The school includes a master plan and detailed plans for educational activities that the school manages, with specific plans for each grade, each subject and each specific activity.
The master plan and detailed plan need to be unified and form a unified system throughout the school. Appropriate experiential and career guidance activity plans are part of the school's overall operational plan.
3.2.2.3. How to implement the measure
The principal develops a long-term plan for experiential and career guidance activities for the school. This plan must be based on the school's annual task implementation plan and, in particular, must be suitable to the school's actual conditions. The content and implementation include 4 steps:
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- Step 1: Study the school situation, advantages, difficulties, and activities implemented in previous school years as a basis for developing a plan. Assign tasks to teachers and class leaders to study the characteristics of each class and block, develop an overall plan for the year and a specific plan for each activity; discuss, contribute ideas, and agree on the implementation of the proposed plan.
- Step 2: Direct the pilot and gain experience (can choose one from each block)
class).
- Step 3: Direct the mass implementation of the plan to organize activities.
experience, career guidance throughout the school. During the implementation process, it is necessary to focus on directing and supervising the organization of activities. Timely detect difficulties and shortcomings to have measures to support and resolve them; at the same time, have plans to adjust the plan in the following years.
- Step 4: Evaluate the results of the plan implementation to review the results achieved, consider the reasons for success or limitations.
The plan is approved at the staff meeting at the beginning of the school year for unified implementation. Every month, in the council meeting, the monthly plan needs to be approved for the teaching staff to understand in order to develop a short-term plan and implement it.
3.2.2.4. Conditions for implementing measures
Managers and teachers must have a firm grasp of the experiential and career guidance program developed by the school for each month and each school year and the content of experiential and career guidance activities for students.
Teachers must have the skills to plan and design experiential and career-oriented activities aimed at helping students adapt to different living, learning and working conditions; adapt to changes in society; be able to organize life, work and manage themselves; be able to develop their careers and make decisions about choosing future careers; build training plans to meet career requirements and become useful citizens.
Develop a plan to mobilize resources for experiential and career guidance activities, especially in close coordination with forces outside the school.
There is a complete school management data information system to serve planning purposes.
Managers and professional groups need to have consensus and agreement in planning the school's general activities. Experiential and career guidance activities must be considered as part of the entire educational content of the school along with other pedagogical activities to make a reasonable plan.
3.2.3. Organize professional training for managers and teachers to effectively organize experiential and career guidance activities for high school students.
3.2.3.1. Objectives of the measure
Improve the professional qualifications and skills of managers and teachers to meet the requirements of educational tasks in general and management and implementation of experiential and career guidance activities in particular. At the same time, equip teachers with skills to organize experiential and career guidance activities such as: planning and designing activities, paying attention to goals, content, methods, means, and forms of organization (can be implemented through collective activities: weekly flag salutes, rallies to celebrate holidays, anniversaries, competitions, sports, camping; emulation movements, mass activities and political - social, cultural - sports activities, etc.).
3.2.3.2. Contents of the measure
The principal conducts assessment and classification of teachers to determine training requirements.
It is necessary to create a healthy atmosphere for teachers to voluntarily implement. When organizing and directing, there must be unity within the professional group.
3.2.3.3. How to implement the measure
To organize effective experiential and career guidance activities, the school needs a team of managers and teachers with solid capacity, prestige with colleagues, students and local people, especially the ability to mobilize forces to participate in activities. Therefore, to have this human resource, the school must be proactive in training and fostering.
The training plan is built on scientific grounds, must be rigorous, methodical, suitable to the school's practice and seriously implemented. Determine the number of teachers with training needs and training time.
3.2.3.4. Conditions for implementing measures
Create time conditions for teachers to participate in experiential training and career guidance activities and mobilize funding for training activities.
There must be a clear division of labor to prepare for the training session.
The reporter participating in the training must be a true expert in experiential activities and career guidance.
3.2.4. Mobilize resources to ensure conditions and means to organize experiential activities and career guidance for high school students.
