Supervision (corresponding to the term Supervision) is the process of management subjects to monitor the performance of subordinates' tasks, when seeing any deviations or confusion, help to correct or support, help all subjects to perform well the assigned training tasks.
The necessary thing in the direction of the Director of the Department of Education and Training is to create favorable conditions in terms of facilities, equipment as well as other conditions to help foster school counseling skills for high school teachers in especially difficult areas, and improve the teachers' working capacity.
Process information related to the implementation of the training plan, discuss, debate democratically and publicly, promote collective strength in organizing the implementation of the plan to foster school counseling skills for high school teachers in extremely disadvantaged areas.
d. Check and evaluate activities to foster school counseling skills for high school teachers in especially disadvantaged areas.
Evaluation is an important step in managing the pedagogical process taking place in schools. It helps the management subject to have accurate feedback from the management object. Evaluation must be based on the program, plan, must have specific criteria and standards for each type of activity and must be carried out daily, weekly, monthly.
Regarding the implementation: It is possible to check and evaluate the results of training school counseling skills for teachers through the results of collective activities, social activities, through self-testing of classes, teams with the guidance, assistance and advice of homeroom teachers for groups and individuals. The evaluation of the results of training school counseling skills for teachers can also be conducted through public opinion polls, collective consultations. At the same time, there needs to be a summary, evaluation, reward at different levels and lessons learned.
Evaluate staff to measure the results of assigned work and find out the advantages and disadvantages in the process of managing and implementing activities to organize training in school counseling skills for high school teachers in particularly difficult areas, thereby having a form of reward to encourage members to perform better, and at the same time correct ineffective activities to properly implement the set plan and goals.
In addition, the work of inspecting and evaluating the activities of fostering school counseling skills for high school teachers in particularly difficult areas needs to carry out the following tasks:
- Establish specific and clear evaluation criteria.
- Select and use appropriate and convenient testing methods to measure the level of completion with the set criteria.
- Regularly check to collect complete and accurate information and evidence about training activities and make accurate assessments of these activities.
- Use assessment comprehensively to adjust teacher training activities according to expected goals.
In order to accurately and objectively inspect and evaluate the training activities of school counseling skills for teachers in high schools in particularly difficult areas, the Director of the Department of Education and Training must build an inspection force and a suitable inspection plan. Flexibly use inspection and evaluation forms (periodic, ad hoc, direct, indirect, etc.) to collect accurate information about the training activities.
1.3.3. Factors affecting the organization of training in school counseling skills for high school teachers in especially disadvantaged areas
1.3.3.1. Documents of the Ministry, Department of Education and Training and instructions of the Department of Education and Training on training activities for school counseling skills for teachers
Currently, the training of school counseling skills for teachers of schools still relies on the directives of the Department and the Ministry of Education and Training. However, the directives on training school counseling skills for high school teachers in extremely disadvantaged areas are not specific, leading to the lack of consistency in the development of school plans. This also affects the training of school counseling skills for teachers in high schools in extremely disadvantaged areas.
1.3.3.2. Organizational capacity of the management team
TVHĐ takes place inside and outside the school. In order to effectively implement the TVHĐ program, the organizational capacity of the management team has a significant impact on the process of implementing TVHĐ skills training. In the process of organizing and implementing the program, the organizer and the student subject have a relationship.
cooperation, interaction with each other. The organizer must not only be a prestigious person, with the ability to advise and manage, but also have the right awareness and understanding of the field he organizes.
It can be seen that organizing activities to improve school counseling skills for teachers requires managers to have the capacity and experience in organizing and operating activities. Managers with capacity and experience will know how to promote the strengths of the school, the strengths of teachers, and departments to participate in organizing activities to improve school counseling skills for teachers. Lack of experience and management capacity will lead to negative effects such as determining goals, determining content, and educational methods incorrectly or the direction process does not meet the actual needs of teachers and society.
1.3.3.3. Teachers' awareness and attitude towards school counseling skills training activities
Teachers' initiative has a great impact on the implementation of the TVHĐ program. Teachers are the subjects of the activities, so they need to have an understanding of the TVHĐ program, organizational capacity, experience, prestige with the educational community and especially the positivity of students.
Teachers - the subject of the activity has a direct impact on the effectiveness of the TVHĐ program. If the subject himself does not have the right perception, he will participate in the program passively, constrainedly and formally. Therefore, to implement the program most effectively, it is necessary to help students clearly perceive the goal of TVHĐ, which is to choose the right career path for their future. TVHĐ will promote the positivity of each person, from which they can develop knowledge, skills, attitudes and perfect their personality.
1.3.3.4. School facilities
Facilities are one of the important factors determining the quality of training in school counseling skills for teachers, contributing significantly to the transformation of teachers' awareness and practical ability into reality.
If the facilities are not adequate, the training of school counseling skills for teachers will only stop at the level of providing information, which will not bring high efficiency. Therefore, it is necessary to develop a specific annual plan to invest in facilities to serve the organization of training of school counseling skills for teachers, while closely coordinating with the parent representative board to support funding for the activities.
