educational forces in life skills education for high school students in Mang Thit district was not well implemented (General average = 2.18; DLC = 0.81).

The data in Table 2.12. also shows that the direction and coordination of educational forces inside and outside the school has not been well implemented. This is reflected in the fact that coordination is not regular, the content of coordination is mainly one-way propaganda, has not created positive interactions between reporters and students, has not created a joyful and exciting atmosphere among students, so the results obtained after

The organization still has many limitations.

Table 2.12. Current status of directing and coordinating educational forces in life skills education for high school students in Mang Thit district

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Reality also shows that, in recent years, educational forces within the school have coordinated in implementing life skills education activities for students. However, the level and effectiveness of that coordination is not high. Life skills education activities have also been organized in many forms, but in general they are still local and individual. The main forces participating in life skills education for high school students in Mang Thit district are the Youth Union, the Youth Union and the school board and teachers are often absent (Table 2.7. above).

To clarify the survey content, we interviewed 1 teacher, the interview results are as follows: “Every year, the School’s Youth Union has many activities related to life skills education for students such as Camping, Competitions, art movements… However, we mainly implement according to the School’s plan, or in conjunction with Mang Thit District Youth Union without coordinating with life skills education organizations. If there is this coordination, students will certainly have many opportunities to both gain theoretical knowledge and practice through our union activities”.

2.5.4. Current status of testing and evaluating skills education activities

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The work of checking and evaluating life skills education activities for students plays an important role.