Directing the training process of Principals of secondary schools. Directing the coordination of resources and effective use of resources to
implement training goals and content.
Directing the effective implementation of objectives, content, methods, and forms of training organization in accordance with local conditions and the qualifications of secondary school principals. Directing the monitoring and evaluation of training results and providing feedback to reporters and learners on the effectiveness of training activities for secondary school principals.
Directly adjust training programs, content and plans when necessary.
With the function of state management, the Department of Home Affairs coordinates with the Department of Education and Training, the District Finance and Planning Department to advise the District People's Committee to annually allocate a budget for training activities from the budget or from non-governmental organizations or from some programs of the Education and Training sector to conduct training courses on state management knowledge on local education for all managers of secondary schools, with time and organization form based on actual practice each year.
Diversify training and development forms. Combine formal training with in-service training; improve knowledge and professional skills with building political will, ethics, lifestyle and working style. The learning method is implemented by combining concentrated learning and practical work to investigate, research and handle situations in order to contribute to solving some problems and propose solutions to current outstanding and urgent problems.
In fact, the training of managers in the past was not really effective due to many reasons. The content, program, form and method of training and fostering did not meet the practical requirements of leadership and management, especially in the field of state management. Some training and fostering programs were heavy on theory, spread out, lacking connectivity, inheritance, overlapping in content, lacking practicality.
In reality, there has not been much training in skills and expertise. Therefore, despite being trained and fostered, some managers are still confused in performing their tasks, their leadership, management, operation and solving practical problems are still limited, not meeting the requirements of the tasks in the new period. In recent times, the work of fostering state management capacity in education for secondary school principals in the district has been diversified in both form and method of training:
Training and fostering programs need to be close to reality, focusing on practical issues arising from the process of performing public duties, and improving administrative skills. Through training and fostering professional expertise and administrative skills, ensure consistency in the operation of administrative agencies, especially in solving practical requirements in schools, fostering associated with key use. Develop training and fostering programs according to job requirements, clearly identifying the knowledge and skills that learners need to achieve after completing the course, such as updating information, supplementing new and modern knowledge, and developing professional skills to meet job requirements. Innovative training methods are aimed at improving leadership and management capacity associated with the corresponding positions and responsibilities of staff. Depending on the characteristics of each subject, appropriate methods can be selected, applying advanced teaching methods combined with the use of modern teaching tools and means.
1.3.6.4. Check and evaluate training results
To effectively carry out the work of fostering professional capacity for secondary school principals on state administrative management capacity in education, the Head of the Department of Education and Training needs to have serious and accurate inspection measures and forms. The inspection and evaluation measures of the Head of the Department of Education and Training must have the effect of creating motivation for training activities to improve training efficiency.
Check the preparation of the reporter: Compile training materials for trainees, design lectures, and support tools for teaching activities during the training process.
Check training resources: Financial resources, facilities, information technology resources, etc.
Checking the training process of the Principal of the secondary school: Checking the process of participating in training activities in class and self-training activities of the trainees, evaluating the results achieved by the trainees in terms of knowledge and skills, especially the capacity of planning, planning, capacity of managing teaching and learning activities, education, human resource management; capacity of arranging and organizing the school's management apparatus, etc.
Organize to collect feedback from trainees about training activities to improve the training process in the next stage. Evaluate the training results achieved by trainees to improve the training process and gain experience for the next activities.
1.4. Factors affecting the training activities to improve the capacity of state administrative management for secondary school principals of the Department of Education and Training
1.4.1. Subjective factors
First of all, it is necessary to mention the capacity to organize and manage the training activities to improve the state management capacity for secondary school principals of the Department of Education and Training. The Department of Education and Training must have the capacity to plan training, determine training objectives and content, develop training programs for secondary school principals, select reporters to participate in training, mobilize all resources to organize training and evaluate training results in an objective and fair manner.
Most importantly, the objectives and content of the training program must be realistic and meet the training needs of the majority of secondary school principals in the locality.
The methods and forms of training organization must promote the initiative, positivity and self-awareness of trainees in training activities.
Invited reporters must have a good grasp of the training program's objectives and content, have methods and skills for training educational managers, and understand adult learning styles to choose appropriate training methods and forms for training the target audience.
The Department of Education needs to have measures to organize, operate, and supervise so that all training activities comply with the established regulations and thoroughly understand the training objectives. In order to ensure consistency in training activities to improve the capacity of state administrative management for secondary school principals.
The subjects participating in the training are the Principals of secondary schools and Vice Principals who are planned to be Principals, the central figures of the training activities, who must be proactive and actively participate in the training process to perfect their ability to receive new knowledge and skills in education, teaching and learning to improve personal capacity, avoiding formalism and perfunctoriness. Current management work is not only limited in quantity but also limited in quality. Many people have not been trained in political theory, knowledge of Party building and state management of education. Therefore, the professional qualifications, skills and management skills of secondary school principals are uneven. In recent years, there has been a "brain drain" situation, with some good managers moving to work in other fields. In secondary schools, principals major in pedagogy; when appointed, they are sent to study to improve their educational management skills and political theory.
The views of some units on management skills training are not unified and comprehensive. On the other hand, some localities do not have a correct understanding of management skills training for school principals; there is no timely attention, direction, management and appropriate decisions.
The current school principals are multi-tasking and under a lot of pressure related to teaching and education. Therefore, principals must not only have in-depth knowledge of their subject but also have comprehensive management skills in all areas. Meanwhile, the State does not have appropriate mechanisms and policies to encourage and motivate good managers.
1.4.2. Objective factors
Objective factors affecting training activities are all resources, finance, training environment, training location, and training time for secondary school principals.