Chapter 1 Summary
School counseling skills are the application of educators' knowledge of counseling in the process of assisting students, helping them overcome obstacles and difficulties in studying, in relationships with people around them, in participating in educational activities, and at the same time creating the most favorable conditions for their personality development.
School counseling skills of teachers include two main groups of skills: general skills in psychological counseling and specialized skills in school counseling. Organizing training in school counseling skills for teachers is a purposeful activity of the management entity to update, supplement knowledge and practice school counseling skills of teachers, helping teachers improve their own school counseling skills.
The content of organizing training in school counseling skills for high school teachers in especially difficult areas includes the following activities: Planning to organize training in school counseling skills for high school teachers; Organizing and implementing activities to train school counseling skills for high school teachers; Directing the implementation of activities to train school counseling skills for high school teachers; Checking and evaluating activities to train school counseling skills for high school teachers.
Factors affecting the organization of training in school counseling skills for high school teachers in particularly difficult areas include four basic factors: Documents of the Ministry, Department of Education and Training and the direction of the Department of Education and Training on training in school counseling skills for teachers; Organizational capacity of the management team; Awareness and attitude of teachers towards training in school counseling skills; School facilities.
Chapter 2
CURRENT STATE OF SKILLS TRAINING ORGANIZATIONS
SCHOOL CONSULTATION FOR HIGH SCHOOL TEACHERS IN PARTICULARLY DISADVANTAGED AREAS OF BAC KAN PROVINCE
2.1. Overview of socio-economic characteristics and high school education situation in the particularly disadvantaged area of Bac Kan province
2.1.1. Socio-economic characteristics of Bac Kan province
Bac Kan province is a mountainous province, located in the center of the Viet Bac provinces, with geographical coordinates from 21 0 48' - 22 0 44' North latitude and 105 0 26' - 106 0 15' East longitude. To the East it borders Lang Son province, to the West it borders Tuyen Quang province, to the South it borders Thai Nguyen province, to the North it borders Cao Bang province.
In 2017, the average population of the province was 323,221 people, an increase of 1.32% compared to 2016, of which urban areas accounted for 18.77% and rural areas were 81.23%; the natural growth rate was 9.45%, with males accounting for 48.71% and females accounting for 51.29%; The average population growth rate for the entire period 2013-2017 was 1.18%/year.
There are 7 ethnic groups living in the province, of which the Tay ethnic group accounts for about 60%, the Kinh ethnic group accounts for 20%, the Dao ethnic group accounts for 9.8%, the Nung ethnic group accounts for 7.4%, and the rest are other ethnic groups such as the Mong, San Chay, and San Diu ethnic groups.
The population is distributed fairly evenly among 8 district-level administrative units; the average population density of the whole province in 2017 was 66.51 people/km2 , of which the largest population was concentrated in Bac Kan city at 300.77 people/km2 ; Ngan Son district had the lowest population density of 47.54 people/ km2 .
Characteristics of labor and employment
In 2017, the labor force aged 15 and over was 229,112 thousand people, accounting for 70.88% of the province's population, of which 226,958 thousand people were working. The labor force receiving vocational training is still low, in 2017, the rate of laborers receiving vocational training was only 16.3% of the total labor force, of which ethnic minorities receiving vocational training accounted for only about 3.5% of the labor force.
Highly skilled, technically proficient and with basic qualifications from intermediate to university level are concentrated mainly in provincial government agencies and in Bac Kan city, and state-owned enterprises.
The labor force tends to increase in urban areas and decrease in rural areas. However, the number of seasonal unemployed workers is still quite large. According to estimates, agricultural workers currently only use about 83% of the time during the year, the rest is idle time.
Income and living standards
Implementing programs and projects of the Government and ministries and branches to support remote, isolated and disadvantaged areas, Bac Kan province has made many efforts in poverty reduction such as granting land to people lacking land for production, providing preferential loans, the multidimensional poverty rate has tended to decrease from 26.61% in 2016 to 24.53% in 2017, significantly improving living conditions, education, health care, gradually improving the living standards of people, especially in remote communes, remote areas, ethnic minority areas, people's lives are increasingly improved, people's income is increasingly increased. In 2017, the average income per capita was 2.128 million VND/month, of which the average income in urban areas was 3.69 million VND/month, 2.7 times higher than that in rural areas [Bac Kan Provincial Statistics Office]. The gap between social classes and between localities in the province tends to increase.
2.1.2. Situation of high school education in extremely disadvantaged areas of Bac Kan province
Bac Kan province has 15 high schools (04 public high schools with junior high school level; 10 public high schools and 01 private high school) with 207 classes and 7,372 students. Of which, there are 05 high schools in extremely disadvantaged areas with 59 classes and 1,613 students; the rate of teachers meeting and exceeding the standard is 100% (above the standard is 4.0%). High schools in extremely disadvantaged areas have had many positive changes.
