Tóm Tắt: Quản lý hoạt động dạy học ở các trường tiểu học có học sinh dân tộc S’tiêng theo tiếp cận năng lực

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VINH UNIVERSITY

TRAN THANH THANG

MANAGEMENT OF TEACHING ACTIVITIES

THROUGH A COMPETENCY-BASED

APPROACH IN PRIMARY SCHOOLS WITH

S’TIENG ETHNIC STUDENTS

SUMMARY OF DOCTORAL THESIS IN

EDUCATIONAL SCIENCE

Major: Educational Management

Code: 9140114

NGHE AN - 2024

INTRODUCTION

1 Reason for choosing the topic

Resolution No 29/NQ-TW on the fundamental and comprehensive renovation

of education and training, promulgated by the 11th Central Executive Committee of the Communist Party, emphasizes that “The development of education and training is integral to enhancing intellectual standards, cultivating human resources, and nurturing talent It necessitates a paradigm shift from the traditional emphasis on knowledge transmission to a holistic approach aimed at fostering comprehensive development of learners' competencies and attributes.” This directive underscores the urgent need for competency-oriented education, reflecting the Party's perspective on fundamental and comprehensive educational reform in the present era

The Education Law (2019) further delineates the objectives of general education, stating that its aim is “to holistically develop learners in morality, intellect, physical health, aesthetics, and fundamental skills; to nurture personal competencies, dynamism, and creativity; to foster the personality of Vietnamese socialist citizens with

a sense of civic responsibility; and to prepare learners to pursue higher education, vocational training, or engage in labor, nation-building, and defense.”

Primary education serves as the foundational component of the general education system and the broader educational framework It facilitates students in

“forming and developing essential elements that underpin harmonious physical and mental growth, qualities, and competencies, with a central focus on instilling values related to self, family, community, and necessary habits and routines in learning and daily life.” The overarching goal of primary education is “to lay the initial groundwork for the development of students' morality, intellect, physical health, aesthetics, and competencies, thereby preparing them for secondary education.”

The General Education Curriculum, including the Primary Education Program issued under Circular 32/2018/TT-BGDĐT, introduces several significant innovations Among these, the most fundamental is the shift toward “developing learners' qualities and competencies through educational content that integrates foundational, practical, and modern knowledge and skills; ensuring a balance among morality, intellect, physical health, and aesthetics; and emphasizing the application of knowledge and skills to solve practical problems in learning and daily life.” To achieve these goals, school activities, including teaching processes, must adopt a competency-based approach

As of 2019, the S’tieng ethnic group comprised 100,752 individuals residing across 34 of the 63 provinces and cities in Vietnam, ranking fifth among ethnic minorities They predominantly reside in the provinces of Binh Phuoc, Đồng Nai, and Tây Ninh, with the vast majority concentrated in Binh Phuoc (88,425 individuals, accounting for approximately 95.6% of the total population) In Binh Phuoc, there are currently 10,215 primary school students of S’tieng ethnicity, representing 49.6% of the total ethnic minority student population in the province Enhancing the quality of teaching activities in primary schools with S’tieng students to align with the 2018

General Education Curriculum, while tailoring these activities to the unique characteristics of these schools, is essential to ensuring educational equity for these students, both presently and in the future, and fostering equality among ethnic groups

The effective implementation of competency-based teaching activities in primary schools with S’tieng students depends significantly on robust management This involves purposeful and systematic interventions by management entities directed toward managed subjects to achieve defined teaching objectives Based on the competencies outlined in the 2018 General Education Curriculum that S’tieng students are expected to achieve, management entities must identify specific components for each element of competency-based teaching activities, ensuring alignment with the psychological and physiological characteristics of these students However, the current management of teaching activities in primary schools with S’tieng students in Binh Phuoc Province exhibits numerous limitations and has yet to fully adhere to a competency-based approach

To date, there has been a paucity of research specifically addressing teaching activities and the management of such activities through a competency-based approach

in primary schools with S’tieng students

In light of these considerations, the present study focuses on the topic:

“Management of Teaching Activities through a Competency-Based Approach in Primary Schools with S’tieng Ethnic Students” for further investigation

2 Research purpose

Based on theoretical and practical research, this study proposes measures for managing teaching activities in primary schools with S’tieng ethnic students through a competency-based approach These measures aim to enhance the quality of teaching activity management, aligning with the 2018 General Education Curriculum in primary schools with S’tieng ethnic students

3 Object and subject of research

3.1 Research object: teaching activities in primary schools with Stieng ethnic

students according to competency approach

3.2 Research Subject: Management of teaching activities in primary schools with S’tieng ethnic students through a competency-based approach

4 Scientific Hypothesis

Teaching based on a competency-based approach is an urgent requirement to meet the demands of current general education reform Over the past period, competency-based teaching activities in primary schools in general, and in primary schools with S’tieng ethnic students in particular, have achieved initial results but still face numerous limitations and inadequacies The primary cause of these shortcomings lies in the fact that teaching activities in primary schools with S’tieng ethnic students have not been managed with scientifically grounded, synchronized, and feasible measures If measures for management based on the components of competency-based teaching activities are proposed and implemented, taking into account the teaching conditions in primary schools with S’tieng ethnic students, it is possible to enhance the

competency-based teaching management capabilities of the managerial staff Consequently, this will improve the quality of teaching activity management in primary schools with S’tieng ethnic students

5 Research mission

5.1 Study the theoretical foundations of managing teaching activities in primary

schools with S’tieng ethnic students through a competency-based approach

5.2 Survey and Evaluation of the Teaching and Management of Teaching

Activities Based on Competency Approach in Primary Schools with S’tieng Ethnic

Students (Survey Sample in Binh Phuoc Province)

5.3 Proposing Measures for Managing Teaching Activities in Primary Schools

with S’tieng Ethnic Students Based on the Competency Approach; Surveying the Urgency and Feasibility of the Proposed Measures and Organizing the Trial of One

Measure

6 Scope of research

- Content: The thesis focuses on researching and proposing measures for

managing teaching activities by principals of primary schools with S’tieng ethnic students based on the competency approach

- Research Area: 11 primary schools with S’tieng ethnic students from 6

districts/towns in Binh Phuoc Province

- Time Frame: From 2020 to 2023

7 Research approach and methodology

7.1 Approach Perspective

7.1.1 Systemic Approach

Teaching activities based on the competency approach and the management of teaching activities based on the competency approach are systems composed of various components These components are dialectically related to one another In order for this system to operate effectively, the principals of primary schools need to impact it comprehensively and synchronously, ensuring that it functions efficiently and fosters the development of students' competencies At the same time, the management of teaching activities based on the competency approach should be placed in relation to other management activities of the school, such as personnel management, financial management, and asset management…

7.1.2 Activity Approach

In order for the management of teaching activities to operate effectively, primary school principals need to consider and impact the components of the process as an activity Attention must be paid to the purpose, motivation, and activities of each subject, with particular emphasis on the S’tieng ethnic students, taking into account their unique characteristics

7.1.3 Competency Approach

In order to optimize the development of competencies in S’tieng ethnic students

in primary schools, ensuring their adaptation to modern life in the future, the management measures proposed in this thesis must focus on fostering both the general

competencies outlined in the 2018 National Education Program and the specific competencies required for S’tieng ethnic students These measures must aim not only to enhance the competencies stipulated in the curriculum but also to cultivate the unique abilities of S’tieng ethnic students This approach should emphasize leveraging the strengths of the S’tieng culture while addressing its limitations in the teaching process Specifically, teaching and the management of teaching activities must be aligned with a competency-based approach, meaning that students should acquire not only knowledge and skills but also the ability to creatively apply them and solve real-world problems they encounter in their lives

