CD Sd U LUAN Vt VIEC QUAN U HUAT UUNG GIAU UUG HUfiNG NGHIEP TRONG TRUONG DAY ISIGHI O ThS Bill VAN HUNG kudn li (QL) gido dye hudng nghiip (GDHN) l i d logi hinh QL mdi dd''''i vdi gido dye nghl ^ nghi$[.]
CD Sd U LUAN Vt VIEC QUAN U HUAT UUNG GIAU UUG HUfiNG NGHIEP TRONG TRUONG DAY ISIGHI O kudn li (QL) gido dye hudng nghiip (GDHN) l i d logi hinh QL mdi dd'i vdi gido dye nghl ^_ nghi$p V i i t Nam, dd, cdn ed nhung ngi dung v l If lugn de QL hogI ddng G D H N phij hgp, ihllt thye qud trinh ddo tgo (DT) nghl Bdl viel gidi ihi^u khung If lugn QL hogt ddng G D H N frong cde trudng dgy nghl (TDN), d l cdc frudng tham khdo vd vdn dyng vdo QL hi^u qud Khdi ni$m QL hogt ddng GDHN dya theo nguyin If chung cuo QL gido dye vd cd the duge hieu nhu sou: QL hoglddng G D H N td qud frinh tdc dgng cd eho dieh, hgp quy ludt cua chu t h i QL den cde dd'i tugng duge QL nhdm ddm l^do qud frinh hudng nglil$p (HN) eho hge sinh (HS) hge nghe, dgt duge myc Hiu ndng eoo hi^u qud DT eOa nhd frudng QL hogt ddng GDHN Id mdt mdng cua QL gido dye d cd'p vl md (QL nhd trudng) vd Id mdng quan trgng nhd't qud frinh DT d nhd hi/dng Cdc frudng mud'n phdt friln bin viJng, ndng coo hl^u qud, chd't lugng DT, cdn thyc hl?n td'l edng tdc QL G D H N Do do, QL hogt ddng GDHN eung hjdn thO theo chuc ndng ca bdn: k^hogch, td chuc, ehi dgo vd kiem tra (xem so do} ^„.^ Ke hoaeh ^ t Kilm tra Thdng Hn Td chue ^ ^ Chi dgo * ^ Sa dd Chuc ndng QL hogt dgng GDHN M y c H i u , dde di^m QL hogt ddng G D H N frong T D N Hiin nay, nhilu HS frong TDN chua hieu dugc ro Irudng se Idm gi vd thj frudng lao ddng (TTLD) ddi hdi d nghe cOa hg nhu i h l ndo NghTa Id, HS dang tbilu fri thuc ve nghe minh cdn hgc Trudc thye frgng dy, QL hogt dgng GDHN di dua cdng tde HN dl vdo trgf ty mdi, Tap ehi Blao due so ik* i - 3/aoia) ThS Bill V A N H U N G - giup nhd frudng DT fren co sd gide ngd v l trdch nhlim eOa HS frong loo ddng nghl nghiip, sou fri/dng; Idm eho hogt ddng GDHN cd nln n i p , chd't lugng vd hieu qud thill thyc; frong qud frinh DT n g h l , frong glal dogn hl§n nay; gdp phdn dn djnh tu h/dng, thue ddy ddng eo hge tdp eOaHS frong TDN QL G D H N phdi bdm sdl cdc giai dogn cuo qud frinh H N , dd Id: QL glal dogn GDHN frudc jtfido hge, khda hgc vd sou khod hgc Tuy nhiin, QL G D H N ed nhOng dde dilm cdn quan tdm quylt djnh QL, nhu: Nhd frudng phdi ehi dgo thyc hiin dung cdc d^c diem cua GDHN vd thyc hiin dOng cdc hogt d$ng GDHN Cdc b i i n phdp QL frong TDN v l G D H N Chu truong, chinh sdch: COng nhu td't cd cdc Irnh vyc hogt ddng xd hdi khdc, nhd fri/dng thyc hi^n vai frd, chuc ndng QL GDHN thdng qua h i ihdng ehu Iri/ong, chinh sdch ve G D H N , nhdm bdo ddm ede hogt dgng phij Ugp vdi myc tieu DT eua nhd trudng, Igl feh qud'c gia, Igi ieh eua xd hgl vd lung cd nhdn Vdn bdn phdp quy Id cdng cy quan frgng nhd't frong QL nhd Irudng Mgi hogt ddng, chO fri/ong H N , DT dugc the che hda bdng vdn bdn phdp quy cd gid hi t>dt huge, dd'i vdi mgl td chuc, ed nhdn tham gia ede hogt dgng G D H N Chien luge phdt triin nhd frudng Id mye fiiu md id ehuc muon hudng tdi Id khung hdnh ddng giup nhdfrudmgdgt dugc myc fiiu dd QL G D H N phdi gdn vdi djnh hudng phdt triln eua nhd frudng, td eo sd de ngudi QL dua ro nhi/ng quyet djnh QL phO hgp Sd mdy l6 ehuc eua cdc TDN ve GDHN Id mgt bg mdy td ehuc vdi ehuc ndng, nhiem