Survey data shows that: Managers and teachers all believe that the factor "Teachers' professional qualifications and skills" has an impact on the organization of activities, with the average score being 3.53 - ranked 3rd (Managers), 3.64 - ranked 2nd (Teachers).
The factor “Awareness of managers and teachers about the importance of organizing experiential activities for primary school students” was assessed by managers and teachers as the most influential factor in the process of organizing experiential activities. Specifically, managers assessed with an average score of 3.80, teachers assessed with an average score of 3.72, both ranked 1st.
With the factor "School facilities serving the organization of experiential activities for primary school students", managers assessed the level of influence with an average score of 3.73, ranked 2nd, teachers assessed with a lower average score of 3.46.
Regarding “Local socio-economic conditions”, the survey group of managers evaluated the average score as 3.52, corresponding to the “Impact” assessment level. Teachers evaluated the above factor with an average score of 3.53.
The factor "Attention of the government and organizations to organizing experiential activities for primary school students" is evaluated at the level of "Influence", with the average score of managers being 3.45, teachers being 3.44, ranking 5th.
2.5. Current status of the Department of Education and Training's direction on organizing experiential activities for students of primary schools in Pac Nam district
In recent school years, the Department of Education and Training of Pac Nam district has closely directed the organization of youth activities in primary schools throughout the district.
To assess the current situation of the Department of Education and Training's direction on organizing extracurricular activities for primary school students in Pac Nam district, the author conducted a survey of managers and teachers. The results are shown in Table 2.17.
Table 2.17. Current status of the Department of Education and Training's direction on organizing experiential activities for students of primary schools in Pac Nam district
STT
Content | CBQL | GV | |||||
X | DLC | Rank step |
X | DLC | Rank step | ||
1 | Issue guidance documents Organize specific activities for students | 3.78 | .743 | 2 | 3.83 | .981 | 1 |
2 | Organize training for managers, School teachers do a good job of organizing activities. | 3.80 | .861 | 1 | 3.78 | .852 | 2 |
3 | Develop a plan to organize an organizational situation check. School Activities | 3.73 | .703 | 3 | 3.58 | .861 | 4 |
4 | Timely advice, support, and solution proposals resolve difficulties and problems | 3.52 | .833 | 5 | 3.67 | .953 | 3 |
5 | Organize to introduce lessons learned and good practices of principals, professional group leaders, teachers, and assistant teachers. parents of students in the whole unit | 3.65 | .821 | 4 | 3.54 | .919 | 5 |
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The data in Table 2.17 shows that: With the content "Issuing documents guiding the organization of specific student activities", the managers evaluated it with an average score of 3.78, corresponding to the "Good" evaluation level, ranked 2. The survey group of teachers evaluated the above content with an average score of 3.83, ranked 1. Organizing student activities is a new educational activity, requiring high implementation. Therefore, in the past time, the Department of Education and Training of Pac Nam district has regularly issued documents guiding schools in organizing and implementing student activities, helping managers and teachers of schools effectively implement this educational activity.
Survey subjects evaluated the content "Organizing training for school managers and teachers to effectively organize training activities" at the level of "Good", with average scores of 3.80 (managers), 3.78 (teachers) respectively. Through organizing training for teachers to improve
Improve professional quality and expertise for managers and teachers and supplement knowledge to be taught during the school year.
With the content "Building a plan to organize inspections of the organization of voluntary activities in schools", managers and teachers evaluated with average scores of 3.73 (managers),
3.58 (Teacher). The average score corresponds to the performance assessment level of "Good".
Survey respondents rated the content of the Department of Education and Training "Promptly consulting, supporting, and proposing solutions to difficulties and shortcomings" at the level of "Good" implementation, with average scores of 3.52 (Managers) and 3.67 (Teachers) respectively.
With the content "Organizing the introduction of lessons learned, good practices of principals, professional group leaders, teachers, and parents of students in the whole unit", the management staff evaluated the Department of Education and Training as performing at the "Good" level, with an average score of 3.65, and the teachers evaluated with an average score of 3.54.
2.6. General assessment of the current situation of organizing experiential activities for primary school students in Pac Nam district, Bac Kan province
Through the survey results and the analysis of the current situation of organizing extracurricular activities for primary school students in Pac Nam district, Bac Kan province, the following main advantages and disadvantages were found:
2.6.1. Advantages
The Department of Education and Training pays close attention to and directs professional activities. Plans for the school year are specifically developed and implemented promptly. Actively inspects and consults on professional work, and organizes many seminars for teachers throughout the district to participate.
