Vocational Education Activities Management

national and local, the need for social reserve labor, understanding of basic and traditional occupations of the locality. On that basis, guide students to choose the direction of study and career suitable to their personal capacity to meet the requirements of society.

- According to the regulations of the Ministry of Education and Training, career guidance activities are held once a month to introduce, promote and explain the profession. When introducing, it is necessary to focus on some basic points such as: position, role, prospects, basic activities of the profession, qualities, required labor capacity, necessary subjects for the profession. The school itself collects and uses documents, reference books... based on production facilities, parents of students, local technical staff to introduce the profession to students.

* Career guidance through extracurricular activities

- Extracurricular activities serving career guidance include the following forms: subject extracurricular activity groups (biology, physics, chemistry, math, engineering, etc.), production tours, career seminars, guiding students to learn about careers, and career guidance rooms. Each well-organized form has the effect of introducing careers, developing career interests, guiding students to learn about careers, and getting acquainted with different types of labor. In the above forms, building and using career guidance rooms has a positive orientation effect, career guidance rooms are considered material and technical facilities serving career guidance on the basis of introducing career images and labor products. Career guidance rooms in general schools have the task of educating the right attitude towards work and careers; providing students with necessary and minimal knowledge of some local industries and occupations, and traditional local occupations; Develop career interests and organize students to become familiar with production, guide them to enter professional activities after graduation.

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- The above forms of career guidance, carried out in close combination with each other, will contribute to improving the quality of comprehensive education, orienting the majority of graduates to the collective and family production sector, actively preparing for the training of talents for the country. Our country's economy has not developed strongly, the network of industries and occupations has not expanded, the structure of industries and occupations is not stable, there is no difference between rural and urban areas, the popular idea of young people leaving the countryside to go to the city, creating the problem of urgently solving the relationship between career guidance and the use of graduates. If this issue is not given due attention, all forms of career guidance will become meaningless. Therefore, expanding industries and occupations, and having a plan to use the workforce is very necessary. At the same time, authorities at all levels, vocational training centers, production facilities, social forces, and parents help schools solve difficulties in building material and technical facilities to serve career education in general schools.

* Career guidance through industry and profession introduction

- To help students understand the profession, schools use a labor session every month to introduce, promote, and explain the profession. The main content of these sessions is to introduce students to an overview of the economic development of the country and the locality, the need to use social reserve labor resources, and understanding of basic and traditional professions of the locality.

- When introducing a career, it is necessary to focus on some basic points such as: position, role, prospects of basic activities of the career, required labor qualities and abilities, and general subjects necessary for the career.

- The school collects and uses documents, books, newspapers, pictures, films, television, based on production facilities, parents, students and technical staff.

local to introduce the profession to students.

1.4. Management of career education activities

1.4.1. Objectives of managing GDHN activities

Vocational education management actively and effectively contributes to student streaming, preparing students for working life or continuing training in accordance with their own abilities and social needs.

1.4.2. Functions of managing GDHN activities for students

- Managing vocational education for students contributes to the realization of educational goals. Vocational education activities aim to concretize the goals of "Improving people's knowledge" and "Training human resources". To achieve these goals, education and training must be comprehensive and gradually innovate in management, content, methods, and forms of education; must attach importance to the field of continuing education, educating everyone, building socialized learning, training and retraining, developing a model of continuous learning to both consolidate and improve professional qualifications, ensuring a balanced supply of labor, adapting to local needs.

- Management of vocational education goals for high school students must be based on the Party's leadership through guiding viewpoints on innovation of high school education programs, associated with the integration of subjects with socio-economic fields, labor market, attaching importance to general vocational education, providing necessary information on labor needs in the general development trend of the world, of the country's reality, thereby creating a premise for students to have orientation right from high school level to practice, assert themselves, orient and have the ability to solve well the needs of careers after high school, students have the ability to continue studying at higher levels or vocational orientation to ensure that it is suitable for both interests and career needs of the locality. In order to help high school students have a good awareness of their future orientation, vocational education ensures the provision of adequate knowledge about the field.

professional fields of society, professions that society needs, extensive information about the world of professions, the labor market, requirements for qualities and abilities of each person to adapt to each professional field.

- When managing career guidance, career guidance managers need to perform the following four management functions:

+ Planning function: Planning vocational education tasks is the process of making specific plans for activities and forms of vocational education at all levels of educational management. This is the most basic function, paving the way for the implementation of other management functions.

+ Organizational function: Implementing the organizational function in career management is to carry out the process of designing the apparatus, arranging, using and developing resources, in which the focus is on human resources.

If planning is likened to design in construction, the organizational function is considered as the arrangement of resources (human resources, finance and materials) for the construction of the design. If the resources are arranged reasonably and scientifically, the work in the design will be carried out smoothly, at reasonable costs and with satisfactory results. In vocational management, if the organizational function is performed well, the management apparatus will be designed and perfected and the operating mechanism and coordination between departments will be determined to carry out vocational education tasks in a reasonable and scientific manner. Thereby, the capacity of each educational institution, each individual and each agent in vocational education will be maximized. At the same time, unity and close cooperation between individuals, departments, resources and agents will be created in the implementation of vocational education goals and tasks. It can be affirmed that implementing the organizational function is extremely necessary because it has a decisive influence on the success or failure of implementing the career education plan.