vy, qijyin hgn cOo cde IDO phdn QLfrongnhd trudng v l GDHN Ngi dung QL hogt ddng G D H N frong TDN 1} QL ddu vdo cua cdng tdc HN Ddu vdo cua edng tdc H N bao gdm cdc ddi tugng hge nghl " Jnan Cao diu n^ kl tli>^ c6a( igh^ TP U Chi Miili nhu: HS phd thdng, nien tydod cdc cdng ding ddn cu, nlin xudt ngu vd nien ndng thdn qud trinh dd thj hda De ddm bdo edng Ide H N , ndng coo hieu qud DT, TDN edn chu frgng tdi mgt so' dde d i l m co bdn nhu: gldl h'nh, dg tudi, frinh hgc vdn, sd trudng, ndng lye nhgn thOc ve nghi cua ddi tugng tham gia hge n g h l Ngodi ro, cdc dieu k l i n ddm bdo G D H N , gdm: gido Wen, CBQL, edn bd Idm cdng Idc HN, nhdn viin tham gia GDHN, cdng ey HN, eosd vdt ehdt td nhCrng dieu kien ddm bdo hifu qud GDHN Do vgy, CBQL phdi chi dgo edc Phdng HN/Ban H N A r u n g tdm HN phdi hgp QL ddng bg hot y l u i d sou: - C^ ddi lugng tham gia hgc nghi; - Cdc diiu klin ddm bdo GDHN TDN 2} QL qud frinh tien hdnh HN Q u d trinh t i l n hdnh H N TDN IDOO gdm: hogt ddng gido dye nghe - hogt ddng dgy - hogt ddng hgc eua cdc lye tugng gido dye frong vd ngodi nhd trudng d i l n ro iheo nhijng giai dogn nhd't djnh, h/ giai dogn ddu vdo cho d i n HS tdt nghiip D l ddp ung dugc y i u cdu eOo TTLD, qud trinh l i l n hdnh H N phdi cdn cu chinh hJ hogt dgng sdn xud'l ihye t l eua ede doanh nghiep, y i u edu cua n g h l tiJ TTID Tu d d , djnh hudng, tgo nhu cdu (kfch cdu) thu, hinh thdnh ndng lye nghe cua HS theo y i u cdu cua TTID Q u d frinh fi^ hdnh H N thdng quo cdc mdn hge, bdi hgc vd nhiJng thdng Hn v l n g h l nhdm ddm l>do mye Hiu DT eOa nhd fri/dng [5o vdy, QL qud frinh Hln hdnh H N Irong TDN bao gdm: QL viee thye hien mye tieu, ngi dung, chuong trinh, phuong tien, ke hogch; QL vlic hgc nghe cua HS 3} QL dau cua cdng tdc HN Ddu ro eua edng tdc H N Id thda mdn dugc yeu cdu cua khda hge n g h l , thfch ung n g h l de hinh thdnh dugc ndng lye n g h l cuo HS tdt n g h i i p , h) dd thda mdn dugc nhu edu ngudi hge, ngudi sd dyng lao ddng vd ddp ung dugc yeu cdu cua TTLD Tuy n h i i n , theo bdo edo eOa Trung tdm Dy bdo nhu edu nhdn lye vd Thdng fin thj Irt/dng too ddng TP Hd Chf M i n h , chi cd khodng 80% sinh v l i n sou td't n g h i i p tim dugc viec Idm, 20% Hm \flec rat khd khdn, hode khdng ed v i i e Idm, phdi chuyin ddi n g h l hay Idm nhimg viec khdng dung frinh d g DT Trong tdng so' sinh vien lim dirge viec Idm ehf cd 50% Id cd v i i e Idm phCi hgp vdi ndng lye vd phdt frien td't, 50% vdn phdi Idm frdi n g h l , thu nhdp thd'p; viec Idm chua dn djnh vd ed t h i chuyin v l i c Idm khdc Do vdy, de gidm thyc frgng l i ^ n CBQL frong TDN phdi ehi dgo QL ddu mdt cdch ddng bd, gdm: QL ho frg cung cd'nghi vd sy gan bo vdi nghi dugc DT; QL thdng tin phdn hoi tir CBQl, gido vlin vd doanh nghiip; QL thing tin phdn hoi Kr sinh viin td't nghi$p 4} QL cdng fdc kiem fra, ddnh gid hogt ddng HN Kiem fra, ddnh gid Id v l i c xem xet, rd sodt cd he thd'ng vd khdeh quan ve edc cdng viec dang frien khai hode d d hodn thdnh; giup Idm ro viee hjdn ihu, thyc hien frdch nhiem vd phdt hien nhOng khd khdn, vudng mdc ndy sinh; fim bien phdp khde phye hode phdng ngiro Cdng Idc kiem fro, ddnh gid eho p h i p rut cde bdl hgc kinh nghl$m frong v l i c ro quylt i^nh QL GDHN frong nhd frudng GDHN frong TDN gdn liln vdi qud frinh DT cua nhd tn/dng n i n k i l m fra, ddnh gid dugc