Giáo dục đạo đức nghề nghiệp cho sinh viên ngành nông nghiệp tại các cơ sở giáo dục đại học tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUE OF EDUCATIONAL SCIENCES LY THANH HIEN PROFESSIONAL ETHICS EDUCATION FOR STUDENTS IN AGRICULTURE FIELD AT HIGHER EDUCATION INSTITUTIONS Major : Educational theory and history Code : 9.14.01.02 ABSTRACT OF EDUCATIONAL SCIENCE DISSERTATION Hanoi, 2019 The work was completed at: The Vietnam National Institue of Educational Sciences Supervisor: Prof Dr Nguyen Huu Chau Assoc Prof Dr Nguyen Duc Minh Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be defended before the examination council at institue level taking place in The Vietnam National Institue of Educational Sciences, 101 Tran Hung Dao, Hanoi At ……on date ………month……year 2019 Thesis can be found out at: National Library Library of The Vietnam National Institue of Educational Sciences, PREAMBLE Reason to choose the topic Professional ethics is not a new issue but always urgent, especially in the current situation because besides the positive and progressive aspects of the process of opening, integrating and international exchanges, the problem of professional ethics degradation has been happening in many industries in society, causing social annoyance Currently, the role of professional ethical education in the theoretical aspect is very important, but in fact, in recent years, the implementation of moral education in our country has not yet met set requirements Ethical education and professional ethics are far from practical, general and trite content, monotonous forms Assessing this situation, the Party Congress X emphasized: "The work of educating revolutionary ideals, ethics, lifestyles is still general and ineffective " Our Party considers this an important task in the human development strategy in the era of innovation, industrialization period Recently, this issue continues to be affirmed by the Party in the Central Resolution on fundamental and comprehensive innovation of education and training Professional ethical education for students at higher education institutions is an extremely important task Since students are a potential human resource for economic- culture – society development, students of Agriculture field at higher education institutions and colleges are also one of the main production forces for the country's agriculture, so they need to have scientific knowledge and professional ethical qualities However, in reality, the education of professional ethics for students in agriculture field at higher education institutions is still very limited From the above theoretical and practical education, that studying the topic "Professional ethical education for students in agriculture field at higher education institutions" is urgent Research purposes Proposing measures of professional ethical education for students in agriculture field at higher education institutions Object and object of research 3.1 Object of research: The process of professional ethical education for students of Agriculture field 3.2 Research subjects: Activities of professional ethical education of students in agriculture field at higher education institutions Scientific hypothesis The effectiveness of professional ethical education activities for students in agriculture field at the current higher education institutions has not met the requirements of society If the content of professional ethics standards in agriculture major is built simultaneously if there is a positive change in the implementation of measures of professional ethics education through integration in the subjects at school, organizing extracurricular activities, and through professional internships at production facilities to influence students' perceptions, attitudes and behaviors, it will contribute to improving the effectiveness of professional ethics education for students in agriculture field at higher education institutions Research task + Determining the rationale of professional ethical education for students in agriculture field at higher education institutions + Assessing the status of professional ethical education for university students in agriculture field at higher education institutions + Proposing measures of professional ethical education for university students in agriculture field at higher education institutions through teaching subjects, organizing extracurricular activities, and internship activities + Pedagogical experiment Scope of research - Scope of research contents: Some professional ethical qualities for students in Agriculture field: Agronomy (Cultivation or crop science) + Scope of study area: We conduct research in three representative higher education institutions: Vietnam Academy of Agriculture, Hue University of Agriculture and Forestry, Thai Nguyen University of Agriculture and Forestry + The scope of research experiments: 30 alumni of higher education institutions - currently working as agricultural officials; 320 students at higher education institutions; 30 managing and teaching staff at higher education institutions + Experimental scope: Conduct experiments at Vietnam Agricultural Academy Time from January 2017 to March /2017 and January 2018 to March /2018 Methodology and research methods 7.1 Methodology 7.2 Research Methods The points need to be protected - Professional ethical education for students in agronomy major, of agriculture field should have a clear content of professional standards consistent with the characteristics of the agronomy major and in accordance with the requirements of society - Professional ethical education for students in agriculture field should take into account the influence of factors on the effectiveness of educational activities Thereby, to select the objectives, contents, methods, organizational forms and ways to evaluate them reasonably - Professional ethics education for students is a job that requires flexible implementation of activities through the mainstream education method that are: through teaching subjects in class; through extracurricular activities; through professional internships at production facilities Simultaneously, it is necessary to have consistency and synchronization in the coordination between educational forces in schools and those in society New contributions of the thesis - Theoretically: + The thesis has codified the basic theoretical issues of professional ethical education for