Decentralization of Management of Career Counseling Activities in High Schools

Selecting schools before students apply for university and college entrance exams; Visiting some businesses and production facilities operating in the locality organized by the school; Disseminating documents or papers of the Ministry and Department on guiding vocational education for students to teachers.

1.3.4. Method

To carry out TVHN content, schools can use the following methods:

- Test method (multiple choice): This method is used in many countries around the world. In Vietnam, it has also been tested through research by the Institute of Educational Research and has proven that it can be used in career counseling to diagnose the career suitability of students;

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- Using mechanical tools: Using sophisticated complex machines to diagnose the psychological qualities needed in complex professions such as: Pilots, design engineers, technology engineers... At the same time, using simple machines such as reaction time, reflex time... anthropometric measuring tools.

- Investigation method: Applied to a large number of subjects to be investigated in order to reveal the aspirations, tendencies, career interests, and learning abilities of students.

- Discussion and exchange method: The content of the group discussion aims to provide and equip students with necessary knowledge about the world of careers, introduce the professions that need to develop in society, introduce the system of training schools... The content of personal exchange aims to understand the thoughts, aspirations, circumstances, vocational training plans... or difficulties in choosing a career.

- Biographical research method: To learn about the student's family background and the student himself, to provide additional information for the counselor, to contribute to diagnosing career suitability and to give appropriate advice, appropriate to the student's circumstances, health and intellectual development level (Nguyen Thi Thanh Huyen, 2015, pp.171-175).

Conducting TVHN methods requires a certain process. The process is understood as a series of interactive activities between factors to create changes over a period of time and in a certain direction. The TVHN process is a set of interactive activities between counselors and high school students, in which counselors use their knowledge and professional skills to advise in order to raise awareness.

of high school students about careers, human resource needs of the labor market and understanding of their own psychological characteristics suitable for the profession, from which students can choose a suitable career.

According to Dang Danh Anh (2010, p.20) in the study on vocational education, the career counseling process includes seven steps: Step 1. Find out the aspirations, strengths, interests, career abilities, academic ability, and circumstances of students through records or direct discussions with homeroom teachers, students, and parents; Step 2. Conduct necessary measurements; Step 3. Research career descriptions, draw out career requirements; Step 4. Compare the psychological characteristics of students with the requirements of the profession and draw initial conclusions; Step 5. Research the human resource needs of the local, national, regional, and international labor markets; Step 6. Compare the results obtained in step 5 with the initial conclusions in step 4 and give advice; Step 7. Provide guidance on finding schools and training departments in the vocational training system, college and university training. According to Dang Danh Anh, career counseling and TVHN have similarities in both form and content, so the career counseling process is also applied in TVHN.

According to Pham Ngoc Linh (2013, pp. 38-40), the TVHN process is divided into 4 stages: Stage 1: Assessing the TVHN needs of high school students; Stage 2: Providing information; Stage 3: Individual (or group) counseling; Stage 4: Follow-up after completion. During the counseling process, it is necessary to follow the stages, although this division is relative. The completion of this stage and moving to another stage is not decided by the counselor, that process depends on the level of "satisfaction" of high school students, from which the counselor moves the counseling process to the next stage or returns to the previous stage or suggests another counselor.

Author Nguyen Thi Thanh Huyen (2015, pp. 181-184) also provided a process for conducting direct counseling for individual students in an 8-step sequence: Step 1. Collect information about students; Step 2. Test students' intelligence by making them take intelligence tests; Step 3. Find out about career interests; Step 4. Find out about students' personalities by testing; Step 5. Re-test students' career interests by testing; Step 6. Evaluate career candidates; Step 7. Provide a list of trained careers and let students choose their own schools and careers. Step 8. The consultant collects information and gives advice based on the results of the tests.

After all, when students need advice, teachers need to take the following steps: Find out the students' aspirations, strengths, interests, and career abilities; Conduct necessary measurements to determine whether the students' aspirations match the requirements of the profession or not; Research the human resource needs of the local and national labor market; Compare the needs of the profession, the needs of the labor market with the students' personality characteristics and then give appropriate advice (Dang Danh Anh, 2007).

In addition, when conducting TVHN according to the methods, it is also based on TVHN models. TVHN models include: 1) TVHN is an active and dynamic element of school counseling; 2) TVHN stands alone in the overall school counseling system in schools; (Quoted from Pham Dang Khoa, 2014).

