Quản lý hoạt động giáo dục kỹ năng sống cho học sinh ở các trường tiểu học khu vực tây nguyên tt tiếng anh

1 INTRODUCTION Presentation of subject 1.1 The rapid growth in economic, social and international exchanges in the era of globalization has created complex and multidimensional impacts, affecting and drastically changing the process of forming and developing human personality in modern society From here on, life skills education becomes an important goal and mission throughout the spirit of a comprehensive education 1.2 The introduction of life skills education in schools in Vietnam in general and in the Central Highlands in particular has not yet met the expectations in the spirit of educational innovation due to limited awareness of the the goals of life skills education, therefore, leads to unspecific and ineffective understanding, exploiting and applying the contents, forms and methods of education 1.3 The orientation "Education to develop learners' capacity" is focused on many policies of the Party, State and the education sector, showing that the goal of forming, developing and perfecting life skills for learners to meet the needs of individuals and society are very necessary in the current general education 1.4 Primary level is a foundation level that plays an important role in the process of forming and developing a comprehensive personality in each person And so, the attention to education and the formation of essential life skills initially in elementary school have a decisive role and significance in the entire educational process 1.5 Practices on the quality of life skills of primary school students in the Central Highlands region, especially ethnic minority students, are still very different due to their circumstances and learning opportunities, result in the fact that students of ethnic minorities are not confident in communicating, ability to adapt and integrate themselves into the external environment is slow and inflexible, the personal capacity to solve problems, handle situations and self-defense over life threats, health, personality and learning opportunities still have many worrisome problems Meanwhile, the lack of linkages between theory and practice in the management of life skills education activities leads to the unability to meet the educational needs of learners and society because of the limited supply of life skills education in both human and material resources; Management thinking from schools is still in a slow state of improvement before the trend of educational management change These are really the focal points that need early intervention and improvement in the management of life skills education for primary schools’ students in the Central Highlands in general, and for ethnic minority elementary school students in particular in the current period From the above reasons, the author chose the topic "Management of life skills education for students in primary schools in the Central Highlands" for research Purpose of the study On the basis of theoretical and practical research on the management of life skills education activities for primary students in primary schools in the Central Highlands region, propose a system of management methods which are adaptive and suitable to economic, cultural and educational characteristics of the region, aiming at finding and exploiting social capital resources, increasing educational supplies, meeting the need for management of life skills education activities in primary schools in the Central 2 Highlands region and the demand about the life skills education of individuals and society in the current primary education reform context The subject and object for study 3.1 The subject for study 3.2 The object for study Management of life skills education activities for students in primary schools in the Central Highlands Scientific hypothesis The Central Highlands, with the characteristics of the difficult socio-economic region, the social capital resources are inadequate and have not met the needs of managing the life skills education activities for students in primary schools The management of life skills education activities need to be performed by management subjects with specific functions and tasks and is organized by flexible and creative management methods on the basis of exploiting, enhancing and applying effectiveness of the region's real social capital, ensuring education implementation and education management in an adaptive environment, and solving the correlation problem in the relationship between education supply and demand Therefore, if proposing and implementing synchronous measures based on the goals of the management and educational economic solutions in the management of the life skills education activities for students who meet the above conditions, the activities of life skills education for students in regional primary schools in the Central Highlands will have higher quality and efficiency Study responsibility 5.1 Systematizing some theoretical issues about the management of life skills education activities for elementary students 5.2 Surveying and evaluating the current situation of management of life skills education activities at primary schools in the Central Highlands region 5.3 Proposing measures to manage the life skills education activities for students in primary schools in the Central Highlands region 5.4 Experimenting of the proposed methods Limit and area of the study 6.1 The content of the study The topic focuses on studying ethnic minority students in primary schools in the Central Highlands region, researching on management of life skills education activities for this object Specifically: Research on the situation of life skills education and life skills education activities management for ethnic minority students in primary schools in the Central Highlands; Research on methods to manage the life skills education activities for ethnic minority students in primary schools in the Central Highlands 6.2 Area of the study Research activities are implemented at 20 public primary schools in the area of provinces in the Central Highlands: Kon Tum, Gia Lai, Dak Lak; Dak Nong, Lam Dong with 10 administrative units belonging to ethnic minority areas with extremely difficult socioeconomic conditions 3 6.3 About the object of research survey - Investigating 580 