students, especially professional ethics in the field of Agriculture + Developed the content of professional ethical education for students in agriculture field (majoring in Agronomy - plant science) with professional ethical qualities in accordance with the characteristics of Agronomy and in accordance with society requirements + Analyzed the impact of factors on the work of professional ethics education for students in agriculture field at higher education institutions - Practically + Surveyed, analyzed and assessed the current status of professional ethics of agricultural officials - former alumni of higher education institutions This is the basis to compare with the results of professional ethics education for for students in agriculture field at higher education institutions + Did a survey, analyzed and assessed the current status of professional ethical education activities for students in agriculture field at higher education institutions + Through practical research results, the thesis has pointed out the situation in moral education for students in the field of Agriculture at higher education institutions Since then, designed measures to educate professional ethics through education: through teaching subjects in class; extracurricular activities; and professional internships at production facilities + Organized pedagogical experiment and affirmed the change in organization of vocational education measures to increase the awareness, attitude, and professional ethical behavior for students in agriculture field at higher education institutions 10 The layout of the thesis The thesis includes the following sections: Introduction; Content with four chapters (Chapter 1: Theoretical basis of the topic, Chapter 2: Actual situation of professional ethical education for students in Agriculture field at higher education institutions, Chapter 3: Measures professional ethical education for students in agriculture field at higher education institutions, Chapter 4: Pedagogical experiment.); Conclusions and recommendations; Catalogs and references; Appendix Chapter THEORETICAL BASIS OF PROFESSIONAL ETHICAL EDUCATION FOR STUDENTS IN AGRICULTURE FIELD AT HIGHER EDUCATION INSTITUTIONS 1.1 Overview of the problem study 1.1.1 Research on professional ethics Some authors have studied this issue such as: Quang, T H (2014) in the article "Arguments on professional ethics", the author has pointed out the foundation of professional ethics originated from the two bases that are the labor meaning of the profession and the meaning of moral behavior; Son, D V T (2015), in the study "Having a new passion having professional ethics" analyzed the current situation of social development, leading to a diversity and growing number of careers However, in recent years, phenomena that are contrary to professional ethics have become more and more serious in different areas; By J.Patric Dobel (1990), in the study of "Integrity in the pulic service", discussed the commitments with the department in charge of regimes, that is high individual responsibility, being cautious, thoughtful, taking it a moral source to act wisely.[72] Apart from that, there are also other authors such as: Author Blatz C V (1991), in Ethics and agriculture research: an antiquity on current issues world context; John Hardwig (1991), in the study “Toward an ethics of expertise”; Daniel E Wueste (1998) in "Professional ethics and social responsibility", etc., 1.1.2 Research on professional ethics in agriculture Thang, D X (2012), in "Scientific research must meet practical requirements", Journal of Management Science, January 2012, emphasized: Agricultural Science always requires practitioners to self learn, improve professional capacity, be passionate in the profession and stick with agriculture, farmers and rural areas; Author Joseph R Herkert (1991) said that the object of agricultural sector was nature (plants and animals) Therefore, people in this field need to follow the rules of professional ethics Some other authors have studied in this area such as: Hong, K.T (1989), in "Some psychosocial characteristics of farmers in the development of careers in a rural area.”; Author Lan.N (2004), in the article "Psychology of Vietnamese farmers: Some issues to consider in the process of training human resources"; Marter J Chrispeels; Penelope L Diebel (2008) - Ethics and agriculture teaching perspective 1.1.3 Research on professional ethics education for students in agriculture field at higher education institutions Stanislas J Durdon (1980), "Professional ethics in the classroom" author described the teaching of professional ethics in agricultural production at Cal Poly san unis Obispo He selected topics and class projects aimed at raising public awareness of the legitimate needs of agriculture In addition, a number of other authors have studied this issue: such as J Peter Clark and Christopher Riston (2011) with the book "Practical ethics for food professionals: ethics in research, education and the workplace" The studies mentioned above have clearly showed the standards and regulations on professional ethics of each profession In the agricultural sector, researchers of professional ethics have also raised the professional ethical standards of agricultural practitioners These professional ethical standards must be concretized in ethic perceptions, attitudes and behaviors of practitioners, not just in code of practice of a sector, a company or a certain workplace In Vietnam, these ethical standards still not have specific regulations and there has been no research mentioning in detail about professional ethics for agricultural workers in general and students in agriculture field in particular about the manifestations of awareness, attitudes and behaviors when they practice to acquire professional ethics as required by society and according to the characteristics of Vietnam's agricultural production Thus, there has not been a systematic study of the professional ethics education for students in agriculture field This is a major defect that has significantly affected the personality of the officials in agriculture, and it has also made agricultural production in our country not really developed as strongly as its inherent potential 1.2 Some basic concepts 1.2.1 Morality Although there are many different definitions, it is possible to generalize morality as follows: Ethics is a form of social awareness, a