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1 MINISTRY OF EDUCATION AND TRAINING NATIONAL ACADEMY OF EDUCATION MANAGEMENT -˜&˜ - VU DINH HUNG VOCATIONAL EDUCATION MANAGEMENT FOR HIGH SCHOOL STUDENTS IN TUYEN QUANG PROVINCE IN THE CONTEXT OF EDUCATIONAL INNOVATION Major: Education Management Code: 14 01 14 SUMMARY OF DOCTORAL THESIS IN EDUCATION MANAGEMENT HANOI - 2019 This thesis is finalized at: NATIONAL ACADEMY OF EDUCATION MANAGEMENT Academic supervisors: ASSOC PROF DR HA THE TRUYEN ASSOC.PROF.DR TRAN THI MINH HANG Reviewer 1: Reviewer 2: Reviewer 3: This thesis will be defended at the Board of Examiners at the institutional level at National Academy of Education Management at hour date month year 201 This thesis can be found at: - Vietnam National Library - Library and ICT Center of National Academy of Education Management INTRODUCTION Rationale Vocational Education (VE) is an integral part of and plays a very important role in the student education process If vocational education is well implemented, students will be able to choose careers that are suitable to their capacity, interests and social needs, thereby helping the human resource training process meet the requirements of socio-economic development In order for vocational education in high schools to be well implemented, vocational education management plays an important role and is the responsibility of all management levels in the education system Implementing educational reforms, in the direction of educating students to comprehensively develop their capacity, quality and overcoming the shortcomings of the current general education program, on December 26, 2018 The Ministry of Education and Training issued the general education program together with Circular No 32/2018/TT- MOET In the new general education program, vocational education is conducted through all subjects and educational activities Vocational education activities in secondary schools are carried out regularly and continuously, focusing on the final years of basic education and the whole period of vocational education In addition to the activities aimed at individuals, society, nature, the content of Experimental and vocational activities at high school level focuses more on vocational education activities to develop vocational competence Through vocational activities, students are assessed and self-assessed on their competencies, strengths, interests related to careers, human resource needs of the society, as a basis for selecting their own appropriate careers and train themselves qualities and competencies to adapt to future careers In order to effectively implement the requirements of the new general education program, management activities need to be renewed, including vocational education management As a mountainous province, in recent years, vocational education management for students in high schools in Tuyen Quang province has achieved positive results such as: creating proper awareness about careers Career for students, parents and the whole society; contribute to mobility and positive changes in the outcome of student streaming before and after graduation But the effectiveness of the vocational education activities in recent years is still low, failing to meet social requirements, many students are very confused in choosing their direction after graduation and their ability to determine future career orientation Most students who have the psychology of finishing junior high school or have to go to high school, after leaving high school, they have to go to university or college, meanwhile very few students accept to attend vocational secondary schools, although the commune Association needs jobs in intermediate level This has led to an imbalance in the structure of trained human resources and the training structure of the whole country in general and of Tuyen Quang province in particular The situation of students after graduating from university, many of them fail to apply for jobs or jobs that are contrary to the trained occupations, and must be re-trained, causing great waste for the family and society The goals of career guidance, vocational training and student channeling are not satisfactory Research on vocational education and vocational education management in high schools has been of interest by many domestic and foreign scientists However, in Vietnam, the theory of vocational education and vocational education management for many years has not been much changed and developed following the development trend of society Research on vocational education management in high schools for an area inhabited by ethnic minorities has not yet been adequately exploited in the current context Accordingly, the focus of research on Vocational education’s theoretical as well as practical issues and vocational education management for high school students is one of the most significant scientific issues to accomplish educational goals and training, economic and social development, security and defense maintenance for Tuyen Quang province, especially in the context of the newly issued general education program Stemming from the above reasons, the author chooses the topic: "Vocational education management for high school students in Tuyen Quang province in the context of educational innovation" to carry out research Purpose of the research On the basis of clarifying theoretical and practical issues about vocational education and vocational education management, the thesis proposes vocational education management solutions for high school students in Tuyen Quang province in the context of educational innovation, in order to improve the quality of vocational education, control the overall education effectiveness, well the work of dividing students after graduation to meet the needs of training human resources in the province as well as the whole country Research objects and subjects 3.1 Object of the research Vocational education for students in high schools 3.2 Subjects of the research Managing vocational education for students in high schools in Tuyen Quang province in the context of educational innovation Scientific hypothesis Managing vocational education for students in high schools in Tuyen Quang province, despite creating proper awareness about careers for students, parents and the whole society; contribute to mobility and positive changes in the outcome of student streaming before and after graduation But in the context of educational innovation, this problem is still inadequate If the study identifies the content of vocational education management, the approach to integrating the management