Current Status of Management, Implementation of Methods, and Use of Vocational Education Tools

2.3.4. Current status of management, implementation of methods and use of vocational education tools

Managing vocational education methods is demonstrated through planning, organizing, directing and evaluating the implementation of active teaching methods to support learners in forming vocational competencies.

The evaluation of the management process through the implementation of management functions of managers in managing teaching methods and means is analyzed through qualitative and quantitative data. The results of the survey of opinions of managers, teachers, learners, and staff associated with the assessment of the level of implementation are shown in the following table:

Table 2.9. Evaluation of management of teaching method implementation in GDHN

Management content		Level of implementation					Rank step
Management content		Good	Rather	TB	Weak	TB	Rank step
1	Plan to manage and implement teaching methods in GDHN	Quantity	361	336	120	59	3.1	4
1	Plan to manage and implement teaching methods in GDHN	Ratio %	41.64	38.75	13.84	5.77	3.1	4
2	Organization of implementation of the method teaching methods in GDHN	Quantity	265	367	115	129	2.9	3
2		Ratio %	30.6	42.3	13.3	1.74	2.9	3
3	Directing the implementation of the method teaching in GDHN	Quantity	401	263	116	96	2.8	2
3		Ratio %	46.3	30.3	13.4	3.81	2.8	2
4	Testing and evaluating teaching methods in vocational education	Quantity	179	127	312	258	2.0	1
4		Ratio %	20.6	14.6	36.0	28.7	2.0	1
	Total						2.7

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Based on the data obtained in Table 2.9, the management of teaching methods

in GDHN only stopped at a fair level, with X

= 2.7. In which the direction and

The assessment of the use of teaching methods in vocational education by teachers is rated at a lower level; Speaking of direction means guiding, urging, and motivating teachers in using teaching methods for effective vocational education. When asked about the management of implementing vocational education methods, the principal of PL High School said that managing vocational education is like other subjects, directing teachers to innovate teaching methods in the direction of developing learners' qualities and abilities. The principal of YL High School stated: the school manages the implementation of vocational education methods and forms through approving vocational education teaching plans, checking through the system of evidence images, students' products, and attending teaching sessions or vocational education activities according to the plan .

However, through discussions with principals and vice principals of some other schools, they all admitted that sometimes they let teachers do the vocational education themselves, with little attention paid to observing, supervising, and supporting as in managing the teaching of other subjects. Not to mention the career guidance hours at vocational education centers - GDTX, the principals of high schools do not directly manage, mainly send students to study at these centers, and have not paid close attention to managing the implementation of vocational education here. Similarly, the form of vocational education associated with enterprises is also the same, mainly contacting enterprises and production facilities to bring students to visit related to a specific topic. At the facility, people will be assigned to guide students to learn about careers. Many times, teachers are not interested in directing before the sessions of bringing students to production facilities, enterprises need to have orientation so that students know how to observe, listen, take notes to learn about careers, that is, orienting learning methods for students; After the sessions of bringing students to the grassroots level, teachers should be instructed to ask students to discuss and report on their results to evaluate the effectiveness of vocational education. This also needs to be changed in vocational education management in the following period. In order to achieve the goal of vocational education, management must be strictly implemented in all stages and contents of the vocational education process.

2.3.5. Current status of teaching and learning management in vocational education

Managing teaching activities: Planning, organizing, directing and evaluating the implementation of teaching activities in vocational education includes managing contents such as: Teaching preparation activities, lesson planning, preparing documents, equipment, choosing teaching methods, researching subjects, choosing teaching organization forms...

Table 2.10. Results of assessment of teachers' teaching management in GDHN

Management content		Level of implementation					Rank step
Management content		Good	Rather	TB	Weak	TB	Rank step
1	Teaching management planning in GDHN	Quantity	516	234	101	25	2.5	4
1	Teaching management planning in GDHN	Ratio %	59.5	26.99	11.65	1.85	2.5	4
2	Organization of activities teaching in GDHN	Quantity	215	215	421	25	2.1	3
2	Organization of activities teaching in GDHN	Ratio %	24.8	24.8	48.6	1.74	2.1	3
3	Directing the implementation of activities Teaching and Learning in Vocational Education	Quantity	214	441	210	11	2.0	2
3		Ratio %	24.7	50.9	24.2	3.81	2.0	2
4	Check performance evaluation teaching in GDHN	Quantity	152	236	411	77	1.7	1
4	Check performance evaluation teaching in GDHN	Ratio %	17.5	27.2	47.4	7.8	1.7	1
	Total						2.1