+ Direction function: Direction is the process of influencing individuals and

The collective task of vocational education is to make them strive voluntarily and enthusiastically to achieve the common goal of vocational education.

The direction function is very important in the career education management cycle for the following reasons: By seriously implementing the direction function, career guidance managers maintain discipline and order in educational institutions in the area, and in the implementation of career education tasks by cadres and teachers in educational institutions. Through the implementation of the direction function, career guidance managers guide, persuade, encourage and motivate cadres, teachers and other career guidance agents to maximize their own abilities to achieve the goal of career education in an optimal way. Coordinate with career guidance agents, organizations and unions inside and outside educational institutions to effectively implement career guidance education.

+ Inspection and evaluation function: Inspection and evaluation in career guidance management is the process of collecting and exchanging information to review and evaluate whether career guidance activities are following the plan in terms of progress, expected results and quality or not?

Inspection must go hand in hand with evaluation. Evaluation is the process of processing information collected through inspection, from which to make judgments about the progress and results of implementing vocational education tasks. When talking about the meaning and role of the inspection and evaluation function, Uncle Ho pointed out, "If inspection is skillful, all shortcomings will be exposed and the work will definitely be better in the future." The late Prime Minister Pham Van Dong also pointed out, "Inspection is the main job of a manager because if there is no inspection, it means there is no management, no proper performance of one's duties."

In the process of career guidance management, the implementation of inspection and evaluation functions is very necessary, in order to: Review the career guidance activities of educational institutions and departments to see if they are consistent with the tasks set out in the plan.

vocational education plan or not. Consider the advantages, shortcomings and causes of shortcomings in the vocational education process at the facility to promptly adjust management decisions. Consider whether the implementation of the vocational education plan is suitable for the existing resources of the educational facility or not. Have a basis for making and/or perfecting management decisions, and at the same time have a basis for assessing the appropriateness of vocational education management decisions. Thereby, there are timely adjustments to inappropriate and/or ineffective management decisions in practice. Demonstrate one's authority and responsibility for the task of vocational education, and at the same time know the attitude and responsibility of subordinates for the decisions that have been made. Discover new factors, potential and creative abilities of subordinates when performing vocational education tasks to promptly train or adjust personnel. Help vocational management staff have timely support measures if necessary. Collect information to have a basis for timely and objective assessment of the progress and results of vocational education of educational institutions. The results of inspection and assessment are an important basis for assessing the effectiveness of vocational education, innovating and perfecting the organization, and at the same time, are the basis for planning the next vocational education.

- The four functions above form a management cycle, in which the most important factor to note is the information factor which plays a very important role in all management functions of vocational education activities at school. The information factor plays a very important role because information in vocational management is the scientific basis for vocational management staff to:

+ Career management planning;

+ Develop and disseminate career education goals and tasks to career guidance agents and students ;

+ Search, exploit, allocate, organize human resources and other

Other resources to effectively participate in career education at educational institutions and localities;

+ Select and develop staff and teachers and organizations and unions participating in vocational education;

+ Propaganda, dissemination, and raising awareness of agents and students about career guidance;

+ Direct, guide, control, promote and create a favorable environment for individuals and departments inside and outside the industry to participate in career education;

+ Check and evaluate the results of vocational education at other educational institutions;

+ Support students to learn more fully about the main occupations in society; Information about the recruitment/labor market in the locality, country, about university, college, vocational school admissions...;

+ Help parents and career guidance agents inside and outside the school have complete, accurate and reliable information about career education, thereby actively supporting career education for high school students.

Through analysis, it is shown that the information factor plays an extremely important role in career education management. The information factor can be likened to the blood vessels that connect management functions, conveying necessary and timely information so that career education activities are operated according to plan and achieve results. The responsibility of career guidance managers is to organize and build an information system to serve career guidance management.

1.4.3. Contents of managing career guidance activities for students

The content of educational management is to manage the elements that make up the overall educational process, including: educational goals, educational content, educational methods, educators, educated people, educational results, and at the same time manage facilities, teaching and educational equipment, and educational environment.

education, educational forces.

The management of educational activities for students must focus on planning, program content, methods, etc., and all related factors.

* Manage GDHN activity plan

This is the goal of education development in general and GDHN in particular, helping managers determine the best measures to achieve the goal. When planning, the principal needs to complete two tasks: correctly identifying the goals needed to develop GDHN and prescribing feasible measures that are consistent with the viewpoints and policies of each stage of the country's development.

In the management process, the planning function is the first function, it has the role of guiding all activities, is the basis for mobilizing maximum resources for the implementation of goals and is the basis for checking and evaluating the implementation of goals of the unit and of each individual. Currently, the GDHN program has been compiled by the Ministry of Education into books for grades 10, 11, 12, each grade has separate GDHN topics. Based on the prescribed program and plan, the school principal builds a specific plan for GDHN work of the school.

* Content management, GDHN program

- The job of career guidance is a system that controls students' career motivations. This system includes:

+ Controlling entities: Schools, state agencies, social organizations.

+ Means and methods of control: Career guidance work in schools, family education, career orientation information from state professional agencies.

+ Control object: Motives and value orientations of students