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Overview of Research on Vocational Education and Vocational Education Management for High School Students


Chapter 1

THEORETICAL BASIS OF MANAGEMENT OF CAREER GUIDANCE EDUCATION FOR HIGH SCHOOL STUDENTS

IN THE CONTEXT OF EDUCATIONAL INNOVATION

1.1. Overview of research on career education and career education management for high school students

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1.1.1. Research on GDHN for students in high schools

In 1848, in the book "Career Guidance and Career Selection" published in France, the authors mentioned the trend of diverse career development due to the development of industry and the necessity of helping young people in choosing a career. It was realized that the career system had become complex, and specialization had surpassed the stage of industrial and handicraft production. Accordingly, it affirmed the urgency of orienting and helping young people and students enter the "professional world" in order to use the young labor force effectively.

Overview of Research on Vocational Education and Vocational Education Management for High School Students

In the US in 1883, psychologist Ph. Ganton conducted a test for the purpose of choosing a career. In the early 20th century, career guidance services appeared in England, America, and France. In particular, in 1908, F. Pason of Garvared University (USA) organized in Boston, the first career council in the US to help workers choose a career and was considered the father of the term "career guidance" [cited in 89].

In Russia, in the book on vocational guidance “Choosing a Faculty and Passing the University Program” by a professor of Petersburg State University - BFKpeev, published in 1897, the significance of choosing a profession when entering a university was clearly stated. But choosing a profession was limited to social inequality. All research works on vocational guidance were aimed at increasing profits through maximum exploitation of workers' strength [cited in 88. p77].

Scientists: NKKrupxkaia, AVLunasatsky, MIKalinin, NOBionxkii, MZ.Akmaliv, PRAtutov... in the 70s of the 20th century made many important contributions to the field of labor education in the field of collective economy. Scientists have deeply researched the idea of ​​"learning combined with productive labor" to form


forming a comprehensive personality for students, those ideas have great value both politically and economically - socially. Soviet educators have highlighted the great role of general economic education in Russian schools. General economic education is considered one of the most important parts of communist education, helping students to receive theoretical and practical knowledge of the basic principles of modern production, forming skills, labor techniques and career guidance for students; Thereby creating the ability for students to consciously choose the path of labor, building the foundation for future vocational training. In particular, NKKrupxkaia emphasized the requirement to thoroughly understand the principle of combining learning with production labor in the process of teaching school subjects; this author believes that there must be a close relationship between subjects, connected with practical activities and especially for learning technical subjects. NKKrupxkaia in the book "Improving the Teaching Process " pointed out that: "The relationship between learning and labor must be implemented so that theoretical learning illuminates the path of practice in production labor, and labor enriches knowledge to help grasp knowledge consciously"; "Labor teachers need to equip students with knowledge, skills, and general technical knowledge necessary for workers of different occupations to produce labor" [85]. Therefore, through the reforms, Soviet education always focused on strengthening labor education with career guidance for high school students on the basis of linking with production labor.

In the Federal Republic of Germany, authors Rolf Oberliesen, Helmut Keim, Michael Schumann, Gehart, and Duismamn have conducted research on "methods of organizing internships for high school students in factories, enterprises, and service businesses" [cited in 88].

Schools in Europe at the end of the 20th century tended to reform with vocational guidance and training. In the 70s and 80s of the last century, European countries successively carried out educational reforms from organizational structure to content, education and teaching methods, meeting the development requirements of industrial society based on the remarkable progress of science and technology, especially information technology, economics to reach some common standards on the level of general education and vocational education and career guidance in general schools.

- In French schools: reduce academic content, increase the proportion of knowledge with practical and career-oriented meaning.


- In German schools: modernizing the learning process in the direction of creating conditions for students to learn a profession while still in high school, providing a system and scientific knowledge linked to vocational training in a flexible way, reducing the academic nature of complete high school.

- In Australian schools, Career Education aims to develop knowledge, skills and attitudes for students through a planned learning program. This education helps students make decisions about career choices during and after school and participate effectively in working life. Career education is carried out to help students implement 4 contents: learning about themselves in relation to work; Learning about the world of work; Learning about career planning and decision making; Developing the ability to implement career decisions and make job changes.

With the view that learning is a lifelong process, the international organization UNESCO recommends rethinking both the content and organization of secondary education. The rapid development of science, technology and technology requires a large labor market, and solutions are needed to mobilize social forces to participate in education, especially vocational education to stream students from the beginning of high school. UNESCO's main view is to create the best conditions and opportunities for everyone to participate in appropriate types of learning, with special attention to those with difficult conditions and circumstances. At the same time, it is necessary to create many inter-connected learning programs so that everyone can divide their knowledge accumulation process into many stages (lifelong learning) and have the opportunity to regularly update and supplement knowledge in all fields that they want to learn. According to this view, the workforce will be continuously trained at all levels, comprehensively educated with knowledge, skills and scientific knowledge that are always updated, meeting the human resource requirements of society.