Training activities for secondary school principals must be organized at the appropriate time and convenient location to create conditions for teachers to participate with a comfortable mindset and inspire students during the training process.
The source of documents serving the activities and training content must be complete, the documents must be compiled in a way that promotes the role of self-study and research of students, the presentation style must be easy to understand and remember to meet the training objectives.
Support facilities for training activities must be fully prepared and convenient so that lecturers and students can carry out training activities.
Managers must create a training environment to attract trainees to participate in training voluntarily, positively and proactively.
Other factors affecting the management of training management skills for principals: the coordination between the Head of the Department of Education and Training (the subject of management of training management skills for principals of secondary schools) and the Heads of relevant agencies and units when performing training tasks; the policies for those who work on training management skills for principals are not suitable; the regulations on management of training management skills are not complete, strict and comprehensive. In particular, the education development strategy for the period 2011-2020 with the requirement to improve the quality of the management staff, the qualifications and capacity of the teaching staff to meet the requirements of innovation in programs and textbooks towards interdisciplinary integrated teaching after 2018 is a factor that greatly affects the training of management skills for secondary school principals.
CONCLUSION OF CHAPTER 1
To meet the requirements of fundamental and comprehensive educational innovation, it is necessary to attach importance to training the state management capacity for school principals in general and principals of secondary schools in particular. The general research; basic concepts: State administration; State administration; State administrative management; State administrative management of education and training; State administrative management capacity of education; Training the state administrative management capacity of education for secondary school principals in the topic; With the determination of objectives (general objectives, specific objectives), importance, content, factors affecting the training of state administrative management capacity for secondary school principals is the scientific basis for studying the current status of management and training of management skills for principals of secondary schools in Dong Hy district, Thai Nguyen province in Chapter 2.
Chapter 2
CURRENT STATE OF MANAGEMENT CAPACITY TRAINING
STATE ADMINISTRATION FOR PRINCIPAL OF DONG HY DISTRICT SECONDARY SCHOOL, THAI NGUYEN PROVINCE
2.1. Some features of the survey object and survey organization
2.1.1. Some features of the survey object
In recent years, the Party committees and authorities at all levels in the district have actively led, directed and organized the implementation of directives, resolutions, programs and projects on education - training and building national standard schools in the district, especially after 5 years of implementing the Resolution of the 23rd District Party Congress, thematic Resolution No. 04-NQ/HU dated July 4, 2011 of the XXIII District Party Executive Committee on developing education - training and building national standard schools in the period 2011 - 2015, the work of education - training and building national standard schools in the district continues to achieve quite comprehensive results in all areas. Facilities and equipment are invested in. The network of schools is consolidated, maintained and developed in all communes and towns. The proportion of qualified and above-standard managers, teachers and staff is high, increasingly meeting the requirements of the industry. The quality of education has been significantly improved. The rate of mobilizing students of school age at all levels is high. The rate of completing programs and graduating at all levels, the rate of students admitted to universities and colleges, and excellent students at all levels each year is high compared to the average of the whole province. The work of universalizing secondary education is maintained sustainably; 6/18 communes and towns have achieved universal secondary education. The whole district has 58 schools meeting national standards. The campaigns, emulation movements of the industry and the work of encouraging learning and talent have been widely and effectively implemented, contributing positively to the implementation of the task of developing education and training in the district.
Secondary school level has a total of 19 schools (including: 02 ethnic minority boarding secondary schools); 186 classes; 6,724 students; 5 schools meet national standards; 08 schools are in areas with special socio-economic difficulties; 01 school is in ATK commune; maintaining a student enrollment rate of 99.84%; mobilizing children to enter grade 6 is 100%.
The number, age structure, and professional qualifications of the management team are listed in the table below.
Table 2.1. Statistics of the staff of secondary school managers in the 2016 - 2017 school year
SL | Female | Age | Management seniority (year) | CM level | Party member | ||||||||
≥ 30 | ≥ 40 | ≥ 50 | < 5 | ≥ 5 | ≥ 10 | ≥ 20 | CD | University | Above University | ||||
HT | 19 | 8 | 0 | 6 | 13 | 0 | 2 | 12 | 5 | 0 | 19 | 0 | 19 |
HP | 22 | 14 | 9 | 8 | 5 | 9 | 5 | 7 | 1 | 0 | 22 | 0 | 22 |
Total add | 41 | 22 | 9 | 14 | 18 | 9 | 7 | 19 | 6 | 0 | 41 | 0 | 41 |
Rate (%) | 53.65 | 21.95 | 34.14 | 43.9 | 21.95 | 17.07 | 46.34 | 14.63 | 0 | 100 | 0 | 100 | |
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(Source: Department of Education and Training of Dong Hy district)
Through Table 2.1: Statistics on the team of secondary school managers in the 2016-2017 school year in Dong Hy district, Thai Nguyen province, it can be seen that the number of secondary school managers appointed is guaranteed according to the Job Position Project, which was developed and implemented according to the provisions of Decree No. 41/2012/ND-CP, dated May 8, 2012, of the Government regulating job positions in public service units and Circular No. 14/2012/TT-BNV, dated December 18, 2012, of the Ministry of Home Affairs guiding the implementation of Decree No. 41/2012/ND-CP, dated May 8, 2012, of the Government; the team of managers is implemented within the staffing level assigned by the People's Committee of Thai Nguyen province. Managers over 30 years old account for 21.95%, those over 40 years old account for 34.14%, and those over 50 years old account for 43.9%. The majority of managers are over 40 years old and have over 5 years of management experience, are knowledgeable, and have