3.2.4.3. How to do it
* Building facilities
The District Department of Education and Training pays close attention to and closely directs the organization of extracurricular activities at primary schools in the district. Increases investment in facilities and equipment to serve the organization of extracurricular activities. Effectively applies and implements policies and regulations on the organization of extracurricular activities.
Pac Nam District Education and Training Department needs to base on the Government's regulations, instructions of the Ministry of Education and Training and the Ministry of Finance to coordinate with the Department of Internal Affairs and the Department of Finance of the district to plan the use of funds to support the organization of Youth Union activities, must develop and promulgate policies expressed through legal documents of the State, widely announce to primary schools in the whole district to know and implement.
* Coordinate forces to organize the HĐTN
The forms of youth activities are very diverse: club activities, organizing games, forums, interactive stages, field trips, competitions, exchange activities, humanitarian activities, volunteer activities, community activities, collective activities, public service, drama, sports, organizing festivals, etc. To help students organize youth activities well, the participation of the community, especially parents, is extremely important.
The Department of Education and Training needs to direct schools to proactively propose and coordinate with local Party committees, authorities, departments and unions; local agencies, organizations, businesses, social activists, artisans, workers... to participate. Facilities such as historical sites, cultural areas, agencies, construction sites, gardens, livestock areas, fields... or in each family can be ideal places for students to practice and experience creativity.
The training activities usually take place in an open space, with the participation of many educational forces, requiring a lot of time, effort and money, so the Department of Education and Training directs each school to build a reasonable and flexible timetable. The training activities can be arranged next to the group activities so that teachers have more time because in primary schools, the homeroom teacher is present in the class every day, the content of comments and assessments of the class situation can be done right after each lesson.
The Department of Education and Training directs school boards to delegate autonomy and encourage teachers to be flexible and creative in developing timetables.
The Department of Education and Training needs to clarify that extracurricular activities are not only the responsibility of the homeroom teacher, so the school needs to play a central role, orienting the organization, directing, operating, and assigning responsibilities to members of the school; proactively coordinating with other educational forces when organizing extracurricular activities for students.
3.2.4.4. Implementation conditions
- The leaders of the District Department of Education and Training maintain regular and close contact with the principals of primary schools in the district through the vertical system (functional departments), through management means (system of documents) according to principles, rules, and working regulations, thereby grasping the thoughts, feelings, and legitimate needs of schools in organizing Youth Union activities.
- The Department of Education and Training needs to conduct practical surveys to directly grasp the general situation of primary education as well as the current situation of organizing professional development activities of schools in the district, share their difficulties, problems, and concerns to promptly remove difficulties and psychological barriers during the implementation process.
- The coordination between schools, families and social organizations to organize extracurricular activities for students in the new period is a process that requires a lot of effort, dedication and time from managers. This coordination process aims to build a healthy educational environment, maximize positive influences, and minimize negative influences on the formation and development of students' personalities.
3.2.5. Measure 5: Directing the work of innovating the inspection and evaluation of the implementation of creative experiential activities for students at schools.
3.2.5.1. Objectives of measures
- Strengthen the inspection and evaluation of the implementation of the plan to organize student activities to collect specific evidence, accurately assess the advantages and limitations in the implementation of the student activities plan of primary schools in the district. Thereby, promptly reward and promote achievements, support, advise, and promptly correct deviations to ensure that activities are carried out in the right direction and with quality.
- Create a basis for making management decisions in the stages of the implementation process as well as carrying out emulation and reward work to motivate the organization and participation in the activities of the Youth Union of schools, teachers, students and other participants.
3.2.5.2. Content of measures
The Department of Education and Training develops an annual specialized inspection and examination plan.
Direct schools to develop internal audit plans.
The Department of Education and Training inspects and examines focusing on the following contents:
- Develop a plan to organize annual student activities.
- Implement professional regulations, implement content and methods of organizing training activities; manage and use textbooks, documents, and teaching equipment for training activities.