system of principles, rules and social norms, whereby people voluntarily adjust their behavior for the sake of society and happiness among people in the relationship among people, between individuals and collective or the whole society, and in the relationship between people and nature as well as the surrounding environment They are made by personal beliefs, by the power of tradition and the power of public opinion 1.2.2 Moral education We agree with the concept: "Ethical education is an educator's activity, based on social requirements, systematically influences the educated person in a purposeful and planned way to foster the moral quality that educators expect, transforms the views, requirements and social consciousness involved into moral qualities, moral values of each individual ” 1.2.3 Career We agree with the concept: "Profession is a field of labor activity in which, through training, people have the knowledge, skills to make any kind of physical or spiritual product that meets the needs of society ” 1.2.4 Professional ethics We provide a definition of professional ethics that is only a general way of understanding, representing all fields, that is: Professional ethics is a system of qualities and values of social morality but suitable with the characteristics of each type of profession, reflecting the personality of employees It is reflected in the adherence to the rules, requirements, and demands of the profession and society for individuals involved in that career Professional ethics become the driving force for personality development, general capacity development and professional capacity, increasing productivity and efficiency of professional activities and social activities of each person 1.2.5 Professional ethics in the field of Agriculture Professional ethics in the field of Agriculture can be understood as a system of moral qualities and values in accordance with the characteristics of the Agriculture sector and social requirements, reflecting the personality of the labours in the agricultural sector, is the driving force for the development of professional capacity of labours and increase the productivity and reputation of the agricultural occupation in society 1.2.6 Professional ethical education According to the author of the thesis, professional ethics education is a system of activities, solutions and measures to influence the awareness, attitudes and behaviors of learners in order to form professional ethics standards, from that when practicing, each individual knows a harmonious combination of professional competence and professional ethics 1.3 Theory of professional ethical education for students in agriculture field at higher education institutions 1.3.1 Characteristics of Agriculture and ethical requirements for Agriculture When conducting professional ethical education, it must be based on the characteristics of the agricultural industry, the characteristics of students who are studying agricultural specialties so as to determine which education of moral qualities is appropriate for students 1.3.2 Principles of professional ethical education Professional ethical education must comply with the following four principles: Avoid doing evils, actively doing good things; Respect personality combined with high requirements; Educate professional ethics in labor, by labor; Unify the purpose of professional ethical education in the educational forces 1.3.3 Activities of professional ethical education for students ini agriculture field at higher education institutions: The professional ethical education for students is to help students realize the moral values properly, to act in the right way, according to justice and humanity, to live for people, for the community, and for the advancement of society In the end, the most important purpose of professional ethical education is to create the right professional ethical behavioral habits 1.3.3.2 The content of professional ethical education for students in agriculture field in higher education training * Education for students to understand the meaning of professional ethics in the field of cultivation; Conscience - professional responsibility; Respect the regulations of the field, the agency - the workplace; Respect partners - customers, respect colleagues; Respect the nature - the surrounding environment; The spirit of daring to start a business; Consciousness to improve and develop oneself; Brave, confidence, flexibility, risk acceptance - confronting difficulties; Spirit of cooperation in work; Living and working in accordance with the Constitution and the Law 1.3.3.3 Methods of professional ethical education in higher education Presentation Methods, Conversation Methods, Reward Methods, Experimental Methods, etc 1.3.3.4 The path of professional ethical education in higher education Education of professional ethics through classroom teaching activities, through organizing thematic activities, extracurricular topics, and through professional internship activities 1.3.3.5 Evaluate the results of professional ethical education in higher education In higher education institutions, it is necessary to regularly evaluate educational activities in order to provide information for management and organizing education Students must also assess themselves to have a direction to strive for 1.3.4 Several factors affecting professional ethical education in higher education Professional ethical education is influenced by the following factors: Legal documents; Content of training programs of higher education institutions; Influence of the market economy, the period of opening and 2.5.2.3 The attitude of students in Agriculture field for violations of professional ethics The professional ethics of students are expressed through the attitude of sympathy or disagreement with the manifestations of violations of professional ethics in agricultural production MS01 - Appendix Through the table of data, we find that most students disagree with the expressions contrary to professional ethics, in which the content of "lack of respect for customers" with the highest objection selected by 285 students, accounting for 94.4% of opinions; The environmental pollution in agricultural production is also the behavior that many students oppose with the amount of 277 students, accounting for 91.7% In addition, acts that are contrary to professional ethics such as fraud in trade, indiscriminate