The Department of Education and Training has paid attention to the work of directing, training and raising awareness and methods of organizing activities for managers and teachers of schools, so the initial implementation of activities for students has had positive changes. In addition, the work related to the issue of creating motivation for the organizational apparatus and teaching staff has also received attention. Encouraging spirit, rewarding and encouraging individuals who are active and effective in the teaching and learning process, and organizing activities.
The majority of primary school students in Pac Nam district demonstrate good moral behavior, do not violate school regulations, and achieve the level of training in qualities and abilities. They actively participate in learning activities, and the activities are integrated into the lessons and organized in extracurricular activities.
Most of the school managers and teachers are aware of the purpose and meaning of the activities, and are aware of the role of the school managers, teachers and educational forces in organizing and managing the activities.
Principals of schools have paid attention to the work of directing, training and raising awareness and methods of organizing activities for teachers, so the initial implementation of activities for students has had positive changes. In addition, work related to the issue of creating motivation for the organization and teaching staff has also received attention. Encouraging spirit, rewarding and encouraging individuals with high achievements in learning.
The vast majority of parents are interested in educational activities in schools and are willing to support schools financially to organize meaningful activities for students.
2.6.2. Disadvantages
Although in the past time, the organization of extracurricular activities for students of primary schools in Pac Nam district has received attention from management staff. However, the results achieved are still not high.
- In the past school years, training courses to improve capacity and professional skills in organizing activities for managers and teachers of primary schools in the district were still few, not really meeting all the training and development needs of teachers.
- Documents guiding and instructing school managers and teachers to organize activities have not been widely provided to schools. This is also the reason why schools still encounter many obstacles and difficulties in organizing activities.
- Although many schools now have well-organized experiential programs, most of these activities are not yet scientifically implemented.
- The organization of new activities is only limited to extracurricular activities, supplementing educational activities. Teachers do not fully understand the purpose and meaning of this activity, so it is not organized regularly and continuously in primary schools in the district.
- Organizational forms are not rich, diverse, and suitable to the actual conditions of the school as well as the locality.
- In the management process, the Department of Education and Training has not coordinated forces in a synchronous manner, has not attracted many educational forces and social organizations to participate. The coordination with local authorities and families is still not close.
- The activities have not attracted many students to actively participate. They are still confused and lack confidence in participating in the activities.
- Investment in facilities and teaching equipment in schools is still slow and has not received appropriate investment attention.
- The Department of Education and Training has not conducted regular inspections and assessments of schools' organization of youth activities. In addition, rewards and disciplines are not strong enough to motivate and encourage all forces to participate.
2.6.3. Causes
When asked: "What causes difficulties in organizing activities for primary school students ?", managers all said that the main reasons are:
- Teachers, students, and educational forces do not have a correct and complete understanding of the role, purpose, meaning, and requirements of extracurricular activities.
- The school's board of directors has not promptly corrected teachers' shortcomings in organizing extracurricular activities for students.
- Teachers have not been given specific and detailed instructions on organizing activities for primary school students. The number of teachers participating in training is still small, and the results are not high. The reason is that the training time is short, the documents on activities are few, the content is sketchy, and does not help teachers understand and apply the content.
- There is no close coordination between the Department of Education and Training, schools, teachers, students and educational forces when organizing activities.
- The work of handling difficulties in organizing the Youth Union has not been thorough.
- The supervision of management levels is not timely.
Chapter 2 Summary
In Chapter 2, the author gave a general overview of primary schools in the district.
Pac Nam, Bac Kan province. Conducting a survey to assess the current status of students' experiential activities . The author surveyed and assessed the awareness and effectiveness of experiential activities implemented in recent school years. Assessing the current status of organizing experiential activities, with
6 contents: Developing a plan to organize activities; Directing teachers to implement the content and topics of organizing activities; Training and fostering teachers' skills in organizing activities; Using facilities; Coordinating forces inside and outside the school to participate in organizing activities; Inspection and evaluation of organizing activities.
In addition to the results achieved such as: schools have actively organized the activities according to the plan, the content of the topics according to the regulations. Initially equipping students with some basic knowledge and understanding, bringing positive impacts contributing to changing students' awareness of the activities, there are still some limitations such as: the issue of activities has not received due attention, the organization of activities for students is still limited, the measures to organize activities are not practical and the feasibility is not high.
