throughout the learning process. From the information in the Test set, Vocational Teachers will transfer the results to the Vocational Education Board and the Vocational Education Teams of the Centers to advise students on their study direction after graduating from junior high school and choosing a suitable career.
3.2.3.3. Implementation organization
- Organize training, encourage and motivate teachers to apply skills and methods to organize vocational education activities; direct the process of innovating vocational education methods in each vocational education activity, each specific teacher and include mandatory content in the professional activities of the group.
- Changing teachers' awareness and viewpoints about students receiving vocational education. When teachers have a correct and complete awareness of changing their viewpoints, they will devote all their mind and energy to preparing lessons to suit the new requirements.
In summary: Teachers must know how to choose and combine appropriate methods and techniques with the content of vocational education to meet the purposes and requirements of vocational education, respecting students' dreams and abilities while helping students realize their true abilities to choose the right direction after graduation.
- Organize professional activities with content on the topic of innovation in professional education methods so that teachers can exchange and discuss the selection of appropriate measures and forms of organizing professional education that bring high efficiency.
- Teachers must pay attention to increasing group or pair activities to create more opportunities for students to interact and share with friends and teachers about their dreams, aspirations, and explore their own abilities. Through that, teachers can guide students in their studies and careers.
- Vocational teachers plan specific steps for conducting vocational education for their students.
- Let students photocopy one set of documents each and bring them to each vocational training session to practice vocational training.
- Vocational teachers emphasize the importance of vocational education in the general vocational training process for each person's future career choice, especially choosing a course of study at high school level to suit their future direction.
- According to the plan, in the next general vocational training sessions, Vocational Teachers will spend an appropriate amount of time to guide students to take home tests to learn about career trends and themselves (specific instructions are written on the test form and the content of this document).
- Students do the tests at home after being instructed by the Vocational teacher and mastering the process. Be honest when doing the tests; Absolutely do not take each other's results. You can do it many times to check the results, then write the final results and complete information in the sections of the Vocational Education Form.
- Vocational teachers guide students to choose a career based on the information they have learned about themselves, comparing it with the career requirements and social needs that students have learned through Vocational Education activities in high school. Students need to read the Guidance section carefully and choose a career based on personality, because this is the core of Vocational Education. After choosing, students base on their own learning ability to choose the department, school to continue studying or enter life.
- Students compare the results of their self-study about career trends and personality to consider whether or not they are suitable for the general career they are studying. If not suitable, when they have the opportunity to choose again, what career should they choose?
- Students present the results to their parents so that they can review the results and write their opinions on the form (about the family's orientation in choosing a career, school, exam school, etc.).
- The Vocational teacher collects the GDHN form for general review, if necessary, discusses it privately with the student, writes down advice, gives a score (evaluates the spirit, attitude, completeness, accuracy and completeness of the GDHN form), signs it and returns it to the student for review (if necessary, the student can make a photocopy and save it for future reference).
- Vocational teachers have students record the results of vocational training on a list according to a common form and summarize the data, collect vocational training forms and submit them to the Vocational Training Board; the Vocational Training Board coordinates with the centers to be able to process and give appropriate advice, based on the information obtained, compare with the students' choices to give advice or comments, and guide students to continue to make more accurate choices for each vocational training class.
3.2.3.4. Implementation conditions
- Organize for teachers to study and research on GDHN topics. Exchange, discuss, and absorb experiences from colleagues to reach consensus in the GDHN group.
GDHN methods and processes
- Draft program to innovate GDHN methods.
- Organize exchanges and discussions to agree on implementation methods.
- Organize and direct the GDHN Competition and Career Guidance Day in the unit. Pay attention to professional guidance to collect feedback from students and other teachers, discuss with teachers who have not innovated teaching methods, resolutely eliminate imposition and dogmatism so that students can fully proactively acquire knowledge, leading to changes in awareness of careers suitable to their abilities and socio-economic conditions.
- Organize demonstration lessons and develop model GDHN sessions for different TV content.
- Pay attention to training teachers in terms of awareness, teaching program content, improving professional education capacity, creating teaching motivation and paying attention to building conditions to create the ability to implement effectively.
- Preliminary assessment and summary after each competition, with encouragement and rewards and experience.
- Vocational teachers must be trained in the process of giving students multiple choice test forms for vocational education; have a correct understanding of the importance of vocational education for secondary school students; and actively study to improve their qualifications.