3) Career counseling group in high school. (Nguyen Thi Thanh Huyen, 2009)

1.3.5. Form

To implement the content of Decision No. 126-CP, career guidance must be carried out from the first grade of junior high school to the last grade of high school; at the same time, career guidance must be carried out through educational tasks, through educational activities and must closely combine forms inside and outside the school. Directive 33/2003/CT-BGD-DT clearly stipulates: "Career guidance for high school students in the following forms: Integrating career guidance content into subjects, production labor and general vocational training, career guidance activities and other extracurricular activities" (Ministry of Education and Training, 2003). There are many different forms of career guidance, each form has an impact on one or more different aspects in the career selection process of students. Including:

 Direct TVHN form

TVHN is a long-term process, carried out through types such as group counseling, individual counseling, and admissions counseling:

- Group TVHN is a type of TVHN in which many students in the same class or grade are TVHN in the same time and space. Depending on the conditions and capabilities of each educational institution and the TVHN person, TVHN can be organized in small or large groups. This form is one of the ways to effectively implement

Career guidance work in high schools requires human resources to focus on preparation and implementation in a short time, at least 6 staff and teachers need to participate. (Nguyen Ngoc Tai and Ho Phung Hoang Phoenix, 2013, p.2).

- Personal TVHN is a type of counseling for a small number of students who need special support, requiring counselors to have knowledge and experience in psychology and counseling, understanding of the culture and customs of the counseling subjects and having pedagogical ability. Admissions counseling is a type of TVHN, in which students are provided with information about post-secondary training institutions, from vocational schools, vocational intermediate schools to colleges and universities so that they have more information before registering for admission to training institutions.

- Admissions consulting: Currently in our country, admissions consulting is often done in the form of the whole school or large groups before the time students register for the entrance exam (around March - April every year). In reality, many people and organizations confuse the two phrases "admissions consulting" and "TVHN". It is necessary to clearly distinguish: admissions consulting is mainly providing information about training institutions. If the admissions consulting is of good quality, it will include TVHN in it. And TVHN is mainly study orientation and career consulting, which includes admissions consulting to provide information about the vocational training market so that students have a basis for comparison and choosing the right direction. Therefore, admissions consulting is only one step in the TVHN process (Ho Phung Hoang and Nguyen Thi Chau, 2015, pp. 44-45).

The Prime Minister's project "Vocational education and orientation for student streaming in general education for the period 2018 - 2025" has determined: "Diversify and flexibly apply vocational education forms suitable for students' ages; promptly provide information on vocational education institutions, policies for learners of vocational education levels, preferential policies in vocational education, opportunities for starting a business, finding a job, labor market trends and labor market needs;" (Prime Minister, 2018).

In addition, direct TVHN also has the following forms: through organizing educational activities outside of class hours; through activities, integrating through learning

cultural subjects; field trips to colleges, universities, production facilities, vocational training facilities or factories, enterprises, research institutes, hospitals; organizing for students to learn and practice a certain profession during their high school studies; listening to people working in different professions talk about their work... are ways that suit their wishes, because students want to get information about different professions through visual/action activities (directly observing vocational training facilities, or directly practicing the profession) that are realistic and close to the specific needs of each student. Thanks to that, students understand more clearly about the labor force and requirements of the profession that they previously only knew through books (Le Duy Hung, 2018).

 Indirect TVHN form

Through mail, phone or via the Internet... because each student has different psychological characteristics and circumstances, maybe because they are afraid to face the consultant directly, or they want to keep their personal information and the results of the consultation confidential (Le Duy Hung, 2018). Currently, there are many career counseling activities of organizations and individuals inside and outside high schools. However, these activities are often organized for 12th grade students every year and are not organized regularly. The content of these counseling activities is mainly to introduce a school, a company, a career, but not to advise students to deeply analyze their abilities, interests, and conditions with career needs. The form of counseling is also monotonous and boring, not very attractive to students. From the perspective of TVHN management, it can be seen that this is a counseling activity with a lot of potential but has not been implemented effectively in high schools.

1.3.6. Testing and evaluation

Testing and evaluating TVHN is an indispensable step in TVHN activities for high school students, because testing and evaluating TVHN is the basis for evaluating TVHN effectiveness and for comparing the results achieved with the goals and tasks of TVHN set out, specifically:

Students have the basis to change their perception in a positive direction and promptly adjust their decision to choose a school and career that suits their abilities, interests and meets market needs.

labor school

School staff and teachers have the opportunity to recognize shortcomings or limitations in their TVHN activities to promptly correct and overcome them to perfect these activities. At the same time, it helps teachers adjust the content, form and methods of TVHN when participating in TVHN activities.

The school has the basis to promptly evaluate and adjust decisions to suit the reality of TVHN activities within the framework of the law.

