Strengthening Material and Financial Facilities for Ethnic Cultural Identity Education Through Experiential Activities

promote GDBSVHDT through experiential activities in schools to get results.

With the characteristics of an ethnic minority school, most of the activities and activities of the students during the school year take place in the school. In addition, when students return to their residential community - the communication environment in the wider community, the school needs to pay attention to promoting to the forces inside and outside the school to understand the position, role, meaning and importance of ethnic minority education activities through experiential activities for students to help ethnic minority students perceive the traditional cultural values of their ethnic group, have national consciousness; form in students good feelings about ethnic minority education, have love and attachment to the community, have a sense of responsibility for the development of the homeland, know how to respect, love, preserve and promote the traditional identity of the nation; Form a new human personality with knowledge and professional capacity, meeting the socio-economic development of ethnic minorities in mountainous areas. Therefore, coordinating forces participating in GDBSVHDT activities through experiential activities for students needs to be focused on a large scale, long-term and continuous basis.

Due to the specific nature of the content of GDBSVHDT through experiential activities, it is necessary to coordinate with many participants, from many different fields of expertise. To be able to carry out this activity well, it is necessary to build a team of cadres and teachers with sufficient capacity to carry out the task. Combined with artisans, the elderly, ... . They are people who have a deep understanding of the cultural values of ethnic groups combined with managers with the capacity to organize activities to educate students about the values of VHDDT.

Mass organizations in schools such as the Youth Union, Ho Chi Minh Young Pioneers, Trade Unions... directly participate in GDBSVHDT activities through experiential activities. Combining the content of GDBSVHDT through experiential activities with the topics and themes of the Union and Team.

In fact, in Dai Tu Secondary School for Ethnic Minorities, there are many students of different ethnicities living and studying together. Therefore, the teaching staff is one of the important forces.

c. Conditions for implementation

- Managers need to develop a plan to coordinate forces inside and outside the school.

- Develop a training plan for staff and teachers: pay attention to propaganda and mobilize staff and teachers to always improve their knowledge of ethnic culture and skills in organizing ethnic cultural education through experiential activities; Enhance understanding and improve their capacity with the cultural values of many ethnic groups.

- Organize ethnic cultural activities to mobilize forces to participate.

3.2.5. Strengthening facilities and finance for national cultural identity education through experiential activities

a. Objective of the measure

Facilities, teaching equipment, sports equipment, cultural and artistic facilities, along with financial resources are one of the basic and indispensable factors in a school, especially boarding schools for ethnic minorities. Because in addition to imparting and educating students about cultural subjects, it is also necessary to pay attention to improving the quality of life for students, especially their spiritual life. To improve the quality of BSVHDT education management through experiential activities for boarding students, it is necessary to arouse and maintain students' love of learning, discovery, exploration, learning and practice. To achieve results, one of the basic factors is to have complete facilities and equipment. It will contribute significantly to creating more interest and positivity in learning activities and participation in GDBSVHDT activities through experiential activities of students.

b. Content and implementation method

Currently, Dai Tu Secondary School for Ethnic Minorities has invested in facilities for teaching and learning activities such as: Classrooms, subject rooms, playgrounds, traditional rooms (in the direction of National Standard Schools).... However, to exploit them effectively, the teaching staff needs to know how to manage and use them appropriately. At the beginning of the school year, assign 01 comrade in the school's Board of Directors to be in charge of facilities and develop an implementation plan. Every month and quarter, organize inspections and repairs (if damaged) of facilities to promptly serve teaching and learning activities, other educational activities, especially for ethnic minority education activities through experiential activities.

- Pay attention to building a traditional room, paying attention to displaying cultural items such as: traditional costumes of ethnic groups, tools for daily activities. All are mobilized from the community, from the children's families and the children themselves.

- Combined with the organization of an E-learning contest with the theme: Vietnamese geography to help teachers exploit the cultural identity of ethnic groups, thereby building film and photo materials to serve the education of ethnic minorities through effective experiential activities for students.

- Build funding for GDBSVHDT through experiential activities (using budget funds or funds from socialized education sources....). However, to do a good job of socializing education, schools must do a good job of teaching, improving the quality of education in a sustainable manner, creating a brand for the school. From there, there is propaganda to the community about the school from parents, local authorities and mass media.

- Building relationships between schools, families, society and sister units. The school creates a playground for students to participate in social activities to help them become more confident in communication, and they assert themselves through the beauty of national culture. From there, there is an attraction of resources from political and social organizations.

opportunities for schools to organize GDBSVHDT through experiential activities for students more and more effectively.

c. Conditions for implementation

- Timely attention of the Provincial Party Committee - People's Council - Provincial People's Committee, Department of Education and Training of Thai Nguyen province and relevant local agencies in investing in construction and development of school facilities.

The principal needs to have a strategic vision and make decisions in building the school. There needs to be coordination between the management departments in the school to effectively operate the school.

School members are united and determined in carrying out assigned tasks.

