Measure 2: Establish a Steering Committee for Educational Management to Educate Students on the Value of Tangible Cultural Heritage

The school's area is designed to provide specific content to educate students most effectively.

* Conditions for implementation

The Department of Education and Training of Cao Bang must have documents directing schools on implementing activities to educate students on the value of tangible cultural heritage. This includes developing plans and organizing training to raise awareness for managers and teachers.

School administrators must be the pioneers in training and self-training in heritage education awareness and management of tangible cultural heritage value education activities for students. Administrators must have a firm grasp of the content, program, organization, methods and principles of implementing heritage value education activities for students.

Managers, teachers and related forces need to be trained to raise awareness of education and educational management of tangible cultural heritage values for students.

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The school's training and coaching activities need to be calculated and organized at an appropriate time so that those who need training can fully participate. There should be core staff or links with cultural and communication units to act as lecturers for training and coaching classes.

Arrange appropriate funding for training activities to raise awareness and educate students on the value of tangible cultural heritage.

Team leaders and professional group leaders grasp the directives of superiors and proactively develop professional activity plans with training content for teachers on the education of tangible cultural heritage values.

Parents and local authorities share and are willing to cooperate with schools and communities in educating their children about the value of tangible cultural heritage.

Students are aware of their own responsibilities, understand and comply with school regulations while studying at school and participating in school educational activities.

3.2.2. Measure 2: Establish a steering committee to manage education on the value of tangible cultural heritage for students.

In high schools, establishing a steering committee to carry out educational activities is very necessary and important, especially educational management activities of tangible cultural heritage values which are still very new. Establishing a steering committee will ensure close, consistent and specific direction of each educational activity of the school to achieve effectiveness .

* Objective of the measure:

To connect and promote the collective intellectual strength of many educational entities inside and outside the school.

The principal directs the development of a plan to educate students on the value of physical cultural heritage by individuals, organizations, and groups in the school such as: professional groups, homeroom teachers, subject teachers, and the Ho Chi Minh Communist Youth Union in a scientific manner, avoiding overlap, ensuring the development of a full and complete plan, and directing the organization to implement the plan to ensure quality and effectiveness according to the set goals.

* Content of the measure:

Establish a steering committee for educational activities on tangible cultural heritage values.

Based on the general plan for the whole school during each school year, direct professional groups, teachers, and mass organizations to develop detailed and specific plans for each month, semester, and topic to ensure suitability to the practical situation and feasibility.

The Board of Directors approves plans, directs, supervises and regularly inspects and evaluates the implementation of the plan to educate on the value of tangible cultural heritage of each department and individual.

* How to implement the measure:

Clearly identify the current status of education on the value of tangible cultural heritage, the current status of education on the value of tangible cultural heritage in schools, the results achieved, the problems that the school has not yet solved, and at the same time study the directives and instructions of the sectors and levels as the main orientation to build the school's general action plan for the school year.

Disseminate the school's general plan to staff and teachers throughout the school so that they can grasp the basic contents of the plan, helping them proactively arrange and allocate time, effort, equipment... to implement the plan as well as serve as a basis for developing plans for the group or class they are in charge of.

The Board of Directors approves the plan, ensuring that the plan is complete and specific, including: Intended goals to be achieved, content of activities, forms and measures of implementation, assignment of implementers, implementation time, implementation conditions... The plan must be feasible, meaning that the planned activities must be suitable to the actual conditions of the school (in terms of human resources, material resources, financial resources...) to ensure implementation.

Strengthen the direction of professional groups, teachers, and organizations to implement according to the approved plan. While directing the organization of the implementation of the plan, it is necessary to have inspection and supervision activities from the beginning to the end of the activity to help managers grasp the progress of the plan, and request timely adjustments and supplements if there are any inappropriate areas.

* Implementation conditions:

Cao Bang Department of Education and Training decided to establish a steering committee and assign specific tasks to members, ensuring work is carried out scientifically and effectively.

Principals of high schools proactively propose to the Department of Education and Training of Cao Bang to issue regulations and plans for implementing educational activities on the value of tangible cultural heritage for students. Propose topics, contents, and values of cultural heritage suitable for the time of the school year, semester, and month.

