Measures to Mobilize Educational Forces to Invest in Facilities and Purchase Equipment by Principals of Secondary Schools in Quang Yen Town

Comment:

Of the 5 secondary schools mentioned above, 3 schools have met national standards (Phong Coc Secondary School, Le Quy Don Secondary School, Tran Hung Dao Secondary School). Most of the schools currently have enough standard area, ensuring classrooms for 2 sessions/day, and relatively complete facilities for teaching. 4/5 schools have implemented a good school lighting system. However, there are still few subject classrooms, no multi-purpose hall or gym (in the whole town, only Le Quy Don Secondary School has a multi-purpose classroom), the schools only have practice grounds and training grounds for physical education and sports activities. According to the Resolution of the Quang Yen Town Party Committee, in the coming period of 2015-2017, the remaining 2 schools will build enough facilities and conditions for teaching and learning to ensure recognition as national standard schools. This is both an opportunity and a huge challenge for the Party Committee, government and people of Quang Yen town in the coming period.

The results of the investigation of secondary schools in Quang Yen town in recent years show that the facilities and equipment have been continuously increased. Ensuring the minimum level for teaching and learning. Investing in classrooms, subject rooms, audio equipment, cameras and cameras to effectively carry out extracurricular education. The library is considered the information center of the school, not simply a place to borrow and read books. Therefore, in addition to the space for books and newspapers, the space for readers has computers connected to the Internet and printers, which are highly effective sources of information and data search. Books and documents meet the needs of teaching and learning. In particular, in the town, Le Quy Don Secondary School has an electronic library that operates effectively in exploiting information to serve the management and teaching work in the school.

Secondary schools are interested in equipping many types of teaching aids in the same trend of innovating the content and curriculum of secondary schools. However, compared to the teaching requirements in secondary schools, the equipment is still lacking. The equipment is in the direction of sharing teaching aids.

used between several subjects in the same grade level, in the same laboratory or in a room containing teaching aids of high economic value. For example, the Technology subject has teaching aids (voltmeter, ammeter, electric circuit, ...) that are only used a few times a year, so they should be used with the Physics subject. Some chemicals and equipment used in common between Biology and Chemistry should be arranged in the same room. The method of testing and assessing the quality of students in secondary schools does not encourage teachers to actively use teaching aids. 100% of secondary schools have Internet connection. Schools actively apply information technology to support management and innovate teaching methods; Most schools encourage teachers to apply IT in the teaching process.

Therefore, with the current quantity and quality of teaching aids and equipment, it is not possible to meet the high demand of all secondary school teachers in the teaching process, leading to the situation where there are teachers who want to prepare lessons according to the active teaching method using teaching aids, but in reality they cannot do so due to lack or non-availability of teaching aids to use, so some subjects are still taught without teaching aids, the quality of teaching lessons is low. To assess the level of surplus, shortage and quality of teaching aids in secondary schools today. Processing the questionnaire of managers, teachers and staff, it is found that teaching aids in secondary schools of Quang Yen town compared to the requirements of the program and the response to innovative teaching methods are not only lacking in quantity but also not guaranteed in quality. The quality of equipment after one year of use often decreases rapidly compared to the manufacturer's specifications, for example: the durability of projector bulbs, mirrors, and lenses are scratched, audio equipment loses sensitivity, volume decreases, and sound quality is not guaranteed.

The causes of this situation are:

- There are purchased devices of uncertain quality.

- Due to teachers not following the correct procedures during use, and poor skills in using audio-visual teaching aids.

- The TBDH preservation mode is not in accordance with the manufacturer's procedures.

Every year, based on teachers' needs, some schools invest a small amount of money, about 5 to 10 million VND, to repair, replace, supplement, or purchase new teaching aids that are damaged or cannot be repaired.

2.3.2.2. Measures to mobilize educational forces to invest in infrastructure and purchase teaching equipment of the Principals of secondary schools in Quang Yen town

Table 2.10: Measures to mobilize forces to invest in infrastructure and equipment

Principal's Measures

Level of implementation

Good (A)

Fair (B)

TB (C)

Not done yet

1. Utilize the State budget and socialize education to build facilities and purchase and equip teaching equipment according to the list of teaching equipment.

