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Managing general vocational training activities at Hanoi General Technical Education Center No. 5 in the current period - 2

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Managing general vocational training activities at Hanoi General Technical Education Center No. 5 in the current period - 2

INTRODUCTION

1. Reason for choosing the topic

The 2005 Law on Education of Vietnam stipulates the goals of high school education as follows: “High school education helps students consolidate and develop the results of lower secondary education, complete general education and have general knowledge about techniques and career orientation, have conditions to promote personal capacity to choose a development direction, continue to study at university, college, intermediate school, vocational training or enter the working life”. In the process of implementing general vocational education (GDNPT) and career guidance education (GDHN), students need to learn about popular career fields in society, to orient their careers and clearly see the suitability of their own capacity, with the requirements of specific industries and occupations, to be trained in necessary skills and work style. Through vocational education, students can apply the knowledge and skills learned in vocational education, technology and other subjects to real life and production in the fields of industry, agriculture and services. Vocational education also contributes to training qualities, work habits, planning, discipline, techniques and awareness of ensuring occupational safety and environmental hygiene. After more than 30 years of formation and development, the system of vocational education centers has partly met the needs of society. It has been and is an indispensable part of the national education system.

The goal of Vietnamese Education is to comprehensively develop students' abilities, right from the secondary school levels. Following the educational principle: "learning goes hand in hand with practice, education, learning combined with labor production". Therefore, since the early 80s of the last century, the system of General Technical Education Centers was established in the system of general education institutions. In Hanoi alone, by the early 90s, there were a total of 6 General Technical Education Centers, named from 1 to 6. After 2008, when Ha Tay province was merged into Hanoi, Hanoi had 15 General Technical Education Centers. The General Technical Education Centers are the core educational institutions under the management of the Hanoi Department of Education and Training. The system of General Technical Education Centers has contributed to the successful implementation of the goals of Vietnamese education. Currently, Hanoi is implementing the policy of the Education sector, merging all types of education and vocational training centers in each district into a single center with a new name: Vocational Education Center - Continuing Education.

Hanoi Vocational Education Center No. 5 was established in 1987, with nearly 30 years of construction, development and growth. Hanoi Vocational Education Center No. 5 has achieved proud educational achievements, making many contributions to the capital's educational activities.

as well as the national education system. Actively contributing to the supply of human resources locally and nationwide. The management of vocational training activities at the Hanoi Technical Education Center No. 5 has also achieved certain successes, however, the current management work also encounters many difficulties, confusion, and inefficiencies in the operation process [25, pp. 4-12].

Based on the above theoretical and practical requirements, as a teacher and a professional manager, I always wonder: how to improve the quality of management of vocational training activities at the General Vocational Education Center No. 5 in Hanoi in the current period ? To answer the above questions, I chose the topic of my master's thesis with the title: " Management of vocational training activities at the General Vocational Education Center No. 5 in Hanoi in the current period".

2. Research purpose

Proposing measures to manage vocational training activities at General Education Center No. 5, Hanoi in the current period .

3. Research tasks

3.1. Research on theoretical basis of management of vocational training activities at vocational training centers.

3.2. Survey and evaluate the current status of management of vocational training activities at the General Education Center No. 5, Hanoi.

3.3. Propose some measures to manage the activities of vocational training at the General Education Center No. 5, Hanoi in the current period.

4. Research object and subject

4.1. Research object

DHNPT activities at General Education Center No. 5, Hanoi.

4.2. Research subjects

Managing DHNPT activities at General Education Center No. 5, Hanoi .

5. Scope of research

Managing the activities of vocational training at the Hanoi Technical Education Center No. 5 and using secondary data of the Hanoi Technical Education Center No. 5 through reports in recent years.

6. Research questions

In the current period , what management measures are needed to ensure that the vocational training activities at the General Education Center No. 5 in Hanoi achieve high results ?

7. Scientific hypothesis

Management of DHNPT activities at the Hanoi Technical Education Center No. 5 has been and is being implemented but there are still many shortcomings. Raising awareness about the activities

If we manage and apply some appropriate management measures, the quality of vocational training at Hanoi Technical Education Center No. 5 will be significantly improved.

8. Scientific and practical significance of the topic

8.1. Theoretical significance

The thesis has systematized some theoretical issues on managing the activities of vocational training at the Center for Technical Education. It provides a scientific basis to survey the current situation and propose some measures to manage the activities of vocational training at the Center for Technical Education No. 5 in Hanoi, in the current period.

8.2. Practical significance

The research results can be applied to the management of vocational training activities at the Hanoi Technical Education Center No. 5. And can be applied to other Technical Education Centers with similar conditions.