functions with the components of the vocational education process in the context of educational innovation will clearly assess the status of vocational education management and propose solutions vocational education management method for high school students in accordance with the reality of Tuyen Quang province, contributing to improving the quality of vocational education as well as the quality of education in general Research tasks - Establish a theoretical basis for vocational education and vocational education management for high school students in the context of educational innovation - Conduct survey, assessments on the status of vocational education and manage vocational education for high school students in Tuyen Quang province in the context of educational innovation - Propose vocational education management solutions for high school students in Tuyen Quang province in the context of educational innovation - Experiment solutions and test some proposed management solutions Research guiding questions - In the context of educational reforms, what are the problems for managers to manage vocational education in high schools, develop students in vocational competencies, choose career that are suitable for themselves and social requirements? - Based on the content of vocational education management, which is determined by the approach of integrating the management functions with the components of the vocational education process, it is possible to determine the status of vocational education and manage vocational education students at high schools in Tuyen Quang province today, such as: how? What are the issues that need to be addressed in managing vocational education for students in high schools in Tuyen Quang province to meet the requirements of educational innovation? - What basic management solutions can be addressed? Scope of the research Regarding the content of the study: Researching management solutions of high school management subjects, headed by the Principal in relation to other subjects, to manage vocational education for high school students in Tuyen Quang province; The sample of the current situation survey was collected from 12 high schools in Tuyen Quang province, by vote survey with 876 people from the objects of managers, teachers, students, parents and administrators of the manufacturers, businesses in the area; Methodology and research methods 8.1 Approach: Integrating the management functions with the components of the vocational education process is the main approach; combined with practical approach, supply-demand approach, to implement the thesis topic 8.2 Research Methods 8.2.1 Group of theoretical research methods: Analysis, synthesis, retrospective, generalization in the study of scientific documents to build the labor force of vocational education management for high school students 8.2.2 Group of practical research methods: Survey by questioning, interviewing, researching on active products, attending to study the situation of vocational education and managing vocational education for high school students in Tuyen Quang province 8.2.3 Other methods: processing data by mathematical statistics Defending points - Using the management approach in combination with the components of the vocational education process to identify the content of vocational education management for high school students will have a basis for clarifying the strengths and weaknesses, identifying necessary issues solutions of vocational education management in high schools in Tuyen Quang province associated with the requirements of educational innovation - Inadequacies in the vocational education management in high schools in Tuyen Quang province manifested in all aspects of the process of implementing the management functions affecting the components of the vocational education process requiring solutions management to promptly overcome the weak stages to improve the efficiency of this activity - In the context of educational innovation, with a system of solutions covering the planning of vocational education activities, building an organizational model of vocational education for high school students in Tuyen Quang province, organizing the impact Change perceptions and improve the capacity of vocational education for forces participating in vocational education; building a feedback channel through directing innovation to assess and evaluate the results of vocational education activities for students will overcome the weak stages, solve problems posed for vocational education and manage vocational education for high school students of Tuyen Quang province 10 New contributions of the thesis The thesis has explained and clarified the theoretical basis of vocational education management for high school students and the reality of vocational education management issues for high school students in Tuyen Quang province, specifically: generalizing and clarifying concepts concept of vocational education, management of vocational education for high school students, clearly showing the path of performing the management functions and the factors affecting vocational education management for high school students in the context of educational innovation; Overview of the overall picture of vocational education and the management of vocational education for students in high schools in Tuyen Quang province In particular, the thesis has proposed solutions for vocational education management for students in high schools in Tuyen Quang province in the context of educational innovation in accordance with local practical conditions 11 Theoretical and practical significance of the thesis 11.1 Theoretical significance: The dissertation synthesizes and systematizes theoretical basis to propose solutions for vocational education management for high school students in Tuyen Quang province in the context of educational innovation, contributing additionally Developing enriching management theory, educational management, vocational education management for high school students 11.2 Practical significance: Providing vocational education management solutions for managers of high schools in Tuyen Quang province to improve the quality of vocational education The solutions can be applied to high schools of other localities with similar conditions The research results of the thesis can serve as reference documents for the leadership and management of vocational education for students in high schools in the context of educational innovation Provide practical basis to propose to the committees and local authorities of Tuyen Quang province in leading and promulgating