The quantitative survey results in Table 2.10 show that the management of activities

Teachers' teaching is not highly rated, with an average rating of X =

2.1. Most schools only focus on managing teaching according to the requirements of vocational education without really paying attention to the factors that contribute to the formation of learners' capacity. The survey results show that 59.52% of opinions evaluate teaching activities as good, 26.99% evaluate them as fair; the worst is still the inspection and evaluation of teaching activities (47.4% evaluate them as average and 1.7% evaluate them as poor). In reality, teaching in vocational education requires teachers to have expertise, be trained and have adequate support equipment, while both of these aspects are limited in high schools, so it may also affect the psychology of promoting inspection and evaluation of vocational education teachers. In addition to the quantitative survey results, qualitative results show that many schools organize the management of teaching content implementation according to the hierarchy from school level to professional groups with complete plans, detailed and public procedures, serious implementation and timely adjustments when necessary, with departments.

Check and monitor according to regulations.

Schools manage teachers' teaching activities by planning and monitoring the implementation of the plan. Research on the educational plans of high schools within the scope of the survey shows that most schools have developed specific GDHN in accordance with the regulations of the high school education program; GDHN plan is a part of the school's educational plan; Directing professional groups... The assignment of teachers to implement GDHN program is quite specific; However, there are individual schools that have not developed their own GDHN plan, because they think that it has been included in the school year plan and there is a general education program, so they just follow it ( opinion of the principal of HY High School; TH High School ). This also exists in many other high schools when they think that the school year plan and the educational activity plan are one. Therefore, the Department of Education and Training also needs to have specific instructions and influence to change the awareness of some school managers on this issue.

During the process of directing teaching activities, school managers have given quite close instructions. The principal of TH High School said that he has directed homeroom teachers to understand the aspirations of students, organize rich and diverse educational activities according to the content of career orientation, career counseling, and career introduction for students.

Regularly check and evaluate to promptly direct the implementation . Principal of High School. YL stated: The Board of Directors directs, inspects and supervises teachers teaching career guidance to provide vocational knowledge according to the standards of knowledge and skills for students. Directs subject teachers and homeroom teachers to manage and coordinate career orientation for students. The Youth Union provides career counseling for students through the Youth Union's activities . Thus, it can be seen that the managers of high schools have realized that teaching activities in vocational education are very diverse and open due to the participation of many forces, so in managing vocational education activities, attention must be paid to managing the implementation of all these forces in coordination.

Regarding the management of students' learning activities: The results of the survey and in-depth interviews show that the management of high school students is quite difficult because of the viewpoint that they cannot take the university entrance exam before entering vocational training. In addition, students are not self-motivated in vocational education, so the management is very difficult, especially when the school does not have a good coordination plan with the locality and the students' families. Therefore, the rate of students attending class every day is usually only 70% to 80%. Every year, according to reports from schools, the rate of students forced to drop out of school is about 7% to 10%.

The results of the parameters shown in chart 2.8 show that the schools have implemented and managed the learning and training activities of students: managing learning and training activities during field trips, field trips... (86.53% rated good); Managing learning and training activities during both theory and practice hours (80.31% rated good). However, the evaluation level of other contents (affected by external factors) is not high, only about 50% or less.

Good Fair Average Weak

Figure 2.8. Opinions on student learning management

Most of the principals of high schools interviewed had a fairly consistent answer: The management of students' learning activities in GDHN is mainly assigned to homeroom teachers, teachers who directly teach and use SMAS software to take attendance of students in class; management according to regulations like other subjects, students must follow regulations on time, sense of organization and discipline; Strengthen inspection and maintenance of GDHN class sizes and career counseling and experience activities in the locality. (opinions of principals of HY High School, Y.L High School; TT High School...)

Attention to the formation of students' career orientation capacity during the process

The management process has not really been given attention as:

- Organize counseling activities for learners about motivation and learning attitude, helping students understand correctly about learning motivation and requirements after graduating from high school.

- Organize extracurricular activities and organize general vocational competitions for student groups to enhance career orientation capacity, career skills and career attitudes.

2.3.6. Current status of management of testing and evaluation of career education results

To study and understand the current situation of testing and evaluating the results of vocational education, we conducted information exploitation of managers, teachers and students about testing and evaluation through the following stages:

- Organize the development of procedures and monitor the assessment process based on assessment criteria, these criteria measure the performance or achievement of an individual student in comparison with standards and criteria.

