Managing career counseling activities for high school students in the Southeast provinces

Organize career counseling sessions once a month (during prescribed working hours), Encourage students to effectively participate in school TVHN sessions. Coordinate with homeroom teachers to guide students in choosing a career; Organize introductions or coordinate with the youth union to organize for students to discuss the meaning and scientific basis of career selection.

Schools have also disseminated directives, regulations, and instructions from the Ministry and Department on TVHN activities for students in high schools. On that basis, a TVHN activity plan has been developed in accordance with regulations, ensuring relatively complete content, program distribution, and implementation.

School leaders pay attention to implementing the TVHN activity plan for each year, semester, and month. The situation of classifying students after graduating from high school last year and setting out TVHN tasks for the following year have achieved quite good results.

2.4.2. Limitations

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TVHN activities and management of TVHN activities for students in high schools in the Southeast region have achieved certain results, but due to many objective and subjective reasons, this work still has many limitations, cannot keep up with the development in both theory and practice, and cannot meet the current requirements of society in TVHN work. Typically:

The demand for vocational training of students is very high, they have certain understanding about the world of careers and the labor market. Students want to learn about vocational training contents such as advice on the suitability between qualities and skills with the intended career, how to self-determine their career according to 3 basic indicators: interest in the career, ability to work with the career and psychological characteristics suitable for the nature, characteristics and content of the career activities. However, students have not had access to formal and systematic vocational training from the team of counselors, and have not been provided by the school with sufficient information about the labor market, about the world of careers, helping students understand their own psychological and physiological characteristics, abilities..., helping them overcome confusion when choosing a career. Most of the career guidance work in general and TVHN in particular for high school students is currently carried out by high schools through homeroom classes, flag salutes at the beginning of the week, or by inviting colleges and universities to organize a few admissions counseling sessions for students, or by organizing tours for students to some nearby universities.

The content of TVHN is not comprehensive because it is not updated and supplemented annually. The current form of counseling is mainly carried out in very large groups (the whole school or a grade level), so there is almost no real interaction with students, answering or resolving students' questions. The TVHN process is almost not applied by 20 high schools in the Southeast, the counseling process is still empirical.

The knowledge and skills of career guidance of managers and teachers in charge of career guidance are both lacking and weak; Most of the career guidance teachers are part-time cultural subject teachers, so they lack knowledge and skills in career guidance and career guidance. They are rarely trained and coached in knowledge and skills in career development trends, the world of careers, and knowledge of some popular careers, or the characteristics and requirements of careers, guiding students to learn about their interests, career abilities, characteristics and requirements of careers, and practicing essential skills.

The content of TVHN activity management still reveals limitations/weaknesses:

- The implementation of TVHN activity planning is still formal, implemented according to a template, with little change, and does not pay attention to specific conditions for each unit. Planning is the first management function of the TVHN activity management process, which greatly affects the results of the remaining management functions. However, the implementation level and results of this function in high schools in the Southeast region are assessed as "weak" with many contents such as: planning to develop and train a team of managers, teachers, and youth workers participating in TVHN for the school; planning to coordinate TVHN between the school and organizations, with the parent representative board to provide career guidance for students or building spending content and spending norms for TVHN activities.

- The organization and implementation of TVHN activities are still general, not closely followed and not synchronized: Only focusing on teaching sessions according to the prescribed number of periods, common activities under the flag for all students in the school, some stages of organizing TVHN activities have not been paid attention to by managers. In particular, the content of monitoring and evaluating the effectiveness of the TVHN organizational structure; selecting enthusiastic managers and teachers with capacity and experience in TVHN to be the core force; implementing policies for teachers participating in TVHN activities: treatment, rewards or encouragement for teachers to self-improve their professional qualifications and TVHN skills are not implemented by many schools, so the quality,

The effectiveness of this measure is inevitably weak.

- The direction of implementing TVHN activities has not received due attention, and resources and strengths have not been promoted. In particular, the direction of implementing TVHN forms has not created interest for students, there has been no adjustment of coordination activities between homeroom teachers, subject teachers and technical education teachers to achieve effective TVHN education, or the planning of alternative TVHN options based on the determined TVHN activity effectiveness standards.

- The work of inspecting and evaluating TVHN activities is still underestimated and is only perfunctory: Many schools do not inspect and evaluate and lack a practical basis for evaluation because leaders do not observe classes or check the actual activities of teachers doing this work. Clear and effective evaluation criteria have not been developed, so the steps of reminding, motivating and encouraging teachers in the inspection and evaluation work have not been well implemented. TVHN activities have not been adjusted, summarized and evaluated effectively.

2.4.3. Causes

All the limitations of managing TVHN activities for students in high schools in the Southeast region originate from many causes. Specifically:

- Firstly, the school's TVHN activities have not met the TVHN needs of students: TVHN activities in high schools in the Southeast region today have not really "played a leading role" in guiding and preparing the young generation in terms of both mindset and skills so that they can be ready to enter the workforce or create their own jobs in social occupations that need to develop, while at the same time being suitable to the interests and abilities of individual students. TVHN sessions organized near the exam only answer students' concerns about the regulations and innovations of the national high school exam and admission procedures, and do not have much direction about the characteristics, nature and trends of that occupation in the future.

Second, the principal lacks close supervision in planning, directing and organizing TVHN activities. It seems that TVHN is not included in the school's professional direction plan. The planning work is only responsible for one or a few people without seeing the principal's leadership role, lacking the contribution of opinions from educational departments such as subject teachers, vocational teachers, technology teachers and the Union organization.