questionnaires focused on the members of the Manager Board, the professional group leader, the staff of the Youth Union - Team, teachers, staff and students in primary schools Organizing interviews focusing on relevant forces is the Representative Committee for Parents of Students in primary schools; representatives of government, departments, unions, units; officials in the community in the study area - Quan sát theo dõi hoạt động giáo dục 10 trường tiểu học để bổ trợ thêm thông tin nghiên cứu - Organizing group discussions to gather information from teachers, students and some stakeholders from educational forces outside the school in 10 study areas - Observing and monitoring education activities of 10 primary schools to supplement research information Methodology and Research Methods 7.1 Methodology Applying the methodology of dialectical materialism and research approaches The two main approaches used in the thesis are: 7.1.1 Target Approach The goal-oriented approach is an approach that emphasizes the target of the object, considering the goal as the criteria for selecting content, methods, methods of conducting and evaluating the results The goal-oriented approach to analyze and clarify the goals of the management of the performance of life skills education, the goals of life skills education; analyzing the real situation of the implementation of the management content on that basis, building the content and methods to manage the suitable and feasible life skills activities of the topic 7.1.2 Educational and economic approach Applying the rules of supply - demand, factors of market economy, modes of economic cooperation in the management of life skills education activities in primary schools in the Central Highlands towards developing the capacity of teachers, learners, and meeting the needs of life skills education for individuals and society In addition to the two main approaches above, the thesis also incorporates a number of other approaches to clarify the research problem: 7.1.3 Approach to Functions 7.1.4 Approach to object structure 7.1.5 Systemat approach 7.1.6 Historical and logical approach 7.1.7 Practical approach 7.2 Research Methods 7.2.1 Group of theoretical research methods 7.2.2 Group of practical research methods + Method of investigation by questionnaire + Method of interview + Methods of experts 4 + Method of summarizing experience + Experimental method 7.2.3 Supporting methods Using the observation method (the tool is the observation sheet) Using mathematical statistical method (tools are math softwares) The defense points Based on the purposes, research tasks and scientific hypotheses, the thesis carries out the following points: 8.1 Life skills education is one of the educational activities in primary schools, so it has all the characteristics of educational activities, and at the same time there are differences from other educational activities being carried out in primary school, they are goals, contents and methods and ways of performance 8.2 Objective approach (management objectives) and economic education approach are some of the approaches to define management content in the management of each specific object Based on the management objectives and economic solutions in the management of the life skills education activities for students in elementary schools, the contents of this activity management in elementary schools will be built 8.3 Management of life skills education for students in primary schools in the Central Highlands is done by the way of synchronously and systematically impacting management functions on management objectives and management solutions education economy aims to solve the problem of the relationship between supply and demand on education in the specific economic, cultural and educational context of the region, aiming to increase social capital for education, meeting the needs of managing the life skills education activities in primary schools and the needs for education of life skills of individuals and society in the Central Highlands 8.4 Managing life skills education through experiential model - connecting the content of life skills education with movement, material manipulation, with real life of learners towards forming and developing the capacity of learners New points of the thesis Fundamentally reflecting the characteristics of the aspects in the living conditions of ethnic minority students in primary schools in the Central Highlands which has an impact on the differences in students' life skills capacity as well as the needs of individuals and society in the region Generalizing and providing basic information about the current situation and the cause of the current situation in the management of life skills education activities for ethnic minority students in elementary schools in the Central Highlands in the current period Proposing a system of methods to manage the educational activities of life skills that are suitable to the subjects, with the challenges and characteristics of the region of the Central Highlands Applying educational - economic approach, problems about education demand, education supply, and public-private cooperation to adapting to real legal conditions, with perspectives and orientations on current educational innovation, make contribution to the clarification of economic solutions in educational management and resolves urgent problems in education and management of life skills education activities for 5 difficult socio-economic regions and ethnic minority areas in the Central Highlands At the same time, clarifying the needs of the society for life skills education, in which correctly evaluating the role of organizations and individuals in society as co-subjects in the management process of life skills education activities in regional primary schools in the Central Highlands 10 Structure of the dissertation Besides introduction, conclusion and references; the dissertation includes following chapters: Chapter 1: Theoretical basic of management of life skills education for elementary students Chapter 2: Reality of management of life skills education for elementary students in the Central Highlands Chapter 3: Sollutions to management of life skills education for primary schools’ students in the Central Highlands            Chapter THEORETICAL BASIS OF MANAGEMENT OF LIFE SKILLS EDUCATION