Managing life skills education through experiential activities for secondary school students in Dak Glong district, Dak Nong province

Not high. Other measures are assessed as being of great necessity and feasibility.

Chapter 3 Summary

Based on the analysis in Chapter 2, the author builds 04 principles: Principle of ensuring objectiveness; Principle of ensuring systematicity; Principle of ensuring inheritance; Principle of ensuring feasibility. From there, the author proposes 05 measures to manage life skills education for junior high school students through experiential activities at junior high schools in Dak Glong district, Dak Nong province, including: (1) Identifying life skills that need to be taught to students at educational institutions and corresponding to life values according to the educational goals of the 2018 education program; (2) Planning life skills education activities through experiential education in accordance with the practical conditions of each school; (3) Building a coordination mechanism between schools and relevant subjects in organizing the implementation of life skills education for students through experiential activities; (4) Mobilize resources (human resources; material resources...) inside and outside the school to serve the implementation of life skills education plans for secondary school students through experiential activities; (5) Innovate the work of testing and evaluating the results of life skills education for students in the direction of capacity development.

Based on the proposed measures, the author builds the relationship between the measures and conducts a test by soliciting opinions from managers and teachers on the necessity and feasibility of measures to manage life skills education activities through experiential activities. All opinions agree with the measures proposed by the author. The test also shows that the author continues to research and perfect measures to manage life skills education activities so that they can be applied to life skills education management in secondary schools in the district. At the same time, the test results also show that: Measures to identify life skills that need to be taught to students at educational institutions and measures to mobilize resources (human resources; material resources...) inside and outside the school to serve the implementation of life skills education plans for students

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CONCLUSION AND RECOMMENDATIONS

1. Conclusion

1.1. Theoretical

From the above research results, in theory, the following conclusions can be drawn:

- Life skills education activities are part of the comprehensive education process in schools, and are an important path to the process of forming and developing students' personalities comprehensively. Life skills education through life skills activities is a method of forming, training or changing students' behaviors in a positive direction, in line with the goal of comprehensively developing students' personalities. At the same time, this is also a positive direction that needs to be widely implemented in localities across the country.

Managing life skills education activities in particular and life skills education through life skills activities in secondary schools is the impact of the principal on the collective of teachers and educational forces inside and outside the school to organize the implementation of plans and content of life skills education activities in the direction of students participating in practical experience activities, acquiring real abilities and skills for the future. This is an effective way of education that has been proven by the education of many other countries, aiming at the goal of comprehensive personality development for students.

In the management process, to create consensus among the forces participating in this activity, it is basically correct to foster awareness among the management staff and teachers about the position, role, and importance of life skills education activities in improving the comprehensive quality of education for students. The majority of teachers and management staff have a correct understanding of the position and role of the principal and teachers in managing life skills education and organizing activities. In general, students are very interested in life skills education activities in the form of experience, actively participating in the design, giving opinions, and actively coordinating the implementation of activity content. The forms of organizing life skills education activities are used in a variety of ways.

1.2. In practice

Implementation of measures to manage KNS education activities in schools

Dak Glong District Secondary School, Dak Nong has initially shown positive signs. However, there has not been adequate investment in facilities and equipment for life skills education activities. Most schools are still confused about checking and evaluating the results of activities. Organizing life skills education activities in schools today still faces many difficulties. The awareness and understanding of the management staff and teachers about life skills still have certain limitations; the capacity to implement and organize experiential activities integrated with life skills education of teachers is still limited, and the facilities and equipment for life skills education activities are still lacking.

Accordingly, to improve the effectiveness of life skills education management through life skills activities for secondary school students, it is necessary to implement the following measures well: (1) Clearly define the content of life skills education programs in secondary schools. Promote the creative role of teachers and students in building experiential activities to educate life skills for students. Organize experience learning and create conditions for teachers and managers to participate in training and experience learning activities organized by the Department and Ministry of Education and Training; (2) Promote information and propaganda to raise awareness of the role of life skills education for students, especially, depending on each locality, there is a mechanism to encourage students and teachers to organize experiential activities during the teaching and learning process. Try to integrate life skills through building situations in all subjects;

(3) Increase information about the benefits of life skills training for secondary school students, especially for parents through regular parent meetings, parent committees or directly inviting parents to participate in those experiential activities with students. At the same time, inspection and evaluation activities should be coordinated with parents to monitor the results of life skills education of students at home; (4) For educational institutions, it is necessary to: Complete the process of managing life skills education activities of secondary schools; Improve the qualifications and skills of organizing life skills education for teachers, lecturers, and coaches through training, coaching, and professional exchange activities; Prepare well the conditions of infrastructure and facilities to serve the organization of life skills education activities in secondary schools; Build a mechanism for educational coordination between schools - families - society

Association in educating life skills for students and innovating the work of testing and evaluating the results of education life skills for students.

2. Recommendations

2.1. For Dak Glong District Department of Education and Training

Promote training to improve the teaching capacity of teachers on teaching methods and ways to organize experiential activities for KNS education in localities, taking into account the conditions and characteristics of each locality.

Issue documents directing, guiding or proposing coordination between departments and branches in the management area to create favorable conditions for educational coordination activities between schools and local agencies and organizations.

Advise the People's Committee of Dak Glong district to arrange adequate financial and human resources for schools, especially schools in remote areas and areas with a high proportion of ethnic minority students, so that schools have human resources to better implement life skills education for students.

2.2. For secondary schools in Dak Glong district, Dak Nong province

Prioritize resources for experiential activities at schools; clearly assign responsibilities to each individual in the Management Board to support teachers, lecturers, and class coaches in implementing specific experiential activities.

Periodically, it is necessary to conduct a survey on the current status of KNS of school students to determine the KNS content that needs to be enhanced in education for students and at the same time evaluate the effectiveness of education to promptly develop and adjust the school's education plan to suit reality.

Develop and adjust internal spending regulations and reward mechanisms to create better working motivation for teachers, staff and mass organizations in the school to do better in educational activities for students in general, and life skills education for students in particular.

Take advantage of all available facilities of the school, take advantage of and exploit the potential of social facilities to organize life skills education activities for learning.

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