7.1.4 Content Management Approach

Teaching activities encompass several components: objectives, teaching content, the teacher's instructional activities, the students' learning activities, assessment of learning outcomes, and conditions that support teaching activities, specifically designed to align with the psychological and physiological characteristics

of S’tieng ethnic primary school students This thesis establishes that the content of managing teaching activities in primary schools with S’tieng ethnic students, within the framework of a competency-based approach, involves overseeing the essential components of teaching activities outlined above

7.1.5 Practical Approach

The management of teaching activities in primary schools with S’tieng ethnic students, based on the competency approach, not only encompasses the general and fundamental aspects of managing teaching activities in primary schools but also includes the unique characteristics specific to schools with S’tieng ethnic students Therefore, the proposed measures must be rooted in and responsive to the practical realities of the local context, such as the socio-economic conditions, S’tieng ethnic culture, advancements in science and technology, student demographics, the school network, the management team, teaching staff, equipment, infrastructure, and the educational environment tailored to ethnic S’tieng students Furthermore, these measures should align with the broader goals of educational development, human resource growth in general, and the specific development of the S’tieng ethnic workforce in the region

7.2 Research Methods

7.2.1 Group of Theoretical Research Methods

7.2.2 Group of Practical Research Methods

7.2.3 Statistical Mathematical Methods

8 Key Arguments to Defend

8.1 Teaching activities based on the competency approach in primary schools

with S’tieng ethnic students include several components: objectives, content, the teacher's teaching activities, the students' learning activities, learning outcomes, and teaching conditions The management of teaching activities based on the competency approach in primary schools with S’tieng ethnic students involves overseeing the implementation of teaching objectives, the execution of teaching content, the teacher’s

instructional activities, the students’ learning activities, the assessment of learning outcomes, and the management of teaching conditions

8.2 Teaching activities and the management of these activities based on the

competency approach in primary schools with S’tieng ethnic students in Binh Phuoc province have yielded certain outcomes However, significant limitations and challenges remain The primary cause of these shortcomings is the lack of scientifically grounded, feasible measures to effectively manage teaching activities based on the competency

approach in primary schools with S’tieng ethnic students

8.3 To effectively manage teaching activities based on the competency

approach in primary schools with S’tieng ethnic students, a series of coordinated measures should be implemented, including: enhancing the awareness of school management teams regarding the management of teaching activities based on the competency approach for primary schools with S’tieng ethnic students; innovating the management of teachers' teaching activities based on the competency approach for S’tieng ethnic primary school students, focusing on subject departments; organizing professional development programs to enhance the management capacity of subject heads in primary schools with S’tieng ethnic students, following the competency-based approach; innovating the management of learning activities according to the competency approach, tailored to the specific characteristics of S’tieng ethnic students; and strengthening the effective management of conditions that support teaching activities according to the competency approach in primary schools with S’tieng ethnic

9.2 Practical Contributions

- The dissertation has objectively analyzed and evaluated the current status of teaching activities and the management of teaching activities based on the competency approach in primary schools with S’tieng ethnic students in Binh Phuoc Province, as surveyed From this, it identifies the strengths, weaknesses, and causes of the current situation, providing a foundation for proposing measures to manage teaching activities based on the competency approach in primary schools with S’tieng ethnic students in Binh Phuoc Province

- The dissertation has proposed five measures to manage teaching activities based on the competency approach in primary schools with S’tieng ethnic students in

Binh Phuoc Province, contributing to improving the quality of teaching and meeting the requirements of the 2018 General Education Program

10 Thesis structure

In addition to the sections of the Introduction, Conclusion, and Recommendations, References, and Research Appendices, the thesis consists of 3 chapters:

- Chapter 1: Theoretical Foundation of Teaching Activity Management in

Primary Schools with Ethnic Minority Students Based on Competency Approach

- Chapter 2: The Current Status of Teaching Activity Management in Primary

Schools with S’tieng Ethnic Minority Students Based on Competency Approach

- Chapter 3: Measures for Managing Teaching Activities in Primary Schools

with S’tieng Ethnic Minority Students Based on Competency Approach

Chapter 1 THEORETICAL FOUNDATION OF TEACHING ACTIVITY

MANAGEMENT IN PRIMARY SCHOOLS WITH ETHNIC MINORITY

STUDENTS BASED ON COMPETENCY APPROACH

1.1 Overview of Research on the Issue

Based on the systematization, analysis, and evaluation of three key areas (including: teaching activities in primary schools according to the competency-based approach; management of teaching activities in primary schools according to the competency-based approach; teaching activities and management of teaching activities

in primary schools with S'tieng ethnic minority students according to the based approach), the author draws the following conclusions:

competency-* Issues that can be addressed

From the research on competency-based teaching and the management of teaching activities based on a competency approach for students in general and for ethnic minority students in particular, it can be observed that this issue is of great interest to educational researchers, educational management professionals, and readers alike

Research works on competency-based teaching have been studied early on Most authors affirm that competency-based teaching is an inevitable trend in modern education The studies have pointed out breakthrough advances in the current educational trend, namely: the shift from a content-based approach to a competency-based approach; the transition from the teaching process to the self-learning process, with the learner at the center It is essential to focus on developing two main types of competencies for students: general competencies and subject-specific competencies The basic characteristic of competencies is that they are expressed and manifested through activities, ensuring that these activities are performed in the most effective manner to achieve high results Competencies are developed based on three factors: the learner, the teacher, and the learning environment

Studies related to the management of competency-based teaching activities indicate that the management entity, in general, and the role of the principal, in particular, play a crucial role in enhancing the quality of teaching activities

* Unresolved Issues

Most studies on teaching activities focus on the development of students' competencies, with few addressing teaching activities in elementary schools with ethnic minority students based on the 2018 General Education Program These studies have not identified the general and subject-specific competencies of ethnic minority elementary school students under the 2018 General Education Program

Research on managing teaching activities in elementary schools with ethnic minority students according to the competency-based approach is still limited and lacks depth Moreover, these studies have not clarified the theoretical and practical aspects of managing teaching activities in elementary schools with ethnic minority

students based on the competency approach, nor have they provided scientifically

grounded and effective measures for managing teaching activities in such schools In

particular, no studies have been conducted on managing teaching activities in elementary schools with S’tieng ethnic minority students

* Key Issues the Thesis Should Focus On

Competencies to be Achieved by Students: Based on the 2018 National

Curriculum and the psychological characteristics of S’tieng ethnic minority students, the thesis identifies the competencies to be developed for elementary school students

in general and for S’tieng ethnic minority students in particular These include 03 general competencies and 07 specific competencies

Competency Formation and Development through Teaching Activities:

The competencies of S’tieng ethnic minority students are formed and developed through teaching activities Teaching activities at elementary schools with S’tieng students include several components: objectives, content, teaching activities by teachers, learning activities by students, assessment of learning outcomes, and conditions supporting teaching activities

Management of Teaching Activities Based on Competency Approach:

Based on the characteristics of teaching activities for S’tieng students, the thesis defines the content of managing teaching activities according to a competency-based approach, which includes: managing the achievement of objectives; managing the content of the curriculum; managing teaching activities by teachers; managing student learning activities; managing the assessment of learning outcomes; and managing the conditions that support teaching activities according to the competency approach for S’tieng ethnic minority students

Practical Considerations in Research and Experimentation: During the

research process, it is essential to approach the survey and experimentation objectively, emphasizing the distinctive nature of teaching activities while ensuring the feasibility of implementation The research must align with the specific circumstances and physical conditions of the elementary schools with S’tieng students in the study area It should also uphold humanistic principles, maximizing the potential and capabilities of the administrative staff, teachers, and students

1.2 Basic Concepts

1.2.1 Teaching: is the process of coordinated, unified, and dialectical

interaction between the teacher and students, aimed at helping learners acquire scientific knowledge, cognitive and practical skills, and develop creative competencies Based on this, it fosters and develops the personality of students in accordance with

educational goals

1.2.2 Teaching activities: are a system of coordinated, interactive, unified, and

dialectical actions between the teacher's primary activities and the students' motivated, active, and independent activities, aimed at achieving the teaching

self-objectives

1.2.3 Teaching activities based on the competence approach: are a system of

coordinated and interactive actions between the teacher's activities of designing, organizing, and guiding the teaching content and the students' proactive engagement in constructing knowledge and understanding through their ability to explore, discover, create, and test These activities help students develop knowledge, skills, and personal attributes to successfully meet the educational requirements and goals of their grade level and effectively solve the challenges they face in their lives

