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Teaching, General Vocational Education, General Vocational Education

Chapter 1

THEORETICAL BASIS OF MANAGEMENT OF GENERAL VOCATIONAL TEACHING AT VOCATIONAL EDUCATION CENTERS - EDUCATION

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1.1. Overview of the history of research on the problem

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1.1.1. In the world

Human resource development is a fundamental factor for the rapid and sustainable development of the socio-economy. Educating and training the young generation to become a technical workforce is a continuous process with many elements of knowledge, skills and attitudes from low to high, from simple to complex, towards the formation and development of a comprehensive personality. Vocational training for high school students is considered a bridge between general education and vocational education.

Teaching, General Vocational Education, General Vocational Education

Scientists and educational administrators in many countries are particularly interested in the issue of differentiation in education and consider it an inevitable principle in teaching. However, perhaps the issue that attracts the most attention from scientists and educational administrators in many countries today is career guidance and vocational training for students. Choosing the right career has great significance in career adaptation, capacity development and creating the right motivation and interest in work. However, in the late 20th century and early 21st century, science and technology have developed rapidly, leading to an information explosion, causing professions to change continuously. That forces scientists to reconsider some traditional concepts that have played an extremely important role in the history of vocational education. Therefore, in recent years, scientists and educational managers believe that if we consider people as the center of educational activities, learning and production, we need to review the work of vocational training from a new perspective. That is, it needs to be carried out throughout the development process.

human career development, at all its stages taking into account the influence of scientific and technological progress.

Vocational training is considered an integral part of the education and training process and is one of the directions of school activities. However, this direction can only be highly effective when school leaders and educational institution managers know how to organize activities in a synchronous manner, together influencing learners to form professional personality, skills and expertise for students.

Many scientific research works of educators in many countries focus on vocational training. Notably, Germany, the former Soviet Union and now quite developed in the Russian Federation have officially introduced educational activities, labor education and career guidance for students.

In the Federal Republic of Germany, research works by scientists such as Walfgang Schulzl identified vocational training as a technical labor teaching activity to clarify the relevant knowledge imparted to students, helping students grasp the most basic knowledge, easily develop, and integrate into social working life. Through that, students form technical labor skills, demonstrating the viewpoint of learning while doing. The management of vocational training in this model is carried out entirely within the scope of general schools. Therefore, in Germany, it is impossible for someone to be called an electrician, bricklayer, barber or any other profession without a vocational degree, meaning that they have graduated from vocational training according to state regulations. Vocational students must also study culture, and have the opportunity to learn more about enterprise management if they want, so that they can start their own business later [cited, 1].

The vocational training model in the former Soviet Union is similar to that in the Federal Republic of Germany. Here, pedagogical scientists have mentioned a lot about vocational training for high school students; PP.Atutôp, Xia.Batustep, H.Sararinxki applied the method

Vocational labor practice method for students in school workshops, at inter-schools in the area with miniature machinery and equipment but still fully functional like factory production machines. Vocational training as above has been closely linked to the knowledge in the theoretical treasure of students, at the same time forming technical operations, vocational labor operations, students are connected to practical work through familiarization with machines, creating interest for students. The management of the DHNPT model is carried out within the school, but when applying the inter-school method, part of the management work has been changed to a coordinated form, combined with other management apparatus. The operation is not closed as in the Federal Republic of Germany [cited, 2].

Highly developed capitalist countries like the US also have a direction for students after graduating from high school, in which vocational training accounts for 24% in the years 1980 - 1990, 48% of students enter vocational schools and participate in production labor in 1995. In Japan, they seek to promote career guidance - vocational training for middle school and high school students with many flexible methods to promptly meet the needs of economic and social development in the most reasonable way in the strategic direction of national technical foundation, that is, using science and technology to reach out and build a technically powerful Japan. As in Korea, the significant development today is thanks to the vocational training model based on the training policies in high schools that combine study and work, meaning that the school specializes in training students to become competent people in many different professions such as auto repair, machinery and equipment, cooking, traditional technology, medical engineering... Their training method is to have experts from businesses directly teach students, operate educational programs that meet the needs of businesses, link with career guidance agencies and vocational training agencies, and share with each other the material foundation, human resources and available knowledge.

