students with 9 topics. The organization of GDHN for students is not arranged weekly, but each topic is organized into a meeting each month "1 period/month".
Based on the study of the content of nine career guidance topics at the junior high school level, the researcher proposed six main contents for career guidance education at boarding ethnic minority junior high schools, which are: Understanding personal abilities and family career traditions; Understanding information about some local occupations; Understanding information about the labor market; Understanding the direction after graduating from junior high school; Organizing career counseling; Planning future careers.
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1.3.3. Forms of vocational education
There are 4 forms used in common for 4 blocks from 6 to 9; Career guidance integrated through subjects: are subjects included in the teaching plan in the General Education Program and are main subjects such as: literature, mathematics, physics, chemistry, biology, history, geography, foreign languages. Therefore, integrating career guidance, teachers can introduce students to basic occupations directly related to their subjects; Career guidance integrated into homeroom activities: Homeroom teachers combine with teachers teaching career guidance to collect specific occupations in the locality, region and nationwide to introduce students to occupations that they can learn about in order to orient their careers; Career guidance through activities of the Youth Union: The Youth Union organizes for students to visit production facilities, businesses, and vocational training facilities to create conditions for them to observe firsthand the operating mechanism in production, the activities of workers, to better understand the labor objects and labor requirements of the professions they are interested in; Career guidance through extracurricular activities: helping students get acquainted with the professional activities of technology subjects, through public service activities in schools, teachers guide students to grow crops on campus to increase the source of vegetables, tubers, and fruits for daily meals, practice assembling lights and electricity on models so that students have the opportunity to try their hand at a specific professional labor activity and also have the opportunity to explore their own abilities, interests, personality, and career values.
Therefore, career guidance sessions need to increase diverse student activities such as: investigating and collecting information about careers and training facilities, class and group discussions on career guidance topics; interacting with role models; talking with parents; visiting production and vocational training facilities; games, drama, in addition, teachers can choose other forms of activities to make the lessons diverse and attractive.
1.3.4. Career education methods
In general educational activities, at the secondary school level, the educational force in the school uses many different methods to impact students, including ethnic minority boarding secondary schools. In addition to using general methods, schools use the following methods to organize vocational education activities from the perspective of promoting students' initiative and creativity through the following methods: Conversation method; Presentation method; Problem solving method; Small group method; Visual method; Example method; Punishment method; Storytelling method; Task assignment method; Competition method; Habit practice method; These are methods commonly applied to vocational education activities at units.
1.3.5. Conditions for vocational education
Conditions on facilities and means, equipment, machinery and teaching aids are tools for teachers to organize teaching activities and general educational activities for the whole school. Boarding secondary schools for ethnic minorities, in order to improve the quality of education in general and vocational education in particular, need to be fully equipped with facilities, means, equipment, functional rooms, halls, classrooms and playgrounds that meet the required standards; implementing vocational education forms also requires a certain amount of funding to purchase vocational education facilities, build vocational education corners, organize field trips for students, extracurricular activities, reward and encourage teachers in charge of vocational education. From the above conditions, the researcher proposes the following conditions for organizing vocational education activities at boarding secondary schools for ethnic minorities: Yards, Halls, Functional Rooms, Equipment, and Tools
Teaching materials, financial resources, time to effectively organize vocational education activities at the unit.
1.3.6. Educators and students participating in career guidance activities at ethnic minority boarding secondary schools
Education force participating in career education activities
The school board develops a career guidance activity plan for each semester of the school year; Subject teachers integrate career guidance through subjects; Homeroom teachers integrate career guidance into homeroom activities; School union officers integrate career guidance through Youth Union activities; Parents cooperate with the school to participate in career guidance education in accordance with the wishes and interests of students.
Students participate in career education activities
Vocational education at ethnic boarding secondary schools in Soc Trang province for all students from grades 6 to 9.
1.3.7. Assessment of career education activities
Evaluation and monitoring in career guidance activities is the process of collecting and exchanging information to review and evaluate whether career guidance activities are following the plan, bringing about the expected results and quality or not?