3.2.4.1. Objectives of the measure
It is necessary to ensure sufficient funding and necessary equipment for experiential and career guidance activities; create the most favorable conditions for experiential and career guidance activities to achieve the best results.
Based on the requirements of experiential activities, career guidance and training requirements of students, the school develops appropriate management and use measures for existing facilities and equipment; takes advantage of support from social organizations. Strive to ensure that activities have sufficient funding to achieve the set goals.
3.2.4.2. Contents of the measure
Facilities and equipment for this activity are very diverse and rich because it is related to many different types of activities. For activities that aim to promote students' creativity such as: Performing arts, scientific interests, practicing experiential activities, etc., there must be clubs, practice rooms, playgrounds, information technology and supporting sound and light, pictures related to educational content.
The physical facilities and finances of schools are largely provided by the state every year. However, due to the limited state budget, this source of funding is generally very small, not meeting the increasing demands of teachers and learners. This is one of the reasons causing difficulties for educational activities of schools, including experiential activities and career guidance for students. Therefore, schools must have a plan to calculate and use this provided funding effectively, at the same time being able to mobilize the participation, contributions and support of parents, organizations and the whole community.
It is necessary to invest in facilities and equipment in the direction of standardization and modernization, and at the same time have a proactive source of funding suitable for activities.
3.2.4.3. How to implement the measure
Develop a list of minimum and necessary facilities to effectively serve students' experiential and career guidance activities, but have a plan to gradually modernize equipment serving the activities.
Establish a subcommittee in charge of facilities for experiential and career guidance activities.
It is necessary to have a specific plan to build and purchase equipment suitable to the requirements as well as the annual budget conditions. The facilities for experiential activities require a lot, so it is necessary to take advantage of all the available facilities of the school and the class, and at the same time, it is necessary to exploit the potential of social facilities to organize activities for students.
Launch movements to raise funds for the Union and class to serve the activities of the Union and class; organize small plans, seek support from investors.
philanthropists, local businesses, and sister organizations to help the school with expenses for experiential activities and career guidance.
To improve the efficiency of using facilities for experiential and career guidance activities, schools need to implement the following contents:
- Establish a statistical book to monitor facilities and equipment for experiential and career guidance activities.
- Develop rules and regulations for use and maintenance of equipment serving activities.
moving
- Organize training for managers and teachers on how to use and preserve equipment.
Modern machinery and equipment available.
3.2.4.4. Conditions for implementing measures
The principal plans from the beginning of the year to spend money on experiential activities and career guidance to report to the pedagogical council and the conference of workers and civil servants.
There are records to monitor, manage and update the status of facility usage, conduct maintenance, repair old equipment and purchase new equipment.
Social organizations and parents are clearly aware of their roles and responsibilities in promoting resources to organize experiential activities for students.
Promote the application of information technology in organizing experiential activities for students.
Build good, sustainable relationships with agencies, businesses, social organizations, sponsors, successful alumni... to get sponsorship for the school's educational activities.
There are forms of commendation and reward for individuals and groups that exploit, use and preserve well the facilities and means serving the activities.
3.2.5. Coordinate educational forces in organizing experiential and career guidance activities for high school students.
3.2.5.1. Objectives of measures
Aiming to mobilize educational forces inside and outside the school to participate in organizing experiential and career guidance activities for students.
Create consensus through coordination and unity among educational forces in organizing experiential and career guidance activities for students.
Promote collective strength and enhance necessary conditions to organize experiential and career guidance activities smoothly and effectively.
3.2.5.2. Content of measures
Highlight the role and responsibility of management staff, teachers and employees in organizing experiential activities and career guidance for students.
Develop plans and assign members of the Board of Directors to be in charge of implementing experiential and career guidance activities; assign homeroom teachers and teachers to teach subjects based on the teachers' abilities, strengths, conditions and students' aspirations.
Collaborate with parents to develop plans for organizing experiential and career guidance activities at the school. Clearly define the coordination mechanism between forces inside and outside the school in implementing experiential and career guidance activities for students.