Planning is a decisive initial task that each principal needs to do at each management level to see the strengths and weaknesses of the school as well as the opportunities and external obstacles to the TVHN task as well as the resources needed to implement TVHN management activities. From there, provide direction and propose necessary measures to achieve TVHN goals.

Third, the principal has not paid attention to training, fostering and developing resources in TVHN activities: Although the demand for TVHN of students is very high, the level of meeting this demand is not enough because most of the counseling activities in the past have not been effective, mainly because teachers in general schools today, besides doing well the duties of teachers, do not really have enough TVHN knowledge and capacity to help students when necessary.

Fourth, the principal has not really done a good job of checking and evaluating the TVHN work and lacks supervision while performing this function to make decisions and take timely adjustments, helping the career guidance "train" to always stay on the right "track" to reach its destination.

Fifth, the principal has not supported and motivated the agents participating in TVHN, at the same time encouraged everyone to promote highly as well as not paid attention to training and developing the team doing TVHN work. Currently, general schools do not have an official staff to do TVHN work, so students and teachers do not have the necessary professional support. Experts/consulting teams are not properly trained. The team of consultants mostly follow assigned tasks because of lack of classes or concurrent work, they themselves are not trained or have little training in TVHN. Therefore, some teachers are not really enthusiastic, do not go deep into this new activity, especially when homeroom teachers and subject teachers spend a lot of time on professional work and paperwork. Consulting for students is only based on instinct and personal experience, so the content of TVHN is not deep, not systematic, and has low efficiency. Teachers also do not regularly update their knowledge, information on the labor market, and occupations according to social trends, leading to limited and poor information on TVHN. Many managers and teachers still have the mindset of underestimating TVHN activities compared to cultural subjects, so they have not paid due attention and investment to this activity.

These reasons are the practical basis for the measures to manage TVHN activities for high school students in the Southeast region proposed in Chapter 3.

CONCLUSION OF CHAPTER 2

Based on the theoretical conclusions on managing TVHN activities for high school students in Figure 1.1, in Chapter 2, a survey of 35 managers, 462 teachers and 2366 students was conducted to determine the current status of TVHN activities and management of TVHN activities in 20 high schools in the Southeast region. Based on the results of the survey by questionnaire and interview, the following conclusions were drawn through analysis:

Managing TVHN activities is one of the basic contents of educational management in high schools. Recognizing the important position and role of this activity, high schools in the Southeast region have paid attention and achieved certain results. High schools have implemented the regulations of the Department of Education and Training on TVHN for students. The characteristics of managing TVHN activities for high school students in the Southeast region are revealed in the following situation: schools often make TVHN plans, but the implementation results of this function in high schools in the Southeast region have not been highly appreciated; The level of implementation of organizing TVHN activities is uneven and unstable; The function of directing the implementation of TVHN activities in high schools in the Southeast region is quite systematic, but schools implement it according to habits and experience. The inspection and evaluation function of the principal is still weak. The awareness of principals, managers, teachers and students about the role and importance of TVHN activities is still underestimated or not thoroughly considered; Overemphasis is placed on "Students' career choice trends"; The remaining 6 influencing factors show highly inconsistent opinions between teachers, managers and students, but accurately reflect the reality of the influence on the management of TVHN activities of the management object and the managed object. The management of TVHN activities still has many shortcomings and limitations that need to be overcome, specifically:

Firstly , the demand for TVHN of students is very high but the school has not provided enough information about the labor market, about the world of careers to help students understand their psychological and physiological characteristics, their own abilities..., help them overcome confusion when choosing a career, have not helped students have knowledge about careers to orient their development, choose a career that suits their own abilities and social needs. Besides, the content of TVHN is not comprehensive because it has not been updated and supplemented.

annually. The current form of counseling is mainly carried out in very large groups, so there is almost no real interaction with students, answering or resolving students' questions. The TVHN process is almost not applied by 20 high schools in the Southeast region, the counseling process is still empirical. Moreover, the knowledge and skills of career guidance of managers and teachers in charge of GDHN are both lacking, weak and have little training.

Second , planning for managing TVHN activities has been implemented but has not been effective. The organization of TVHN activities at the time of the survey was only assessed at an average and weak level, some management functions have not been focused on by managers. The direction of this activity has not promoted resources and strengths. And the inspection and evaluation of TVHN activities in schools is still lax, not applied thoroughly and synchronously. Besides, the management of this activity is only based on the ability and experience of each individual and school, not following a unified process; The school has not really encouraged, motivated, rewarded and had preferential policies for teachers implementing TVHN activities; The qualifications and capacity of teachers for TVHN are still limited. Facilities and funding for organizing TVHN activities are still lacking. These are factors that greatly affect the process of organizing and managing TVHN activities for students.

The basic causes leading to the above shortcomings and limitations in the principal's management of TVHN activities are: The school has not met the needs of TVHN for students. The principal lacks close attention in planning, directing and organizing TVHN activities. The principal has not paid attention to training, fostering and developing resources in TVHN activities. The principal has not focused on implementing inspection and evaluation according to the TVHN process and lacks supervision while performing this function. The school has not really and promptly encouraged, motivated, rewarded and given preferential treatment to teachers who carry out TVHN activities. These causes are the practical basis for proposing measures to manage TVHN activities for students in high schools in the Southeast region in Chapter 3.

Managing career counseling activities for high school students in the Southeast provinces - 17

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