Pictures, visual aids, subject classrooms, functional rooms... suitable for the characteristics of each educational content.
+ Regarding documents, reference books need to be provided to teachers. Priority should be given to purchasing books on professional, technical, and skill guidance to serve self-training and self-improvement of capacity for self-directed education skills for ethnic minority students.
- It is necessary to ensure good policies for teachers and encourage them. Timely reward and encourage teachers who have made great contributions and achievements in educating self-reliance skills for ethnic minority students.
c) How to implement the measure:
- For the Department of Education and Training:
Leaders of the Department of Education and Training and the Department of Education and Training need to actively coordinate with departments, unions, social organizations, and organizations operating in the field related to autonomous skills education to mobilize and attract financial resources to purchase teaching equipment and facilities for autonomous skills education in schools...
- For Principals of Secondary Schools
+ Fully invest in equipment and facilities including documents, books, projectors, computers, smart boards, teaching software, internet to serve self-reliance skills education.
+ Request funding from the Department of Education and Training to invest in the missing facilities in the autonomous skills education program.
- For teachers directly involved in teaching autonomy skills to ethnic minority students
+ Effectively use resources on facilities and equipment for autonomous skills education. Especially information technology equipment and educational software to bring high efficiency.
* Conditions for implementing measures:
The Department of Education and Training needs financial resources to serve the activities of educating self-reliance skills for ethnic minority students in secondary schools.
The Department of Education and Training and secondary schools need to increase investment in facilities, information technology equipment, projectors, smart boards, teaching software,
Providing self-reliance skills education activities for ethnic minority students in secondary schools.
The Department of Education and Training and secondary schools must have policies and mechanisms for teachers who teach autonomy skills to ethnic minority students in secondary schools.
Propaganda and persuasion work to mobilize financial resources for self-reliance skills education activities for ethnic minority students in secondary schools.
Departments need to have the right awareness of the role and responsibility for activities of educating self-reliance skills for ethnic minority students in secondary schools.
3.3. The relationship between measures to manage autonomous skills education for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province
It can be affirmed that in order to improve the effectiveness of self-control skills education for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province, it is necessary to implement the above 5 measures synchronously. Although each measure aims to achieve a certain goal, all 5 groups of measures are closely related, closely related, and complement each other.
In which, measure 1 plays the role of basic measure; measures 2, 3, 4 are basic measures; measure 5 is supportive and supplementary to the above measures.
The unity and consensus in implementing these measures is the basic premise to create the overall effectiveness for the whole process of organizing self-reliance skills education for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province in the coming time and sharing the same ultimate goal of contributing to improving the quality of education in secondary schools in disadvantaged areas of Lao Cai province.
All the above measures have a dialectical relationship with each other. When using the measures, it is necessary to be flexible and adaptable to improve management efficiency. Combining the measures will be the key factor in deciding the effectiveness of self-control skills education for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province.
Each measure has its own strengths, but depending on each situation and environment, each school has appropriate and effective measures.
more necessary. To achieve high efficiency in the process of organizing autonomous skills education activities, no measure should be taken lightly, but all measures must be implemented synchronously because those measures are closely linked together, have a binding relationship that governs each other, creating conditions for support and complementing each other in the management process of the Principal.
3.4. Survey the urgency and feasibility of proposed measures
3.4.1. Purpose
Evaluate the purpose and effectiveness, necessity and feasibility of 6 proposed measures to effectively manage autonomous skills education activities for students. From there, make adjustments and apply measures to manage autonomous skills education activities.
3.4.2. Content and implementation
Step 1: Determine the content of the questionnaire to ask for experts' opinions on measures to organize training in school counseling skills for teachers of secondary schools in Bao Yen district, Lao Cai province.
Step 2: Determine criteria and select experts.
From proposing measures to organize and manage autonomous skills education for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province, we surveyed the opinions of 70 managers and teachers in the schools.
Step 3: Consult with experts and process questionnaires.
The survey form on the urgency of measures to organize training and education on autonomy skills for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province proposed to be evaluated at 3 levels: Very urgent (3 points); Urgent (2 points); Not urgent (1 point).
Similarly, the survey on the feasibility of proposed measures is also calculated according to 3 levels: Very feasible (3 points); Feasible (2 points); Not feasible (1 point).
Thus, the scale is used consistently with 3 levels, so the maximum average score is 3 points, the minimum is 1 point in decreasing order. With this scale, the difference in points between each level is 0.66, specifically as follows:
High: 2.35 ≤ GPA ≤ 3
Average: 1.68 ≤ GPA ≤ 2.34 Low: 1 ≤ GPA ≤ 1.67
3.4.3. Survey results
3.4.3.1. The necessity of measures to manage self-control skills education for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province
Table 3.1. Results of the survey on the necessity of measures to manage self-control skills education for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province
Measures
Level of need | Total points | Average | Rank | ||||||
Very necessary | Necessary | Are not necessary | |||||||
Number quantity | Point TB | Number quantity | Point TB | Number quantity | Point TB | ||||
(1) Organize awareness raising for managers, teachers and students about the importance of educating students on autonomy skills. ethnic minority people | 49 | 147 | 21 | 42 | 0 | 0 | 189 | 2.70 | 2 |
(2) Directing the training of teachers on the capacity to organize autonomous skills education activities for ethnic minority students | 51 | 153 | 19 | 38 | 0 | 0 | 191 | 2.73 | 1 |
(3) Directing diversification of content and forms of organizing autonomous skills education for Ethnic minority students | 38 | 114 | 32 | 64 | 0 | 0 | 178 | 2.54 | 4 |
(4) Directing innovation in testing and evaluating results of autonomous skills education for foreign students. DTTS | 39 | 117 | 31 | 62 | 0 | 0 | 179 | 2.56 | 3 |
(5) Strengthening the base material, equipment | 38 | 114 | 32 | 64 | 0 | 0 | 178 | 2.54 | 4 |
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ethnic minority students
Group average score | 2.61 | ||||||||
technical service for self-reliance skills education
The average score for assessing the necessity of the measures was
2.61. With this score, the measures to manage autonomous skills education activities for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province that we proposed are assessed as very necessary.