natural exploitation are also opposed by many students, 276 students accounting for 91.4% of opinions In general, students find that behaviors contrary to professional ethics are acts that negatively affect the benefits of the community and society Therefore, the majority of students are against 2.5.2.4 Status of training professional ethics of students in Agriculture field We use question 5, questionnaire MS01- Appendix to learn about the status of training professional ethics of students in agriculture field Through the survey, we find that the practice of professional ethics of students takes place infrequently Most items have a grade point average of - sometimes, there are two items at level - quite often, one item at level - very often and one item at level - seldom The training of professional ethics of students is mainly through the practice at production facilities, in localities having the average score of 4.42 corresponding to level - very often, ranked first The second activity that they choose to practice professional ethics is through the practice of the department with an average score of 4.21 – level - quite often, ranked second The third way has an average score of 3.78 - level - quite often The way was least chosen is through out-of-class activities with GPA of 2.50 - level seldom, ranked the eleventh, and through self-governing collective action has the average of 2.64 – level - sometimes Thus, activities of self-training professional ethics of students are not really positive The activities that the students participate in can be very rich and diverse but the sense of self-training to get the ethical qualities required by the profession is very limited Whether morality in general and professional 11 ethics in particular has been formed is due to the positive nature of the individual's training Education plays a key and important role, but only plays an orientation role for individuals 2.5.3 Actual status of professional ethical education for students in Agriculture field at higher education institutions 2.5.3.1 Awareness of managers and lecturers on the importance of professional ethical education for students in Agriculture field Survey participants are asked about the importance of professional ethical education for Agriculture students through question 2, MS03 – Appendix Through the survey, we find that most educators evaluate the professional ethics education for students in Agriculture field as "very important" with 24 agree opinions (accounting for 70.6%); At the "important" level, there are 10 choices (accounting for 29.4%) and there is no opinion saying that professional ethics education for students has a normal or unimportant role Professional ethical education for students in general is always an important task Why is it so important? It can be seen that, in the present context, there exist good moral values that create a spiritual foundation of society, which is intermingled with unethical issues contrary to good customs Therefore, the education of professional ethics for generations of students in particular and Vietnamese people in general is one of the key measures of education and training to create future citizens with creative capacities and good moral qualities, contributing to the industrialization and modernization process of the country 2.5.3.2 The reality of implementing the objectives of professional ethics education at higher education institutions We give question 1, the MS03 opinion poll - Appendix to survey educators' opinions about the status of implementing the ethical education goals From the above table, we find that the goal of professional ethical education for students in the agricultural sector at higher education institutions is low, shown in average at level 3, under average, which means that the efficiency of achieving the goal is not high In particular, the goal of providing knowledge about professional ethics is still the goal to achieve higher results with the average score of 2.99, ranked first belonging to level 3, achieve average efficiency; Secondly, the goal of forming attitude ranks second with an average score of 1.83 - level - this is a low level of efficiency; The goal of practicing professional ethical behavior for students with an average score of 12 1.79 is ranked at the 3rd position belonging to level - the level has not yet achieved efficiency The goal of professional ethics education is one of the very important objectives of the training program at higher education institutions However, this goal is currently not achieving high efficiency This is what makes the training products in the school not meet the requirements of the labor market and social requirements This problem is becoming a concern for educators and employers 2.5.3.3 Current situation of selecting contents of professional ethical education for students in agriculture field at higher education institutions Which contents of professional ethical education are selected to be included in the school's educational activities Question 3, MS03 Appendix has shown this content The table of figures shows that the introduction of moral education contents in teaching and education at higher education institutions has an average grade at level - occasionally, with two contents being included have an average grade at level - quite frequent, two contents have average grade at level - rarely; one content have an average grade at level - never The content that professional ethics education is now paid much attention to the education of professional ethics for students in the Agriculture sector at higher education institutions is "Living and working in accordance with the Constitution and the law" has the average score of 3.63 - level - quite often This is the minimum required when students graduate However, the law is only "Minimum Ethics", compliance still requires coercion from the authorities The second content of professional ethics education that is widely used is "Start-a-business spirit" with a score of 3.61 at level - quite frequently However, among the important and typical contents, characteristics of the agricultural sector, it has not really been focused on teaching students, like the content of "Respecting nature and the surrounding environment" has a low average score of 3.31 belongs to level - occasionally Especially, a very important content in the education of professional ethics is education " Professional conscience and responsibility" with a very low average score of 2.26 - level - never Less selected content in professional ethical education for students in the Agriculture sector at higher education institutions is Respect for the rules of the sector, the agency - the workplace Every workplace must have its own rules, which also include the ethical content that those who operate in those places must follow 13 However, this rule is very difficult if being taught at school, it is only general theory 2.5.3.4 Current situation of choosing to use the method of professional ethics education for students in Agriculture field at higher education institutions We use question 4, a referendum MS03 - Appendix to gather information on the selection of the use of ethical education methods for students in agriculture field at higher education institutions Through data, we have found that the ethical education methods used are quite rich and diverse However, the level of regular use of a certain method is not high The average score of frequency use of methods is at level - rare and level - occasional There are two methods used have the average grade at level - quite often The method of professional ethical education for students at higher education institutions is mainly presentation (with an average score of 3.56 at level - quite often, ranked first) Professional ethics is mainly forged through a series of forged students or practice sessions Therefore, the method of organizing activities to practice and exercise is much more selected with the average grade of 3.51 at level - quite often, ranked the second Thus, the method used is mainly presentation and organizing activities to practice and exercise However, when using these methods, is the effect really high? We conducted interviews with six officials (including three managers and three teaching staff) representing all three higher education institutions 2.5.3.5 Current situation of choosing to use professional ethical education measures for students in agriculture field at higher education institutions In the process of organizing professional ethical education activities for students in agriculture field, each higher education institution uses its own measures, and each teacher has its own ways of choosing measures separately We use question 5, poll MS03 - Appendix The survey results show that the measures of moral education in educational institutions frequently used are very different, and the selection of the measure does not have a consensus among the teaching staff and managers at each facility Each university campus has its own measures These measures are used with different frequencies shown in the average grade There is one measure belongs to level - very often; one measure is at level - quite 14 often Most measures with a frequency of use with an average grade at level - occasional; three measures with average grade at level - rarely; one measure is at level - never 2.5.3.6 The reality of the effectiveness of the forces participating in professional ethical education for students in Agriculture field at higher education institutions Through question 7, poll MS03 - Appendix we collect information on the effectiveness of the forces involved in professional ethical education for students in Agriculture field at higher education institutions Through the data, there are five educational forces engaged in professional ethical education activities with average score at level - good level; three participating education forces have an average grade point of level normal level; one has an average grade point of level - a low level of effectiveness Through the investigation, we found that there are three main forces: teachers (with an average score of 3.91 at level - good level, ranked first); Faculty managing Board (average score of 3.74 at level good level, ranked the second), school management board (with average score of 3.62 at level - good level, ranked the third) The impact of the class collective on each individual in the operation of professional ethics education is very little, with the average score is 2.26 at level - the level of low efficiency Currently, students study in credit training system so the class is formed according to each subject and only maintained during the period of that subject Therefore, the cohesion of each individual student with class is unsustainable Hence, the collective class does not show clearly the role in educational activities 2.5.3.7 Actual situation of results of professional ethical education for students in Agriculture at higher education institutions The "Content and curriculum" is assessed to have the highest average score of 3.91 at level - good level; The teaching method is assessed to have the lowest average score of 1.82 at level - a low level of effectiveness The above table is an assessment of the effectiveness of professional ethical education activities for students in Agriculture field at higher education institutions Through the collected data, we find that "Content and curriculum" for the purpose of educating professional ethics for students is still limited In most higher education institutions there is not a separate subject on professional ethics, but mainly integrated in specialized 15 subjects Teachers' teaching method (average score of 1.85, ranked the fifth) is also limited, not really adhering to the requirements that society is concerned, the requirements of professional ethics for students but alo lacks practical situations for students to experience and inculcate theory The facilities (with a GPA of 2.74, ranked the fourth) is also a very limited issue for the teaching and learning of teachers and students 2.5.4 Current situation of the influence of factors on professional ethics education for students in Agriculture at higher education institutions We use question 8, MS03 questionnaire to examine the status of the impact of factors on professional ethics education for students in Agriculture Through the survey, we see all the above mentioned factors affect the work of professional ethics education for students Influences have the grade point average in level and level - are very influential and quite influential 2.6 General remarks on the status of professional ethics of agricultural officials and the status of professional ethical education for students in Agriculture at higher education institutions The status