- Planning, using, training, fostering, evaluating and implementing policies and regimes for teachers.
- Conditions to ensure the quality of organizing student activities; comply with regulations on organizing student activities.
The Department of Education and Training and primary schools test teachers based on the requirements of the HĐTN organization with the following contents:
- Political qualities, lifestyle ethics, compliance with agency regulations, work awareness, solidarity within the agency.
- Requirements on general knowledge, social knowledge, psychology, and student assessment during participation in experimental activities.
- Requirements for pedagogical skills such as planning lessons, preparing innovative lesson plans, organizing and implementing plans, homeroom work, two-way communication, using and preserving records effectively,...
- Self-study and self-training to improve teachers' knowledge and professional expertise.
Management staff have measures to handle the results after the inspection. The Department of Education and Training develops clear inspection criteria and evaluation scales for HĐTN; unifies and approves in the council of primary schools in Pac Nam district.
It is necessary to conduct a comprehensive inspection of the operation process from the preparation stage (pre-operation inspection), the implementation stage (in-operation inspection) and the evaluation of the operation results (post-operation inspection) to effectively promote the inspection function in school management.
Build an inspection force, combine inspection by the Board of Directors, with professional team leaders and teachers; diversify inspection forms; inspect the implementation of experimental activities during class hours and extracurricular activities, which can be announced in advance or suddenly.
3.2.5.3. How to do it
At the beginning of the school year, the Department of Education and Training organizes a training conference on inspection work for leaders, specialists of the Department of Education and Training, principals, and heads of professional groups.
The subjects of inspection by the Department of Education and Training are primary schools, principals, vice principals and primary school teachers. Inspections are carried out according to plan or on special topics.
When inspecting, it is necessary to combine many different measures and forms such as: directly inspecting teachers through class observation, through records, through discussions with teachers, with colleagues, through students and parents, etc.; getting opinions on teacher evaluation at the end of the semester, at the end of the school year, consulting organizations (can be consulted through other channels such as: parents, students, and the masses in the residential area)... Thereby, helping the inspection team and principal have enough evidence to accurately assess the capacity and effectiveness of organizing student activities.
- The Department of Education and Training combines direct inspection of teachers with the use of inspection results from professional groups and other departments in the school to evaluate the effectiveness of organizing professional activities.
- Check the teacher's lesson plan on including the activities in the lesson plan, provide comments and assessments so that the teacher can learn from experience for the next time.
- Observe teachers' classes to check how teachers organize practical activities through teaching subjects and collective activities.
- Check each teacher after organizing school-level and district-level seminars... on the application of the seminars to specific homeroom classes.
- Test students to evaluate teachers in various forms: Interviews, tests, parent surveys...
- Check the teacher's teaching materials borrowing log book.
- For the head teacher, the youth union checks through extracurricular activities and coordination with the homeroom teacher in organizing collective activities.
- Record images of each lesson or extracurricular activity with experimental activities at each inspection to serve as reference materials for teachers and to introduce to parents.
- Evaluation of implementation results must be objective and democratic, and evaluation results must be made public to primary schools in the district.
When inspecting, it is necessary to publicize the inspection contents. After the inspection, there are consulting and promoting contents to help managers and each teacher know the results achieved, the contents that need to be overcome, and the remedial measures so that each teacher can draw lessons and have the motivation to strive after each inspection and examination, contributing to improving the effectiveness of organizing student activities.
3.2.5.2. Implementation conditions
- The Department of Education and Training must consider inspection and evaluation activities as important tasks that must be carried out regularly to improve and enhance the capacity of organizing training activities for managers and teachers in primary schools. Organizing inspection and evaluation must ensure the following requirements: correct procedures, correct plans and correct regulations. The evaluation conclusions must be accurate, impartial, complete, clear and timely information for the evaluated subjects to understand.
- The Department of Education and Training needs to build a force of people participating in the inspection who are capable of managing and organizing the activities.
- The results of the HĐTN inspection must be handled objectively and fairly.