Take advantage of the 2-session/day study time to reasonably arrange between teaching the main curriculum and organizing educational activities in the school. The point is to be suitable for students, not overloading the time, not wasting money.

Directing teachers to make personal plans, plans for groups and professional groups on teaching tangible cultural heritage. Being enthusiastic in selecting heritage and values of tangible cultural heritage for teaching accurately and appropriately, thereby having an educational effect on students.

Learn from experience in professional groups and teams periodically on records and monthly reports on plan implementation.

Students are proactive and self-motivated in participating in classroom and extracurricular activities, fully performing assigned tasks on heritage learning and being educated about the values of cultural heritage by the school, teachers and organizations within the school.

3.2.3. Measure 3: Mobilize resources to invest in facilities and equipment serving educational activities on tangible cultural heritage values in schools.

To effectively educate on the value of tangible cultural heritage in schools, it is necessary to invest in modern teaching aids and bring students to experience and practice in the field. Therefore, mobilizing financial resources is an urgent issue, a condition and a foundation for educational activities on the value of tangible cultural heritage in high schools.

* Purpose of the measure:

To create the best material and spiritual conditions for organizing and implementing the content of cultural heritage education in a convenient and effective manner.

Mobilize financial resources from inside and outside the school to invest in facilities and organize educational activities on tangible cultural heritage values according to plan.

* Content of the measure:

Managers must pay special attention to the relationships between the school and social forces to have a plan to mobilize resources for the school. Implement well the policy of socializing education in managing the education of tangible cultural heritage values for students.

Work is an educational activity with depth and breadth. Because, in addition to the content organized in class and in the school yard, there are also other activities such as sightseeing, picnics, camping, experiential activities, environmental protection activities, twinning, cultural exchanges, physical education, sports... Organizing these activities well requires not only human resources but also facilities, finance and time.

In order for the educational activities of tangible cultural heritage values to be highly effective, the equipment serving these activities must be diverse and rich, because it is related to many different types of activities, but any activity that wants to be successfully implemented must have the necessary facilities and equipment. For activities that promote students' positivity and creativity such as performing arts, learning scientific knowledge, it is necessary to have subject classrooms, multi-purpose rooms, video players, projectors, screens, amplifiers, speakers, musical instruments, drums of all kinds, pictures, video tapes related to the educational topic and tables, diagrams, paper, colored pens, and entertainment tools... The library reading room needs to be spacious, with rich and diverse documents to attract students to read, explore and exploit information...

* How to implement the measure:

Right from the beginning of the school year, the Principal must develop a financial plan from the budget allocated for the program of educational activities on the value of tangible cultural heritage. From there, know the financial resources needed for the activities and the lack of them to have a plan to mobilize from resources outside society.

In order for the educational activities on the value of tangible cultural heritage to take place according to plan to achieve high efficiency, the school needs to have a plan to repair, equip, maintain and effectively use the existing facilities, while encouraging and motivating students to explore and create simple equipment and means to serve the activities suitable to the conditions and capabilities of the class, the school and the objects. This is a very effective way to develop students' creativity and sense of responsibility for the activities of the collective and the school.

To strengthen facilities and equipment for educational activities and promote the value of tangible cultural heritage, the Principal and the Steering Committee must develop a long-term plan with a vision to clearly identify funding sources and supporting equipment, and also allocate a portion of the budget for organizing activities.

Actively participate in socialization of education, advise the government

Local authorities in many forms such as: borrowing facilities or public service, donating to have playgrounds, training grounds and operating conditions.

Propaganda and mobilize parents, philanthropists, businesses in the city, successful alumni... to support and contribute equipment and finance for effective operations.

Launch a small-scale planning movement, build a fund to preserve and promote cultural heritage in schools to raise funds for activities.

* Conditions for implementation:

The Department of Education and Training has a joint document with the Departments, sectors and branches in the province on coordination in educating students about the value of tangible cultural heritage, clearly defining the responsibilities of relevant parties in socializing education.