of expression of professional ethics of agricultural students is shown in some points as follows: Students' awareness of the meaning and importance of professional ethical education is still ambiguous The selection of the content of professional ethics in accordance with professional characteristics is not reasonable Students have not clearly distinguished what moral qualities are necessary to practice the profession they have chosen with moral qualities in general The process of practicing professional ethics of students is not really positive and effective Although they have many opportunities to experience activities to understand and forge the moral qualities required by the profession, they have not really paid attention to self-cultivation, training themselves with professional ethical qualities For lecturers, managers, they always pay attention to the activities of professional ethics education for students Nevertheless, the process of organizing educational activities still lacks of method and system The setting of goals, content, methods and stages of examination and evaluation 16 has not really highlighted the basic problems of professional ethical education Educational activities are still largely focused on forming knowledge and professional skills for students The criteria of professional ethics are also general Activities of professional ethical education always take place in the context of being influenced by many factors such as: Awareness of students about the profession they study, the content of the training program, the teaching method of the lecturers, the impact of the market economy, the culture, customs, and production habits, etc The factors have both positive and negative influence CONCLUSION OF CHAPTER From the actual survey, it is found that the status of professional ethical education is as follows: The activities of professional ethical education for students in agriculture field are always concerned by higher education institutions This is also one of the important training objectives However, in the process of organizing professional ethical education activities, the situation reveals many limitations Applying activities of professional ethical education at higher education institutions are not really effective The role of professional ethical education is always focused and enhanced from directing points to concretizing in content, program, organization of educational activities However, the final product is the personality of the learner when being expressed in the working environment Among this, professional ethics is an issue that has not been clearly formed among students The moral qualities that are appropriate to the characteristics of the agricultural sector have not been fully and thoroughly reinforced for students, leading to students' ambiguous awareness of professional ethics Once awareness is uncertain and not profound, the formation of the right attitude and appropriate ethical behavior is very difficult Thus, the formation of professional ethical beliefs will lack basis The above situation has forecasted the quality of output of higher education institutions that have not met the requirements of society This is also the concern of lecturers, managers and employers There needs to be a change in professional ethical education for agricultural students One of the most practical changes must be done immediately is to improve or change measures of professional ethical education 17 Chapter METHODS OF PROFESSIONAL ETHICAL EDUCATION FOR STUDENTS IN AGRICULTURAL FIELD AT HIGHER EDUCATION INSTITUTIONS In order to educate ethical professionals for agricultural students (particularly students in cultivation), it is necessary to comply with the law of psychology that is impacts on three aspects of consciousness: awareness, attitude, behavior Professional ethical education firstly provides knowledge of professional ethics to form the awareness for students From the right perception, they will have the right moral attitude - that is, students can express their views, concurrence or disagreement, choice or not to choose issues related to professional ethics career On the basis of awareness and correct attitude, students can form behaviors and actions in accordance with professional ethical standards Therefore, the three measures to form professional ethics that we propose will also be based on that law 3.2.1 Measure 1: Integrating the content of professional ethical education in the subjects in class - This measure is the process of organizing professional ethical education activities through the teaching process Through the lesson supervising and studying the subjects of the cultivation industry, we found the fact that in the content of the course only contains the specialized knowledge of the subject, almost very few subjects deal with the ethics of that discipline In the examination and evaluation stages, the criteria for students to achieve are mainly related to specialized knowledge Therefore, professional ethical education activities are not really reflected in the teaching process Integrating professional ethical education in the subjects in class should be done as follows: Integrating professional ethical education in determining subject objectives; Integrating the content of professional ethical education in the subject content; Integrating the content of professional ethics education through organizing learning activities in class; Integrating the content of professional ethical education in subject examination and assessment process 3.2.2 Measure 2: Education of professional ethics through extracurricular activities Activities of professional ethics education through extracurricular activities are to create conditions for students to show what they have 18 learned in subjects, in life and know how to apply that knowledge to reality sacrifice This is also a way to associate theory with practice, creating a unity between awareness and action and especially it helps students to practice the right behaviors that contribute significantly to the perfection of personality for students This is also a way for students to transform the educational process into a process of self-education * Professional ethics education through extracurricular activities is organized as follows: For each content, it is necessary to clearly define the direct education force which is the lecturer, the manager, the Union