9. Research methods

9.1. Theoretical research methods group

Analyze, synthesize, compare related documents

9.2. Practical research methods group

- Survey by questionnaire: the questionnaire includes closed and open questions on the issue of managing the activities of vocational training at the Hanoi Technical Education Center No. 5. The survey subjects will be teachers, students, and managers of the Center from the department to the Board of Directors.

- Interview : this research technique aims to collect in-depth information on some core issues of the topic. The interview group will be more limited and focus on teachers and managers.

- Product research method : research on teachers' and students' products through NPT lessons to evaluate the current status of DHNPT management at Hanoi Technical Education Center No. 5.

9.3. Other research methods

- The topic uses secondary data from Center for Technical Education No. 5 through reports in recent years.

- The topic uses statistical algorithms to process the collected data.

10. Structure of the thesis

In addition to the introduction, conclusion and recommendations, references, appendices, the main content of the thesis is presented in 3 chapters:

Chapter 1: Theoretical basis of management of vocational training activities at vocational training centers.

Chapter 2: Current status of managing vocational training activities at General Education Center No. 5, Hanoi.

Chapter 3: Proposed measures to manage vocational training activities at the General Education Center No. 5, Hanoi, in the current period .

CHAPTER 1

THEORETICAL BASIS OF MANAGEMENT OF GENERAL VOCATIONAL TEACHING ACTIVITIES AT GENERAL TECHNICAL EDUCATION CENTERS

1.1.Overview of research on management of DHNPT activities at the Center for Continuing Education

1.1.1. Studies on DHNPT activities in general and at GDKTTH Centers in particular

Vocational education and career guidance for students have been studied and implemented by many countries in the world since the 50s and 60s of the 19th century. In fact, it has become a specialized field of operation and is closely integrated into the education and training systems. High school education not only aims to prepare resources for university education, but also needs to prepare students with an understanding of the "professional world", to have the most basic knowledge of some common occupations, to form initial technical skills in vocational work, to develop creativity and organizational and disciplinary awareness of workers.

In the mid-nineteenth century, in France, the book “Career Guidance and Career Selection” appeared. The content of the book mentioned the issue of diverse career development due to industrial development, thereby affirming the urgency of helping young students enter the “World of Careers” in order to effectively utilize young labor. In the twentieth century, European countries (France, Germany, Poland), Asian countries (Japan, Australia) and the Russian Federation paid special attention to teaching Technical, Industrial and Vocational subjects to students. In Japan, the work “Japanese Education Reform towards the 21st Century” by Magumi Nishino (Japan Institute of Educational Research) has deeply researched the issue of fostering basic knowledge and skills of necessary professions for high school students. Jacques Delors, President of the UNESCO Independent International Commission on Education for the 21st Century, when analyzing the “Pillars of Education”, wrote: “Learning, learning to do, learning to live together and learning to be”, these are the four pillars that the commission presented and illustrated the foundations of education. According to the author, vocational education and training for high school students is an indispensable foundation in education. The author emphasized that students have the opportunity to develop their abilities by participating in professional activities in parallel with learning knowledge.

Vocational training is a trend that general schools in many countries are effectively applying, such as Japan, China, the Netherlands, Singapore, Malaysia, etc., providing students with scientific foundations in nature, society, and thinking, training practical skills, and preparing the initial foundations for learning.

vocational science and technology and entering life. Vocational training in general schools is mainly pre-vocational education, preparing students for a career. Here, only basic knowledge and labor skills are provided to help students get acquainted with labor and careers, and the ability to apply and adapt to the market mechanism.

In Vietnam, first of all, we must mention the guiding viewpoint of President Ho Chi Minh. According to him, a school for the needs of “learning, working, living well” of a learning society is a “socialist school”: “Learning goes with work. Theory goes with practice. Diligence goes with thrift”: study well (study goes with work, with practice), do well (work, practice goes with studying), live well (diligence, thrift).

Resolution 2 of the 8th Central Committee of the Communist Party of Vietnam sets out the task of the education sector nationwide to expand and improve the quality of comprehensive technical education and vocational guidance. By the 10th and 11th Congresses, our Party has determined to comprehensively innovate education and training, requiring teaching and learning in separate and elective courses at high school level on the basis of doing well the work of general technical education, vocational training and streaming from junior high school. This is also the basis for paving the way for current research and vocational training [13, p. 53].

Since 1981, the Department of Vocational Education, Ministry of Education has researched and compiled documents on vocational education and vocational activities for junior high school students and high school classes. In recent years, psychologists, educators, sociologists, economists, and political scientists have approached the issue of vocational education and vocational activities for high school students in different aspects. The goal of "Innovating vocational education to suit the market economy. Thoroughly implementing the policy of innovating education and training, promoting the consolidation and development of vocational training centers - HN - DN" determined the need to: "Focus on forming vocational skills for the young generation to find jobs for themselves", at the same time: "Following the vocational education process, it is imperative to teach vocational skills to students... this will be a very basic principle" - [11, p.74].