The method of testing and evaluating TVHN, as well as in other activities, is directly influenced by the content, form of organization and TVHN method. Therefore, the assessment methods in other activities such as "general vocational education" by author Bui Duc Tu (2008) are also valuable in testing and evaluating TVHN, including: Question and answer testing is a method of testing and evaluating the cognitive results of TVHN of high school students through question and answer interactions between the consulting team and students; Written testing to evaluate cognitive results by essay method and objective test method (Test); And practical observation. When using the practical observation method through dialogues - seminars - forums (Nguyen Thi Thanh Huyen, 2015, p.186) in the form of consulting in large groups, small groups and individuals (Ho Phung Hoang and Nguyen Thi Chau, 2015, pp.44-45). This assessment should be based on clear, measurable and actionable criteria for knowledge, skills and attitudes, according to the rubric.

1.3.7. Implementation conditions

TVHN is an important and indispensable activity in high schools. The result of TVHN is to introduce students to choose a career that suits their tendencies, abilities, personalities, and personal interests, and students to raise their awareness of career characteristics, social needs for careers, and understanding of their own psychological characteristics to choose the most suitable career for themselves. Therefore, the results of TVHN help students improve their understanding of careers and themselves, thereby orienting correctly and making decisions to choose a suitable career. In this work, the school plays a leading role. Therefore, for TVHN to be effective, the following conditions are needed:

Career Guidance Board: The Career Guidance Board consists of the vice principal (head of the board), technical teachers, representatives of homeroom teachers of subject groups, and representatives of the Youth Union.

Ho Chi Minh Communist Youth Union, representatives of the Parents' Association, representatives of local production establishments (as members). The function of the career guidance committee is to advise the principal on the content and career guidance plan and coordinate with the locality in using graduates (Ministry of Education and Training, 1981). The career guidance committee for TVHN works in an environment with full facilities and necessary equipment to ensure the implementation of assigned tasks.

Resources for TVHN activities: There must be at least one full-time staff (Nguyen Ngoc Tai and Ho Phung Hoang Phoenix, 2013, p.2). TVHN staff must be trained and fostered to have expertise and skills appropriate to the assigned tasks; have experience, enthusiasm, dynamism, dedication to work and receive salary, benefits and policies according to regulations. The team participating in TVHN includes the principal/vice principal who fulfills 4 management functions; the homeroom teacher has the responsibility to grasp the situation, encourage students in the homeroom class to absorb well the content of GDHN and fully participate in TVHN sessions; Introduce students to majors and occupations directly related to the subject; find out about students' career interests; Coordinate with homeroom teachers to guide career choices (Circular 31); Technical education teachers in TVHN activities teach career guidance content and conduct TVHN while teaching Technology subjects; Ho Chi Minh Communist Youth Union members have performed well the following tasks: Encouraging youth union members, teachers and students to actively contribute resources to TVHN activities; Building learning movements with the lifestyle of new workers: mastering scientific knowledge, having passion and creativity in professional activities.

For TVHN: Self-awareness of one's own rights and responsibilities towards the family; self-awareness and self-assessment of family discipline, lifestyle, economic and political conditions; Consciously choosing a career (Nguyen Thanh Binh, 2010, p.21).

TVHN tool: has full legal basis to implement TVHN activities such as Decision 522/QD-TTg of the Prime Minister on "GDHN and orientation of student streaming in general education for the period 2018 - 2025" approving the project on May 14, 2018 (Prime Minister, 2018).

Facilities to ensure TVHN activities include: School yard/hall (for large groups), classrooms with enough space for large groups of students to gather and move around.

move into small groups; Have adequate electricity, loudspeaker system, sound and microphone for the MC/counselor and students to use when discussing or asking questions; In the hall or classroom, there should be a projector, board, pictures and enough tables, chairs and space for the counselor and students to discuss and share information. At the same time, there should also be Career Interest and Ability Test Forms according to Holland Code Theory, Career Guidance and Admission Survey Forms and Reference Materials for students to use after the TVHN session (Nguyen Ngoc Tai, Ho Phung Hoang Phoenix, 2013, pp.11-12).

Finance, in addition to the budget for TVHN activities, it is necessary to mobilize financial resources from parents, businesses, and agencies located in the school area.

1.4. Managing career counseling activities for high school students

1.4.1. Decentralization of management of career counseling activities in high schools

Managing TVHN activities for high school students is in relation to managing general educational activities and managing GDHN activities for students by the principal. In which:

- The board of directors (principal, vice-principal) as the management entity of this activity is an individual or group of people assigned the authority to manage and be responsible for directing and using resources appropriately and effectively for TVHN activities in the school.

- The management subjects of the management entity are teachers and staff in charge of TVHN. At the same time, the management staff learns about the current situation of organizing and implementing the TVHN activity plan; the current situation of directing and implementing the plan; the current situation of checking and evaluating the implementation of the TVHN activity plan in order to make a TVHN plan for the school.

- TVHN coordination subjects: All those who perform and receive TVHN tasks, including: students; social organizations and unions such as the Parents' Representative Board, Women's Union, enterprises... Management subjects also include TVHN forms, budget, facilities, educational equipment and information systems serving TVHN work.

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