local policies to support high schools in vocational education management to meet the requirements of renewing education 12 Thesis structure In addition to the introduction, conclusions and recommendations, list of references and appendices, the thesis is structured into chapters, as follows; Chapter Literature review on vocational education management for high school students in the context of educational innovation Chapter Current situation of vocational education management for high school students in Tuyen Quang province in the context of educational innovation Chapter Some solutions of vocational education management for high school students in Tuyen Quang province in the context of educational innovation Chapter LITERATURE REVIEW ON MANAGEMENT OF VOCATIONAL EDUCATION FOR HIGH SCHOOL STUDENTS IN THE CONTEXT OF EDUCATION INNOVATION 1.1 Research overview about vocational education and vocational education management for high school students 1.1.1 Researches on vocational education for students in high schools 1.1.2 Researches on vocational education management for high school students 1.2 Some basic concepts related to the topic In this section, the author analyzed and clarified the concepts: management, vocational education, vocational education management for high school students In particular: Vocational education management for high school students is the process of the impact of management subjects on the components of the vocational education process through the implementation of management functions to achieve the vocational education goals, improving the quality educating students, contributing to the development of human resources to meet the socio-economic development requirements of localities and the country 1.3 Some theoretical issues about vocational education for high school students In this section, the author presents and analyzes the following contents: 1.3.1 Vocational orientation skills of high school students Table 1.1 Vocational orentation skills should be reached by high school studentsafter the vocational education process Capacity 1.Selfawareness Desired levels and requirements Capacity Build self-knowledge in four areas: hobbies, abilities, personality and career values and use this knowledge for lifelong career guidance Capacity Learn about family, community, Vietnam and the world context and use this knowledge for lifelong career guidance Capacity Affirm your desires, dreams, hopes and goals, and use this knowledge for lifelong career guidance 10 Capacity Occupatio nal awareness Formulati ng career plans Desired levels and requirements Capacity Build up knowledge about disciplines, universities, colleges and vocational schools at home and abroad and using this knowledge to decide on majors and schools after graduating from grade and / or grade 12 Capacity Build up knowledge about the profession, agencies, companies and businesses at home and abroad and using this knowledge for future career and workplace selection (companies, agencies, factories, etc.) Capacity Assess the role of information as well as make use of the impact of information on your career decision (industry, school, type of job and workplace) Capacity Determine career goals Capacity Extracurricular activities and community involvement to create more career opportunities Capacity Make career plans and gradually implement career plans 1.3.2 Vocational guidance procedure Vocational education is a long-term process, carried out in many different forms according to a defined process in order to "help students have vocational knowledge and ability to choose careers on the basis of combined aspirations." perspective, strengths of individuals with the needs of using labor of society " 1.4 Issues in the context of educational innovation set out for vocational education and vocational education management for high school students - Requirements for renovating the approach to the elements of vocational education and post-high school diversion - Requirements on renovating content and methods of vocational education - Requirements on renovating mechanisms and policies - Requirements for privatizing vocational education and post-high school diversification 1.5 The psychophysiological characteristics of high school students affecting vocational education and vocational education management The psychophysiological characteristics of high school students affecting vocational education include: - The development of self-consciousness - The ideal of the youth - Social activeness of young people - Learning activities of high school students - Intellectual and cognitive development related to career orientation - Career value orientation of high school students 1.6 Vocational education for high school students in the context of educational innovation 17 activity is assessed at the second most frequent level of performance with a rating of 32.1%; meanwhile, other activities such as extracurricular activities, school, family and local coordination activities have not really been paid attention with 71.1% and 82.5% as unfulfilled 2.2.7 The situation of supervising and evaluating vocational education 2.2.7.1 The use of criteria in students’ learning outcomes assessment Because the program does not have a specific criteria system, the assessment of student's current learning results is still based on the purpose and requirements of the lesson and subject Therefore, it is possible to reinforce a product or a career that will have different assessments in different teachers This situation leads to inconsistent evaluation results, not asserting students' vocational skills gained when there are many different opinions The survey results show that the evaluation of students' learning results does not necessarily comply with the objectives of teaching (integrating knowledge, skills, attitudes) 2.2.7.2 Contents of students’ learning outcomes assessment The results of the survey of learning outcomes show that teachers often focus on assessing knowledge (67.7%) and products (51.8%), only a few assess the process to implement or combine both Coordination of activities with others in the group, productivity of unskilled labor and attitudes during implementation was little assessed 2.2.7.3 Forms of students’ learning outcomes assessment The research results show that: The main forms of assessment are regular assessment (64.4 - 68%) and final assessment (84.9% - 90.1%) chapters and modules, subject or at the end of the semester, year-end The evaluation of the performance of the work based on the lesson to provide feedback to students helps them to regularly adjust their