FOR PRIMARY STUDENTS 1.1 General study 1.1.1 Research on life skills and life skills education Research on life skills and life skills education in the world Research on life skills and life skills education in Vietnam 1.1.2 Research on management of life skills education Four main aspects of research on the management of life skills education in the world and the region Unifying management of life skills education for learners with management of skills training for employees Managing schools associated with the goal of educating life skills for students Collaboration between home, school and society in educating students on life skills Managing life skills education in terms of content, form, methods and conditions for the implementation of life skills education Three main research directions on management of life skills education activities in Vietnam Research direction of systemating the theoretical basis of the management of life skills education Research direction and assessing the management of life skills education Research direction of methods of life skills education management 1.2 The basic definitions 1.2.1 Manage - Management is understood as an organized, targeted impact of the management subject (managers, management organizations) on the managing object, the acitivities 6 performed by one or more people who coordinate the actions of others in order to obtain the desired results From the this definition, we recognize the general signs of management, which are: Management is always an oriented and goal - defined impact Management shows the relationship between two parts of the managerial subject and the managerial object This is an order and obedience relationship, not peer-to-peer and obligatory Management is a subjective impact but must be in accordance with the law of objectivity 1.2.2 Education Management In this thesis, the author would like to mention educational management in the narrow sense of the management of a school The nature of educational management is the process of meaningful impact by the management subject on the management object and the elements involved in the education performance process in order to implement effectively educational objectives 1.2.3 School management The school management, in the view of form, is a logical, targeted, planned, systematic, pedagogically organized set of impacts by the management subjects to the management objects who are teachers and students and educational forces inside and outside of schools coordinate to participate in school activities to make this process work according to set goals 1.2.4 Life skills In this thesis, the definition of life skills is understood with the connotation: “The ability to make one's behavior and change consistent with positive behavior that helps people to effectively control and manage their needs and challenges in everyday life” 1.2.5 Life skills education From the meaning of life skills definition (the definition of life skills is selected by the author of the thesis) and the concept of educational activities presented above, the author of the thesis thinks: Education of life skills is a process with activities Specific educational activities to organize and control students to know how to translate knowledge (what they know) and attitudes and values (what students think, feel, believe) into actual actions (what to and how) in a positive and constructive manner Life skills education for students is the education for them to have a positive way of life in modern society, which is to build or change their behaviors in a positive direction in accordance with the goal of comprehensive personality development of learners’ personalities base on the target of helping students to have appropriate knowledge, values, attitudes and skills 1.2.6 Management of life skills education Management of life skills education is the process of exploiting, selecting, organizing and implementing resources, impacts by the managemen subjects under an active plan and in accordance with the objective law to affect the life skills education activities in order to create a change or create a necessary effect of this activity towards the target of educating and training life skills for students 1.3 Education life skills for primary schools’ students − − − − − 1.3.1 Innovating education and life skills education issues for students in primary schools 1.3.1.1 Innovating education and life skills education issues in the current context 1.3.1.2 The view on ethnic education development associated with educational innovation 1.3.1.3 School institution in educational economic life 1.3.1.4 Orientation of new education program - Model of "Experimental activities" in life skills education 1.3.2 Characteristics of Primary schools’ students 1.3.2.1 Psycho-physiological characteristics of primary schools’ students Physical development characteristics Psychology of readiness to go to school Features of school life 1.3.2.2 Characteristics of communication, psychology and learning conditions of primary school ethnic minority students Communication and psychological characteristics Learning conditions and quality of ethnic minority primary schools’ students 1.3.3 System of life skills of primary school students On the basis of the analysis of the nature of life skills and classification of life skills, combined with the analysis of psychological characteristics of elementary school students on cognition, emotion and personality, it is possible to determine the life skills of elementary school students, including 18 specific life skills, those are classified into groups as follows: 1) Group of individual life skills; 2) Group of social life skills and 3) Group of life skills related to students’ learning and working; corresponding to basic relationships with many typical life skills manifestations of age, established on the basis of 18 life skills: 1) Relationship with self; 2) Relationship with friends; 3) Relationship with family; 4) Relationship with the school; 5) Relationship with society The thesis focuses on general contents of groups of skills with 18 specific life skills interacting in basic relationships of primary school age 1.3.4 The basic element of life skills education for students in primary schools 1.3.4.1 Goal of life skills education for primary school students 1.3.4.2 Contents of life