youth, student union, etc Developing specific and clear programs in which the objective is defined clearly is to educate the professional ethical qualities, form and foster emotions and attitudes towards the profession, to practice behaviors in good habits in study, scientific research - this is the basis for forming professional ethics for students in the future; Schedule time and space for each activity: Time to organize for a certain activity must be specified in terms of date, time and location clearly; School leaders direct departments to coordinate with functional departments to develop plans and replicate the typical examples and examples of teachers according to school standards; It is necessary to guide students to prepare content for such activities as: collecting and telling stories of scientists and entrepreneurs in the agricultural sector, presenting new ideas in entrepreneurship, in the field they choose; Organizing extracurricular activities with a variety of forms associated with the content of professional ethics education in order to create a healthy and useful "playground" for students to participate in these activities 3.2.3 Measure 3: Education of professional ethics through internship and vocational training at production facilities, local farms Internship and vocational training are practical activities for students to have the opportunity to experience real life situations This is the place where students have real spaces, have real environments to study and demonstrate professional ethical behavior Internship and vocational training also help students realize more deeply the moral qualities of their careers Practice and vocational training will help students better understand the roles and meanings of career in their future jobs Students observe the manifestations of professional ethical behavior Students experience and 19 initially become familiar with the rules and regulations of the workplace, social requirements for the field Students experience professional ethical standards such as conscience - professional responsibility, love nature to respect the living environment, dare to commit and start a business, etc How to perform: + Step 1: Prepare for operation Lecturers are in charge of meeting and advising students about compliance with rules and regulations on internship places, and at the same time providing content requirements for the internship reports Lecturers have close contact with production facilities in the localities where students internship in order to coordinate in the process of students doing internships + Step 2: Implement activities: Teachers assign and assign jobs to students, requiring students to complete reports on time; Provide and guide students to familiarize themselves with the rules regulating practice places; Lecturers combine with staff at the facility to practice, guide and support students in observing and practicing their work; Cooperate with the staff at the internship place to assess and monitor the attitudes and behaviors of students; Guide students to observe work at the internship place Thereby, how students see ethical attitudes and behaviors of agricultural producers are revealed Initially, students can comment on and assess what behavioral behaviors are in accordance with professional ethical standards Observation forms can be used for students to collect information; Encourage students to show their professional ethical behaviors 3.3 Relationship between measures These three measures are all aimed at influencing students' perceptions, attitudes and behaviors The goal is to establish professional ethics for students in agriculture field (cultivation industry) However, each measure can have a major influence on a certain aspect of consciousness The measures we propose have a separate meaning that does not exist independently but has a close relationship, forming a system of education measures in general and school education in particular On the other hand, these measures are also extremely important because they create the best conditions for managers and lecturers to develop synergy, well implement the tasks and educational goals set out 20 CONCLUSION OF CHAPTER Activities of professional ethical education for students in agriculture field are conducted through the aforementioned measures Each measure has outstanding advantages to form students with the necessary professional ethical qualities Each of these measures contains clear objectives, how to proceed, including implementation methods and organizational forms, the conditions for effective implementation of those measures Chapter EXPERIMENT PEDAGOGY Experiment aims at verifying the feasibility of measures of professional ethical education for students in the field of Agriculture, affirming the positive impacts of the proposed measures on the formation of awareness, attitudes, and ethical behavior for students Thereby, prove the correct hypothesis of the thesis We conduct experimental measures: "Professional ethical education through professional internships at local production facilities” We use the innovative internship program for the experimental group, and our control group still applies the current internship program Thereby, to compare the results of the two groups showed that the new internship program aiming at educating ethical professionals for students has improved the awareness, attitude and ethical behavior for students Experimental results are shown as follows: 21 Table 4.9: Results of measuring the following students' perceptions, attitudes and behaviors 2rd experiment % SL % 17,1 2,5 2,5 0,0 14,6 12,1 17,1 0,0 36,5 2,5 14,6 0,0 SL 0 1 0 % 0,0 0,0 2,5 2,5 2,5 0,0 3,47 4,11 2,78 3,51 2,63 3,87 1,088 0,005 0,790 1,175 0,0017 0,967 1,081 0,0016 0,981 Through the data table, it is seen that based on the objectives, experimental content and defined criteria, we found that after the experiment students have experiment had a relatively clear and steady change in receiving consciousness and positive practice of professional ethics in agriculture compared to before graduation The process of practicing and forging vocational training has helped students have the opportunity to be close to reality, to demonstrate professional ethical standards so that it can make the ethical behavior of the students first form, and also reinforce the students' career ethical and professional attitudes and behavior * Assessing