t i l n hdnh theo hoi hinh thue eo ladn: - Kiem tra, ddnh gid liin frinh gido dye nghe, bao gdm: ddnh gid nhgn ihue n g h l , chuyin cdn, y ihuc iham gia hgc n g h l , khd ndng ddp ung y i u cdu cuo nghe vd kiem fra djnh ki; - Kl^ fra, ddnh gid tdng kit Id rut bdi hge kinh n g h i ^ cho luong lal thyc hien xong qud trinh G D H N , bao: ddnh gid muc d d dgt cua HS, nhung thudn \gi, khd khdn frong thyc hi^n vd h l i u qud DT cua nhd frudng Td chuc k i l m fra, ddnh gid hogt d$ng GDHN frCMig TDN mgl cdch ehdt diS, nghiim luc vd khddi quan Id y i u edu dde blel quan frgng, d l ddm iDdo mye fiiu DT cOa nhd frudng vd ddp dng dugc yeu cdu eua TTLD Dieu ndy cd tde ddng lich eye den gido v l i n , cdn b d iham gia frcMig qud frinh gido dye n g h l vd HS HS hgc nghe phdi nghiem hjc; cdn b d , gido vien cung phdi Idm trdn duge frdch n h l i m ei3a minh frong qud frinh thyc hien 5) QL hi thd'ng cdng cy fhlet bi HN H i ihdng edng ey ihiet b| H N Id y l u td co bdn de ddm bdo qud frinh HN eua nhd trudng, gdm: - Cdng ey HN trudc khda hgc td nhung dyng cy cua nghe, cde bg frde n g h i i m , bdng hdi, ladng md td n g h l , bdng tdng k i t kT ndng n g h l , mdy h'nh, mdy chilu, bdng cung cd'p thdng Hn ve nghe, ede d u lieu, cdng cy, thilt bj eua ngudi \ao ddng Idm v i i e thyc l l tgi h i i n Irudng ; - Cdng cy fhlit bj HN liin trinh gido dye nghi: ehuong frinh DT n g h l , vdt h; ihyc tdp n g h l , cde md hinh ihyc Idp, xudng thyc tdp, t h i ^ bj vd mdy mde cua doonh nghiep duge nhd trudng phd'l hgp thyc h i i n gido dye nghl Tuy n h i i n , d l 6dm tado duge qud frinh HN, ndng coo hieu qud DT, ddp ung y i u edu cua TTID, (Xem tiip trang 40} Tap ehi Blao due so (kn • s/aom ndng tyc su phgm cho bdn thdn, gdp phdn ndng cao chd't tugng gido dye eho nude nhd • Tdi li^u tham khdo NguySn PhOc Chinh "Gi&o dye nSn nfp Id cuong, idng say m& nghS ngtu$p cua dOi ngQ giving vi£n" Hoi nghi Gidi phdp ndng cao*chdt iitryng ddo t^o theo hpc chi tin chi, Th4i Nguyftn 2011 BO GD-DT Quy ch^43/2007/QD-BGDDT Quytfldinh v l vi$c ban hiinh "Quy djnh d^o t^o d^i hoc vk cao dang h$ ctu'nh quy theo h$ thcing tin chi", T h i i Nguyen 2010 " T ^ U^u t ^ h u ^ vt phuong thOc dko t^o theo tin ctiT' Trudng D^ii hoc Ichoa h(x; xa hOi vk nhSn van - Dpi tiQC quCic gia H& NOi 2011 Cirscliluan Ulip theo trang 34) rill QL h i riidng cdng ey t h i l l bj H N edn ddm bdo bo ngi dung sou: xdy dyng vd bi sung ihudng x u y i n di cd mdt he thd'ng hodn ehinh ve cdng cy thiet bj H N ; tri, t>do qudn tdt he thd'ng edng cy rtiilt bj H N ; khoi thdc si> dyng cd hieu qud H i thdng cdng cy riiilt bj H N cd y nghlo quan h-gng vd khdng t h i t h i l u diroe qud Mnh HN NhiJng edng ey t h i l t bj phdi ed ddy dO v l sd lirgng, chung logi vd ddp ung dugc myc tliu GDHN ciia nnd Irudng d} QL phuong phdp HN td mgt y l u td quan SUMMARY trgng Irong qud trinh GDHN eho HS Cd nhilu J' The confenft of the article mention some genercri k i l n cho rdng, edn ed phtrong phdp H N r i i n g cho Issues about the current status of teaching staff at CoSege ofEducatton - Thai Nguyen Unlveislty, dnd spe- HS Irong edc TDN (ddy Id mdt quan d i l m dung v l cific analysis of expertise requirementsthat lecturers must GDHN), vi H N hong TDN cd dde rtiO rieng vd c6 take over to meet credit-based training model The tlie lya chon, vdn dyng, Iriln