According to UNESCO, career guidance requires assessment based on a combination of educational criteria and future personality prediction. Schools must be able to accurately determine the abilities of each student. Therefore, there is a need for professional career guidance counselors to help students choose courses.


appropriate, anticipate learning difficulties and help address social problems when necessary.

In Vietnam, authors such as Pham Tat Dong, Dang Danh Anh, Nguyen Minh Duong, Nguyen Van Ho have pointed out some psychological bases and contents of career guidance since the 80s of the 20th century. Especially with his PhD thesis, author Pham Tat Dong was the first to lay the foundation for establishing theoretical bases of career guidance.

In the 10-year period from 1980 to 1990, career guidance and student streaming management was implemented in the general education system according to the plan, program and content planned by the Ministry of Education and Training to effectively stream students graduating from junior high school and high school after graduation. In recent years, the issue of career guidance in high schools has been of interest to many researchers and mentioned from many different perspectives. The authors include: Pham Tat Dong, Pham Minh Hac, Nguyen Van Ho, Dang Danh Anh, Nguyen Nhu At, Pham Huy Thu, Doan Chi, Tran Khanh Duc, Ha The Truyen, Nguyen Viet Su, Nguyen Duc Tri, Nguyen Van Le, Bui Van Quan, Pham Huy Thu, Nguyen Thi Thanh Huyen... In general, the works of the authors all focus on researching the theoretical and practical basis of career guidance management with the purpose and intention of:

Meaning, content, and form of organizing vocational education for high school students.

Author Pham Minh Hac analyzed the education and training situation in our country and the direction of education and training innovation, and determined the construction of a technical education, which is " Education guided by the ideology of serving technological development " [30]. We completely agree with the author's research results on people in the innovation process, which mentioned the factor: "Prioritizing vocational education" [31], this is also the viewpoint of vocational education management later.

Author Pham Tat Dong has researched the theoretical and practical basis of career guidance activities; Career interests; Issues regarding content and methods of career guidance for students and young people... In a study, the author affirmed: "Among those who cannot find a job, 85.8% are young people. Of the total number of young people who are out of work, 67.4% do not know a profession" [24, p.25]. On that basis, the author has determined the need to: " Focus on forming career skills for the young generation to find jobs for themselves" , and at the same time: "Following


In the process of career guidance, it is absolutely necessary to teach vocational skills to students... this is a very basic principle " [24, p.40]. Through the study of " new issues arising from the requirement to improve the effectiveness of current career guidance work ", the author proposed to establish a vocational education system from primary school with increasing duration in the following years. The author also made specific recommendations on the management of vocational education activities, it is necessary to assign vocational education tasks to technology teachers, innovate vocational education programs, combine production visits, exchange with typical figures in the activities of the national economy, and propose to mobilize parents, students' parents, and socio-economic organizations to participate in vocational education for Vietnamese high school students.

Author Nguyen Van Ho mentioned the issue of " Establishing and developing a career guidance system for Vietnamese students " [35]. In which the author builds arguments for a career guidance system in the context of the country's socio-economic development, proposing the management of vocational education with forms of coordination between schools, vocational training institutions, and production establishments in career guidance - vocational training for high school students.

Research on Career Motivation; Career Interest and Career Adaptability of Vocational Students is another research direction carried out by authors Dang Danh Anh, Nguyen Viet Su and other colleagues [2]. In particular, in the book “Youth and Career” volume 1 and volume 2 published in the 80s of the 20th century, the psychology and work content of some occupations were studied to create career guidance materials for high schools.

According to author Nguyen Trong Bao, “ The issue of career education is both a fundamental and an urgent issue for general schools today” and to do it well, “Career education must be thoroughly implemented in all school activities. It is not only the task of the school and the education sector, but also the task of all levels, sectors, production establishments and the whole society ” [18, p.35].

From the research shows traditional and new views on GDHN in Vietnam:

- Traditional view: According to this view, career guidance is associated with career selection. In terms of scope, career guidance only takes place in high schools. In terms of subjects, it is high school students, but mainly students from junior high school to high school.

- New perspective: According to this perspective, vocational education is associated with the career development process including career choice and career adaptation. In terms of scope, career guidance work


Vocational training takes place not only in general schools but also in vocational schools, vocational colleges, colleges, universities and even in production and business establishments. Regarding the subjects, it includes general students, vocational and vocational students, college and university students and the elderly who learn additional skills or change jobs due to changes in technology, enterprise equitization, living environment, etc.