learning activities implemented (93.2%) 2.2.7.4 Methods of students’ learning outcomes assessment According to the survey, the most commonly used assessment methods are essay writing (90.1%), practice tests (43.5%), and Q&A (12.9%) The methods used by teachers often to support the assessment are: Assessing via education records (55.3%); self-assessment (15.6%); peer assessments (1.9%) and project assignments (25.9%) Show that the teacher evaluation method has also been positive However, most teachers still evaluate according to subjective and qualitative experience 2.3 Situation of vocational education management for high school students in Tuyen Quang province in the context of educational innovation 2.3.1 Current situation of management and implementation of vocational education goals in the context of educational innovation Table 2.6 Opinions of managers, teachers, students on the management of the implementation of the vocational education goals Ran Level of performance k No Management contents Rathe Mediu Good Weak Average r m 18 Management plan for the Amount 343 212 311 10 implementation of the 3.4 Ratio % 39.56 24.45 35.87 0.12 vocational education goals Organizing the Amount 315 376 125 60 implementation of the 3.3 Ratio % 36.3 43.4 14.4 1.74 vocational education goals Directing the Amount 288 154 392 42 implementation of 2.8 Ratio % 33.2 17.8 45.2 3.81 vocational education goals Examining and evaluating Amount 211 125 257 283 the implementation of the 2.4 Ratio % 24.3 14.4 29.6 31.6 vocational education goals Total 3.0 The statistical results in Table 2.6 show that the vocational education goal management is implemented at a good level = 3.0 There were 36.3% to 39.5% of the comments saying that the planning and implementation of the vocational education goals are at a good level The evaluation is still the least interested stage, over 60% of the reviews are conducted at average and weak level 2.3.2 Current situation of content management and vocational education curriculum in the context of educational innovation Table 2.7 Opinions on the implementation of vocational education curriculum Ran Level of performance k No Management contents Mediu Good Rather Weak Average m Vocational education Amount 580 212 84 program content 3.2 Ratio % 66.90 24.45 9.69 0.0 management planning Organize the Amount 215 367 125 169 implementation of 2.7 vocational education Ratio % 24.8 42.3 14.4 19.5 program content Directing the Amount 315 154 392 15 implementation of the 2.9 vocational education Ratio % 36.3 17.8 45.2 1.7 program content Checking the content of Amount 211 125 257 283 vocational education 2.4 Ratio % 24.3 14.4 29.6 32.6 program Total 2.8 Through Table 2.7, the implementation is at a good level with X of 2.8, in which planning is ranked first with 69.9% of the respondents saying that it is good and there are no reviews that it is weak the direction of implementation is not clear 19 (36.3%) and the evaluation of the implementation of the vocational education content is rated at a worse level (24.3%) 2.3.3 Actual situation of vocational training management in the context of educational innovation From the data in table 2.8 It shows that the opinion about the management of the form of the vocational education organization of high schools is not really high In which, the evaluation on vocational education form has a positive impact on the formation of competencies for learners with 32% of the reviews are at average level; The implementation of these forms is also well appreciated with 25% of the respondents agree; the direction for the implementation of the vocational education form as well as the evaluation and evaluation of vocational education institutions that meet the formation of vocational training capacity for students are limited 20 2.3.4 Actual situation of vocational education methods and means management Ran Level of performance k No Management Content Rathe Mediu Good Weak Average r m Management planning Amount 361 336 120 59 implementation of teaching 3.1 methods in Vocational Ratio % 41.64 38.75 13.84 5.77 education Organize implementation of Amount 265 367 115 129 teaching methods in 2.9 Ratio % 30.6 42.3 13.3 1.74 Vocational education Directing the Amount 401 263 116 96 implementation of teaching 2.8 methods in Vocational Ratio % 46.3 30.3 13.4 3.81 education Testing and evaluating Amount 179 127 312 258 teaching methods in 2.0 Ratio % 20.6 14.6 36.0 28.7 Vocational education Total 2.7 Based on the data collected in Table 2.9, the management of teaching methods in vocational education has just stopped at a good level, X = 2.7 2.3.5 Current situation of managing teaching activities in vocational education Table 2.10 Assessment results of teaching management of teachers in vocational education Level of performance Rank Management No Goo Rathe Mediu Content Weak Average d r m Planning teaching 516 234 101 25 in Amount management 2.5 vocational education Ratio % 59.5 26.99 11.65 1.85 Organize 215 215 421 25 implementation of Amount 2.1 teaching activities in Ratio % 24.8 24.8 48.6 1.74 Vocational education Direct the Amount 214 441 210 11 implementation of 2.0 learning activities in 24.7 50.9 24.2 3.81 Ratio % Vocational education Examine and evaluate Amount 152 236 411 77 1.7 21 teaching activities in Ratio % 17.5 27.2 47.4 7.8 Vocational education Total 2.1 Quantitative survey results in Table 2.10 show that the management of teaching activities of teachers has not been highly appreciated, with an average evaluation score X = 2.1 Most schools only focus on teaching management at the request of the vocational education but have not really paid attention to the factors that contribute to the capacity building of learners For managing learning activities of students: the parameters shown in chart 2.8 show that the schools have implemented and managed learning and training activities of students: managing learning activities, forging training in tours, field trips (86.53% of respondents are good); Managing learning and practicing activities in both theory and practice classes (80.31% of respondents rated it well) However, other contents (with external factors), the level of evaluation is not high, only about 50% or less 2.3.6 Current situation of managing vocational education outcomes assessment The survey results shown in Figure 2.9 show that schools have conducted management of the construction and monitoring of students' learning outcomes evaluation process The management through the development of the evaluation plan is 12% of the reviews implemented well; 39% of the comments evaluate weak performance The