Local authorities at all levels pay attention to education in general and education on tangible cultural heritage values in particular, and proactively coordinate with schools in preserving and promoting the values of tangible cultural heritages in the area.

School leaders are bold and proactive in communicating and establishing relationships with prestigious organizations, individuals, and alumni of the school, discussing the school's educational plan with them to mobilize financial resources for educational activities on tangible cultural heritage values in the school. Investing in facilities and equipment to serve educational activities on tangible cultural heritage values in the school.

Flexibility and diversification in the way of socializing education to make it legal and effective for the school's activities of educating the values of tangible cultural heritage.

3.2.4. Measure 4: Fostering capacity to organize educational activities on tangible cultural heritage values for teachers

* Objective of the measure

Managers and teachers are the main subjects in the process of educating students about the value of tangible cultural heritage, they are the ones who build specific plans, choose appropriate and effective methods and forms and directly manage all activities. Therefore, it requires teachers to have good teaching capacity about tangible cultural heritage, and also need to have additional capacity in organizing activities. Therefore

This measure is proposed to enhance the capacity of organizing educational activities on the value of tangible cultural heritage for managers, subject teachers, homeroom teachers, and Youth Union officials in the direction of promoting students' positivity, proactiveness, and creativity.

* Content of measures

The principal has a long-term plan for regular training for teachers in the school on teaching capacity and organizing activities to educate students on the value of tangible cultural heritage.

It is necessary to focus on training the necessary competencies for teachers to participate in the teaching and learning process, the process of educating students on the value of physical cultural heritage. Therefore, the Principal must base on the tasks of each teacher to develop a reasonable training plan.

For group leaders and professional group leaders: foster the capacity to develop plans for teaching heritage and educating cultural heritage values; direct and organize the implementation of those plans in their groups and professional groups; coordinate with organizations inside and outside the school to organize large-scale experiential and extracurricular activities by grade level.

For subject teachers, special priority is given to training and fostering teachers of History, Civic Education, Geography, Literature, and National Defense and Security Education. These are the dominant subjects in teaching heritage and education of tangible cultural heritage. In addition to the knowledge that needs to be supplemented to deeply understand tangible cultural heritage, subject teachers also need to be trained in the capacity to plan, organize, design, and operate activities serving the goal of educating tangible cultural heritage for students, and skills to manage students during teaching hours or during activities, especially experiential and outdoor extracurricular activities; the capacity to apply information technology, collect documents serving the teaching and learning of the value of tangible cultural heritage; the capacity to teach integrated and interdisciplinary learning; the capacity to proactively contact and work with cultural agencies, the Management Board of historical and cultural relic sites in the locality.

table; capacity to test and evaluate the results of education on the value of physical cultural heritage for students...

For homeroom teachers, this is the force that comes into contact with students every day, has a great influence and impact on the formation of their qualities, while the team of homeroom teachers in high schools in Cao Bang city are mostly very young, confused about how to organize and manage students. Therefore, it is necessary to foster the capacity to organize collective activities, career guidance activities, extracurricular activities, the capacity to handle situations, the capacity to coordinate with subject teachers, with Youth Union officials when organizing activities to educate students on the value of tangible cultural heritage.

For Youth Union cadres, although they have been trained in skills and expertise in organizing collective activities according to the programs of the City and Provincial Youth Unions, there has not been any specific training on the capacity to organize and participate in managing students in activities to educate about the value of tangible cultural heritage. Therefore, it is necessary to train this force in the capacity to coordinate with professional groups, subject teachers, and homeroom teachers in organizing educational activities in general and educating about the value of tangible cultural heritage for students in particular, promoting the dynamism and creativity of young people and union members.

In addition, there are general competencies that the trained subjects need to have: the ability to update information to serve teaching and learning, to serve the educational process; the ability to work in groups; the ability to guide students to apply knowledge to real life...

* How to do it

Innovate and diversify the forms and methods of capacity building for teachers and Youth Union officials in a practical direction. During the training process, teachers themselves will be able to directly participate in heritage education activities instead of just sitting in class listening to theory and demonstrating the necessary capacities.

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