The author has evaluated the advantages and limitations in the process of organizing HĐTN and also pointed out the causes of those weaknesses.
Based on the current situation of organizing extracurricular activities in primary schools in Pac Nam district, the author believes that managers must research and find positive, synchronous, scientific, feasible and highly effective organizational measures to improve the quality of extracurricular activities in particular and the quality of education for students in general.
From the theoretical basis stated in Chapter 1, through analyzing and evaluating the current situation in Chapter 2, the author will focus on clarifying specific measures in Chapter 3 of the thesis.
Chapter 3
MEASURES TO ORGANIZE EXPERIMENTAL ACTIVITIES FOR STUDENTS OF PRIMARY SCHOOLS IN PAC NAM DISTRICT, BAC KAN PROVINCE
AND SUGGESTIONS FOR THE DEPARTMENT OF EDUCATION AND TRAINING
3.1. Principles of proposing measures
3.1.1. Principle of ensuring practicality
The proposed management measures must be consistent with the Party's guidelines and policies, the State's policies and laws, and the school's educational goals. At the same time, they must be consistent with the actual conditions of the school, the characteristics of the school's management organization, and the actual situation of the management staff and teachers so that the organizational measures can truly bring about the expected practical results.
3.1.2. Principle of ensuring objectiveness
Measures to manage extracurricular activities in primary schools must aim to effectively organize activities in accordance with program regulations and educational innovation requirements, to help students comprehensively develop their capacities and qualities and best promote the potential and creativity of each student, contributing to improving the quality of education in primary schools in the district.
3.1.3. Principle of ensuring inheritance
This is a very important principle when proposing new management measures. This principle requires that the proposed management measures do not eliminate the correct methods that have been and are being implemented appropriately and effectively. It is possible to inherit all the measures, to inherit the good points and optimal points of each measure, to avoid completely denying the whole thing and creating a completely new system but not based on the reality and current status of existing measures. 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.
Proposing measures must be consistent in all stages of the process of managing training activities such as: Planning training activities management; organizing and directing the implementation of training activities; checking and evaluating training activities. Consistency among members participating in training activities management: From the principal to vice principals, heads of professional groups, departments serving teaching and educational activities. Ensuring consistency with other measures to manage activities in the school to create unity in management orientation to achieve educational goals.
3.1.4. Principle of ensuring feasibility
Ensuring consistency, practicality and continuity are necessary conditions, but feasibility must also be ensured; otherwise, all proposed measures for managing the HĐTNST cannot be implemented, and accordingly, the proposed measures will have no value and meaning in management practice.
Ensuring feasibility when proposing measures to manage HĐTN requires that the measures must closely follow the analyzed theoretical and practical basis, be suitable to the conditions of primary schools, be suitable to the capacity of managers, the implementation capacity of teachers of primary schools in Pac Nam district, along with the support and facilitation of superior managers, and the consensus and support of parents and the community.
3.2. Some measures to organize experiential activities for students of primary schools in Pac Nam district, Bac Kan province
3.2.1. Measure 1: Raise awareness, organizational capacity, and sense of responsibility for management staff and teachers about experiential activities in schools.
3.2.1.1. Objectives of the measure
In order to raise awareness, organizational capacity, sense of responsibility for the team of managers and teachers about the activities in schools, so that they can see the importance and necessity of organizing activities for students in the current period. From there, raise the sense of responsibility, actively participate in organizing activities to contribute to improving the quality of education for primary school students in Pac Nam district, Bac Kan province.
3.2.1.2. Contents of the measure
To organize student activities effectively, the Department of Education and Training needs to use many forms to make the management staff and teachers of all schools clearly understand the position, role, content, goals and impacts of student activities on the quality of education of the schools. This is an extremely important step because when the subjects have the right awareness of student activities, each individual will form and build for themselves the responsibility and awareness to perform the work voluntarily. From there, the effective management of the principal will proceed smoothly and effectively.
It is necessary to thoroughly grasp all policies and guidelines of the Party, policies of the State, directives and regulations of the Ministry of Education and Training, the Department of Education and Training, and the Department of Education and Training on the goal of comprehensive education, focusing on the organization of student activities. The principal is the person responsible for managing the school's activities. Therefore, in order to raise teachers' awareness in organizing student activities, first of all, the principal must: