3.2.4. Directing the activities of the Youth Union and Young Pioneers Team participating in life skills education activities for students 83
3.2.5. Coordinate with other educational forces to participate in organizing the implementation of
Life skills education activities for students 89
3.2.6. Innovation in inspection, supervision and evaluation of technical education activities
Life skills in schools associated with emulation and reward work 94
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3.3. Survey on the urgency and feasibility of proposed KNS education measures 97
3.3.1. Survey purpose 97
3.3.2. Survey participants 97
3.3.3. Survey content 98
3.3.4. Measures surveyed 98
3.3.5. Survey method 98
3.3.6. Survey results 98
Chapter 3 Summary 101
CONCLUSIONS AND RECOMMENDATIONS 103
SCIENTIFIC RESEARCH WORKS OF THE AUTHOR 107
LIST OF REFERENCES 108
APPENDIX
LIST OF TABLES
Table 2.1. Number of classes and students of ethnic minority secondary school in the 2019-2020 school year (Scale, network of schools, classes, students) 34
Table 2.2. Students' opinions on some life skills of students at Thanh Son District Ethnic Minority Boarding Secondary School, Phu Tho Province 37
Table 2.3. Assessment of the level of awareness of the importance of some life skills for
Students of Thanh Son Secondary School for Ethnic Minorities 39
Table 2.4. Awareness of school managers, teachers and staff about the responsibility of educating life skills for ethnic minority students at Thanh Son District 41 Ethnic Minority Boarding Secondary School 41
Table 2.5. Results of developing the KNS education activity plan of the Board of Directors
school 44
Table 2.6. Results of assessment of the level of implementation of life skills education through
through integration into teachers' subjects 46
Table 2.7. Assessment of class teachers on management of life skills education activities
of the school for the homeroom teachers of class 47
Table 2.8. Level of implementation of life skills education forms by homeroom teachers 50
Table 2.9. Results of implementing KNS education activities through team opinions
GVCN team 51
Table 2.10. Summary of life skills education activities of the Youth Union and Ho Chi Minh Young Pioneers Team of the school since 2005.
school year 2016-2017 to 2019-2020 54
Table 2.11. Statistics on life skills education activities for students through extracurricular activities organized by the Youth Union and the Young Pioneers in coordination with other forces.
Amount done from 2016 to present 55
Table 2.12. Statistics on activities of organizations and agencies participating in GDKNS 59
Table 2.13. Results of evaluation of the effectiveness of inspection and evaluation work
KNS education activities of school board 61
Table 3.1. Statistics of survey results on the urgency of measures
Proposal 99
Table 3.2. Statistics of survey results on feasibility of proposed measures 99
INTRODUCTION
1. Reason for choosing the topic
Resolution No. 52/NQ-CP, dated June 15, 2016 of the Government on "Promoting the development of human resources of ethnic minorities in the period of 2016-2020, with a vision to 2030" [18] aims to improve the quality of comprehensive education for the young generation in the country in general and ethnic minority areas in particular, meeting the human resources (HR) for the cause of industrialization and modernization of the country, meeting the requirements of international integration. Circular 04/2014/TT-BGDĐT, dated February 28, 2014, issued by the Ministry of Education and Training on regulations on management of life skills education activities (LIE) and extracurricular educational activities (IEC) in general schools [12] has created a legal framework for integrating LIE content for general students, including junior high school students.
In recent years, with the attention of the Party and the State, social equity in basic education has been ensured, and education in ethnic minority areas has had positive changes. Boarding schools for ethnic minorities have been established in most localities across the country.
Thanh Son District Boarding Secondary School for Ethnic Minorities is a specialized school in the system of ethnic minority schools in Phu Tho province, established in 1992, with the mission of raising and teaching ethnic minority children in remote, mountainous and extremely difficult areas in the whole Thanh Son district. Since its establishment, the school has always received investment in facilities and staff, gradually expanding the scale of development; the quality of education in general and the care and nurturing of students of the school have been gradually improved. The school is truly a nursery for good seeds of ethnic minorities; generations of students after graduation become useful citizens for society, contributing to building Thanh Son homeland in particular and Phu Tho province in general to become increasingly prosperous.