3.3. Relationship between measures
Each proposed measure is relatively independent and has its own characteristics and meanings to successfully implement the management of HĐTN in primary schools in Pac Nam district, Bac Kan province. However, there is always a relationship and mutual impact between these measures to form a unified whole with the aim of improving the quality and effectiveness of the management of HĐTN in primary schools in Pac Nam district, Bac Kan province. Therefore, to successfully implement the management of HĐTN, it is impossible to implement each measure separately and separately, but it is necessary to implement them synchronously to promote their effectiveness.
The measures have dialectical interactions, such as: Measure 1: "Raising awareness and sense of responsibility for the management team,
teachers on experiential activities in schools" helps managers and teachers have
in-depth understanding of the activities, the responsibilities of each force to cooperate with each other in organizing activities for students to achieve the expected goals.
Measure 2: "Directing schools to develop plans to implement creative experiential activities for students in accordance with regulations and in accordance with the practical conditions of the school" helps the process of directing and leading the experiential activities in the school in the right direction and achieving high efficiency, serving as a basis for implementing the following measures well.
Measure 3: "Enhance professional training in methods of organizing experiential activities for school managers and teachers" to improve the capacity to organize and implement experiential activities for students in primary schools.
Measure 4: "Increasing facilities and coordinating educational forces in organizing experiential activities" must be implemented on a planned basis, creating conditions for good implementation of experiential activities for students.
Measure 5: "Directing the work of innovating the inspection and evaluation of the implementation of creative experiential activities for students at schools" on the one hand to provide authentic evidence in making decisions on rewards or adjusting the activities of members in organizing experiential activities. On the other hand, it creates a basis for building a plan for the next stage. Inspection must also be based on the established plan; inspection and evaluation must also contribute to creating self-awareness for each teacher, motivating them to organize effective experiential activities.
3.4. Survey the necessity and feasibility of measures
3.4.1. Purpose, content, objects, and methods of surveying the necessity and feasibility of measures
3.4.1.1. Survey purpose
The purpose of the survey is to collect assessment information on the necessity and feasibility of proposed measures to organize student activities in primary schools in Pac Nam district, Bac Kan province. Surveying the measures helps the author adjust inappropriate measures and confirm the reliability of the measures evaluated by managers and teachers. From there, find out which measures are the core measures, greatly affecting the organization of student activities in primary schools, as a basis for recommendations to competent management levels.
3.4.1.2. Survey content
Focus on two main issues: Are the proposed measures really necessary for the organization of student activities in primary schools in Pac Nam district? Given the conditions of Pac Nam district, are the proposed measures feasible in the practice of organizing student activities in primary schools ?
3.4.1.3. Survey subjects
Management staff (management staff of the Department of Education and Training, Principals, Vice Principals), teachers of primary schools in Pac Nam district, Bac Kan province: 155 people.
3.4.1.4. Survey method
The thesis conducts a survey using a questionnaire with 5 proposed measures, with 3 levels of assessment:
1= Not necessary/Not feasible 2= Normal
3= Necessary/Feasible
The mean value between the intervals of the respective scales is:
+Necessary/Feasible: 2.34 ≤ X , Y ≤ 3
+Normal: 1.67 ≤ X , Y < 2.34
+Not necessary/Not feasible: 1 ≤ X , Y < 1.67
3.4.2. Necessity of measures
To survey the necessity of the proposed measures, the thesis posed the question to the managers and teachers surveyed: Dear teachers, please evaluate the necessity of measures to organize student activities in primary schools in Pac Nam district, Bac Kan province? The results are shown in table 3.1:
Table 3.1. Summary of survey results on the necessity of proposed measures
STT
Measures | Level of need | TB X | Rank | ||||||
Are not necessary | Jar often | Necessary | |||||||
SL | % | SL | % | SL | % | ||||
1 | Raising awareness and sense of responsibility for management staff and teachers about experiential activities in schools | 0 | 0 | 12 | 8.0 | 138 | 92.0 | 2.92 | 3 |
2 | Direct schools to develop plans to implement creative experiential activities for students in accordance with regulations and in accordance with practical conditions. of the school | 0 | 0 | 7 | 4.67 | 143 | 95.3 | 2.95 | 1 |
3 | Strengthening professional training on methods of organizing experiential activities for management staff and teachers. school | 0 | 0 | 25 | 16.67 | 125 | 83.33 | 2.83 | 4 |
4 | Strengthening facilities and coordinating educational forces in organizing activities dynamic experience | 0 | 0 | 9 | 6.0 | 141 | 94.0 | 2.94 | 2 |
5 | Directing the work of innovation, testing and evaluating the implementation of creative experiential activities for students. at schools | 0 | 0 | 30 | 20.0 | 120 | 80.0 | 2.80 | 5 |
Maybe you are interested!