the correlation between professional ethical behavior and positive practice after the second experiment Correlations Professional Positive ethical training behavior Professional ethical behavior Pearson correlation 883** Sig (2-tailed) 000 N 89 89 Positive training Pearson correlation 883** Sig (2-tailed) 000 N 89 89 22 coefficient p SL 7 15 Standard deviation % 43,9 46,3 39,0 36,5 39,0 39,0 Medium score SL 18 19 16 15 16 16 Very poor % 36,5 48,8 31,7 43,9 21,9 46,3 Poor SL 15 21 13 18 19 Average ĐC Awareness TN ĐC Attitude TN ĐC Behavior TN Good Very good content evaluate Correlation is significant at the 0.01level ( 2- tailed) The coefficient of Pearson R = 0.883 can be seen with p-value: p = 0.000 Conclusion of the correlation between professional ethical behavior of students of experimental classes with active training of professional ethics is linear correlation, tight meaning In other words, under the impact of education measures have changed behavior, increased actively training professional ethics of students This result also confirms the dialectical relationship, the mutual impact and influence of aspects of awareness, attitude and behavior CONCLUSION OF CHAPTER When using the method of "Organizing internship and vocational training activities at local production establishments" with the new organization method, putting moral education contents into the internship program, changing the way Examining and assessing the internship process of students will help improve the effectiveness of the internship process, students not only practice to perfect their knowledge and professional skills but also cultivate and shape necessary professional ethical qualities Students' awareness of the role of professional ethics has increased markedly It can be seen as a whole that through the measure "Professional ethics education through internship and vocational training at local production facilities" is a measure that has made awareness, attitude and behavior The professional ethics of students are significantly improved CONCLUSION AND RECOMMENDATIONS CONCLUSION In the era of knowledge economy and development trend of science and technology 4.0, farmers, agricultural engineers, or entrepreneurs in the agricultural sector need not only deep knowledge, mature skills but more importantly, they must have professional ethics when practicing The professional ethics in the agricultural sector is to include people's moral standards in line with the characteristics of the agricultural sector, and ưith the social requirements of the agricultural sector Professional ethics education is an extremely important task of higher education institutions in the career of vocational education and training for students This task has been carried out with the attention of the education forces, all managing levels of the field 23 Through studying the current status of the professional ethics education for students in Agriculture field in the context of fundamental and comprehensive innovation of education, we see the limitations of the organization of ethical education activities at higher education institutions, The measures of professional ethics education we propose may not be completely new, but when taking measure, we focused on the goal of forming professional ethics for students.in agriculture field and building the content of ethical standards more specifically Professional ethics education for students in agriculture field at higher education institutions is still in need of a more systematic organization It is necessary to have close coordination of educational forces inside and outside the school, need to have consistency and relationship between the educational environment and the labor market for students to have opportunities to practice regular and continuous moral behaviors RECOMMENDATIONS From the research results, we have some following recommendations: Higher education institutions with training in Agriculture should better understand the training objectives, pay attention to the mission of educating professional ethics in all activities, all forces and organizations in the school Educational managers need to elaborate and detail the professional ethical standards that must be met in each field's output standard and each department When building such standards, educational managers must strictly follow the characteristics of each area, specific work and the reality of social requirements, the era for each field Teachers must always be aware of the importance of professional ethical education for students and it is an important part of their teaching work For the Youth Union, the Student Association - such organizations that attract a large number of students to participate, they play a very important role in the work of moral education and professional ethics for students For students' families: The family is the first school to start moral lessons and will be a lifelong moral education environment for each person Production facilities, localities, companies and farms guiding students to practice need to have close policies and concerns for students who come to practice because it is here where they can best understand the real issues in their future careers 24 RESEARCH WORK HAS BEEN DISCLOSED Hien, L.T (2013) “ Current ethical education for students in schools”, Vietnam Teachers Magazine No 73 Hien, L.T (2017) “Factors affecting professional ethical education for students in agriculture field in the current period”, Educational Magazine No 141 Chau, N.H and Hien, L.T (2017) “Professional ethical conceptions in agriculture field”, Journal of Social Psychology No Hien, L.T (2017).“ Some contents in professional ethical education for students in agriculture field in socialist-oriented market economy”, Journal of Teaching and Learning today ... attitude - that is, students can express their views, concurrence or disagreement, choice or not to choose issues related to professional ethics career On the basis of awareness and correct attitude,... Agriculture should better understand the training objectives, pay attention to the mission of educating professional ethics in all activities, all forces and organizations in the school Educational... agriculture 10 2.5.2.3 The attitude of students in Agriculture field for violations of professional ethics The professional ethics of students are expressed through the attitude of sympathy or disagreement