khoi cdc [i^uong phdp auttior has analyzed Intensively ttie requirements of sou ddy: - Phirong phdp cung edp tfidng Hn; - Si> tviK> operations: Curriculum development and lecture outlining development If lecturers meet these require- dyng ede b^ h-de n g h i i m ; - Thdo ludn nhdm; ments w6S It wlH help lecturers carry out effective teex:ti Tdng k i t kl ndng vd kinh nghiim n g h l ; - Thi/c Ing hours txised on the credlt-lxised training hdnh n g h l ; - H N quo g i d hge l l thuylt n g h l ; - Thyc t l tgi doanh n g h i i p ; - Ddng vol; - Thdo ludn, trao ddi vdi cdng nhdn Idm viie tgi h i i n tn/dng Chien lirac day hoc (Tiip theo frang 54} luge, nhieu s i ddn d i n phdn tdc dyng vd khdng ndng eao dugc ehdl lugng dgy hgc Q Tdi li^u tham ktado NguySn Quang UJn Tftm If hpc d^l cuong NXB Dt?i hpc qu&c gia, H 1999 M N SacdacOp T u cda hpc sinh NXB GidP difc H 1970 R S Rubinstein V i tir v& nhttng dudng k h i o s d t n NXB Gido (J(^c,H 1958 Rot)ert J Marzano Ngh$ thu$t vd khoa hpc day hpc (NguySn Htm Chau djch) NXB Gido due Vi^i Nam, H.2011 Edward de Bono Teaching thinking Penguin Books, 1991 R S Nickerson D^y ki nSng tir (l^i liOu h6 try dgiy hoc tiJ xa) Dy &a Vi^t - Bi, H 2000 SUMMARY To be successful in teaching In general, teaching thinking to students In particular will have resonance for many elements In which, according to the author, an Important factor Is crucial the teacher strategics of teaching thinking The post/actlcle stresses the importance of the teacher strategics of thinking teaching, also offer a number of strategies and development of teacher strategics be applied In teaching to develop student's thinking on the basis of various studies consult educational experts as well as practical experience of the self D l QL hogI ddng G D H N dgt hieu qud, h-ong qud h-inh DT, cdc TDN cdn xdc djnh rd Ichdl ni$m: QL hogt ddng G D H N , mye Hiu QL G D H N , Ajc d i l m QL G D H N , edng ey QL G D H N , ngi dung QL GDHN T r i n co sd d d , ede Irudng vdn dyng vdo QL phCi hgp nhdm ndng cao hl^u qud DT, ddp ung y i u cdu eOa thj fi-udng too ddng vd gdp phdn phdt h-lln b i n vung nhd trudng • Til ll$u tham khio BO Lao dOng - Thuong binh v i Xa hOi Chlthf sd02/ CT-BLDTBXH ngdy 01/10/2010 vi thuc hi^n nhiim v(i Cdng tdc hpc sinh, sinh viin ndm hpc 2010-2011" NguySn Thj M^ LOc Q u i n If, lanh d^o nhd trudmg ih€ ki XXI NXB fipi hpc guifc gia Hd Ndi 2009 A Zaleznik Managers and Leaders: Are They Different? Harvard Business Review 1977 W G Bennis - B Nanus Leaders: The Strategies for Taking Charge New York: Harper & Row 1985 SUMMAIZY Management of vocational counseling education at trade schools to be effective, the following rationale on the management of vocational counseling education at trade schools: concept, objectives, characteristics, instrument, content management of vocational counseling education at trade schools Tap chifilaodue s6 (ki i • a/aoia) ... khdn, hode khdng ed v i i e Idm, phdi chuyin ddi n g h l hay Idm nhimg viec khdng dung frinh d g DT Trong tdng so'' sinh vien lim dirge viec Idm ehf cd 50% Id cd v i i e Idm phCi hgp vdi ndng lye vd... eho HS Cd nhilu J'' The confenft of the article mention some genercri k i l n cho rdng, edn ed phtrong phdp H N r i i n g cho Issues about the current status of teaching staff at CoSege ofEducatton