Secondary school of the Ministry of Education and Training.

43.7

36.8

19.5

2. Collect opinions from librarians and subject teachers on the quantity and quality of teaching aids, and from there make recommendations to superiors for distribution.

right use

28.7

24.1

23.0

3. From the beginning of the school year, the Principal directs the review of available teaching equipment, creates a matrix of teaching equipment used for each subject, and includes it in the school's operational plan for the year.

school year

23.0

36.8

23.0

17.2

4. Apply measures to strengthen and improve primary and secondary school rooms, laboratories and subject classrooms towards quality standards and towards modernizing teaching equipment.

in school

25.3

37.9

36.8

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Comment:

Through the survey results from 87 managers and teachers of 05 secondary schools, it shows that:

The principal has realized the need to mobilize educational forces to invest in infrastructure, purchase and equip teaching equipment for the school. The principal has utilized the State budget and actively mobilized forces participating in education to organize the construction of infrastructure, purchase and equip teaching equipment according to the list of teaching equipment for secondary school education of the Ministry of Education and Training that the school needs, at the same time knowing how to promote the autonomy and self-responsibility of professional groups, managers, teachers, and staff in managing and using teaching equipment and reasonably distributing teaching equipment to professional groups that have organized them to monitor financial spending in equipping and purchasing teaching equipment.

However, the implementation of this measure is not uniform and the level of results of the activities is still low. The following figures will prove the above statement:

+ 43.7% of respondents said that the Principal had implemented activity 1 "Using the State budget and socializing education to build facilities and purchase and equip teaching equipment according to the list of secondary school teaching equipment of the Ministry of Education and Training" at a good level, while more than 50% of respondents said that the Principal had only performed at a fair and average level.

+ Up to 48.2% of respondents said that the Principal had carried out activity 2 "Collecting opinions from librarians and subject teachers on the quantity and quality of teaching aids, thereby making recommendations to superiors to distribute them for the right purposes." at levels B and C; 28.7% at level A; 23% were still at the level of not having done.

+ Up to 59.8% of respondents said that the Principal had implemented activity 3 "From the beginning of the school year, the Principal directed the review of available teaching aids, created a matrix of teaching aids used for each subject, and included it in the school's activity plan for the school year." at levels B and C; only 23% had used this activity at a good level; 17.2% had not done it.

+ Up to 63.2% of respondents said that the Principal has implemented activity 4 "Applying measures to strengthen and improve primary and secondary schools and subject classrooms towards quality standards and towards modernizing teaching equipment in schools" at levels B and C; no opinion said that the Principal has used this activity at a good level; even up to 36.8% of respondents said that the Principal has not had and has not used this activity.

Thus, the main reason is that the Principal has not proposed and implemented this measure synchronously, thoroughly, and lacks feasibility.

2.3.2.3. Current status of innovation in implementing the management function of the Principal in managing the construction of facilities and teaching aids.

Table 2.11: Level of implementation of management functions of the Principal in managing the construction of material facilities and equipment

Principal's Activities

Level of implementation

Good (A)

Fair (B)

TB (C)

Not yet

1. Innovate the planning of construction management of infrastructure and equipment in the direction of effectively combining

immediate requirements and long term requirements.

24.1

48.3

27.6

2. Innovate the organization and implementation of the plan by assigning tasks, human resources, and finances reasonably, for construction.

building infrastructure and purchasing equipment

13.8

50.6

35.6

3. Innovate the direction of plan implementation by monitoring, motivating and encouraging managers, teachers and staff to complete

mission.

11.5

25.3

63.2

4. Innovate the inspection and evaluation of the implementation of the plan for managing material facilities and equipment, develop evaluation criteria, organize evaluation and have

timely adjustment decision.