The relationship between general education and vocational education has been clarified by the author: "In the current innovation mechanism, the issue of career preparation is a burning demand of social reality" - [11, p. 97]. General education and vocational education have an increasingly clear overlap in the direction of modularization at the general level. That overlap is increasingly large, meaning that vocational education and vocational training are carried out early and strongly developed, which is the basis for orienting and streaming students, preparing quality human resources for the cause of industrialization and modernization of the country. The author's research results are completely consistent with the innovation trend.

of secondary education today, secondary education is increasingly no longer an education for the few as it was in the early 20th century, secondary education today is not only for further study, but also prepares young people to enter the professional working world, especially for those who can only finish secondary school.

From the 70s of the 20th century until now, in our country there have been many research works on teaching technical skills and vocational education for high school students, typically by authors Pham Tat Dong, Nguyen Minh Duong, Dang Danh Anh, Phan Van Kha, Nguyen Duc Tri, Tran Khanh Duc. A typical example is the article: "Some solutions to organize applied technical teaching activities (NPT) for high school students at KTTH-HN-DN centers" by author Ha The Truyen.

From the overview of typical research works and from practical experience in vocational education for high school students, it can be seen that: Vocational education not only provides students with knowledge, but also requires practice to have skills, so that they can work immediately in life without being confused; education development is closely linked to socio-economic development; the content and form of organizing vocational education for high school students are different, but in general, this is considered a "pre-vocational" education stage that is extremely important for the success of each student and for the socio-economic development.

The thesis draws the following conclusions: the research works have demonstrated the Party's educational viewpoint: Learning goes hand in hand with practice, education is combined with productive labor - Schools are closely linked to society; distilling the results of research abroad to creatively apply them to the practice of Vietnamese education, especially the construction and development of the system of vocational education centers. These are very important initial foundations for students to continue studying at vocational schools. Forming vocational skills, promoting creativity into thinking labor time. The vocational education center is an educational unit at the high school level in the national education system, contributing to creating a solid foundation for human resource development, serving the cause of industrialization and modernization of the country.

1.1.2. Studies on management of DHNPT activities in general and at GDKTTH Centers in particular

Along with scientific research on DHNPT activities, in recent years there have also been many studies on DHNPT management in general, and on DHNPT management at the Center for Technical Education in particular. Prominent in scientific research, related to the research direction of the topic, are: "Some

"Innovation in management work at the Center for Vocational Training - Hanoi Vocational Training Phan Rang - Ninh Thuan" , KHGD magazine, author Bui Duc Tu (2006), Institute of Strategy and Educational Programs, Ministry of Education and Training; "Teaching vocational training - Current situation and management solutions" , KHGD magazine, author Bui Duc Tu (2007), Institute of Strategy and Educational Programs, Ministry of Education and Training; "Measures to manage vocational training activities at the Center for Vocational Training - Hanoi Hai Phong", Master's thesis in vocational training, author Vu Van Ngon (2009); "Some measures to effectively direct and manage vocational training activities at the Center for Vocational Training - Hanoi Ngu Dien", SKKN by author Le Quang Dai, Director of the Center for Vocational Training - Hanoi Ngu Dien (2014)...

However, in the topic "Management of vocational training activities at the Hanoi Technical Education Center No. 5 in the current period", we want to delve into the management of vocational training activities at our unit and from there propose some management measures to improve the quality of vocational training for high school students at our educational institution and can be applied to other vocational training centers in Hanoi.

1.2. Center for Technical Education

1.2.1. Concept of vocational training center

*General Technical Education: General Technical Education (GDKTTH) According to K.Marx, general technical education is to "familiarize students with the basic principles of all production processes and at the same time equip children or adolescents with the skills to use the simplest tools of all production industries". The goal of general technical education is to form future workers in students - the ability to adapt, the ability to move between occupations in the changing conditions of scientific and technological revolution; The main task of general technical education is to "Compensate for the disadvantages caused by the division of labor, this division has prevented students from acquiring basic knowledge about their profession".

VI Lenin considered general education as the main and compulsory principle for general education, to form knowledge and skills in each student.

* Vocational Education Center: Another name is Vocational Education Center - HN, one of the general education institutions of the national education system. The main tasks are: teaching technology, engineering, vocational training and career counseling for high school students; organizing production labor and technical services to serve education and training, contributing to the classification of students after junior high school and high school; researching and applying scientific topics on vocational education, vocational training, and enterprises for high school students, testing the application and transferring new technologies to serve the socio-economic development of the locality; opening vocational training classes, linking with educational institutions in the education system to train and provide vocational counseling for high school students, teenagers and other subjects when needed... Vocational Education Center implements

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