3.2.5.3. How to implement the measure.
Regularly organize experiential activities and career guidance through extracurricular activities. To do this well, the participation of forces outside the school is needed.
There is a plan to direct teachers and the Youth Union to choose an organizational form that ensures students have effective experiences, exploits students' emotions during activities and maximizes their creativity.
Hold parent meetings to unify coordination, build study habits and support students in solving application exercises.
Strengthening relationships with local agencies and businesses, creating a basis for students to visit and learn about the careers and jobs of their own family members.
3.2.5.4. Conditions for implementing measures
Managers must grasp the capacity of their existing staff, clearly understand the role of each force in organizing experiential and career guidance activities to mobilize, assign and use them properly.
It is necessary to build a mechanism for assigning and coordinating forces to ensure democracy, everyone can participate in discussing the coordination mechanism to reach consensus when deploying forces inside and outside the school to participate in organizing experiential and career guidance activities.
In organizing and coordinating forces with activities, schools must play a proactive role.
Continuously strengthen inspection and supervision of resources to effectively use resources and promptly handle violations.
Do a good job of socialization, mobilizing the government, parents' association, mobilizing funding from philanthropists and businesses to equip students with the most necessary means for their learning activities as well as organizing field trips for students.
Investing in facilities that are suitable for the school culture model: such as space, working equipment, uniforms, etc. will help them easily perceive it because of its tangible nature, making them trust and be more attached to the school. Create conditions for the teaching staff in studying, researching and having appropriate incentive mechanisms.
3.2.6. Instruct teachers to diversify types of experiential and career guidance activities for students.
3.2.6.1. Objectives of the measure:
In order to enrich the forms of organizing experiential and career-oriented activities, create attractiveness and create an environment for students to truly experience the knowledge and skills they have learned; experience different types of careers, experience emotions in all relationships, behavioral skills in ethical and social relationships, etc. These activities create opportunities for students to promote their positivity, initiative, self-awareness and creativity, mobilizing students' participation in all stages of the activity process. Students are presented and selected ideas, participate in preparing, designing activities, experiencing, expressing opinions, self-assessing, and self-affirming.
3.2.6.2. Contents of the measure
Innovating the form of activities to carry out experiential and career guidance activities: The basic activities in the experiential and career guidance program are to create opportunities for students to experience the natural world, real life and work; create opportunities for
Students are able to interact, work and experiment with ideas such as forums, plays, seminars, competitions, games and other similar methods; create opportunities for students to bring social values through their practical contributions and dedication through humanitarian volunteer activities, public service, propaganda and other similar methods; create opportunities for students to participate in scientific research topics and projects inspired by practical experiences. These activities can be organized into a large activity such as: Flag salute activities, class activities, thematic educational activities and club activities; with the participation, coordination and association of many educational forces inside and outside the school, ...
3.2.6.3. How to do it
Teachers are required to always innovate the forms of experiential and career-oriented activities by organizing activities in each topic and subject in a diverse and changing manner to suit the purpose and requirements of the subject; to suit the abilities and psychology of the students' ages; and not to let the activities of this year be identical to the activities of the previous year.
Guide teachers to conduct surveys on student needs, suggest topics and themes for students to choose content together, as a basis for building plans for experiential activities and career guidance that suit needs, attracting a large number of students to participate.
3.2.6.4. Conditions for implementing measures
The principal must have knowledge of experiential activities and career guidance.
Develop a plan for experiential and career guidance activities that avoid overlapping with other activities of the school and locality and must be suitable to the material and economic conditions of the locality and the school.
Must have full facilities such as playgrounds, multi-purpose halls, subject classrooms with modern information technology equipment, sports equipment, performance costumes, etc.
3.2.7. Promote the self-awareness, positivity, proactiveness and creativity of students in experiential and career guidance activities
3.2.7.1. Objectives of the measure
To implement the concept of democratizing the training process to help students develop their qualities, abilities and have career orientation. Through the