- Develop a plan to evaluate students' vocational education results.

- Organize and direct the process of testing and evaluating students' vocational education results at the end of the course.

- Check, evaluate and adjust the process of assessing students' learning outcomes.

- The results of the current situation analysis show that: The inspection of the GDHN process is implemented by schools regularly and continuously to ensure compliance with the plan and progress, but does not fully comply with the stages such as: Organizing the construction of procedures and monitoring the evaluation process based on the evaluation criteria; Developing an implementation plan.

Assessing students' vocational education results; Organizing and directing the process of testing and assessing students' vocational education results at the end of the course; Testing, assessing and adjusting the process of assessing students' learning outcomes.

The assessment of vocational education results in schools is neglected. Most schools are only interested in statistics on the number of teaching hours and the final scores of students, but have not comprehensively assessed vocational education. The assessment of vocational education results is still a formality with the purpose of urging, not with the purpose of adjusting to vocational education. For example, there is a check on the implementation of teaching objectives and content, but the assessment is sketchy and superficial, without a clear system of criteria, and most of them do not have a conclusion report or a periodic summary report on this; teachers prepare lessons, lesson plans and teach in class, while the objectives and detailed content recorded in the lesson plan related to the formation of vocational orientation capacity for students are not specifically assessed and at the end of teaching, the assessment of whether the objectives have been achieved or not is almost left unattended, lax, and no one manages it. The assessment of the implementation of teaching objectives and content is mostly based on the learning outcomes of students at the end of the semester. That is also the weakness of professional activities in high schools today.

Chart 2.9. Opinions on the current status of inspection and assessment management

The survey results shown in chart 2.9 show that schools have conducted management of the construction and monitoring of the process of assessing learners' learning outcomes. Management through the construction of assessment plans was assessed by 12% of the actual assessment opinions.

good performance; 39% of opinions assessed the implementation as weak. The organization and direction were also assessed as good by only 13% and 33%; Up to 26% assessed the organization of testing and assessment of vocational education results as weak, 14% of opinions assessed the implementation as weak. This is completely consistent with reality because most schools do not organize the development of separate assessment criteria for all topics, but mainly the assessment criteria system is built on the basis of lessons, the content that needs to be assessed is designed to be mixed in the structure of the vocational education program. Therefore, the organization of the development of assessment plans is there, the organization of implementation is there, but the direction is not close and there is almost no specific monitoring plan.

Table 2.11. Basis for developing criteria for evaluating learning outcomes

STT

Basis for building evaluation criteria	Number vote	Proportion
1	Based on the objectives and teaching content prepared in the lesson plan
	- Theoretical assessment on 6 cognitive levels	0	0
	- Practice assessment on 5 skill levels	0	0
	- Attitude assessment on 5 levels	0	0
2	According to 3 goals of knowledge, skills, attitudes without interested in specific levels	31	27.9
3	According to the individual's assessment, the required number of points is guaranteed. in the scoreboard	79	71.2
4	According to the prescribed vocational competency standards	0	0

Figure 2.10. Current status of management of building evaluation criteria system

In addition to the general assessments of management, testing and evaluation of GDHN results, we would like to present an assessment picture of the current status of implementation of management content of testing and evaluation of GDHN results (as shown in chart 2.11).

Chart 2.11. Opinions on management, inspection and evaluation of GDHN results

The survey results of 111 people including managers, teachers, and staff showed that: Good career guidance skills, good career guidance attitude, and the ability to quickly adapt to work and production environment are factors that managers, teachers, and staff are very interested in for career guidance for high school students.

Table 2.12. Level of concern of production establishments towards basic requirements of unskilled technical workers

Basic requirements	Level of interest
	Very care about		Care about		Little attention		Not interested
	Number vote	Ratio %	Number vote	Ratio %	Number vote	Ratio %	Number vote	Ratio %
1	Knowledge HN	55	49.63	55	49.63	81	0.73	0
2	HN Skills	111	100	0		0		0
3	Good HN attitude	78	70.07	33	29.93	0		0
4	Ability to organize teamwork Good	32	28.47	72	64.96	73	6.57	0
5	Creative independent skills in HN	48	43.07	56	50.36	73	6.57	0
6	Ability to adapt quickly to Hanoi and production environment	85	76.64	26	23.36	0		0
7	Good communication skills	27	24.09	56	50.36	24	21.9	40	3.65
8	Skills used	0		12	10.95	30	27.01	69	62.04

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