Table 2.1. Scale of development in the number of high school students
extremely disadvantaged areas of Bac Kan province in the past 3 school years
Grade block
School year 2016-2017 | School year 2017-2018 | School year 2018-2019 | ||||
Number of classes | Number of students | Number of classes | Number of students | Number of classes | Number of students | |
Grade 10 | 19 | 588 | 19 | 534 | 22 | 589 |
Grade 11 | 18 | 535 | 19 | 581 | 17 | 483 |
Grade 12 | 19 | 578 | 18 | 523 | 20 | 541 |
Add | 56 | 1,701 | 56 | 1,638 | 59 | 1,613 |
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Table 2.2. Results of high school students' conduct classification
extremely disadvantaged areas of Bac Kan province in the past 3 school years
School year
Total number of students | Conduct Classification Results | ||||||||
Good | Rather | TB | Weak | ||||||
Number quantity | Ratio (%) | Number quantity | Ratio (%) | Number quantity | Ratio (%) | Number quantity | Ratio (%) | ||
2016-2017 | 1,701 | 1,120 | 65.84 | 374 | 21.99 | 162 | 9.52 | 45 | 2.65 |
2017 - 2018 | 1,638 | 1.110 | 67.77 | 375 | 22.89 | 133 | 8.12 | 20 | 1.22 |
2018 - 2019 | 1,613 | 1.108 | 68.69 | 343 | 21.27 | 121 | 7.50 | 41 | 2.54 |
Table 2.3. Results of high school students' academic performance classification
extremely disadvantaged areas of Bac Kan province in the past 3 school years
School year
Total number of students | Academic Ranking Results | ||||||||||
Good | Rather | TB | Weak | Least | |||||||
Number quantity | Ratio (%) | Number quantity | Ratio (%) | Number quantity | Ratio (%) | Number quantity | Ratio (%) | Number quantity | Ratio (%) | ||
2016 - 2017 | 1,701 | 40 | 2.35 | 623 | 36.62 | 993 | 58.38 | 45 | 2.65 | 40 | 2.35 |
2017 - 2018 | 1,638 | 38 | 2.32 | 444 | 27.11 | 985 | 60.13 | 169 | 10.32 | 2 | 0.12 |
2018 - 2019 | 1,613 | 38 | 2.35 | 509 | 31.55 | 925 | 57.35 | 138 | 8.56 | 3 | 0.19 |
(Source: Department of Education and Training of Bac Kan province)
High schools in particularly difficult areas have actively organized teachers to innovate teaching methods in the direction of promoting creativity and initiative, enhancing students' self-study ability; innovating the form of organizing tests and assessments; and evaluating and classifying academic performance and conduct according to regulations. Paying attention to organizing professional group activities, introducing, exchanging and discussing to innovate teaching methods. Up to now, most teachers under 50 years old (for women) and under 55 years old (for men) can apply information technology in preparing, teaching and presenting.
Socialization of education is of interest to schools. In particular, the coordination between schools and the Parents' Association, local authorities, and units located in the area and the strong promotion of the role of the Ho Chi Minh Communist Youth Union in the fields of life skills education, organizing activities to encourage young talents in studying, cultural activities, arts, and sports.
However, because high schools in particularly disadvantaged areas are far from the provincial center, their facilities are still limited and there are not enough subject rooms to serve the innovation of teaching methods, which somewhat affects the learning quality of students.
Table 2.4. Statistics on the training level of high school teachers in extremely disadvantaged areas of Bac Kan province in the past 3 school years
School year
Total | Female | Level train | Theory | Age | Party member | ||||||
Ths | University | CD | CC | TC | <30 | 30-50 | >50 | ||||
2016 - 2017 | 110 | 65 | 3 | 107 | 0 | 0 | 6 | 21 | 71 | 18 | 64 |
2017 - 2018 | 102 | 61 | 4 | 98 | 0 | 0 | 8 | 18 | 70 | 14 | 65 |
2018 - 2019 | 101 | 71 | 5 | 96 | 0 | 0 | 9 | 16 | 74 | 11 | 66 |
(Source: Department of Education and Training of Bac Kan province)
The number of high school teachers in the province's particularly difficult areas in the past three years has generally been relatively stable. The total number of teachers in the 2018-2019 school year was 101. The training level of the team has been significantly improved. The rate of teachers meeting and exceeding training standards is 100%.
The reason for the training level of high school teachers in particularly difficult areas is due to the need for teachers to study and improve their qualifications. In addition, the Department of Education and Training of Bac Kan province has paid great attention to building and developing the team by raising awareness of the teaching staff about training and self-training to improve their professional qualifications. This can be considered one of the key tasks that the Department of Education and Training has included in the action plan for each school year. In recent years, the Department of Education and Training has opened many training courses to improve the professional qualifications of staff, teachers and employees. Many teachers have voluntarily registered to attend training courses to improve their training qualifications.