The requirements in the inspection and evaluation are: Reviewing the career guidance activities of the departments to see if they are suitable for the tasks set out in the career guidance plan; Reviewing the implementation of the career guidance plan to see if it is suitable for the school's existing resources; Demonstrating one's authority and responsibility for the career guidance task, and also knowing the attitude and responsibility of subordinates for the decisions that have been made; Discovering new factors, abilities, potentials, and creativity of subordinates when performing career guidance tasks to promptly train or adjust personnel; Helping career guidance managers to take timely support measures if necessary.
The purpose of assessment is: Assessment must go hand in hand with evaluation. Evaluation is the process of processing information collected through assessment, from which conclusions are drawn.
To determine the progress and results of the implementation of career guidance tasks or to correct deviations, making career guidance education tasks achieve the set goals. Evaluation based on measurement standards and information obtained through testing, praise, criticism, rewards and punishments must be fair, impartial and effective to make the collective united and unanimous.
The forms of testing are: Testing and evaluating career guidance activities integrated into subjects; testing integration into homeroom classes; testing integration into Youth Union activities; testing integration into extracurricular activities.
1.4. Management of vocational education activities at ethnic minority boarding secondary schools
1.4.1. Purpose of managing career guidance activities at ethnic minority boarding secondary schools
Vocational education is carried out in many different forms and methods with many subjects participating in vocational education inside and outside the school. Therefore, vocational management is a task that managers at all levels and vocational management officers need to pay attention to in order to ensure consistency, synchronization and achieve the following goals: Helping the educational process for students achieve the set goals; Helping managers control vocational education activities for students in schools; Helping managers grasp the current situation of vocational education activities of students in schools; Helping managers assess the current situation and propose measures for vocational education for students in schools.
Thus, if the organization manages the task of vocational education well, it will help the school build a reasonable organizational structure and train and develop a team of cadres and teachers with qualifications, capacity and qualities to complete the tasks of vocational education. Create unity of mind on the path to the goal of vocational education between those in charge of management, vocational agents and students; Support and motivate agents participating in vocational education.
Mobilize, coordinate, utilize and maximize resources inside and outside the school to participate in career guidance, creating a combined strength to achieve career guidance goals for students. Regularly collect information on the level of implementation of career guidance goals and tasks of each teacher, thereby making decisions and taking timely adjustments. Thanks to that, the career guidance "train" is guaranteed to always stay on the right "track" to reach its destination (Ministry of Education and Training, 2013).
In short, implementing career guidance management in a purposeful, scientific, complete, serious and reasonable manner will make the goals, tasks and contents of career guidance education realized in practice and bring benefits to students, families and society.
1.4.2. Decentralization in the management of career guidance activities for ethnic minority boarding secondary school students
- Ministry of Education and Training
Regulations on organization and operation of ethnic boarding schools.
Circular 31-TT, Hanoi, November 17, 1981, of the Ministry of Education and Training guiding the implementation of the Government Council's decision on career guidance in general schools and the rational use of high school graduates.
Directive 33/2003/CT – BGDĐT, Hanoi, July 23, 2003, on “Strengthening vocational education for high school students”.
Official dispatch No. 3119/BGDĐT – GDCN, Hanoi dated June 17, 2014, on “Guidelines for coordination to implement career education and vocational skills training for high school students.
- Department of Education and Training
Official dispatch No. 12/KHPH – SLDTBXH – SGDĐT, dated May 14, 2016 of the Department of Education and Training of Soc Trang province, on the implementation of the "Plan for coordination of counseling, career guidance, streaming and mobilizing students after secondary school in the school years 2016 - 2017, 2017 - 2018".
The Department of Education and Training organizes training for teachers assigned to guide career education activities (career guidance activities).
The Department of Education and Training assigns general vocational training plan targets to schools, and at the same time, based on teacher conditions and material facilities, assigns general vocational training plan targets to comprehensive technical centers - career guidance and other facilities assigned to general vocational training.