organization of the steering also only 13% and 33% rated it as good; Up to 26% rated the organization of testing to assess the vocational education results at a weak level, 14% of the opinion evaluation directed the implementation at weak level 2.4 Current situation for the level of impact of the factors affecting the vocational education management for high school students in Tuyen Quang province in the context of educational innovation 2.4.1 Actual situation of subjective factors (6) (5) (4) The attention of the school leaders to the task of Vocational education management for high school students Qualifications and qualities and the capacity of the management staff and teachers Mechanism on Vocational education management for high school students Gradually increasing affecting level 22 (3) (2) Awareness of the school on the task of managing Vocational education for high school students Motivation for research and education management of vocational education (1) The role of the educational Diagram 2.1 Influence level of the subjective factors on vocational education management for high school students in Tuyen Quang 2.4.2 Actual status of objective factors (6) Policies of the State and industry about managing vocational education for high (5) Economic conditions, income of managers and teachers Working(4) environment conditions for managers and teachers (3) Autonomy of the school about Vocational education management for high school students Gradually (2) Impact of market economy mechanism increasing affecting level Support from Party leaders and local authorities (1) Diagram 2.2 Influence of objective factors on the vocational education management for high school students in Tuyen Quang province in the context of educational innovation 2.5 General evaluation conclusions on vocational education situation for high school students in Tuyen Quang province in the context of educational innovation 2.5.1 Advantages and causes - Most of managers and teachers are well aware of the importance of vocational education and the innovation of management to improve the effectiveness of vocational education - The implementation of objectives, contents and vocational education programs strictly according to the regulations of the Ministry of Education and Training - There have been plans in vocational education activities, assigning vocational education teachers in combination with homeroom teachers and Youth Union in 23 organizing activities of providing vocational knowledge, vocational consultancy, and education vocational guidance for students; Causes: - The majority of high school teachers have good citizenship quality, sense of responsibility, perseverance overcoming difficulties for education, especially teachers in disadvantaged areas All teachers have standardized training, the number of teachers with postgraduate qualifications is increasing These are the factors that positively influence the vocational education and the management of vocational education 2.5.2 Shortcomings and causes - The vocational education method is not really positive, the form of vocational education in some schools is not plentiful - The development of the vocational education plan has not been given adequate attention; Some schools not have specific plans for vocational education - The management of the implementation of the vocational education program has not followed the reality - The management is still lack of scientific and practical - Although facilities, teaching facilities and ICT infrastructure have improved significantly, they are still lacking and inconsistent between the central and disadvantaged areas The provision of documents and materials is still slow, affecting the progress of vocational education Causes: The above limitations are the result of a slow process of new education in general and vocational education for students in particular - The policy regime on the vocational education is not clear about the cost norms, especially the funding to support the vocational education process, has not encouraged administrators, teachers and learners in the vocational education 2.5.3 Issues raised from the situation of managing vocational education for high school students in Tuyen Quang province in the context of educational innovation It can be emphasized that some of the following key issues need management solutions to overcome: - Firstly, it is necessary to plan vocational education activities for students in high schools in Tuyen Quang province based on the survey of vocational needs with appropriate planning development process - Secondly, building a model of vocational education organization for students in high schools in Tuyen Quang province in accordance with the requirements of educational innovation and conditions of the province - Thirdly, to organize fostering to raise the capacity and awareness for teachers, staff in high schools in Tuyen Quang province and stakeholders on vocational education for students - Fourthly, renovating vocational education evaluation and management of vocational education for high school students in the direction of standardization 2.6 Some countries’ experiences in vocational education management The thesis refers to some experiences in vocational education management of some countries in the world in some following aspects: 2.6.1 In Australia; 2.6.2 In the Philippines; 2.6.3 In Malaysia; 2.6.4 In the United States; 2.6.5 In Japan; 2.6.6 In Korea; 2.6.7 In China; 2.6.8 In Indonesia; 2.6.9 In the Netherlands; 2.6.10 Some lessons on foreign vocational education and management of vocational education applied to Vietnam CONCLUSION OF CHAPTER Chapter SOLUTIONS FOR MANAGING VOCATIONAL EDUCATION FOR HIGH SCHOOL STUDENTS OF TUYEN QUANG PROVINCE IN THE CONTEXT OF EDUCATIONAL INNOVATION 24 3.1 Principles for building solutions 3.1.1 Ensuring synchronization with the system solution 3.1.2 Ensure the practicality of all solutions 3.1.3 Quality assurance and efficiency for vocational education activities 3.1.4 Ensuring the feasibility of the solutions 3.2 Proposing solutions for vocational education management for high school students in Tuyen Quang province in the context of educational innovation 3.2.1 Planning vocational education activities for high school students in Tuyen Quang province in association with the needs of human resource development 3.2.1.1 Significance and purpose of the solution: 3.2.1.2 Content of the solution Making a vocational education plan, school administrators, headed by the principal, mobilizing stakeholders to implement the following basic contents: 1) Analyzing the context of the school, Establishing