1.2.4 Managing teaching activities in primary schools with Stieng ethnic students according to competency approach

1.2.4.1 Management: refers to the directed and planned influence of the

managing entity on the management subject in order to achieve the set objectives

1.2.4.2 Management of Teaching Activities in Primary Schools: refers to the

directed and planned influence of the managing entity on teaching activities to achieve the educational goals of the primary school Management of teaching activities includes several components: managing the implementation of teaching objectives; managing the execution of teaching content; managing teachers' teaching activities; managing students' learning activities; managing the evaluation of learning outcomes; and managing the conditions that support teaching activities

1.2.4.3 Management of Teaching Activities in Primary Schools According to the Competency-Based Approach: refers to the directed and planned actions of the

managing entity towards the managed subjects in the process of organizing teaching activities, with the aim of developing the competencies of primary school students in accordance with the established educational objective

1.2.4.4 Management of Teaching Activities in Primary Schools with S’tieng Ethnic Minority Students According to the Competency-Based Approach: refers to the

directed and planned actions of the managing entity towards the managed subjects in the process of organizing teaching activities based on the competency approach for S’tieng ethnic minority students

1.3 Teaching Activities in Primary Schools with S’tieng Ethnic Minority Students According to the Competency-Based Approach

1.3.1 Characteristics of Primary School Students from the S’tieng Ethnic Group

Primary school students from the S’tieng ethnic group exhibit general characteristics

of primary school students, traits common to ethnic minorities, and those specific to the S’tieng group The thesis presents characteristics in terms of cognition, language, communication, and learning engagement

1.3.2 The objectives of teaching activities in elementary schools with S’tieng ethnic minority students, following a competency-based approach: are largely

consistent with the goals of the 2018 General Education Program However, the specific content of each objective is differentiated to better align with the distinct characteristics of S’tieng students

While the overarching goals are in harmony with the national educational framework, the content and focus of each objective are adapted to meet the unique

needs of S’tieng students This includes considerations of their cultural context, language, and learning habits, ensuring that the teaching activities are not only effective but also relevant to their educational development By doing so, the curriculum supports the enhancement of both general competencies and subject-specific skills while being sensitive to the particularities of the S’tieng ethnic group

1.3.3 Teaching content in primary schools with Stieng ethnic students according to competency approach

First and foremost, the content of teaching in elementary schools with S’tieng ethnic minority students, following a competency-based approach, must strictly adhere

to and fully incorporate the teaching content specified in the 2018 General Education Program for the elementary level There is no separate teaching content specifically designed for S’tieng students The teaching content for S’tieng students in elementary schools, based on a competency-based approach, is concretized within each subject of the 2018 General Education Program However, with the perspective of differentiated teaching, which is tailored to each student, specific focus should be placed on certain

content within the teaching curriculum in elementary schools with S’tieng students

1.3.4 Teaching activities of primary school teachers with Stieng ethnic students according to competency approach

The teaching activities of the teacher must ensure the accurate and complete implementation of the content prescribed in the 2018 General Education Program, while being compatible with the competencies of S’tieng students

- The teaching methods of the teacher, based on a competency-based approach, must be diversified and adapted to S’tieng students for each lesson

- The organization of teaching by the teacher, according to the based approach, must be flexible and responsive to each lesson

competency Teachers need to use appropriate teaching materials that align with the objectives, content, methods, and forms of teaching

1.3.5 Learning activities of primary school students of the Stieng ethnic group according to the competency approach

He learning activities of S’tieng ethnic students, based on a competency-based approach, must meet the following three requirements:

- The learning activities of S’tieng ethnic students, based on a competency-based approach, need to be driven by correct learning motivation

- The learning activities of S’tieng ethnic students, based on a competency-based approach, need to establish good study habits

- The learning activities of S’tieng ethnic students, based on a competency-based approach, need to incorporate active learning methods

1.3.6 Assessment of learning outcomes in primary schools with Stieng ethnic students according to competency approach

Innovating the assessment of learning outcomes can be considered a crucial breakthrough in the teaching process Assessment of learning outcomes based on a competency development approach involves determining the extent to which the

objectives of the teaching process have been achieved and directly contributing to the enhancement and completion of the teaching process

1.3.7 Conditions to support teaching activities in primary schools with Stieng ethnic students according to competency approach

- It helps the school’s teaching activities meet the requirements of primary education, in line with the characteristics of the S’tieng ethnic group

- It ensures that teaching activities are directed towards the development of both general competencies and the specific competencies of S’tieng ethnic students

- It accurately assesses the level of implementation of teaching activities based

on the competency approach and promptly adjusts any errors

- It standardizes the conditions to ensure quality in primary schools

1.4.2 Content of managing teaching activities in primary schools with Stieng students according to competency approach

To improve the effectiveness of managing teaching activities, the content of managing teaching activities in primary schools with S’tieng ethnic students according

to the competency-based approach is identified by the author of the thesis based on the components of teaching activities in these schools Specifically, it includes:

1.4.2.1 Managing the implementation of teaching objectives in primary schools with S’tieng ethnic students according to the competency-based approach

- Identifying the objectives of the school's educational plan based on the competency-based approach

- Directing the subject-specific teams to define the objectives of the subject teaching plan based on the competency-based approach

- Directing the subject-specific teams to guide teachers in defining the objectives

of the lesson plans based on the competency-based approach

- Developing plans to prepare and enhance Vietnamese language skills for S’tieng ethnic students

- Reviewing and checking the teaching objectives of subject departments and individual teachers

1.4.2.2 Managing the implementation of teaching content in primary schools with Stieng ethnic students according to the competency approach

- Identifying the content of the school's educational plan based on the competency-based approach

- Directing the head of the subject department to define the teaching content of the subject area based on the competency-based approach

- Directing the subject department to guide teachers in defining the content of the lesson plans based on the competency-based approach

- Reviewing and checking the teaching content of the subject department and the lesson content of individual teachers

1.4.2.3 Management of teaching activities of teachers in elementary schools with S’tieng ethnic minority students based on the competency-based approach:

- Managing the development of lesson plans based on the competency-based approach

- Managing teachers' classroom implementation according to the based approach

competency Managing the innovation of teaching methods and organizational forms of teaching based on the competency-based approach

- Managing professional records

1.4.2.4 Managing the learning activities of S’tieng ethnic students according to the competency-based approach

- Managing the guidance for students' learning activities

- Educating motivation and attitude to foster students' learning drive

- Establishing good study habits for students

- Developing students' self-learning abilities

- Providing assistance to students in their learning process

- Recognizing and rewarding students for their learning achievements

- Coordinating with educational forces to manage students' learning activities

1.4.2.5 Managing the Assessment of Learning Outcomes in Primary Schools with S’tieng Ethnic Minority Students: A Competency-Based Approach

- Developing a competency-based assessment plan

- Developing a set of criteria for competency-based assessment

- Selecting appropriate assessment methods and formats for different content areas, activities, and learners

- Preparing a team to conduct competency-based assessments

- Organizing competency-based assessments

- Evaluating, drawing lessons, and making timely adjustments to teaching and learning activities based on competency-based assessment results of primary school students

1.4.2.6 Managing the support conditions for teaching and learning activities in primary schools with S’tieng ethnic minority students, following a competency-based approach

- Managing material conditions is considered a fundamental and indispensable prerequisite for enhancing the quality of teaching Consequently, it exerts a significant impact on the quality of individual lessons and supports the overarching goal of fostering holistic human development within the educational institution