In order to meet the human resource needs of the ASEAN free trade market in 2003 and APEC in 2020, the vocational training system in Indonesia has been researched and strongly developed since 1993. In particular, the combination of vocational training between schools and enterprises has received special attention [6].

In 1999, in Thailand, the Government researched and built a "Vocational Training Cooperation System" to solve the problem of mismatch between vocational training and labor use, aiming to develop technical human resources in the future [7].

In general, research projects on vocational training and models of general vocational training abroad all pay attention to reforming objectives, content, methods, and technical facilities to improve the effectiveness of vocational training for high school students, that is, referring to vocational education and general vocational training. However, these research projects have not paid attention to the organization and management of general vocational training.

1.1.2. In Vietnam

In Vietnam, many authors have researched the issue of general vocational education, we must mention the author Nguyen Van Ho who mentioned the issue of "Establishing and developing a career guidance system for Vietnamese students" [8]. In which the author builds arguments for the general vocational guidance and vocational training system in the context of the country's socio-economic development, proposing a form of coordination between schools, vocational training institutions, vocational guidance and vocational training production facilities, and other forces participating in vocational education and vocational training for general students.

Author Pham Tat Dong also mentioned the issue of "Innovating career guidance work to suit the market economy. Thoroughly implementing the policy of innovating education and training, promoting the consolidation and development of General Economics - Career Guidance - Vocational Training Centers" [4], has researched the career orientation of high school students and established formal career guidance and vocational training programs for schools.

In his doctoral thesis in Education “Combining training at schools and enterprises to improve the quality of vocational training in Vietnam in the current period” [7], author Tran Khac Hoan proposed a general method and built specific management solutions to implement the combination of training at schools and production enterprises to improve the quality of vocational training in Vietnam in the current period. However, the solutions only stop at the general level, so it is necessary to continue to research and perfect specific measures to improve the quality of vocational training in the period of industrialization and modernization of the country in a wider range of regions, larger scale, more diverse training levels and occupations.

The study on "Solutions for developing vocational training to contribute to meeting the human resource needs for industrialization and modernization" [15] by author Phan Chinh Thuc has deeply researched and proposed new concepts and theoretical bases of vocational training, the history of vocational training and solutions for developing vocational training to contribute to meeting the human resource needs for industrialization and modernization in our country.

Authors Do Minh Cuong and Mac Van Tien have conducted a study on “Development of technical labor in Vietnam - Theory and practice” [3]. In this study, the authors mentioned the need for training technical labor in Vietnam. The contents are about improving the quality and standardizing the team of vocational teachers, innovating the methods of testing, evaluating, and certifying occupations in vocational schools, meeting the labor force in terms of quantity, quality and structure to ensure investment in vocational training, especially vocational training in general schools.

Author Nguyen Viet Su has done a rather elaborate study on “Vocational education - problems and solutions” [11]. In this study, the author has identified common problems in the vocational education system of Vietnam, from the program, content, methods, teaching staff, teaching quality, professional style, thereby proposing solutions to improve the quality of the vocational education system.

Author Phan Chinh Thuc has conducted a study on “Improving the capacity of vocational education managers in ASEAN regional integration” [16]. In this study, the author mentions the competency standards of vocational education managers, develops a competency framework for teachers of managers; proposes a number of models of the competency framework for vocational education managers and the process of implementing competency standards.

In general, the above research works have mentioned the issues of career guidance, vocational training and management of general vocational training at schools. However, there are very few works that mention the issue of management of general vocational training at vocational education centers - continuing education. We realize that this is an issue that needs further research attention.