the general goals of the vocational education activities of the school closely following the goals of the vocational education in accordance with the provisions of the current general education program, specifying the school's specific goals Tuyen Quang High School 2) Identify resources for vocational education 3) Identify the vocational education tasks of the entire course, each grade of grades 10, 11 and 12 3.2.1.3 How to implement the solution of Vocational education activity planning for students in high schools can be implemented as follows: Stage 1, Analyzing the characteristics of the VE situation in high schools Stage 2, Determining vocational needs Stage 3, Determining legal bases for vocational education Stage 4, Identification of resources to implement VE activities Stage 5, Establish a comprehensive vocational education plan 3.2.1.4 Guaranteed conditions for implementing the solution - Need a management model suitable to the characteristics of Tuyen Quang high school in the province - Having a database on the team, the education program, the results of the annual vocational education implementation; database of local and national human resource reports for the next years and longer 3.2.2 Managing vocational education models for high school students in Tuyen Quang province in accordance with the requirements of educational innovation 3.2.2.1 Significance and purpose of the solution 3.2.2.2 Content of the solution Based on the practical analysis of schools in Tuyen Quang province, we propose two main models: "The organizational model combining continuing education with continuing education and vocational educat vocational education" and "The organizationalCombination model between of coordination between Input of high school students industries and manufacturers in the vocational education activities” High Schools Output of high school g Center of Vocational Education Center - Continuing of Vocational Education Education - Continuing E 25 Combination between continuing education and vocational education Input of High school students Diagram 3.2 Organizational model combining continuing education with vocational education Vocational Manufacturers schools, colleges, universities Diagram 3.3 Organizational model combining industries, manufacturers in vocational education activities 3.2.2.3 Implementation measures of the solution (i) Determine the functions, duties and powers of each party participating in the vocational education activities (ii) Strengthen the vocational education institutions of high schools to be the focal point for the operation of the vocational education model (iii) Arranging material facilities, working rooms, equipment and conditions to ensure career counseling activities for the Vocational Training Board (iv) The process of operating the educational organization model in each school year (Operating the operation of the experimental education board, Operating the organizational model in coordination with the vocational education center in vocational education, tissue operation model of coordination with industries, production establishments, enterprises in vocational education activities) 3.2.2.4 Guaranted conditions to ensure solution implementation - Under the direction of the People's Committee of Tuyen Quang province for business units to participate in vocational guidance, 26 - The principal is dynamic and creates good relationships with businesses and enterprises and centers for vocational training and education 3.2.3 Organizing teachers and staff training at high schools in Tuyen Quang province and stakeholders in vocational education 3.2.3.1 Significance and purpose of the solution 3.2.3.2 Content of the solution - To advise the Department of Education and Training in developing and completing a set of documents, documents and specific policies for vocational education in the province - Diversifying forms of propaganda on vocational education - Applying flexibly and effectively training and propaganda activities to raise the awareness about vocational education for each specific subject 3.2.3.3 Method of implementation of the solution - Organize fostering for educational managers and teachers about the content of vocational education activities, in the direction of "Experimental and vocational activities" of the general education program issued under Circular No 32/2018 / circular of Ministry of Education and Training - Organize the integration of Vocational content with other training contents within high schools - Organize propaganda, advocacy, provision of materials and encouragement for educational forces outside high schools to participate in vocational education and vocational education management activities 3.2.3.4 Guaranteed conditions for implementing the solution - There should be the drastic direction of the Party Committee and local authorities - Need a strong management staff and teachers to raise awareness for the people in need - Need to have a thorough preparation from the summer, the time for fostering teachers at the beginning of the school year on the content of fostering, preparing facilities and arranging scientific activities - There must be a close cooperation between the DOET, high schools and local media agencies in training to improve vocational education capacity and awareness of vocational education in the province 3.2.4 Establishing feedback channels through innovation in assessment and evaluation of vocational education activities according to educational renovation requirements 3.2.4.1 Significance and purpose of the solution 3.2.4.2 Content of the solution - Direct innovation in methods and forms of vocational education assessment and evaluation for high school students through setting up a dossier for evaluating vocational education results - Organize to develop a framework to evaluate the effectiveness of vocational education management in accordance with the local human resource development orientation 27 3.2.4.3 How to implement the solution 3.2.4.4 Guaranteed conditions for implementing the solution - There must be consensus and mobilization of stakeholders to participate in the development of a framework for evaluating the effectiveness of vocational education management - Arrange suitable human resources to meet the task of generalizing, monitoring and reporting results, and at the same time applying information technology to invest in building software to manage vocational education result cards - There should be a specific assignment for the person in charge of managing student results cards for all three school years 3.2.5 The relationship