skills education for primary school students 1.3.4.3 Teaching method of life skills for elementary students 1.3.4.4 Forms of life skills education for primary school students 1.3.4.5 Educational force in life skills education for primary school students 1.3.4.6 Objects in life skills education 1.3.4.7 Results of life skills education for primary school students 1.4 Management of life skills education for primary school students 1.4.1 Some approaches in determining the content of managing life skills education for students in primary schools Access to functions; Approach to the objects’ structure; Approach to education economy; Objective Approach; Process approach 8 When considering the relationship between the theory and practice of the management of the educational activities of life skills for students in elementary schools in the current period, this thesis chooses the objective approach (management objectives) and the economic approach to economics and education (education demand, education supply, the relationship between educational supply and demand in the management mechanism, the management environment, and in the orientation of educational innovation are strongly influencing the management of objects in the period) to determine the content of the management of life skills education activities for students in elementary schools 1.4.2 Approaching the goals and approaching the educational economy to the determination of the content of managing life skills education activities for students in primary schools * Objective Approach The objective approach is an approach that emphasizes the objective of the object, considering the objective as the criterion to choose the content, method, performace manner and evaluate the results Management goals of the education of life skills: in this approach, the management goal lies in the management process itself and is shown at every stage of the management process, it directs the entire management process and makes standards to evaluate management results of this activity Accordingly, this approach is based on the general goal of management to maintain, stabilize and develop the managed object, which is the activity of education of life skills for primary school students in an ever-changing management environment With this management goal, the management subjects determine the factors that can create a positive impact on the performance of life skills education for students corresponding to each stage of education development These factors are very diverse, from management philosophy, legal corridor of management activities, management apparatus, management mechanism, management methods, management model to resources, environment , conditions for management, are actively selected or built by the management subject to operate appropriate management before changes and disturbances put pressure on the management object to adapt, to stabilize, maintain and develop, creating a change of the managed object in order to ensure that the management process is in accordance with the views and objectives selected by the educational institutionThese factors are also the basis for determining the content of management of life skills education activities for elementary school students corresponding to management objects (structure, elements…In particular, the life skills education activities in high schools today are affected by many external factors (the development of living values, globalization between education, regional calculation, and objectivity in education, educational needs of individuals and society ) and also internal factors (individualization in the conception, thinking of managers, determined values of educational institutions, resource status, ) leads to flexible approaches to educational goals in determining the content and methods of managing the performance of life skills education to solve real problems in the correlation between theory and practice towards the adaptability to positive changes in education innovation in the current period such as the nature of the object in the management goals (the nature of the life skills education 9 activities in modern education), the orientations in the management goals (model education such as the experiential education model; orientations: output orientation – student capacity, public – private cooperation method in education management, the law of market economy in education management),… * Educational and economic Approach The educational and economic approach in determining the content of managing the educational activities of life skills for students in elementary schools applied in this thesis is the motto: "The service object" is in priority The goal of "service target" is in priority clearly reflects the law of the market economy in education with such factors as education demand, education supply and the relationship between supply and demand in education The content is described through the “4C” Model below: + C1: Customer / Learn carefully the characteristics of the objects that need to be served (See learners as customers or study carefully the needs of educating life skills of individuals and society); + C2: Cost / Determine plans and resources for the implementation of the program (Educational supply or necessary conditions - human, materials, finance, to manage and organize activities of education of life skills in school); + C3: Convenience / Determine the feasibility of providing the program (The appropriateness, the utility, the effect under the impact of educational supplies) + C4: Communitation / Determining the exchange with the objects in service, with potential partners to create a favorable interaction (potential resources or mutual educational partners in the education ecosystem) [ 6] "C1" - represents the factor "demand", this time is the highlight of the school management, and "C2" represents the factor "supply" is the prerequisite to create 10 10 value for the management, leadership of schools and the desired interaction outcome is [“C1” = “C2”] Based on the Law of the 4C Model, the problem is that the current socio-economic condition of the Central Highlands has created a scarcity of resources for education, especially resources in management, especially resources in managing life skills education activities for students in elementary schools ["C2