1.2. Some basic concepts

1.2.1. Management

In terms of content, the term management has many different meanings:

According to Nguyen Minh Dao: "Management is the continuous, organized, and oriented impact of the subject (manager, organizer) on the object (management object) in terms of politics, society, culture, economy... through a system of laws, policies, principles, methods and specific measures, to create an environment and conditions for the development of the object" [5].

According to Nguyen Minh Dac, "Management is an essential activity that arises when people work and live collectively, it is the impact of the subject on the object. The most important of which is the human object, in order to achieve the common goals of the organization" [6].

Author Tran Kiem believes that "Management is the impact of the management subject in mobilizing, promoting, combining, using, adjusting, and coordinating resources (human resources, material resources, financial resources) inside and outside the organization (mainly internal resources) in an optimal way to achieve the organization's goals with the highest efficiency" [9].

According to the Vietnamese dictionary published by the Hanoi Language Dictionary Center in 1992 [13], management means: to look after and maintain according to certain requirements; to organize and control activities according to certain requirements.

Although the above definitions differ in their wording, they all demonstrate four basic elements of management: aiming at goals; through people; with techniques and technology; implemented in a certain organization [5].

Thus, it can be understood that: Management is the purposeful and planned impact of the management subject on the management object to achieve the set goals.

1.2.2. Teaching, general vocational training, general vocational training

1.2.2.1. Teaching

Teaching is a pedagogical process, with scientific content, carried out according to a special pedagogical method organized by the school and implemented by teachers to help students master the scientific knowledge system and form a system of knowledge and skills, improve academic level, develop qualities, abilities and perfect personality.

Thus, it can be understood: Teaching is the process of interaction between teachers and students to convey - control and acquire - self-control knowledge, helping learners develop intellectually and perfect their personality .

From a systemic approach, the teaching and learning process is a system of close interaction between the basic elements: goals, tasks, content, methods, means, forms of organization, teachers and learners. These elements interact with each other, penetrate and intertwine to carry out the teaching and learning goals and tasks in order to improve the quality and effectiveness of the teaching and learning process.

Teaching is considered an activity closely related to educational activities. The goal of teaching activities is to comprehensively develop the personality of the learner. The nature of teaching activities is to demonstrate the unity of teaching activities and learning activities, there is a dialectical unity between the elements of "teaching" activities and "learning" activities in the process of implementing teaching activities. It is a process of interaction and collaboration between teachers and students, the subject of teaching activities is the teacher, the subject of learning activities is the student. The process of active and creative movement

This subject makes the other subject develop and perfect in terms of qualities and abilities, at the same time this subject also perfects itself through looking at the other subject, receiving feedback from the other subject to adjust. The teaching and learning activities of teachers and students, if coordinated and in harmony, will maximize the creativity of students, helping them to mature through the learning process. The teacher's mission in teaching activities is to arouse and maximize the potential of students by designing and organizing learning activities in a reasonable way and always observing and receiving feedback from students to adjust teaching activities accordingly.

Thus, it can be understood that: Teaching activities are a unified interactive process between the teacher's teaching activities and the student's learning activities. In which, under the guidance of the teacher (teaching activities), students carry out learning activities in an active, proactive, and creative manner.

1.2.2.2. General occupations

In the production life of society, in the training of technical staff, the training of workers, we often talk about the concept of profession. Specializations with common and similar characteristics are grouped into a group of specialties and are called professions. Specialization is a narrow field of production labor in which people, with their physical and mental abilities, create material or spiritual values ​​as means of survival and development of society.

So, it can be understood: A profession is a collection of a group of similar, similar specialties.

A profession is a field of labor in which, through training, people acquire knowledge and skills to create material or spiritual wealth, meeting the needs of society. A profession is often understood as a stable job, providing income to maintain and develop the life of each person. A profession is not simply a way to earn a living but also a way to express and affirm one's own value.

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