-
Identify Rating Levels and Rating Scales
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of the islanders. Therefore, this indicator will be divided into two sub-indicators:
a1. Natural tourism attractiveness a2. Cultural tourism attractiveness
b. Tourist capacity
The two island communes in Quan Lan have different capacities to receive tourists. Minh Chau Commune is home to many standard hotels and resorts, attracting high-income domestic and international tourists. Meanwhile, Quan Lan Commune has many motels mainly built and operated by local people, so the scale and quality are not high, and will be suitable for ordinary tourists such as students.
c. Time of exploitation of Quan Lan Island Commune:
Quan Lan tourism is seasonal due to weather and climate conditions and festivals only take place on certain days of the year, specifically in spring. In Quan Lan commune, the period from April to June and from September to November is considered the best time to visit Quan Lan because the cultural tourism activities are mainly associated with festivals taking place during this time.
Minh Chau island commune:
Tourism exploitation time is all year round, because this is a place with a number of tourist attractions with diverse ecosystems such as Bai Tu Long National Park Research Center, Tram forest, Turtle Laying Beach, so besides coming to the beach for tourism and vacation in the summer, Minh Chau will attract research groups to come for tourism combined with research at other times of the year.
d. Sustainability
The sustainability of ecotourism sites in Quan Lan and Minh Chau communes depends on the sensitivity of the ecosystems to climate changes.
landscape. In general, these tourist destinations have a fairly high level of sustainability, because they are natural ecosystems, planned and protected. However, if a large number of tourists gather at certain times, it can exceed the carrying capacity and affect the sustainability of the environment (polluted beaches, damaged trees, animals moving away from their habitats, etc.), then the sustainability of the above ecosystems (natural ecosystems, human ecosystems) will also be affected and become less sustainable.
e. Location and accessibility
Both island communes have ports to take tourists to visit from Van Don wharf:
- Quan Lan – Van Don traffic route:
Phuc Thinh – Viet Anh high-speed boat and Quang Minh high-speed boat, depart at 8am and 2pm from Van Don to Quan Lan, and at 7am and 1pm from Quan Lan to Van Don. There are also wooden boats departing at 7am and 1pm.
- Van Don - Minh Chau traffic route:
Chung Huong high-speed train, Minh Chau train, morning 7:30 and afternoon 13:30 from Van Don to Minh Chau, morning 6:30 and afternoon 13:00 from Minh Chau to Van Don.
f. Infrastructure
Despite receiving investment attention, the issue of infrastructure and technical facilities for tourism on Quan Lan Island is still an issue that needs to be resolved because it has a direct impact on the implementation of ecotourism activities. The minimum conditions for serving tourists such as accommodation, electricity, water, communication, especially medical services, and security work need to be given top priority. Ecotourism spots in Minh Chau commune are assessed to have better infrastructure and technical facilities for tourism because there are quite complete and synchronous conditions for serving tourists, meeting many needs of domestic and foreign tourists.
3.2.1.4. Determine assessment levels and assessment scales
Corresponding to the levels of each criterion, the index is the score of those levels in the order of 4, 3, 2, 1 decreasing according to the standard of each level: very attractive (4), attractive (3), average (2), less attractive (1).