- Managing psychosocial conditions is equally crucial Effective management of teaching activities necessitates collaboration among individuals and collective organizations within the school Such collaboration fosters unity and strengthens cohesion A supportive, safe, and friendly teaching environment for educators promotes a positive atmosphere, ensuring that teachers are motivated to engage in their work and sustain their enthusiasm throughout the day

1.4.3 The management of teaching activities in primary schools with S’tieng ethnic students from a competency-based approach

Participation in managing teaching activities in primary schools with S’tieng ethnic students under a competency-based approach involves multiple stakeholders, each playing distinct roles The principal of a primary school with S’tieng ethnic students has specific functions and responsibilities, including:

- Developing and implementing educational plans: Crafting and executing competency-based educational plans within the primary school under their management

- Organizing teaching activities: Leading the organization and execution of competency-based teaching activities in the school

- Conducting inspections and evaluations: Managing and overseeing inspections and evaluations of teaching activities following a competency-based approach in the school

- Providing training and professional development: Organizing and conducting training programs to enhance awareness, teaching skills, and management capabilities aligned with competency-based education within the school

- Ensuring infrastructure and resources: Securing the necessary facilities and equipment to support competency-based teaching activities in the school

1.5 Factors Influencing the Effectiveness of Managing Teaching Activities

in Primary Schools with S’tieng Ethnic Students under a Competency-Based Approach

1.5.1 Objective Factors: The fundamental and comprehensive reform of

education and training; the state of infrastructure and teaching equipment; the awareness and psychological attitudes of S’tieng parents and the broader society

towards competency-based teaching activities

1.5.2 Subjective Factors: The awareness, psychological attitudes, and

competency-based teaching skills of the teaching staff; the competency-based management skills of educational administrators; and the awareness, positivity,

proactiveness, and creativity of students in the learning process

Conclusion of Chapter 1

Research on teaching activities and the management of such activities under a competency-based approach has been conducted since early periods However, studies focusing on the management of teaching activities in primary schools with ethnic minority students, particularly the S’tieng ethnic group, remain limited and lack depth

Most scholars emphasize that teaching activities should aim to develop two primary competencies in students: general competencies and subject-specific competencies, as outlined in the 2018 General Education Program, while taking into account the psychological and developmental characteristics of students

Existing studies affirm the pivotal role of leadership, particularly that of the school principal, in enhancing the quality of competency-based teaching activities Nonetheless, these studies have not yet clearly defined the content of the components involved in competency-based teaching activities for S’tieng students within the framework of the 2018 General Education Program Moreover, they have not sufficiently clarified the theoretical foundation for managing teaching activities in primary schools with S’tieng ethnic students, particularly in relation to each component

of competency-based teaching

Competency-based teaching activities are understood as processes that equip students with knowledge, skills, and personal attributes, enabling them to meet the educational objectives of their academic level and effectively solve real-life challenges

In primary schools with S’tieng ethnic students, competency-based teaching comprises several key components: objectives, content, teaching activities of teachers, learning activities of students, assessment of learning outcomes, and the supporting conditions for teaching and learning activities These components are interrelated and are developed in alignment with the 2018 General Education Program while accounting for the unique characteristics of S’tieng students in primary schools

The management of teaching activities in primary schools under a based approach involves deliberate, goal-oriented interventions by management entities This process encompasses the management of objectives, teaching content, teaching activities of teachers, learning activities of students, assessment of teaching and learning outcomes, and the provision of supporting conditions for competency-based teaching In the context of primary schools with S’tieng ethnic students, these management processes are tailored to address the specific educational needs and characteristics of the S’tieng community

competency-The management of competency-based teaching activities in primary schools

with S’tieng ethnic students is influenced by various objective factors, including the

comprehensive reform of education and training, the quality of infrastructure and teaching equipment, and the awareness and psychological attitudes of parents and

society Additionally, it is shaped by subjective factors, such as the awareness,

psychological disposition, teaching competencies of teachers, management capabilities

of administrators, and the awareness and active participation of students in the learning process