General Assessment of the Current Status of Experiential Activities Management at Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang

Organize training sessions to improve teachers' capacity on activities and methods of organizing experiential activities.

Ranked second is “ Facilities and funding for experiential activities” with 2.74 points. Mr. D.CT said, “ Experiential activities are one of the school’s educational activities. We have also tried to balance finances to spend on all educational activities. However, due to budget constraints, funds for experiential activities are not abundant. On the other hand, due to the extremely difficult lives of students in these areas, calling for support from parents is very limited .” Therefore, it is necessary to have measures to mobilize educational forces inside and outside the school to participate in organizing experiential activities for students effectively in experiential activities.

2.5. General assessment of the current status of experiential activity management at Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang

2.5.1. Results achieved

Regarding awareness: Managers, teachers and students of Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang have identified that extracurricular activities are an important part of the educational process for ethnic minority students. Extracurricular activities for students help develop the student's personality comprehensively, orienting ethnic minority students to live lovingly, responsibly and independently in the boarding environment. This awareness has contributed to promoting the school's learning activities, overcoming the situation of students dropping out of school halfway.

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The Youth Union at Bac Quang Secondary and High School for Ethnic Minorities has been organized with attention. The school has carried out various types of activities, including: planting trees; taking care of historical revolutionary sites; visiting, giving gifts, and helping families of war invalids, martyrs, and heroic Vietnamese mothers. The results of the activities have had a positive impact on students, changing their awareness, attitudes, and behaviors.

Regarding the management of HĐTN, the school principal has shown interest in:

- Coordinated with forces inside and outside the school to organize extracurricular activities. In which, parents and social organizations regularly pay attention, create favorable conditions and contribute to the school to organize extracurricular activities well for students.

- There is a plan to organize the activities: The school has a plan to organize and predict the development trend of the forms of activities, bringing these activities into order, arranging them professionally, creating self-awareness in complying with the school's policies.

- Many management measures have been carried out regularly such as managing goals, program content, planning management, lesson plan preparation, organizing teachers' activities, the spirit, awareness and attitude of participation of teachers and students, and coordinating educational forces in the school to organize experiential activities for students.

2.5.2. Limitations

- The management and organization capacity of the school management staff and teachers is still limited, especially the skills of organizing experiential activities. The school still has many subject groups that do not have teachers with good expertise and skills to attract students to the activities they are in charge of, and do not know how to connect related subjects to organize to create attractiveness for students. Teachers do not really realize the full role of experiential activities for students, partly because teachers are still afraid to organize, and there is little change.

- Limitations in the form of organizing experiential activities for students: In general, the forms of organizing experiential activities are still monotonous, poor, and lack of facilities and operating funds. Training to foster knowledge and skills in organizing experiential activities for teachers is not yet organized regularly.

- The plan for organizing experiential activities for students is still formal, the program development has not shown creativity, and the information of society is not updated well. The conditions for experiential activities for students have not been invested adequately. The direction and supervision of experiential activities are not close, for teachers with little experience, they have not been given specific instructions, supervision and reminders have not been done regularly. In each activity, the inspection is still formal. After each activity, due to the busy work, the evaluation, summary, and experience drawing are not taken seriously. The development of teaching plans and programs is currently quite tight in terms of duration. In addition, the factors of space, geography, and implementation costs are not small difficulties.

- The pressure to implement the content of the official education program is high, leading to reluctance to organize experiential activities. On the other hand, experiential activities for ethnic minority students are still new, students will fall into a passive state when approaching the experiential object or will turn the experiential activity into a tour. Therefore, it is necessary to build an experiential program for Bac Quang Secondary and High School for Ethnic Minority Boarding Schools.

- Resources for experiential activities for students are still limited, managers have not been able to mobilize resources from parents and social organizations. Funding for organizing experiential activities for students is still low, so rewards are not timely.

- Limitations in the organization and direction of activities are not yet synchronized, and some contents are not yet carried out regularly. Organization and management are not yet strict, inspection and evaluation are not yet regular, and the work of summarizing and drawing experiences has not received due attention.

2.5.3. Causes of limitations

The awareness of some teachers about the role and significance of experiential activities for students in the formation and comprehensive development of students is not deep. Therefore, there are still teachers who do not fully understand the importance of experiential activities for students. Some teachers are still lacking in enthusiasm, afraid of innovation, others are limited in capacity, lack creativity in work so do not invest in activities.