The Department of Education and Training should pay attention to directing general technical and vocational centers to open new general occupations for students to choose from, avoiding focusing on a few occupations, and at the same time have a plan to inspect and examine general vocational training and organize serious vocational exams.
The Department of Education and Training needs to allocate local funds and national target programs to strengthen and develop comprehensive technical and vocational centers.
- Department of Education and Training
The Department of Education and Training advises the District People's Committee on plans for counseling, career guidance and student orientation after graduating from junior high school. The Department of Education and Training coordinates with the district vocational training center to disseminate counseling and career guidance to junior high schools throughout the district. Directs junior high schools to organize teaching of career guidance and career guidance in accordance with the curriculum of the Ministry of Education and Training.
- Middle school
Organize teaching of career guidance subjects according to the program of the Ministry of Education and Training, propagate and provide career guidance counseling to students and parents to clearly understand the policy of career guidance and student streaming, to help students and parents clearly understand the benefits of streaming, have the opportunity to choose the appropriate learning method, avoid waste for families and society.
Fully equipped with facilities and equipment to serve teaching and career counseling for students. Organize student visits to vocational training facilities and vocational colleges and vocational colleges in the province.
- Professional Group and Youth Union
+ Professional Team
Forming core teachers in career counseling and teaching career subjects. Regularly organize class observation and seriously draw lessons, organize professional activities with rich and practical content, encourage teachers' spirit of self-improvement, educate them to be humble in learning from experience and be willing to share experiences with colleagues. Properly evaluate and propose rewards for teachers who actively and well implement career education and career counseling for students (Ministry of Education and Training, 2013).
+ Youth Union
Propagating to all students in the whole school about the Party and State's policies and guidelines on career counseling and career education, and student streaming after graduating from junior high school.
Organize extracurricular activities such as: community service, establish clubs, organize tours to vocational training facilities, vocational colleges, and vocational colleges to orient and educate students about careers.
- Teacher
Grasp the principles, forms, and methods of organizing career education and career counseling for students. Guide students in choosing learning methods, emphasize self-study, and know how to build professional documents to serve career guidance work. Learn from the experiences of colleagues and other schools, on the mass media. Effectively exploit facilities, means, teaching equipment, and reference materials on career education, persistently promote the good aspects, overcome the weak aspects, be confident, not self-deprecating or subjective, and satisfied.
1.4.3. Contents of managing career guidance activities at ethnic minority boarding secondary schools
* Managing career education activities through integration into subjects
The teaching program is a legal document issued by the Ministry of Education and Training, which is the basis for managers and teachers to implement during the year. School leaders must grasp the guiding viewpoints of the Ministry of Education and Training in implementing the program and content, organize teachers to strictly implement it, and must not arbitrarily change or add or subtract the program and teaching content; innovate methods and forms of organization, integrate teaching into subjects, innovate testing and evaluation of teaching activities.
The content of GDHN is an important document, regulating the method, form of organization, and integration time for each subject: Number of lecture periods, number of extracurricular activities, number of test periods, number of practice periods. Therefore, managing GDHN activities through integration into subjects at Ethnic Minority Boarding Schools is the responsibility of the manager and the highest is the Principal, who must organize teachers to carefully study the program and content of GDHN to make correct decisions, in accordance with pedagogical principles, and have a positive impact on teaching and learning activities.
In managing vocational education activities through integration into subjects at ethnic minority boarding secondary schools, managers need to focus on directing the following specific tasks:
- Managing the content of the program and activity plans integrated into the subjects: The teaching plan and content must reflect the teaching activities of teachers and the learning activities of students; after completing the teaching plan and content, the professional group will give comments, and the school's Board of Directors will study and approve it for implementation.
- Managing the content of integrating vocational education activities into each subject: specifying the content of integration, integration time for each subject, percentage of content integrated into subjects, percentage of integrated periods in the school year.
- Managing the content of integrated career counseling: Career counseling content must be clearly shown in the teacher's lesson plan, consistent with the subject's teaching content, and the careers being counseled must be very close to the subject being taught.