3.2.6. Relationship between measures

Based on the theory and practice of Dai Tu Secondary School for Ethnic Minorities, we propose five measures to strengthen the management of ethnic cultural identity education through experiential activities for students. In practice, these are the measures that Dai Tu Secondary School for Ethnic Minorities needs to pay more attention to, in addition to combining other measures. Each proposed management measure has its own meaning, role, and purpose to strongly impact the stages of the process of managing ethnic cultural identity education through experiential activities for students at Dai Tu Secondary School for Ethnic Minorities. At the same time, the above management measures have a unified relationship, interacting with each other to support the management of ethnic cultural identity education through experiential activities for students to be effective. Therefore, the management of ethnic cultural identity education through experiential activities for students needs to implement measures synchronously to promote their effectiveness. Each measure has a basis for implementation, this measure will be a supporting condition, interacting with the other measure.

In the 5 measures mentioned above, the measure of "building a process to organize and plan activities to educate national cultural identity through experiential activities" is the most effective.

"Experiential education for students" is an important and central measure. Because when building a suitable organizational process, departments and individuals will be proactive in their work, fully implement the content, all learning activities and other educational activities of students will be in order, in accordance with the subjective and objective conditions of the school. Next is the measure "Raising awareness of managers, teachers, employees and students about the role and importance of national cultural identity education for managers, teachers, etc. It can be said that this is an important measure because only with good awareness, correct awareness and clear understanding of the meaning, role and effect of BSVHDT education through experiential activities for students can we have the most effective methods and ways of organizing and managing education.

Thus, when implementing well and synchronously the measures to manage the education of national cultural identity through experiential activities for students, it will help Dai Tu Secondary School for Ethnic Minorities to perform well the functions of training, educational management, and promote resources well. From there, train a young generation with love for the community, a sense of responsibility in life and form a new human personality with knowledge, capacity, and qualities that will meet the socio-economic development in ethnic and mountainous areas in particular and in the whole country in general.

3.3. Testing the necessity and feasibility of measures

3.3.1. Test subjects

To verify and evaluate the proposed measures, we collected opinions from the management team, teachers and employees of Dai Tu Secondary School for Ethnic Minorities on the necessity and feasibility of each measure. The participants included: group leaders, deputy group leaders of professional groups, the board of directors, the secretary of the youth union, the leader of the Ho Chi Minh Young Pioneers Team, the president of the trade union, 09 people; homeroom teachers, subject teachers and employees, 28 people. The total number is 37 people.

3.3.2. How to conduct the test

Through interviews and questionnaires.

3.3.3. Purpose of testing

Assess the necessity of each BSVHDT education management measure through experiential activities for students and through the opinions of survey participants.

Find out the agreement of the survey participants on the urgency of the measures. Determine the feasibility of the proposed measures to improve the quality of GDBSVHDT through experiential activities for students.

3.3.4. Tested measures

Test the necessity and feasibility of the following six measures:

Measure 1: Raise awareness of managers, teachers and students about the role and importance of national cultural identity education through experiential activities.

Measure 2: Develop a process for organizing national cultural identity education through experiential activities for students.

Measure 3: Organize training to improve the capacity of organizing national cultural identity education through experiential activities for teachers.

Measure 4: Coordinate educational forces in organizing national cultural identity education through experiential activities for students.

Measure 5: Strengthen facilities and finance for national cultural identity education through experiential activities.

3.3.5. Survey content

Evaluate the necessity of the 5 proposed measures according to 3 levels:

- Very necessary: 3 points; Necessary: 2 points; Unnecessary: 1 point. Evaluate the feasibility of the 6 proposed measures according to 3 levels:

- Very feasible: 3 points; Feasible: 2 points; Not feasible: 1 point.

Then we calculate the percentage, average score and rank; After synthesizing we get the following results:

Table 3.1. Necessity of measures to manage GDBSVHDT through experiential activities

Measures to manage GDBSVHDT through experiential activities

test

necessary level

Total

Average

Ranking

Very necessary

design

Necessary

Are not

necessary

TL%

Raising awareness of managers, teachers and students about the role and importance of BSVHDT education through

experiential activities

101

2.73

Building a process for organizing BSVHDT education through experiential activities

for students

70.3

29.7

100

2.70

Organize training to improve the capacity of organizing BSVHDT education through experiential activities for the team.

teachers

83.8

16.2

105

2.84

Coordinate educational forces in organizing national cultural identity education through experiential activities.

test for students

67.6

32.4

2.68

Strengthening material and financial facilities for national cultural identity education through activities

dynamic experience

62.2

37.8

2.62

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Table 3.2. Feasibility of GDBSVHDT management measures through experiential activities

Measures to manage GDBSVHDT through experiential activities

feasibility

Total

Average

Ranking

Very possible

exam

Possible

Not possible

exam

TL%

Raising awareness of managers, teachers and students about the role and importance of education for ethnic minorities through

through experiential activities.

94.6

2.5

5.4

110

2.97

Building a process for organizing BSVHDT education through experiential activities

for students

91.9

8.1

108

2.92

Organize training to improve the capacity of organizing BSVHDT education through experiential activities for the team.

five teachers

89.2

10.8

107

2.89

Coordinate educational forces in organizing national cultural identity education through experiential activities.

test for students

81.1

18.9

104

2.81

Strengthening material and financial facilities for national cultural identity education through

experiential activities

86.5

13.5

106

2.86

From the test results, the assessment of the necessity and feasibility of six measures to manage GDBSVHDT through the experiential activities in tables 3.1 and 3.2 shows that:

Regarding the necessity of measures to manage GDBSVHDT through experiential activities for students, 100% of the survey results showed that it is very necessary and necessary (over 60% rated it as very necessary). This confirms

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