The pressure to implement the content of the official educational program is high, leading to reluctance to organize experiential activities for students.

The family economy of students at Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang is still difficult, so the coordination with the students' families to organize extracurricular activities is not effective. The distance from home to school is too far, leading to the situation that some students drop out of school.

Chapter 2 Conclusion

Experiential activities at Bac Quang Secondary and High School for Ethnic Minorities have recently received attention and implementation from the school's Board of Directors, initially ensuring the requirements on content and form in some experiential activities.

Through a survey on the current status of experiential activities, most students of Bac Quang Secondary and High Schools for Ethnic Minorities like experiential activities, especially in the form of field trips and organizing games . The topics of experiential activities are all extremely necessary and familiar knowledge for students in daily life. Teachers and students are highly aware of the necessity of organizing experiential activities in schools.

Managers, teachers and students of Bac Quang Secondary and High School for Ethnic Minorities in Ha Giang have identified experiential learning as an important part of the educational process for ethnic minority students. Experiential learning for students helps develop the student's personality comprehensively, orienting ethnic minority students to live lovingly, responsibly and independently in the boarding environment. They have coordinated with forces inside and outside the school to organize experiential learning. In which, parents and social organizations regularly pay attention, create favorable conditions and contribute to the school to organize experiential learning activities well for students. The school has a plan to organize and predict the development trend of experiential learning activities, bringing these activities into order, arranging them professionally, creating self-awareness in complying with the school's policies.

However, some contents and forms are not synchronized, mainly focusing on implementation in some traditional forms, many contents are not carried out regularly. Initial management activities have many good results, but there are still some shortcomings in management, planning experiences for students is still formal, program development has not shown creativity, and updating social information is not high. Conditions for experiential activities for students have not been invested adequately. Directing and supervising experiential activities are not close, with inexperienced teachers, they have not been given specific instructions, supervision and reminders have not been done regularly. In each activity, inspection is still formal. The reasons for the following difficulties in school management activities: Financial difficulties, teacher capacity, participation of educational forces in organizing experiential activities for students, etc.

Chapter 3

MEASURES TO MANAGE EXPERIENCE ACTIVITIES

At BAC QUANG ETHNIC MINORITY SECONDARY AND HIGH SCHOOL, HA GIANG

3.1. Principles for developing measures to manage experiential activities at Bac Quang junior high and high school boarding school for ethnic minorities, Ha Giang

3.1.1. Principle of ensuring objectiveness

The measures that must be implemented contribute to the formation and development of students' personalities in accordance with the educational goals of each level, reflected in the overall educational goals and the program goals of specific subjects. Therefore, when proposing principles for managing experiential activities for ethnic minority secondary and high school students in Bac Quang, it is necessary to base on the general educational goal: " Training Vietnamese people to develop comprehensively, with ethics, knowledge, health, aesthetics and profession, loyal to the ideals of national independence and socialism; forming and nurturing the personality, qualities and capacities of citizens, meeting the requirements of the cause of building and defending the Fatherland " [11, p. 8].

3.1.2. Principle of ensuring comprehensiveness and system

During the construction process, some measures to manage experiential activities were proposed for the Principal of Bac Quang Ethnic Minority Boarding Secondary and High School; the principles must be thoroughly implemented in order to achieve the highest efficiency when put into practice. These principles require the proposed measures to be agreed upon by educational management levels, by the locality, by parents of students and especially by all staff, teachers, and organizations in Bac Quang Ethnic Minority Boarding Secondary and High School, Ha Giang.

3.1.3. Principle of ensuring practicality and feasibility

All theories in general are theoretical in nature and are summarized and drawn from experiences from many high schools, so when applied to public high schools,

The boarding school for Bac Quang Secondary and High School must be completely dependent on the practical conditions of the school. The measures must be comprehensive, urgent, close to reality, feasible; and meet the research purposes and tasks of the thesis.

Each school and each age group of students has its own characteristics. Therefore, the measures to manage experiential activities at Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang must be implemented and effective in terms of both personal and social education and meet the educational goals of Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang. The measures must promote the self-awareness, positivity, initiative and creativity of the subjects when participating in experiential activities. In schools, the subjects of educational activities are the management staff, teachers and students; in families, the subjects of educational activities are parents and students; in society, the subjects are social management staff.