3.2.4. Increase investment and management of facilities serving vocational education in the direction of streaming for students after secondary school.
Facilities (specialized vocational education rooms, computer rooms with software installed to support vocational education, machinery and equipment to support vocational education, building career guidance models...) are one of the components of vocational education activities. They play an important role like other components and are also essential tools for teachers to do vocational education work.
Facilities for vocational education are one of the important conditions for effective TV, and this is especially important for TV quality.
3.2.4.1. Objectives of the measure
- Manage, invest, exploit and use facilities serving vocational education at the Centers in a cost-effective and efficient manner, avoiding waste and loss.
- Supplement and upgrade equipment in the direction of modernizing equipment serving vocational education.
- Supplementing the reference document system to improve understanding of GDHN, updating new knowledge to promptly meet the development trends of the profession in society.
3.2.5.2. Contents of the measure
Facilities and equipment supporting vocational guidance are important elements in innovating vocational education methods to improve the quality of vocational education. Ensuring material conditions for vocational guidance, research, and experiential learning of teachers and students plays an important role in innovating vocational education methods to convey vocational education content more effectively and with better quality. Therefore, teachers need effective support from technical means. It is necessary to clearly see the role of material conditions to ensure that vocational education is carried out smoothly, with quality and efficiency in order to have appropriate investment plans. Specific contents include:
- Have an annual plan to allocate a portion of the unit's budget to invest in facilities and equipment serving vocational education activities.
- Advise, invest, and mobilize all social resources to build a functional room for vocational education, a computer room installed with software to support vocational education, and career guidance models. Supplement and upgrade facilities, audio-visual equipment, and reference materials.
- Regularly update documents, GDHN programs and documents related to GDHN.
- Focus on the preservation and effective use of educational facilities and equipment. Regularly have plans for timely maintenance and repair.
- Develop rules and regulations for the use and preservation of facilities and teaching equipment in a practical and effective manner. Rules and regulations need to reflect the content of encouragement and motivation for teachers while clearly defining responsibilities and obligations in the exploitation and use of facilities and equipment.
- Training in professional skills and use of equipment for vocational education work.
3.2.5.3. Implementation organization
- Raising awareness for managers and teachers working in vocational education about the importance of facilities for vocational education.
- Periodically assess the current status of facilities and equipment serving teaching and learning, thereby building
Develop investment plans for construction, purchase and repair.
- Periodically check and evaluate the effectiveness of teachers' exploitation and use of teaching equipment and facilities.
- Annually, it is necessary to summarize the needs of the GDHN group regarding the use, replacement, and investment in new facilities, equipment, and document catalogs.
- Promote the socialization of education to attract investment resources, expand and develop facilities to serve vocational education.
3.2.5.4. Implementation conditions
- Correct awareness of managers and teachers about the role and importance of facilities for vocational education activities.
- Teachers' sense of responsibility in coordinating the effective and regular use of the material resources system in each TV content to improve the quality of TVHN.
- Mobilize funds from various sources to meet the material and technical requirements of vocational education as mentioned above.
3.2.5. Strengthen inspection and evaluation of vocational education activities in the direction of streaming for post-secondary students at secondary schools and centers.
3.2.5.1. Objectives of the measure
Evaluation is the final step of a process and is also one of the important steps to adjust activities accordingly. The method of evaluation largely determines the way teachers educate and students receive it. Therefore, it is necessary to evaluate and accurately reflect the level of learners and behind that is the ability of those doing vocational education work, both motivating those doing vocational education work and being fair to those doing vocational education work, discovering good experiences to replicate.
The assessment must be carried out on both sides: the professional education activities of teachers and the professional education results for students, which are most clearly demonstrated by the classification of students after graduating from secondary school in accordance with their academic ability and capacity. In particular, to enhance innovation in this work, managers must not only simply record the implementation status of the professional education program and plan, the level of work completion of teachers as well as the knowledge, skills and attitudes of students during the professional education process, but also propose
methods, decisions, improving the current situation, improving the quality of vocational education; most effectively overcoming the current poor situation of student streaming after graduating from secondary school.