between solutions for managing vocational education activities for high school students in Tuyen Quang province in the context of educational innovation Based on the principles for proposing solutions and approaches according to management functions to manage vocational education activities; The above solutions have a close relationship with each other towards a common goal: Improving the quality and effectiveness of vocational education for students in high schools in Tuyen Quang province The system of solutions has a binding relationship according to the management functions, impacting on the components of the vocational education process to overcome the "gaps" in the management process In the practice of vocational education and management of vocational education, high school management entities need to select and coordinate solutions together or integrate and integrate solutions to create strength and synthesis to solve outstanding problems and limitations of vocational education and vocational education management for students at high schools in Tuyen Quang province in the current context 3.3 Assessment on the necessity and feasibility of solutions for managing vocational education activities for high school students in Tuyen Quang province in the context of educational innovation 3.3.1 Testing the necessity and assessing the feasibility of solutions for managing vocational education activities for high school students in Tuyen Quang province 3.3.1.1 Testing purpose 3.3.1.2 Testing objects 3.3.1.3 Testing contents and procedure 3.3.1.4 Testing results Figure 3.1 Testing results about the level of necessity of VE management solutions for high school students in Tuyen Quang province in the context of educational innovation 28 Figure 3.2 Testing results of the feasibility of VE management solutions for high school students in Tuyen Quang province in the context of educational innovation 3.3.2 Experimenting 3.3.2.1 Expertimental purpose 3.3.2.2 Experimental content, scope, subject and duration Experimental content: a content of solution 3: "Organizing fostering to raise awareness and capacity for teachers and staff in high schools on vocational education for students" Experimental scope: at two high schools Ham Yen and Chiem Hoa High School in Tuyen Quang province, test subjects of teachers, participating in career-training activities of Ham Yen High School and Chiem Hoa High School of Tuyen Quang Province Specifically: Two teacher test groups with a total of 12 people (each school is people in charge of vocational education activities of Grades 10 and 11) Experimental force: consists of thesis author and core teachers, administrators, experts in vocational education Experimental duration is conducted in phases: Stage 1: Performing in school year 2016 - 2017; Session 2: Done in the 2017-2018 school year Experimental hypothesis: One of the decision vocational education factors to the quality of vocational education and student flow is the ability of teachers to organize vocational education activities Accordingly, if fostering appropriate knowledge and skills to vocational education come the vocational education limitations for teachers of high schools, it will improve vocational education the implementation of vocational education for students of teachers, improve quality quantity of vocational education and control the results of vocational education of students Experimental method: Use a controlled test method on the selected sample The process of testing activities includes: 1) Surveying and evaluating the vocational education capacity of teachers and the awareness of students being subject to the testing of career orientation through the questionnaire; 2) Propose and agree with the Ham Yen High School Administration Board to develop a plan and content of Vocational education fostering for teachers in September 2016 with a 3-day refresher period; 3) Agree with the Board of Diprincipals of Chiem Hoa High School to participate in observing the main Vocational education activities and testing the results of vocational education for students according to the current educational program; 4) Carry out an evaluation of the capacity of the two control and control groups; 5) Conduct analysis and evaluation of results before and after testing based on the identified criteria Table 3.4 Assessment results one vocational education capacities of teachers in two groups before the test Evaluation criteria Comparative group Experimental Group VE knowledge 6.5 6.3 Organizing skills of VE for 5.5 5.4 students 29 VE education results for the class in charge Medium score 5.3 5.5 5.8 5,7 The result of the average point difference of the two groups is 0.1 point This proves that the sample selected for testing similarity in competency, the test object is the student also has a fairly equal score of the previous year's vocational education results (only 0.2 points difference) Therefore, next experimental step could be proceeded * Processing and analyzing results obtained after testing Table 3.5 Results of the vocational education teachers’ competence evaluation in two groups after the first test Evaluation criteria Comparative Experimental group Group VE knowledge 6.2 7.0 Organizing skills of VE for students 5.2 6.3 VE education results for the class in charge 5.6 6.8 Medium score 5.7 6.7 Conclusion: Experimental group, after implementing measures to impact the teachers' competency evaluation criteria, there is a change in the increasing trend In which: Criteria for evaluating "Vocational education organizing skills for students with the most changes increased from 5.2 to 6.3), the criteria "Vocational education" changed at least from 6.2 to 7.0 Comparing the average score of the three criteria with the pre-test shows that the development of vocational education capacity of teachers is higher than the previous level from 5.7 to 6.7 Processing and analyzing the results after the second test impact Table 3.6 Results of evaluating teachers' Vocational education capacity two groups after the second test Comparative Experimental Evaluation criteria group Group VE knowledge 6.8 8.5 Organizing skills of VE for students 6.5 9.1 VE education results for the class in charge 6.5 8.3 Medium score 6.6 8.6 Conclusion: Experimental group, influenced by the impact solution, all three criteria to evaluate teachers' capacity are changing in an upward trend The change occurred relatively evenly in the criteria About the results after two trials Calculate the average score of the criteria after two tests to determine the level of capacity development of the two groups as