20.7

50.6

28.7

From the results in the table above, we see that:

The Principal has recognized the importance of the Principal's management positions in the field of construction management of material facilities and equipment. The Principal has built a management plan in the direction of effectively combining immediate and long-term requirements, organizing the implementation of the plan by assigning tasks, human resources, allocating finances for purchasing material facilities and equipment reasonably, checking and evaluating the implementation of the material facilities and equipment management plan by developing evaluation criteria, organizing evaluation and making timely adjustment decisions. However, the implementation of activities in this measure is both unsynchronized and at a low level of efficiency, the following figures will further demonstrate that statement:

+ Up to 75.9% of respondents said that the Principal had implemented the activity of "Innovating the planning of construction management of material facilities and equipment in the direction of effectively combining immediate and long-term requirements" at levels B and C; only 24.1% of respondents said that the school had applied this measure well.

+ Up to 86.2% of respondents said that the Principal had implemented the activity of "Innovating the organization and implementation of plans by assigning tasks, human resources, and reasonable finances, for building facilities and purchasing teaching equipment" at levels B and C; only 13.8% of respondents said that the school had applied this measure well.

+ Up to 88.5% of respondents said that the Principal had implemented the activity of "Innovating the direction of plan implementation by monitoring, motivating and encouraging managers, teachers and staff to complete tasks" at levels B and C; only 11.5% of respondents said that the school had applied this measure well.

+ Up to 89.3% of respondents said that the Principal had implemented the activity of "Innovating the inspection and evaluation of the implementation of the plan for managing material facilities and equipment, developing evaluation criteria, organizing evaluation and making timely adjustment decisions" at levels B and C; only 10.7% of respondents said that the school had applied this measure well.

+ Thus, the main reason is that the activities proposed by the Principal have been implemented but have not promoted well the management functions in the field of construction management of material facilities and equipment, and the implementation of these activities is not very effective and thorough.

2.3.3. Current status of management of facilities and teaching equipment preservation of the Principal of Quang Yen Town Secondary School

2.3.3.1. Current status of preserving facilities and equipment

After investigating 05 secondary schools in Quang Yen town, it was found that most of the schools have relatively spacious pedagogical facilities and are fully equipped with teaching equipment. All schools have equipment storage, subject classrooms, libraries, and sports grounds.

In the laboratory, there are cabinets and shelves for storage and display. However, the arrangement is not scientific, not ensuring the factor of "easy to see, easy to find, easy to get" . Therefore, when you want to get a certain equipment, it takes time. In addition, because the equipment is not properly preserved, the climate in Vietnam is hot and humid, with a lot of rain, it is very easy to get moldy, damaged, even termites, some wooden equipment is warped and no longer usable. 5/5 schools (100%) have teachers in charge of equipment - libraries who are specialized or part-time teachers who are professionally trained in equipment work, or are on contract, so there is very little time for the work of arranging, organizing and preserving equipment. However, at the end of each school year, schools organize an inventory, but it is only done in a formal way by counting and checking to see if there is any missing or broken equipment without a plan to supplement or repair it at the right time. Computers and modern electronic devices have their own preservation regime and regular maintenance regime, so they rarely break down or need to be repaired.

The school has a book to track the borrowing and returning of teaching aids, educational equipment... by teachers. However, there are still staff in charge of equipment - library who do not really pay attention, there are teachers who borrow teaching aids without recording in the book, causing loss and waste. It can be said that the preservation of teaching aids in 05 secondary schools in the town

Quang Yen has been given attention but the effectiveness is not high. Damage and waste still occur, so it requires the management team, teachers and school staff to pay more attention.

2.3.3.2. Current status of innovation in management and preservation of facilities and equipment of the Principal of Quang Yen Town Secondary School

To learn about the current status of innovation in management and preservation of facilities and equipment of principals of secondary schools in Quang Yen town, we conducted a survey on the opinions of teachers and staff of the schools on this issue, the results are as follows:

Table 2.12: Current status of innovation in management and preservation of facilities and equipment

Principal's Activities

Level of implementation

Good (A)

Fair (B)

TB (C)

Not done yet