3.2.1.5. Determining the coefficients of the criteria
For the assessment of DLST in the two communes of Quan Lan and Minh Chau islands, the students added evaluation coefficients to show the importance of the criteria and indicators as follows:
Coefficient 3 with criteria: Attractiveness, Exploitation time. These are the 2 most important criteria for attracting tourists to tourism in general and eco-tourism in particular, so they have the highest coefficient.
Coefficient 2 with criteria: Capacity, Infrastructure, Location and accessibility . Because the assessment area is an island commune of Van Don district, the above criteria are selected by the author with appropriate coefficients at the average level.
Coefficient 1 with criteria: Sustainability. Quan Lan has natural and human-made ecotourism sites, with high biodiversity and little impact from local human factors. Most of the ecotourism sites are still wild, so they are highly sustainable.
3.2.1.6. Results of DLST assessment on Quan Lan island
a. Assessment of the potential for natural tourism development
For Minh Chau commune:
+ Natural tourism attractiveness is determined to be very attractive (4 points) and the most important coefficient (coefficient 3), so the score of the Attractiveness criterion is 4 x 3 = 12.
+ Capacity is determined as average (2 points) and the coefficient is quite important (coefficient 2), then the score of Capacity criterion is 2 x 2 = 4.
+ Exploitation time is long (4 points), the most important coefficient (coefficient 3) so the score of the Exploitation time criterion is 4 x 3 = 12.
+ Sustainability is determined as sustainable (4 points), the important coefficient is the average coefficient (coefficient 1), so the score of the Sustainability criterion is 4 x 1 = 4 points
+ Location and accessibility are determined to be quite favorable (2 points), the coefficient is quite important (coefficient 2), the criterion score is 2 x 2 = 4 points.
+ Infrastructure is assessed as good (3 points), the coefficient is quite important (coefficient 2), then the score of the Infrastructure criterion is 3 x 2 = 6 points.
The total score for evaluating DLST in Minh Chau commune according to 6 evaluation criteria is determined as: 12 + 4 + 12 + 4 + 4 + 6 = 42 points
Similar assessment for Quan Lan commune, we have the following table:
Table 3.3: Assessment of the potential for natural ecotourism development in Quan Lan and Minh Chau communes
Attractiveness of self-tourismof course
Capacity
Mining time
Sustainability
Location and accessibility
Infrastructure
Result
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
CommuneMinh Chau
12
12
4
8
12
12
4
4
4
8
6
8
42/52
Quan CommuneLan
6
12
6
8
9
12
4
4
4
8
4
8
33/52
b. Assessment of the potential for humanistic tourism development
For Quan Lan commune:
+ The attractiveness of human tourism is determined to be very attractive (4 points) and the most important coefficient (coefficient 3), so the score of the Attractiveness criterion is 4 x 3 = 12.
+ Capacity is determined to be large (3 points) and the coefficient is quite important (coefficient 2), then the score of the Capacity criterion is 3 x 2 = 6.
+ Mining time is average (3 points), the most important coefficient (coefficient 3) so the score of the Mining time criterion is 3 x 3 = 9.
+ Sustainability is determined as sustainable (4 points), the important coefficient is the average coefficient (coefficient 1), so the score of the Sustainability criterion is 4 x 1 = 4 points.
+ Location and accessibility are determined to be quite favorable (2 points), the coefficient is quite important (coefficient 2), the criterion score is 2 x 2 = 4 points.
+ Infrastructure is rated as average (2 points), the coefficient is quite important (coefficient 2), then the score of the Infrastructure criterion is 2 x 2 = 4 points.
The total score for evaluating DLST in Quan Lan commune according to 6 evaluation criteria is determined as: 12 + 6 + 6 + 4 + 4 + 4 = 36 points.