shown in the following table: Table 3.7 Results of evaluating teachers' Vocational education capacity two groups after two trials Evaluation criteria Comparative Experimental 30 VE knowledge Organizing skills of VE for students VE education results for the class in charge Medium score group 6.5 5.85 6.05 Group 7.75 7.7 7.55 6.15 7.65 Interviews with the management officials in the departments of the two localities including Ham Yen High School and Chiem Hoa High School both affirmed: “It is reasonable to organize the experiment with the test effects and show clear effectiVocational educationness; help the school orient for career guidance, Vocational education and Vocational education management in the area of districts” CONCLUSION OF CHAPTER CONCLUSIONS AND RECOMMENDATIONS Conclusion (1) Management of vocational education for high school students is the process of school management subjects to implement management impacts through management functions, teachers, students and other educational forces to implement existing goals and contents of the vocational education program, using appropriate vocational methods, means and forms, examining and evaluating the results of vocational education according to the requirements of education innovation in order to achieve vocational education objectives Vocational education management for high school students is influenced by subjective and objective factors In the vocational education management for high school students, managers should clearly identify the impacts, see the strengths and weaknesses of the school, identify opportunities and challenges to develop a vocational education plan, organize and direct the implementation of flexible and creative plan in accordance with the conditions of the school and the locality; at the same time, innovating and evaluating vocational education results to make timely, reasonable adjustments to improve the efficiency of vocational education (2) In fact, at most high schools in Tuyen Quang province, managers, teachers and students’ awareness on vocational education management differ, but all recognize the great role of vocational education management in high school will be very important and decisive in career orientation for students High schools also have plans for vocational education management with different forms, content and level of activities and initially achieved certain results However, compared with the requirements of educational innovation, vocational education activities and vocational education management for high school students in Tuyen Quang province still reveal limitations The coordination of organizations participating in the vocational education management has not been carried out in a synchronous, consistent manner, has not been best coordinated, not associated with the production enterprises, enterprises to promote the vocational education activities Has not done a good job of inspecting, evaluating and summarizing 31 vocational education activities in each period Most of the forces participating in the vocational education in high schools in Tuyen Quang province have not been trained and fostered knowledge about vocational education, so the work efficiency is very limited The formulation of the plan, regulations, inspection and evaluation regime on this work has not been specifically mentioned in the school's annual plan (3) The proposed groups of management solutions based on the theoretical and practical basis will impact synchronously on the structural elements of the vocational education in high school to make high school education really organized more systematic and synchronized Experimental and experimental results have confirmed the proposed solutions are important, necessary, feasible and suitable to the characteristics of Tuyen Quang province With the above results, the author has fulfilled research tasks, answered research questions and clearly proved the scientific hypothesis; Recommendations 2.1 For the Ministry of Education and Training - Direct and invest finance and equipment in vocational education in the direction of standardization and modernization - Urgently re-train teachers and high school administrators about requirements and implementation of a new general education program issued under Circular No 32/2018 / Circular of Ministry of Education and Training, including the content of fostering implementation "Experiential and vocational activities" program, 2.2 For the People's Committee of Tuyen Quang province, People's Committees of districts and cities - Issue preferential local policies for vocational teachers and students participating in vocational guidance, creating a mechanism for high schools to coordinate with manufacture factories and businesses in vocational education for students - Direct Departments, Industries, especially Radio & Television Station, Department of Information & Communications to propagandize vocational education; Direct the Department of Labor, War Invalids and Social Affairs to provide data on the province's human resource needs to vocational training schools - Re-plan the network of vocational training institutions, vocational secondary schools, production and business establishments, etc., forming a linkage with high schools in vocational and vocational training; There are plans to use post-career and vocational students at the province's vocational and vocational training institutions 2.3 For Department of Education and Training of Tuyen Quang province - Need to strengthen the management, direction and supervision of the implementation and implementation of the vocational education program in high schools; set up a provincial-level Steering Committee for direct guidance of the vocational education committee at schools and the centers for continuing education and vocational education - Annually evaluate vocational education in schools and have a policy of rewards for those units that perform well vocational education for students 2.4 For high schools in Tuyen Quang province ... school or have to go to high school, after leaving high school, they have to go to university or college, meanwhile very few students accept to attend vocational secondary schools, although the commune... students at high schools in Tuyen Quang province today, such as: how? What are the issues that need to be addressed in managing vocational education for students in high schools in Tuyen Quang province... and post-high school diversification 1.5 The psychophysiological characteristics of high school students affecting vocational education and vocational education management The psychophysiological