3.2. Measures to manage experiential activities at Bac Quang middle and high school for ethnic minority boarding students, Ha Giang

3.2.1. Raising awareness among managers and teachers about the position, role and importance of experiential activities

a/ Objective

To help managers and teachers clearly understand the importance and responsibility of themselves in implementing the activities, accurately perceive the content, organization form and required capacity of teachers to organize activities for students. Accordingly, they will proactively innovate the organization of activities to improve the effectiveness of activities.

b/ Content and implementation

The school principal directed to raise awareness about the role of the Youth Union:

- Correctly perceive the role of experiential activities for students in the comprehensive education process, focusing on experience - career guidance for high school seniors.

- The school principal directs the coordination of experiential activities between the school, families, and social forces to improve students' personalities and skills.

- The school principal directs staff and teachers to grasp the content, procedures and forms of organization, and forces participating in organizing experiential activities for students of Bac Quang High School.

- The school principal directs the mobilization of resources to participate in organizing effective experiential activities for students.

- The school principal directs the development of a training program on experiential activities for teachers, thereby raising teachers' awareness of experiential activities. In the training sessions, it is necessary to equip teachers with skills in organizing experiential activities such as: Planning and designing activities, paying attention to the goals, content, methods, and means of activities. The organization can be carried out through collective activities: flag-raising at the beginning of the week, rallies on holidays, anniversaries, competitions, sports, camping, collective exchanges, school-wide emulation movements... or through group activities and political - social activities; culture - sports... Organize for students to visit cultural and historical relics such as Hoa Lu ancient capital, Ho Chi Minh Mausoleum, Dien Bien Phu Museum... and historical museums to inspire them with love for their homeland, the spirit of passionately exploring the beauty of nature, the country, people...; Organize exchanges with other schools so that students can exchange and learn about learning methods, lifestyles, and practice communication skills.

- The school principal directs the organization of training conferences between high schools to discuss the role and importance of experiential activities for students in conducting and developing their personalities or guiding students' careers. Organize experiences in villages where students live to teach students about basic life skills; Organize career guidance to orient students about their future; Organize many cultural, artistic and sports activities for students to participate in such as: volleyball competitions between youth unions, football, organize cultural exchanges for students to show the beauty of their nation.

- From receiving useful and appropriate opinions from experts, the school proceeds to develop internal regulations for implementation.

- School principals, teachers, and educational forces need to propagate to help students understand the requirements of today's society, which require workers to not only have qualifications but also have communication skills, adaptability, etc. To raise awareness and attract a large number of students to participate, using only arguments may not be effective, but propaganda should be carried out in the form of organizing fun activities: "Crossword solving", "Speaking contest" (the role of the activity for students to learn for themselves, to express their own thoughts) combined with organizing games, cultural exchanges, etc. suitable to the characteristics of each subject, interdisciplinary with the characteristics of students' ages and the facilities and budget of each school and each locality.

Provide parents with knowledge and information about world education trends and lessons from countries that have succeeded through investment in education. Investing in education is investing in the future, it is a resource for each country, an asset for each family. In order for parents to create conditions for their children to participate in effective extracurricular activities, provide parents with knowledge about the psychological characteristics of students, understand the school's training program, and the requirements of education and training in many forms through parent meetings, discussions, and private conversations when interacting with parents.

c/ Implementation conditions

To raise awareness of managers and teachers about the activities, the following should be done:

- For the Department level, Bac Quang district and Ha Giang province need to organize training sessions, seminars, and workshops on HĐTN for principals and teachers to provide specific instructions on how to implement as well as the meaning and importance of this activity.

- For principals: need to proactively organize training right from the beginning of the year for the entire school's teaching staff on tasks, action plans, targets to be achieved, and include them in the annual competition standards. Principals should also regularly promote, mobilize, and explain the meaning and importance of HĐTN in joint meetings, pedagogical council meetings, in preliminary and final reviews, evaluations, and experience sharing sessions...; raise outstanding issues and poorly implemented contents of this activity, requiring teachers to propose initiatives and find solutions to overcome them.

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