Similar assessment with Minh Chau commune we have the following table:
Table 3.4: Assessment of the potential for developing humanistic eco-tourism in Quan Lan and Minh Chau communes
Attractiveness of human tourismliterature
Capacity
Mining time
Sustainability
Location and accessibility
Infrastructure
Result
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Quan CommuneLan
12
12
6
8
9
12
4
4
4
8
4
8
39/52
Minh CommuneChau
6
12
4
8
12
12
4
4
4
8
6
8
36/52
Basically, both Minh Chau and Quan Lan localities have quite favorable conditions for developing ecotourism. However, Quan Lan commune has more advantages to develop ecotourism in a humanistic direction, because this is an area with many famous historical relics such as Quan Lan Communal House, Quan Lan Pagoda, Temple worshiping the hero Tran Khanh Du, ... along with local festivals held annually such as the wind praying ceremony (March 15), Quan Lan festival (June 10-19); due to its location near the port and long exploitation time, the beaches in Quan Lan commune (especially Quan Lan beach) are no longer hygienic and clean to ensure the needs of tourists coming to relax and swim; this is also an area with many beautiful landscapes such as Got Beo wind pass, Ong Phong head, Voi Voi cave, but the ability to access these places is still very limited (dirt hill road, lots of gravel and rocks), especially during rainy and windy times; In addition, other natural resources such as mangrove forests and sea worms have not been really exploited for tourism purposes and ecotourism development. On the contrary, Minh Chau commune has more advantages in developing ecotourism in the direction of natural tourism, this is an area with diverse ecosystems such as at Rua De Beach, Bai Tu Long National Park Conservation Center...; Minh Chau beach is highly appreciated for its natural beauty and cleanliness, ranked in the top ten most beautiful beaches in Vietnam; Minh Chau commune is also home to Tram forest with a large area and a purity of up to 90%, suitable for building bridges through the forest (a very effective type of natural ecotourism currently applied by many countries) for tourists to sightsee, as well as for the purpose of studying and researching.
Figure 3.1: Thenmala Forest Bridge (India) Source: https://www.thenmalaecotourism.com/(August 21, 2019)
3.2.2. Using SWOT matrix to evaluate Quan Lan island tourism
General assessment of current tourism activities of Quan Lan island is shown through the following SWOT matrix:
Table 3.5: SWOT matrix evaluating tourism activities on Quan Lan island
Internal agent
Strengths- There is a lot of potential for tourism development, especially natural ecotourism and humanistic ecotourism.- The unskilled labor force is relatively abundant.- resource environmentunpolluted, still
Weaknesses- Poorly developed infrastructure, especially traffic routes to tourist destinations on the island.- The team of professional staff is still weak.- Tourism products in general
quite wild, originalintact
general and DLST in particularalone is monotonous.
External agents
Opportunity- Tourism is a key industry in the socio-economic development strategy of the province and Van Don economic zone.- Quan Lan was selected as a pilot area for eco-tourism development within the framework of the green growth project between Quang Ninh province and the Japanese organization JICA.- The flow of tourists and especially ecotourism in the world tends toincreasing
Challenge- Weather and climate change abnormally.- Competition in tourism products is increasingly fierce, especially with other localities in the province such as Ha Long, Mong Cai...- Awareness of tourists, especially domestic tourists, about ecotourism and nature conservation is not high.
Through summary analysis using SWOT matrix we see that:
To exploit strengths and take advantage of opportunities, it is necessary to:
- Diversify products and service types (build more tourism routes aimed at specific needs of tourists: experiential tourism immersed in nature, spiritual cultural tourism...)
- Effective exploitation of resources and differentiated products (natural resources and human resources)
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Directing the Implementation of Experiential Activities for Elementary School Students -
Measure 3: Directing Innovation in Teaching Methods for Elective Topics -
Directing Innovation in the Work of Developing Vocational Education Plans for Secondary Schools in Van Ban District, Lao Cai Province -
Directing the Implementation of Innovation in Professional Group Activities, Encouraging Teachers' Teaching Activities in the Direction of Capacity Development