When considering each measure separately, it shows that all 5 measures to manage self-control skills education activities for ethnic minority students proposed by secondary schools in Bao Yen district, Lao Cai province are assessed as very necessary, with an average score ranging from 2.54 to 2.73. In particular, the most urgent measure is Directing training for teachers on the capacity to organize self-control skills education activities for ethnic minority students with an average score of 2.73, ranked 1/5. The remaining measures are also highly appreciated. In particular, the 2 measures Directing diversification of content and forms of organizing self-control skills education for ethnic minority students and Strengthening facilities and technical equipment for self-control skills education for ethnic minority students are assessed to have the same level of necessity with the same average score of 2.54.
These results are relatively consistent with the survey results on the current status of managing autonomy skills education activities for ethnic minority students at secondary schools in Bao Yen district, Lao Cai province.
3.4.3.2. Feasibility of measures to manage autonomous skills education activities for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province
Table 3.2. Survey results on the feasibility of measures to manage autonomous skills education for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province
Measures
Feasibility | Total points | Average | Rank | ||||||
Very feasible | Possible | Are not feasible | |||||||
Number quantity | Point TB | Number quantity | Point TB | Number quantity | Point | ||||
(1) Organize awareness raising for managers, teachers and students about the importance of educating students on self-control skills ethnic minorities | 49 | 147 | 21 | 42 | 0 | 0 | 189 | 2.70 | 2 |
(2) Directing teacher training on improving capacity to organize activities to educate students on autonomy skills. ethnic minority people | 51 | 153 | 19 | 38 | 0 | 0 | 191 | 2.73 | 1 |
(3) Directing diversification of content and forms of organizing autonomous skills education for students. ethnic minority people | 39 | 117 | 31 | 62 | 0 | 0 | 179 | 2.56 | 3 |
(4) Directing innovation in testing and evaluating results of self-control skills education for students ethnic minorities | 32 | 96 | 38 | 76 | 0 | 0 | 172 | 2.46 | 5 |
(5) Strengthening facilities and technical equipment to serve the education of autonomy skills for students. ethnic minorities | 38 | 114 | 32 | 64 | 0 | 0 | 178 | 2.54 | 4 |
2.60 |
Group average score
Similar to the results of the necessity test, all five measures for managing autonomy skills education activities for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province were assessed as very feasible, with an average score ranging from 2.46 to 2.73. In which, the most feasible measure was Directing training for teachers on the capacity to organize autonomy skills education activities for ethnic minority students, ranked first. Next was the measure Raising awareness for managers, teachers, and students about the importance of autonomy skills education for ethnic minority students ; Ranked third and fourth, respectively, were the measures Directing diversification of content and forms of organizing autonomy skills education for ethnic minority students and Strengthening facilities and technical equipment for autonomy skills education for ethnic minority students. In particular, the measure of Strengthening the direction of innovation in the method of inspection, supervision and evaluation of the results of autonomous skills education for ethnic minority students is rated lower in terms of feasibility. In fact, the implementation of this measure depends on many factors, besides, the testing of autonomous skills results requires specific, practical situations such as working time conditions of the principal team, the capacity to use information technology as well as the facilities for training and the investment of training funds by the government and the industry for autonomous skills education. Therefore, it can be seen that the test results we obtained are appropriate and objective.
3.4.4. Assessment of the correlation between the necessity and feasibility of measures
2.73
2.7 2.7
2.73
2.56 2.56
2.54 2.54
2.43 2.46
2.8
2.7
2.6
2.5
2.4
2.3
2.2
1 2 3 4 5
Necessity
Figure 3.1. Necessity and feasibility of measures to manage autonomous skills education for ethnic minority students in secondary schools in Bao Yen district, Lao Cai province
To analyze the fit between necessity and feasibility, we use the rank correlation coefficient R (Spearman):
6 d 2
R 1
n ( n 2 1)
In which: n is the number of proposed measures; d is the rank difference of the two quantities being compared.
- If R has a value greater than 0 (positive), then necessity and feasibility are positively correlated;
- If R has a value less than 0 (negative), then necessity and feasibility are inversely correlated.
- If r is 1 then the correlation is strongest.
Table 3.3. Correlation between necessity and feasibility of measures
Measures
Level of need | Feasibility | d 2 | ||||
Total point | Average | Rank step | Total point | Average | Rank step | |
for ethnic minority students
189 | 2.70 | 2 | 189 | 2.70 | 2 | 0 | |
(2) Directing training for teachers to improve their capacity to organize activities to teach students self-control skills. ethnic minorities | 191 | 2.73 | 1 | 191 | 2.73 | 1 | 0 |
(3) Directing diversification of content, Forms of organizing autonomous skills education for ethnic minority students | 179 | 2.56 | 4 | 179 | 2.56 | 3 | 1 |
(4) Directing innovation in inspection methods Investigate and evaluate the results of self-reliance skills education for ethnic minority students | 170 | 2.43 | 3 | 172 | 2.46 | 5 | 4 |
(5) Strengthening facilities and equipment Technical equipment for teaching autonomy skills to ethnic minority students | 178 | 2.54 | 4 | 178 | 2.54 | 4 | 0 |
Total | 5 |