With the characteristics of a boarding school for ethnic minorities, 97% of students are ethnic minorities, 100% of students eat and live at school, improving the quality of comprehensive education in general and especially training life skills for students and managing life skills activities in
The school is one of the practical, important and necessary contents but still has many limitations. In fact, the need for life skills education for students of all ages in general as well as for students of Thanh Son District Secondary School for Ethnic Minorities is very high, so the life skills education program is widely deployed in schools as well as in the community. However, due to the novelty of the program as well as the impatience of educators as well as parents and students; on the other hand, education managers do not have much experience with a new program in educational practice, so there are still many confusions in deploying and managing the life skills education program for students.
As a Principal, in the role of a manager, directing all aspects of educational activities to perfect the comprehensive personality of students in a special school - students' awareness is still very limited. In particular, for the first time, they have to live away from their families, parents, live independently in a concentrated collective environment while they are still heavily influenced by customs, backward village lifestyle concepts... To help raise awareness for students of Thanh Son District Ethnic Minority Boarding Secondary School, create a healthy environment and help them integrate into modern life, life skills education for students is an urgent task. For the above reasons, we researched the topic: "Management of life skills education activities for students at Thanh Son District Ethnic Minority Boarding Secondary School, Phu Tho Province in the current situation " to contribute to improving the quality of life skills education for students.
2. Research purpose
Based on theoretical research and the current status of life skills education management for students at Thanh Son District Ethnic Minority Boarding Secondary School, the thesis proposes some measures to manage life skills education activities for students at Thanh Son District Ethnic Minority Boarding Secondary School in the current situation.
3. Research object and research subject
3.1. Research object
Life skills education activities for secondary school students at ethnic minority boarding schools
3.2. Research subjects
Managing life skills education activities for students at Thanh Son District Ethnic Boarding Secondary School, Phu Tho Province
4. Research questions
1) What is the current situation of managing life skills education activities for students at Thanh Son District Ethnic Minority Boarding Secondary School?
2) What management measures are needed to improve life skills education activities for junior high school students at Thanh Son District Boarding School for Ethnic Minorities, Phu Tho Province?
5. Research limitations
5.1. Time Limits
- Survey data from the 2018-2019 and 2019-2020 school years,
5.2. Limitations on survey subjects
Survey of 198 representative samples, including: 03 management staff (CBQL), 45 staff, teachers (including 12 homeroom teachers) and 150 students from grades 6-9 of Thanh Son District Ethnic Boarding Secondary School, Phu Tho province.
6. Scientific hypothesis
If we can grasp the current situation of life skills education management for students and propose measures to manage life skills education for students suitable to the characteristics of this type of school, it will contribute to improving life skills in particular and improving the quality of comprehensive education for students at schools in the current situation.
7. Research tasks
7.1. General research on theoretical issues of life skills education and life skills education activities management for secondary school students at ethnic minority boarding schools.
7.2. Survey on the current status of life skills education and management of life skills education activities for students of Thanh Son District Ethnic Boarding Secondary School, Phu Tho Province
7.3. Propose some measures to manage life skills education activities for students at Thanh Son District Ethnic Boarding Secondary School, Phu Tho Province in the current situation.
8. Research methods
8.1. Theoretical research method
8.2. Practical research methods
8.2.1. Investigation and survey method using questionnaires: For students, teachers, managers, and employees.
8.2.2. Method of obtaining expert opinions
8.2.3. Observation method: Observe life skills education activities for students as well as real situations in students' school life.
8.3. Mathematical statistical methods
9. New contributions of the topic
9.1. About theory
Clarifying theoretical issues on life skills education activities and management of life skills education activities for students in ethnic minority boarding schools.