High School

Vocational School

Production facility

Social organizations

Family

Media

Professional bodies

1. Career selection period Career guidance period

2. Career adaptation period Career guidance stage

-Career advice

career choice career application

Time students spend in high school​​​​​

Time students study at vocational school​​​​​​​

Time to start adapting to the profession​​​​​

CAREER MAP​

-Recruitment

-Prefer

- Vocational education and vocational promotion

- Career advice

End of career adaptation​​

Time to start choosing a career​​​​​​

Time to end career choice​​​​​

Time students work at the production facility​​

Figure 1.1. Career guidance from a new perspective

The work "Career education in general schools in the current period" [20] by author Nguyen Phuc Chinh has deeply researched the need to innovate career education in general schools and has proposed innovation directions such as: innovation in goals, methods, and content of career education, emphasizing that " Career education is a purposeful teaching process, serving the goal of permanently changing the position of learners so that they can fulfill their career requirements". Thus, in vocational training or in teaching subjects in general schools, teachers have the duty to carry out this purpose.

In the work: "Integrating GDHN in teaching Biology in secondary schools" [80], author Nguyen Anh Tuyet proposed a method of integrating GDHN through teaching subjects and analyzed the potential of GDHN in Biology in secondary schools with a list of 11 lessons for students in grades 6, 7, 8, and 9 that can be integrated with GDHN.

Author Nguyen Nhu At has researched and redefined the philosophical basis of Vietnamese education in general, including GDHN, presented in the document "Problems"


methodology for building vocational education content in Vietnamese general schools” [4]. The authors Pham Tat Dong, Dang Danh Anh, Nguyen Duc Tri and Nguyen Quang Huynh mentioned a series of current pressing issues of vocational education and vocational education management such as: the problem of streaming of post-secondary students, the necessity of vocational education, the psychological basis of vocational education, highlighting the role of vocational education with the function of orientation towards training the implementation capacity of workers [1], [4], [24].

Author Phan Thi To Oanh's research: "The issue of career guidance for students through basic cultural subjects in high schools in the Mekong Delta provinces" analyzed the role of basic cultural subjects which have " special importance for the comprehensive development of human personality" and its potential in career education for students in high schools. At the same time, the author also proposed some career guidance measures through teaching basic cultural subjects[54]

“Integrated learning in teaching natural sciences at high schools in the South Central region” by author Pham Van Khanh proposed a system of training measures and transfer of integrated learning processes to teachers to improve the quality and effectiveness of integrated learning for students in teaching natural sciences at high schools in the South Central region. [42].

Author Trinh Van Cuong has researched the thesis with the topic "Career education for students in teaching Technology in high school". In the thesis, author Trinh Van Cuong has analyzed and clarified the potential and advantages of Technology in career education for high school students and has specifically identified the career education contents that can be integrated and incorporated in Technology; Determined the principles of integrating career education (VET) for students in teaching Technology; The VET process (objects, resources, goals, content, methods, means, forms and results) of VET for students in teaching Technology in high school as well as the relationship between the structural elements of the VET process for students in teaching Technology to achieve the VET goal; Determined the factors affecting VET. Detect and evaluate the current situation of career education for students in teaching Technology in high schools in the Northeast region of Vietnam and identify the causes and consequences of the above situation. Accordingly, propose 07 measures to implement career education for students.


in teaching Technology in high schools. The research direction of career education integrated with teaching subjects or other educational activities in high schools is an appropriate implementation direction to meet the requirements of implementing the new general education program. [21]

According to the 2018 general education program [15], career guidance activities are carried out in relation to experiential activities. The Experiential Activities Program at the high school level must continue to develop the capacities and qualities formed from the basic education stage through personal development activities, labor activities, social activities and community service, but with a higher focus on developing career orientation capacity.

Through collective activities, production, business and service activities; career clubs and other career orientation activities, students are assessed and self-assessed in terms of their abilities, strengths and interests related to their careers; and are trained in qualities and abilities to adapt to future careers.

The basic content of the Experiential and Career Guidance program revolves around the relationships between individual students and themselves; between students and others, the community and society; between students and the environment; and between students and careers.

This content is implemented through 4 main groups of activities: Personal development activities; Labor activities; Social activities and community service; Career guidance activities [15].

1.1.2. Research on career education management for students in high schools

In ancient society, human life was to inherit the generosity of the products given by nature. The choice of "career" and the practice of the profession of young people was just random, lucky and seemed to be "arranged by nature", was fate, was destiny. Plato - an ancient Greek philosopher encouraged the people that: " When creating humans, God molded them with gold, silver, copper. "Gold" people are those who do science, art, and management. "Silver" people are warriors. "Bronze" people are craftsmen, farmers and slaves" [5]. Society gradually developed, capitalism appeared with the birth of the large-scale handicraft workshop and then

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