Quản lý hoạt động giáo dục trải nghiệm ở các trường trung học phổ thông chuyên khu vực bắc miền trung việt nam tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES TRAN DAI NGHIA MANAGE EXPERIENCE EDUCATIONAL ACTIVITIES AT SPECIAL HIGH SCHOOLS NORTH CENTRAL REGION OF VIETNAM Major: EDUCATION MANAGEMENT Code : 14 14 SUMMARY OF THE DOCTORAL THESIS OF EDUCATIONAL SCIENCE Scientific Supervisors: Assoc Prof .Dr Nguyen Van De Dr Luong Viet Thai Ha Noi, 2020 Thís thesis is completed at: Vietnam Institute of Educational Sciences Scientific Supervisors: Assoc Prof .Dr Nguyen Van De Dr Luong Viet Thai Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be defended by the author before the Thesis Assessment Board of Vietnam National Institute of Educational Sciences, at 101 Tran Hung Dao Street, Hanoi, Vietnam At , date .month year This thesis is available for the purpose of reference at: - National Library of Vietnam - Library of Vietnam Institute of Educational Sciences INTRODUCTION Reason for choosing the thesis Experiential education activities are a stage, a part of the entire educational process, contributing to creating unity and closure of the educational process In school, the educational process and the teaching process are two part processes of the overall educational process In the teaching process, in addition to systematically imparting to students scientific knowledge, it is always aimed at educating personality and forming life skills, promoting the role of the subject, positively in school and social activities It can be affirmed that the organization of educational activities inside and outside the school has not really agreed on the direction of the organization of educational activities Sometimes overlapping activities are also performed The implementation, implementation organization is still through loudspeaker, not paying attention Therefore, to achieve good results in the experiential education activities under the new school program, it is required that principals need a comprehensive management solution from context assessment, input management, The process, output, organization, and evaluation in a scientific way based on the CIPO model approach will contribute to improving the quality of comprehensive education for students in specialized high schools in the North Central region Stemming from that practical requirement, the author chose to research the topic: "Management of experiential education activities in specialized high schools in the North central region of Vietnam", to study the doctoral thesis To contribute to improving the quality of education for specialized high school students Research purpose Research the theory and survey the situation of experiential education, manage experiential education, in order to properly assess the current situation, find out the advantages, limitations, difficulties and causes of reality that state On that basis, proposing solutions for the management of experiential education activities based on the CIPO model approach in specialized high schools in the North Central region of Vietnam to achieve educational goals for specialized high school students suitable with reality in the context of educational innovation and international integration Population and object of the research 3.1 Research population Experimental educational activities in specialized high schools 3.2 Subjects of the research Management of experiential education activities in specialized high schools in Northern Central region of Vietnam Hypothesis Experimental educational activities are especially important educational activities in high schools in general and in specialized high schools in particular However, in specialized high schools, attention has not been paid to proper organizational investment and management If researching, analyzing the theory carefully, properly assessing the current situation and applying the management approach based on the CIPO model in the management of experiential education activities in specialized high schools will properly assess the situation from the influence of the educational innovation context factors to the input, process, and output management factors of experiential education activities and the management of experiential education activities in high schools specializing in the North Central region of Vietnam, on that basis, solutions for the management of experiential education activities will be proposed reasonably, accurately and effectively; contribute to achieving the educational program goals in specialized high schools Research mission and scope 5.1 Research mission - Research the theoretical basis for experiential education activities, management of experiential education activities in specialized high schools based on the approach of CIPO management model 5.2 Scope of the research Statistics and surveys used in research results were collected in two academic years 2016 - 2017; 2017 - 2018 at specialized high schools in the North Central region of Vietnam Approaches and research methods 6.1 Approaches - Dialectical method is used throughout the thesis; - Differentiation approach; - Holistic approach 6.2 Research methods 6.2.1 Methods of theoretical research: Studying scientific documents, books and journals, from which to analyze, synthesize and systematize theoretical issues; clarify core concepts, specialized high schools, characteristics of specialized high school students, approach to managing experiential educational activities based on CIPO model 6.2.2 Practical research methods: 6.2.3.The method uses SPSS 20.0 software for statistics to analyze and process data to quantify research results 6.2.4 Assay method: To check the necessity and feasibility of the proposed management solutions 6.2.5 Empirical method: To test the effectiveness of the proposed management solutions Points to defend 7.1.Experimental education activities are very important educational content in the new general education program after 2020 from grade to grade 12 Especially in the context of educational innovation and international integration requiring subjects The management and educational forces at specialized high schools must attach special importance to the approach to the content, form and method of experiential educational activities, as well as the approach to managing experiential educational activities CIPO model from contextual assessment, management of inputs, processes and outputs will be reasonably, accurately and effectively overarched, contributing to achieving the educational program objectives in high school specialized 7.2 Solutions to manage experiential educational activities based on CIPO model will help management subjects to accurately assess the context of the impact of the context on experiential education activities, understand the actual situation of necessary contents manage inputs, processes, and outputs On that basis, proposing solutions to manage effective educational activities 7.3.In order to apply CIPO-based experiential educational management solutions to achieve the set objectives in a comprehensive and effective manner Principals of specialized high schools must change management thinking, pay more attention to experiential education activities, closely coordinate synchronously between schools - families - society New contributions of the thesis - The dissertation has studied the overview of views, scientific works in the country and the world on experiential educational activities and management of experiential education activities in high schools in general and specialized high schools in particular , thereby confirming the role and effect of experiential educational activities to the formation of developing quality and capacity for current specialized high school students is very necessary - The thesis has studied the role, position, goals, tasks and powers of specialized high schools in the Vietnamese education system; clarify objectives, roles, tasks, content, forms, methods and principles of experiential educational activities at specialized high schools; systematize the concepts of management, experiential educational activities, experience education management, the importance of experiential education for specialized high school students, characteristics of specialized high school students - The thesis has studied the theory and approaches to manage experiential educational activities based on the CIPO model of Jaap Scheerens, UNESCO (2005) and applied the CIPO model to manage experiential educational activities in Specialized high schools - The thesis has investigated and explored the status of experience education activities, management of experiential education activities based on CIPO approach at six specialized high schools in the North Central region of Vietnam through the questionnaire and interview Direct consultation and through the summarized report data of the schools On that basis, the situation of experiential education and management of experiential educational activities was clearly understood at specialized high schools in the North Central region of Vietnam -The thesis has analyzed and assessed the advantages, disadvantages and causes affecting the vocational education and training, the management of vocational education in specialized schools in the North Central region of Vietnam Research location Vietnam National Institute of Educational sciences 10 Organization of the thesis In addition to the parts of Introduction, Conclusions and Recommendations, References and Appendices, the thesis consists of 03 chapters: Chapter1:Theory of managingexperience educational activities in specialized high schools Chapter 2: Actual situation of managing experience education activities in specialized high schools in the North Central region of Vietnam Chapter 3: Solutions for management of educational activities experiencein specialized high schools in the North Central region of Vietnam CHAPTER THEORY OF MANAGING EXPERIENCE EDUCATIONAL ACTIVITIES IN SPECIALIZED HIGH SCHOOLS 1.1 Overview of the Research 1.1.1.Research on experiential education activities and management of experiential education activities in the world In the process of studying the world development history, it can be seen that throughout the history of world education, from the past to the present, the great educators have always affirmed the great and very important role in the issue Experiential education Typical such as Confucius (551-479 BC);Thomas More(1478-1535), Franỗois Rabelais (1494-1553); Jan Amos Komensky (1592 - 1670); John Locke (16321704); John Dewey(1859-1952);A.S Makarenco(1888-1939); Posts “Innovative Approaches to Event Management Education in Career Development: A Study of Student Experiences, The University of Queensland”[149]of Authors Richard N.S Robinsonresearch practical experiences on tourism industry events management; Bevan & Kipka with research “Experiential learning is especially effective in fostering talent management, leadership performance,competence development, changemanagement,community involvement, volunteering, crosscultural training and entrepreneurship” in management education students”[136], Through the study, the authors conclude that the adoption of experiential activities will promote leadership development, change management capacity, participation and community contribution 1.1.2 Research on experiential education activities and management of experiential education activities in Vietnam With the theme "Life skills education management for Hue University students in present context"[29], The author Nguyen Thi Thu Ha has studied the theory, researched and evaluated the current situation of life skills education and management of life skills education activities for Hue University students, in the direction of enhancing experience activities Through researching of doctoral dissertation topic "Some issues on enhancing experience management activities in training management according to the output standard approach in universities of the arts sector"[37], The author Nguyen Thi Hong Hien, also showed that the organization of experience management activities in training management according to the output standard approach in the universities of arts sector is very necessary and very important Because through experience, new students are more creative With many years of experience in teaching, researching and managing in education, especially in educational management, author Nguyen Tien Hung has studied the issue of "Experimental Learning Management", published in the Journal Journal of Educational Science, Vietnam Institute of Educational Sciences [42] Through research, the author also pointed out that, in order to solve practical problems, learners need to associate theory with practice, especially the close participation of "School - Family Community" And must experience specifically to reflect the observed information, thereby analyzing, consolidating knowledge and applying it to real life The author has presented the results of successful experience management studies that need to implement the process of "planning - leading, implementing plan - controlling, evaluating results and feedbacking" to improve” Along with that is an experience management model with a 7-step management process On that basis, the author thinks that at each level of education, the level should be applied to appropriate management 1.1.3 Comment on researched works on experiential education, management of experiential education activities and research directions of the thesis Scientific researches on experience education activities and management of experience education activities domestically and internationally have shown that the important role of experience education activities has been mentioned a lot, especially Especially in recent years However, with the specificity and importance of experiential educational activities in specialized high schools, there have not been any research projects, doctoral or master theses, scientific subjects in the country manage experience education activities, especially experience education activities for gifted and talented high schools Therefore, with the approach of the research object and the research area of experiential educational activities and experience education management in specialized high schools, the research topic "Management of experiential educational activities in specialized high schools in the North Central region of Vietnam" will contribute to changing the perception of administrators, teachers, parents, students and educational forces in high schools specializing in experiential educational activities 1.2.The basic concepts of the research topic 1.2.1 Manage From the perspective of the management concept, it can be understood: Management is an organized of the subject on the management object to achieve the set goals 1.2.2.Education Management Through the analysis of different concepts, in this thesis, the concept of education management can be understood: Educational management is the impact of management subjects on the purpose of educational process, planning, organization, systematically from contextual assessment, management of inputs, processes, and outputs to achieve the desired educational goals 1.2.3 Experience Experiences are activities that seek knowledge, skills, personality qualities, emotions, attitudes and wills through real life in order to draw lessons for yourself 1.2.4 Experimental educational activities Experimental activities are educational activities, with purpose, content and method of organizing science in order to formulate the capacity of knowledge, skills and positive attitudes towards yourself and your family and social community 1.2.5 Manage experience education activities The management of experiential education is the planned continuous impact of the management subject to elements from the context, input, process and output of the managed object by a system of criteria specific standards, policies, principles and methods to achieve the set educational goals 1.3 High school specialized 1.3.1 The position and role of high schools specialized in the Vietnamese education system 1.3.2 Objectives and tasks of specialized high school 1.3.2.1 The goal of specialized high school 1.3.2.2.Tasks and powers of specialized high schools 1.3.3.Contents of the educational program at specialized high schools 1.3.4 Characteristics of students in specialized high schools 1.4.Experience educational activities at specialized high schools 1.4.1.The importance of experiential educational activities at high schools specialized in new general education programs 1.4.2 The goal of experiential educational activities in specialized high schools 1.4.3 Content of experiential educational activities at specialized high schools 1.4.4.Form of experiential educational activities at specialized secondary schools 1.4.5.Methods of experiential educational activities at specialized high schools 1.4.6 Principles for organizing experience education activities in specialized high schools 1.5.Managing experiential educational activities based on CIPO approach at specialized high schools 1.5.1 CIPO-based educational operations management model Model management context (context), input (input), process (process), output (output), referred to as CIPO is the basic management model in the school that can be applied at all levels education, specifically from the system level, school level, and grade level [153] 12 From the results of the assessment of the status quo of managers; teachers and students in table 2.5; Table 2.6; Table 2.7; Table 2.8 shows that in specialized high schools in the North Central region of Vietnam today also overlooks experiential educational activities, leading to no investment of time, finance and human resources for experiential educational activities, management is not focused Therefore, experiential educational activities are not effective 2.3.2 Situation on implementation of content, form and method of organizing experience education activities for specialized high schools in Northern Central region of Vietnam With the evaluation results of managers, teachers and students in Table 2.9, it can be said that there are many contents of experiential educational activities in specialized high schools that have not been paid much attention to, the actual level at present, this practice will affect the quality of effective educational activities that not promote students' knowledge, skills and competencies Therefore, the leaders of the schools should have solutions to change the awareness, strengthen the direction to organize the implementation of experiential educational activities so that they are diverse and plentiful in order to attract them the active participation of students and the goal of experiential educational activities are achieved as desired The results in Tables 2.10 and 2.11 reflect the true situation of organizing forms of educational experience activities in specialized high schools today It can be concluded that the organization of experiential educational activities at specialized high schools in the North Central region still has a lot of problems, the forms of organization are not diverse, not abundant and not effective yet This situation requires school leaders to focus on proposing solutions to overcome and intensify directing the implementation of a variety of richer and more experienced educational activities Regularly fostering the contingent of participants in experiential education activities to organize more effective and quality experience education activities The results of Tables 2.12 and 2.13 show that the methods of organizing experience education activities in organized schools have been implemented, but the effectiveness and implementation level is still not high, through research We are aware that the methods have 13 not been trained and fostered, which leads to the quality when using ineffective methods Thus, it can be said that, with the survey results of managers; teachers and students assess the level of performance and the effectiveness of the use of experiential educational operations that have been basically implemented, however, the level of implementation and the level of The effectiveness of the methods is still not high This requires school leaders to have more effective management measures in the use of methods that meet the requirements of the school's experience education activities 2.3.3 Situation of finance, facilities, facilities and equipment, time conditions, human resources to support experiential educational activities at specialized high schools in the North of Central region of Vietnam The results of the survey in Table 2.14 show that, with four important financial issues; material foundations and means of experience education activities; time for experiential educational activities; Human resources for experience education activities that the author asked for the necessity and the level of response were evaluated by managers and teachers with very high and valuable results The average value is from 3.29 to 3.58 Meanwhile, managers and teachers assess that the response to these resources is low, with an average of 1.81 to 2.90 compared to the value scale (min = 1; max = 4) , we find that there is a high disparity in the assessment of the level of necessity and responsiveness, which can be said that schools are now focusing on investing in teaching subjects However, there is little interest in investing in finance, facilities, time and human resources for experiential education Through the results of data collection in tables 2.15 and 2.16 on facilities and staff of managers and teachers at specialized high schools in Northern Central region of Vietnam, we found that basically facilities The schools ensure the teaching, however, through conversations with the school leaders, shows that the investment needs for facilities of the schools are very necessary, especially the area of the school , swimming pools, equipment, as well as financial support for experiential education According to Mr Nguyen Van Dung, vice principal of Lam Son specialized high school, Thanh Hoa province, he said that currently the school's resources focus on 14 investing in teaching activities, educational activities have not focused on investment Because of limited financial resources According to Mr Nguyen Cong Hoan, headmaster of Ha Tinh specialized high school, the school's facilities have basically met the needs of classroom teaching, financial resources, and other support equipment for educational activities experience mainly from socialization, in cooperation with parents Mr Nguyen Minh Tuan, Deputy Principal of Vo Nguyen Giap specialized High School, Quang Binh province said that the resources are now concentrated on teaching and fostering good students at all levels, so the budget for investing in activities experimental education is still limited Human resources for managers, teachers and staff of the schools basically ensure the teaching and learning skills, managers and teachers are all qualified and above standard However, when discussing the issue of human resources for experiential educational activities of schools, the leaders of the schools said that there were no managers, teachers and staff who were highly trained in teaching activities Experimental education, because this is a new content, the school only sends managers and teachers to train when necessary With the current situation of human resources, it can be said that although the schools ensure the management staff, teachers and staff, they have not yet met well for experience education activities 2.3.4 Situation of coordination between schools, families and society for experiential educational activities at specialized high schools in Northern Central region of Vietnam Through the results of the survey and data analysis in tables 2.17 and 2.18, we found that the coordination between schools, families and society in experiential educational activities at specialized high schools in the North Central Region of Vietnam has received little attention, which will lead to low quality and not effective educational experience 2.4 The reality of managing experiential education activities based on CIPO approach in specialized high schools in the North Central region of Vietnam 2.4.1 Actual situation of the context affecting the experience education activities in specialized schools in North Central region of Vietnam 15 From the survey results, assessing the situation in Table 2.19 it can be drawn that the elements of the context that we give have a great influence on the experience education activities in specialized high schools, this requires to Effective management of experiential education activities in specialized high schools needs to survey and assess the correct context to propose remedial solutions in the management process 2.4.2 Actual situation of managing the inputs of experiential education activities at specialized high schools in the North Central region of Vietnam 2.4.2.1 Situation of managing human resources for experiential educational activities at specialized high schools in the North Central region of Vietnam The results in Table 2.20 show that the application of the above contents to the management of human resources for experiential educational activities in specialized high schools in the North Central region of Vietnam is still limited, low in effectiveness, and This requires school leaders to have a solution 2.4.2.2 Situation of facilities management for experience education activities at specialized high schools in the North Central region of Vietnam From Table 2.21, it shows that the management of facilities and equipment for experiential educational activities has not met the requirements, this requires the school leaders to have an effective management concern more 2.4.2.3 Situation of financial resources management, time of experience education activities at specialized high schools in the North Central region of Vietnam From Table 2.22 shows that the average value of the level of financial performance, the time for experiential educational activities is assessed by managers and teachers at a low level, with an average value from 1.76 to 2.44, of which three items have an average value below 2.00, this shows the level of implementation in the management and administration of financial resources, time for experiential educational activities at high schools specialized in the North Central region are still limited 2.4.2.4 Actual situation of managing content of experiential educational activities program in specialized high schools in North Central region of Vietnam From Table 2.23, we can see that the current situation of managing educational 16 programs and experiences at specialized high schools in the North Central region of Vietnam has not met the requirements, through learning from the leaders of the schools The educational experience program process is new, so the implementation of program content management has not been given adequate attention, on the other hand because the current schools spend a lot of time on teaching these cultural subjects on The class should pay less attention to activities educational experience 2.4.2.5.Actual situation of planning experience education activities at specialized high schools in the North Central region of Vietnam From Table 2.24, we see that the average value of the plan implementation is still low, with an average of the evaluation score from 2.06 to 2.50 As such, we can conclude that the implementation of the plan of experience education activities in specialized hight schools in North Central region of Vietnam does not meet the requirements of science as well as effectiveness 2.4.3 Actual situation of managing the process of organizing experience education activities at specialized high schools in the North Central region of Vietnam 2.4.3.1.Actual situation of managing forms and methods of experiential education activities at specialized high schools in Northern Central region of Vietnam The performance values in Table 2.25 show that the average value of the managers and teachers is low, from 2.06 to 2.09, with this practice, we can identify that the the degree of implementation of the contents of management of formality and methods of experiential educational activities in specialized high schools in the North Central region of Vietnam has not met the requirements of experience education activities 2.4.3.2 The situation of organizing the implementation of experiential education activities at specialized high schools in Northern Central region of Vietnam The results in Table 2.26 show the level of implementation of managers; Teachers rated at 1.97 to 2.21 Thus, comparing the two values at the necessary level and the implementation level can be seen that the average value of the implementation level is still low Given this situation, it is evident that the organization of the implementation of the experience education activity plan in specialized high schools in the North Central region of Vietnam needs to be adjusted, the school leaders need to spend time and attention more important in this work, thereby offering the most optimal solutions to make the implementation of the educational experience plan more convenient and more effective 2.4.3.3 Situation of directing the implementation of experiential 17 education activities at specialized high schools in Northern Central region of Vietnam The results of the level of implementation in Table 2.27 on the direction work are the average values that the managers; Teachers rated at a low level from 1.97 to 2.31 Compared with the results of the assessment of the level of necessity, we can clearly see the difference, this can be seen that the direction of experience education activities at specialized high schools in the North Central region is less concerned 2.4.3.4 Situation of checking and supervising the implementation of the plan of experience education activities at the specialized high school in the North Central region of Vietnam From the results of Table 2.28, we can comment on the inspection and supervision of the implementation of the plan of experience education activities in specialized high schools in the North Central region of Vietnam, which are still inadequate and unmet requirements of the experience education activity test 2.4.3.5.Situation of coordinating organization management of activities experience educational between schools, families and society The results of Table 2.29 show that the coordination between the school - family and society in the specialized hight schools has been implemented, but the coordination is still not effective, no coordination plan, no coordination regulations, especially the coordination of experience education activities have not been paid attention 2.4.4 Current situation of managing educational activities experiences output at specialized schools in the North Central region of Vietnam 2.4.4.1 Actual situation of managing experiential educational outputs at specialized high schools in Northern Central region of Vietnam Evaluation results of managers; The teacher in Table 2.30 on the level of performance shows the average values evaluated by the managers; Teachers are only from 1.58 to 1.73, the whole year the content has an average value of less than 2.00, along with standard deviations of 0.732 to 0.994, can identify managers; Teachers mainly assess at the "less implemented" and "not done" 2.4.4.2 Situation of managing feedbacks of educational forces about experiential educational activities at specialized high schools in North Central region of Vietnam 18 Evaluation results of managers; Teachers in table 2.31 are still low from 1.97 to 2.24; standard deviation from 0.838 to 0.995 Comparing with the required average values, it can be seen that this result is much smaller, which can confirm that feedback management has not been implemented well, which will affect to the quality and effectiveness of experiential educational activities in schools 2.4.4.3.Situation of change management, development of experiential education activities at specialized high schools in the North Central region of Vietnam Table 2.32 has the average values assessed by the managers; Teacher at the implementation level is only from 1.72 to 2.01, in which there are five contents with average value below 2.00, and standard deviation from 0.702 to 0.878 shows low dispersion, which we can confirm underestimated values, managers; Teachers mostly think that "not done" and "little done" 2.4.5 Evaluate the status of managing experiential education activities at specialized high schools in North Central region of Vietnam 2.4.5.1 These achievements 2.4.5.2 Existence and limitations 2.4.5.3 The cause of the limitations Conclusion of chapter From the theoretical studies in chapter and the results of the survey and analysis of the situation in chapter 2, it shows that the management of experiential educational activities in specialized high schools in the North Central region of Vietnam is still inadequate Access to, and limitations from, assessing the context of impacts, as well as the management of inputs, processes, and outputs based on the CIPO management approach are still limited, which has not brought about effective quality amount of experiential educational activities for students at the school We use that as the basis for proposing solutions to manage experiential educational activities in chapter 3, with the aim of improving the quality of experiential educational activities and managing experiential educational activities in Specialized high school in the north central region of Vietnam in the following years 19 CHAPTER SOLUTIONS FOR MANAGEMENT OF EDUCATIONAL ACTIVITIES EXPERIENCE IN SPECIALIZED HIGH SCHOOLS IN THE NORTH CENTRAL REGION OF VIETNAM 3.1 Principles for proposal management solutions 3.1.1 Develop solutions to ensure proper implementation of goals 3.1.2 Developing solutions for managing experience education activities must be suitable with reality 3.1.3 Developing solutions for managing experience education activities must ensure legality 3.1.4 Developing solutions for managing educational education activities must ensure appropriate physiological characteristics, ages, suitable for each locality, promoting positive, self-conscious, dynamic and creative learning skills 3.1.5 Developing solutions for managing activities experience education must be systematic and uniform 3.1.6 Developing solutions for managing experience education activities must ensure inheritance 3.2.Solutions for managing experience education activities in specialized high schools in North Central region of Vietnam 3.2.1 Organize propaganda to change awareness and responsibility for the forces involved in experience education activities a The goal of the solution b Content and method of implementation c Conditions for successful implementation 3.2.2 Coordinate synchronously between schools, families and society to manage the organization of experiential educational activities a The goal of the solution b Content and method of implementation c Conditions for successful implementation 3.2.3 Developing and completing the planning of experience education activities a The goal of the solution b Content and method of implementation c Conditions for successful implementation 3.2.4 Organize fostering human resources for experiential education activities 20 a The goal of the solution b.Content and method of implementation c Conditions for successful implementation 3.2.5 Manage financial resources, facilities, time for experiential educational activities a The goal of the solution b Content and method of implementation c Conditions for successful implementation 3.2.6 Check and evaluate the quality of experiential educational activities a The goal of the solution b Content and method of implementation c Conditions for successful implementation 3.2.7 Manage the change of experiential educational activities and student outcomes at specialized high schools a The goal of the solution b Content and method of implementation c Conditions for successful implementation 3.3 Connections of proposed solutions 3.4 Investigate the urgency, feasibility and Empirical study solutions 3.4.1 Investigate the urgency, feasibility of solutions Table 3.1.Assay results on the urgency of management solutions Level The names of solutions for managing experience necessary TT education activities in specialized high schools Medium Standard score Organize propaganda to change awareness and responsibility for the forces involved in 3.57 experience education activities Coordinate synchronously between schools, families and society to manage 3.50 the organization of experiential educational activities Developing and completing the planning of 3.38 experience education activities Organize fostering human resources for 3.43 experiential education activities deviation 0.497 0.554 0.792 0.718 21 Manage financial resources, facilities, time 3.53 0.500 for experiential educational activities Check and evaluate the quality of 3.47 0.794 experiential educational activities Manage the change of experiential educational activities and student outcomes at 3.48 0.720 specialized high schools The results of the survey in Table 3.1 show that the average point of the solutions is from 3.38 to 3.57, with standard deviations from 0.497 to 0.794 with low dispersion This proves that the proposed management solutions are assessed as highly urgent Table3.2.Assay results on the feasibility of the proposed management solutions Level The names of solutions for managing experience Feasibility TT education activities in specialized high schools Medium Standard 5 Organize propaganda to change awareness and responsibility for the forces involved in experience education activities Coordinate synchronously between schools, families and society to manage the organization of experiential educational activities Developing and completing the planning of experience education activities Organize fostering human resources for experiential education activities Manage financial resources, facilities, time for experiential educational activities Check and evaluate the quality of experiential educational activities Manage the change of experiential educational activities and student outcomes at specialized high schools score deviation 3.60 0.493 3.56 0.500 3.52 0.502 3.37 0.608 3.44 0.602 3.47 0.565 3.49 0.566 22 From the survey results in Table 3.2 shows that the management solutions that the author proposed are highly feasible The average values are assessed from 3.37 to 3.60 and have standard deviations as low as 0.493 to 0.608 Thus, the solutions of managing experience education activities in specialized high schools are highly feasible 3.4.2 Correlation of urgency and feasibility of solutions Table3.3 The correlation of proposed management solutions Solutionsformanaging Level Level S activitiesexperience necessary Feasibility T d educationinspecializedhigh Medium Medium T level level score score schools Organize propaganda to change awareness and responsibility for the 3.57 3.60 0 forces involved in experience education activities Coordinate synchronously between schools, families and society to 3.50 3.56 1 manage the organization of experiential educational activities Developing and completing the planning 3.38 3.52 16 of experience education activities Organize fostering human resources for 3.43 3.37 1 experiential education activities Manage financial resources, facilities, time for experiential educational activities 3.53 3.44 16 Check and evaluate the 3.47 3.47 0 23 quality of experiential educational activities Manage the change of experiential educational activities and student outcomes at specialized high schools 3.48 3.49 Σ 0 34 Apply the formula to calculate the spearman's rank correlation coefficient between the two variables, used to measure the correlation between rank or rank of two variables Only if all n levels are different integers can it be calculated using common formulas [173], We have: 6.𝑑2 r = - 𝑛(𝑛−1) With: r: is the correlation coefficient d: is the difference between the two variables comparing the correlation and hierarchical difference between the urgency and feasibility of the solution n: is the number of units (solutions) studied Based on the formula for calculating the spearman-rank correlation coefficient and the calculation of hierarchical differences between urgency and feasibility of the solutions.We have: 6.𝑑2 6.𝑑2 204 204 r = - 𝑛(𝑛2 −1) = - 7(72−1) = - 7(48)= - 336 = – 0,607 = 0,393 > Thus, with the result of correlation r = 0.393> we can conclude that the urgency and feasibility of the management solutions that we propose are positively correlated This is the basis for the management of experience education activities in specialized high schools with high reliability and accuracy 3.5.3 Experimental solution (1) Experimental hypothesis (2).Experimental purposes (3).Experimental content solution(7)“Manage the change of experiential educational activities and student outcomes at specialized high schools” 24 (4) Object and experimental scope - Students: Including 90 students of Quoc Hoc specializedHigh School, Thua Thien Hue Province, for the school year 2018 – 2019 (5) Location and experiment time -Location: Quoc Hoc specialized High School, Thua Thien Hue Province -Experiment time:from August 2018 to November 2019 (6).Methods of conducting experiments in renewing educational activities experience (7) Experimental sample and evaluation scale: * Evaluation scale: The scale consists of the following four levels Level 1: 1.0 ≤ Medium score < 1.75 (Unsatisfied) Level 2: 1.75 ≤ Medium score< 2.50 (Less satisfied;) Level 3: 2.5 ≤ Medium score< 3.25 (Satisfied;) Level 4: 3.25 ≤ Medium score ≤ 4.00 (Very pleased) (8) Experimental process (9) Experimental results Table 3.4.Test results of student satisfaction before and after innovation of experiential educational activities Level Level Satisfaction level satisfied satisfied of students before and (before (after afterinnovating STT experiment) experiment) experience education activities Medium score Standard Medium Standard deviation score deviation Stage Interactive 1.96 0.616 3.06 0.527 Exchanges between 1.83 0.604 3.29 0.640 classes, schools Volunteering and 2.07 0.684 3.33 0.581 humanitarian activities Public labor, environmental 2.11 0.661 3.27 0.577 sanitation Topic discussion 2.06 0.625 3.39 0.490 The results of Table 3.4 show that experiential educational activities in the old form were not effective from the organization, not attractive and not attractive to the students However, experiential educational activities after the change in the new form have average student satisfaction level 25 from 3.06 to 3.39 and have a low standard deviation of 0.490 to 0.640, which gives find that the survey results of student satisfaction are mainly focused on two levels of "satisfied" and "very satisfied" Conclusion of chapter Through theoretical research and surveying the status of management of experiential educational activities in specialized high schools in the North Central region of Vietnam, the author has proposed management solutions suitable to the reality of the schools This is reflected in the evaluation of the urgency and feasibility of the highly appreciated experience education management solutions Each management solution has its own role and function, the management solutions support and complement each other in the management process, none of them is universal Therefore, the school leaders need to know how to apply flexible and creative management solutions based on the CIPO model management approach., At the same time, these management solutions will help the school's leaders unlock the key to better management and direct the experiential educational activities at the school in the following school years It is very important to improve the quality and effectiveness of experiential educational activities to contribute to the comprehensive education of students of schools, to meet the requirements of renewing general education programs in general and Experimental educational activities in specialized high schools in particular CONCLUSION AND RECOMMENDATIONS CONCLUSION RECOMMENDATIONS 2.1 For Ministry of Education and Training 2.2 For People's Committees of provinces and centrally run cities 2.3 For provincial / municipal Education and Training Departments 2.4 For managers of specialized high schools 2.5 For officials, teachers, staff in specialized high schools 2.6 For students in specialized high schools 2.7 For parents of students in specialized high schools 2.8 Forpolitical and social organizations inside and outside the specialized high school LIST OF RELATED PUBLISHED WORKS Tran Dai Nghia (2018), “Managing the change of experience education activities in specialized high schools in the current period”, Journal of Educational Sciences, Vietnam Institute of Educational sciences (vol 04, April 2018), pp.80 2.Tran Dai Nghia (2018), “Situation of life skills education for students in specialized high schools in North Central region of Vietnam through experiential activities”, Journal of Education, No 436, (term 2, August 2018), pages 11-15 3.Tran Dai Nghia,(2018),“Develop a plan of experiential education activities in specialized high schools in the new general education program”, Journal of Educational Management, No.9, September 2018, page 90 4.Tran Dai Nghia,(2019), “Human resource management solutions for experiential education activities at specialized high schools”, journal of Science, Dong Nai University, No 14, September 2019 5.Tran Dai Nghia, (2019), “Developing human resources for experiential education activities in specialized high schools today”, Journal of Science,Dong Thap University, No 40, October 2019, page ... VIETNAM 2.1 Overview of specialized high schools in the North Central region of Vietnam 2.1.2.The scale and quality of education in specialized high schools in the North Central region of Vietnam... educational activities at specialized high schools in the North Central Region of Vietnam has received little attention, which will lead to low quality and not effective educational experience 2.4... of vocational education in specialized schools in the North Central region of Vietnam Research location Vietnam National Institute of Educational sciences 10 Organization of the thesis In addition