9.2. In practice
Contribute to clarifying the current status of life skills of students at Thanh Son District Ethnic Minority Boarding Secondary School, Phu Tho Province. Propose measures to manage life skills education activities for students at Thanh Son District Ethnic Minority Boarding Secondary School, Phu Tho Province.
10. Thesis structure
In addition to the introduction and conclusion, the thesis is presented in 3 chapters with 12 sections:
Chapter 1: Theoretical basis for managing life skills education activities for students at secondary schools for ethnic minorities in the current situation.
Chapter 2: Current status of life skills education and management of life skills education activities for students at Thanh Son District Ethnic Minority Secondary School, Phu Tho Province in the current situation.
Chapter 3: Some measures to manage life skills education activities for students at Thanh Son District Boarding Secondary School for Ethnic Minorities, Phu Tho Province in the current situation.
CHAPTER 1
THEORETICAL BASIS OF MANAGEMENT OF LIFE SKILLS EDUCATION ACTIVITIES FOR STUDENTS AT ETHNIC MINORITY BOARDING SECONDARY SCHOOLS IN THE CURRENT SITUATION
1.1. Overview of research on life skills education
1.1.1. Research in the world
The term “life skills education” is increasingly popular and widely used. In the world, life skills and life skills education are terms that have appeared very early, along with life skills education programs that have been widely and effectively implemented in many countries.
In the 90s of the 20th century, according to scientific research projects abroad, the term "Life skills" appeared in a number of special education programs of UNICEF. During this period, researchers' studies on life skills aimed to unify a common concept of life skills and provide a list of necessary life skills for different ages with the aim of contributing to the education of young generations around the world. However, some research projects on life skills during this period conceived of life skills in a narrow sense, meaning that life skills were equated with other social skills.
According to UNICEF, all educational activities based on basic life skills are changes in human behavior or behavioral development to create a balance between knowledge, attitudes and human behavior. Or in the shortest way, it is the ability to convert the knowledge of the educated person (what to do?) and their attitude (what are they thinking, how are their feelings, or what values are believed to be received) into their own actions (what to do and how to do it?).
“With the sponsorship of UNICEF, UNESCO, UNFPA, life skills education programs have been widely deployed in Latin America, South Africa, and Asia. In 1996, the concept of life skills appeared in Southeast Asian countries, including Vietnam, in a number of UNICEF education programs.
with the “Life Skills Education Program to protect health and prevent HIV/AIDS for adolescents in and out of school”. Since then, in each country in the world, based on the life skills approach in each specific field, each country has implemented the inclusion of life skills in education in and out of school”[23].
In China, the policy on education management has also thoroughly implemented life skills and life values education in primary and secondary schools. They consider life skills and life values education in national education to be the education of traditional values of the nation in the system of etiquette for everyone in the country and abroad; the system of values that need to be educated for the youth is the values that are suitable for the development of the times [24].
In Japan: The educational policy focuses on five values and five basic skills with the slogan of continuous self-improvement "One small step forward every day "
In the US: In the education development strategy, life skills education in high schools includes 12 contents. The American Council on Education has drafted a system of life skills and life values including 26 values and proposed a very specific implementation plan, from building educational programs, teaching materials, life skills education activities... and especially focusing on training teachers who are capable of implementing life skills and life values education for students to meet the requirements, at the same time investing budget and organizing inspections and evaluating the effectiveness of life skills education activities...[24].
Indonesia: In 1997, life skills education was adopted through the life skills education program for healthy living, implemented at the primary level. By the end of 2002, life skills education for HIV/AIDS prevention was implemented at the secondary level. The Indonesian government has included life skills in the basic education program, with the content of life skills for healthy living, KNS for HIV/AIDS prevention [23].
Malaysia: In the orientation of moral education and life skills for students, there are 16 standards that need to be educated. The 16 standards emphasize the skills of self-reliance, self-solving of problems arising in life, cooperation skills, knowing how to solve problems reasonably, being responsible for oneself, family and society... [24].