3.2.5.2. Contents of the measure
* For the inspection and evaluation of teachers' professional development activities
- For leaders of the Department of Education and Training: Inspect the implementation of plans of secondary schools to raise awareness for managers at all levels about the purpose, meaning and role of inspection and assessment activities; unify the plan, content and form of inspection, clearly define the responsibilities and powers of inspectors and inspection subjects; at the same time thoroughly organize and implement GDHN right from the beginning of the school year in the Conference to deploy tasks for the school year.
- The leaders of the Center and secondary schools need to organize for teachers to study and research guiding documents on vocational education; raise teachers' awareness of the purpose, meaning and role of testing and assessment activities; unify the plan, content and form of testing, clearly define the responsibilities and powers of the tester and the subjects of testing; at the same time thoroughly organize and implement vocational education right from the beginning of the school year and each semester in the Pedagogical Council.
* For testing and evaluating student learning quality.
Evaluating the results of vocational education of students is the process of collecting and processing information about the level, awareness of the profession, and the results of vocational education of students to see the impacts and causes of that situation in order to create a basis for pedagogical decisions of teachers and school managers: Helping students have the motivation to study for the future to start a career, to study better and better, to improve the quality of learning. Evaluating the results of vocational education is a process that requires a record for each student, including the results of students' awareness after each assessment in a public, fair, and objective manner, which is a lever throughout the vocational education process to bring the quality of vocational education to a sustainable improvement.
3.2.5.3. Implementation organization
* For the inspection and evaluation of teachers' professional development activities
- Check professional qualifications and pedagogical capacity through assessment of
public GDHN session, teacher observation
- Check the implementation of regulations, planning and use of teaching aids.
- Check the implementation of professional regulations on vocational education and other aspects of work.
- Working days, working hours; group activities, professional groups, thematic activities; making teaching aids and writing experience initiatives, participating in collective activities, extracurricular activities, etc.
Education managers at all levels plan to check the implementation of GDHN discipline in the classroom on a daily, weekly and monthly basis.
Decentralize the direction of implementing the plan of GDHN activities; regularly and suddenly inspect the activities according to the established plan of the Centers and secondary schools.
3.2.5.4. Implementation conditions
The inspection of vocational education activities must be conducted as for regular subjects. Teachers must consider vocational education activities as a professional activity, with full records and books according to regulations. Management levels must inspect vocational education activities in conjunction with periodic or surprise professional inspections.
3.3. Testing the urgency and feasibility of proposed measures
3.3.1. Testing steps
To survey the necessity and feasibility of the above measures, the author proceeds as follows:
Step 1: Create a sample expert opinion poll form (see Appendix 1)
Step 2: Choose an expert.
After completing the survey form, we conducted a sample selection and collected opinions from 30 comrades who are managers at Continuing Education Centers - HNDN, specialists from the Department of Education and Training who have been directly involved in managing HNDN education activities for students, and managers at secondary schools where the Center coordinates to do HNDN education work.
Step 3: Get expert opinion and process research results.
Based on the developed questionnaire, we met each person directly and conducted in-depth interviews with management staff about the proposed measures that had been implemented at the center, and independently asked for opinions from experts through a ballot.
Seek opinions in 2 areas:
- Awareness of the necessity of the 5 measures we propose at 3 levels:
+ Necessary | + Not necessary |
Maybe you are interested!
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Testing the Necessity of Management Measures for Gdhn Activities in the Direction of Streaming for Post-Secondary School Students at the Continuing Education Center - Hndn Bac Kan Province -
Management of general vocational training at the Center for Vocational Education - Continuing Education of Hoa An district, Cao Bang province - 16 -
Strengthening the Management of Facilities, Teaching Facilities and Application of Information Technology in Teaching National Defense and Security Education -
Content of Implementation of Legal Policy on Management of Education Sector Officials -
Organizing Capacity Training to Develop School Education Programs According to the New General Education Program for Management and Teaching Staff
- Perception of the feasibility of the 5 proposed measures at 3 levels:
+ Feasible | + Not feasible |
After collecting experts' opinions, the author proceeded to convert from qualitative to quantitative, scoring at the following levels:
Level 1 : Very necessary and very feasible (3 points)
Level 2: Necessary and feasible (2 points)
Level 3: Not necessary; Not feasible (1 point).
Make a statistical table of the average scores for all the measures that have been surveyed, rank them and draw conclusions.
3.3.2. Test results
To know whether the measures to manage GDHN activities that we have chosen are necessary and feasible, we used questionnaires and conducted a survey on 30 managers. The results are shown in Table 3.1 as follows: