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MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN DANG CAU MANAGING LIFE SKILLS EDUCATION FOR LOWER SECONDARY SCHOOL STUDENTS ACCORDING TO COMPETENCY-BASED APPROACH Specialization: Educational Management Code: 9140114 SUMMARY OF DOCTORAL DISSERTATION OF SCIENCE AND EDUCATION NGHE AN – 2020 THE DISSERTATION WAS COMPLETED AT VINH UNIVERSITY Science instructors: Assoc Prof Dr Nguyen Duc Quang Assoc Prof Dr Pham Minh Hung Reviewer 1: Reviewer 2: Reviewer 3: The dissertation will be protected before the doctoral dissertation evaluation board at Vinh University At on ,2020 The dissertation can be found at: - National Library of Vietnam - Nguyen Thuc Hao Library & Information Center, Vinh University INTRODUCTION The urgency of the topic The Education Global Monitoring Report addresses general education goals These goals show that each country needs to ensure that learners have approach to appropriate life skills education (LSE) as a criterion for evaluating the quality of education LSE helps students step by step reinforce their selfesteem and trust in themselves and in others, thereby having a positive change in behavior with the environment and society, especially in the present context when all countries are deeply affected by the fourth industrial revolution The goal of our country's fundamental and comprehensive innovation of education and training is to build an open education, practical study, practice, good teaching, good study, good management; have reasonable educational structure and modes, associated with building a learning society; ensure quality improvement conditions; standardize, modernize, democratize, socialize and integrate the international education and training system At the same time, changing the mode of education from content approach to student capacity development approach, including the level of lower secondary school (LSS) The general education program 2018 is placing lower secondary schools with higher responsibility requirements in organizing and managing educational activities, including managing LSE for students In the current globalization and integration context, LSE for students must be considered an urgent issue LSE according to competence approach is a modern method, consistent with the development trend of education and being applied by countries around the world Reality shows that LSE activities and the management of LSE for students at LSS have been paid attention, but results are limited From the above reasons, the topic: Managing life skills education for lower secondary school students according to the competency-based approach has been selected for research Purpose of the study On the basis of theoretical and practical research, the dissertation proposes measures to manage LSE for LSS students according to the competency-based approach in order to contribute to improving the quality of comprehensive education for LSS students Object and subject of the study 3.1 Object of the study LSE activities for junior high school students according to the competency-based approach 3.2 Subject of the study Managing LSE for LSS students according to the competency-based approach Scientific hypothesis Managing LSE for LSS students according to the competency-based approach is an important task of schools However, at present, the effectiveness of managing this activity still has certain limitations The effectiveness of the management of LSE for LSS students can be improved if measures are proposed and implemented synchronously based on competency-based approach, in accordance with students' psycho-physiological characteristics and actual conditions of lower secondary schools Tasks and scope of the study 5.1 Tasks of the study 5.1.1 Studying the theoretical basis of managing LSE for LSS students according to competency-based approach 5.1.2 Surveying and evaluating the current situation of managing LSE for LSS students according to competency-based approach 5.1.3 Proposing and testing measures to manage LSE for LSS students according to the competency-based approach 5.2 Scope of the study - Only focusing on researching activities of LSE through subjects and extracurricular educational activities (now it is experiential activities, career guidance) - Surveying the current situation in a number of lower secondary schools in the provinces of Thanh Hoa, Nghe An and Ha Tinh - Testing a proposed measure for LSS administrators and teachers in Nghe An province - Research period in the school years 2017-2018, 2018-2019 and 20192020 Approach and research method 6.1 Approach The topic uses the following approaches: System approach; Operation approach; Development approach; Competence approach; Content and management function approach; Practical approach 6.2 Research Methods 6.2.1 Group of theoretical research methods: Analyzing and synthesizing documents; generalizing independent statements 6.2.2 Group of practical research methods: Investigating by questionnaires, Summarizing educational experience, researching educational products, experts, experiment 6.2.3 Mathematical statistics method: Applying mathematical statistics and Microsoft Excel software to process survey data The defense points 7.1 LSE for LSS students plays an important role in the comprehensive development of student personality In the current globalization and integration context, LSE for students must be considered an urgent issue LSE should be approached according to competencies, as this is a modern approach, in line with the development trend of education and being applied by countries around the world in activities of LSE for LSS students In order to improve the effectiveness of managing the LSE activities for LSS students according to the competency-based approach, it is necessary to clearly define the management content, management subjects and factors affecting this activity 7.2 Activities of LSE and management of LSE for LSS students have achieved certain results However, in the face of the requirements of education and training innovation, the trend of international integration and the transformation of the education mode from content approach to competence approach, this activity has certain shortcomings and limitations Therefore, in order to improve the effectiveness of LSE activities for LSS students according to competency-based approach, it is necessary to have scientifically based and feasible management measures 7.3 Organizing to raise awareness of managers and teachers about the need to manage LSE for LSS students according to competency-based approach; Planning activities of LSE for LSS students according to competency-based approach; Organizing and directing the LSE activities for LSS students according to capacity approach; Strengthening inspection and assessment of LSE activities for LSS students according to capacity approach; Organizing fostering to enhance the capacity of LSE for LSS teachers and administrators; Establishing conditions to ensure effective management of LSE for LSS students according to competency-based approach, etc are measures that junior high schools need to take to improve the effectiveness of management of LSE for students according to competency-based approach New contributions of the dissertation 8.1 Supplementing and completing the theoretical issues of the topic on the basis of clarifying the research overview, the basic concepts; especially seeing activities of LSE and management of LSE for LSS students according to a new approach compared to the past - competency-based approach 8.2 The comprehensive and complete survey of the current situation of LSE activities and the management of LSE for LSS students according to competence approach in the surveyed areas has brought objective assessments about this real situation, as a practical basis for proposing measures of the topic 8.3 The proposed measures of the topic are not only capable of applying to the management of LSE for LSS students according to competency-based approach in the surveyed area, but also can be applied to the management of LSE for LSS students according to competency-based approach on a national scale The structure of the dissertation In addition to the Introduction, Conclusion, Recommendations, References and Research Appendix, the dissertation consists of 03 chapters: Chapter 1: Theoretical basis of managing life skills education for lower secondary school students according to competency-based approach Chapter 2: Current situation of managing life skills education for lower secondary school students according to competency-based approach in the North Central Provinces Chapter 3: Measures to manage life skills education for lower secondary school students according to competency-based approach Chapter THEORETICAL BASIS OF MANAGING LIFE SKILLS EDUCATION FOR LOWER SECONDARY SCHOOL STUDENTS ACCORDING TO COMPETENCY-BASED APPROACH 1.1 Overview of the issue study 1.1.1 Studies on life skills education for students In foreign countries, there are research works of the United Nations Children's Fund, World Health Organization, United Nations Educational Science and Culture Organization; by Botvin G.J., Prochner L., Morris P., Lowe I., Olweus , Prutzman, Nasheeda, Olsen M I, Abobo F., Gavin De Becker, Boler Caroll, Meyers, Eggen Kadzamira E.C., Chirwa, Whitaker J., Kadzamira D., Lowe G., Prochner L, etc In Vietnam, there are studies of Nguyen Thanh Binh, Nguyen Thi My Loc, Nguyen Duc Quang, Tran Luu Hoa, Pham Thi Nga, etc The above works have clarified the objectives, roles, importance, content, form, method and factors affecting activities of LSE for students 1.1.2 Studies on managing life skills education for students according to competency-based approach In foreign countries, there are research works of authors VPXtrêzicodin, Jaxapob, Xvecxler, Sullivan and Glanz, Visser, of Alberta Learning, etc In Vietnam, there are research works of Hoang Thuy Nga, Pham Thi Nga, Tran Luu Hoa, Nguyen Thi Thu Ha, etc These works have clarified the need to manage LSE for students, through the implementation of the functions: planning, organizing and directing, testing and evaluating activities of LSE for students There are no research works on the management of LSE for LSS students according to competency-based approach The research results as well as the unresolved issues of domestic and foreign scientists are an important foundation to build a theoretical basis for the implementation of the topic 1.2 Basic concepts of the topic 1.2.1 Life skills Life skills are each person's ability to master themselves, the ability to behave appropriately with others and with society, the ability to respond positively to life's situations 1.2.2 Competence and competency-based approach 1.2.2.1 Competence Competence is a personal attribute formed and developed by existing qualities and the process of learning as well as training, allowing people to mobilize a combination of knowledge, skills and other personal attributes such as excitement, belief, will, etc to successfully carry out a certain type of activity and achieve the desired results under specific conditions 1.2.2.2 Competency-based approach In LSE, competency-based approach is the output approach, clearly stating the results of the abilities or skills, attitudes that students want to achieve at the end of each learning and educational stage 1.2.3 Life skills education activities according to competency-based approach LSE activities for students according to competency-based approach is an output-oriented activity, emphasizing what level of competence the learner needs to achieve after finishing an educational process In other words, the quality of the output plays the most important role in LSE for students 1.2.4 Managing life skills education activities according to competency-based approach The management of LSE for LSS students according to competencybased approach is an approach in educational management, in which the management subject takes common competencies and specific competencies that need to be formed for students as an output standard to plan, organize, direct, test/ evaluate the educational process, to implement the goal of developing student capacity 1.3 Life skills education for lower secondary school students according to competency-based approach 1.3.1 The goal of life skills education for lower secondary school students according to competency-based approach The goal of LSE for LSS students according to competency-based approach is determined based on the general education program in 2018 to form and develop competencies, including: Self-control and self-study capacity; Communication and cooperation capacity; Ability to solve problems and creation 1.3.2 The principles of life skills education for lower secondary students according to competency-based approach In addition to the general educational principles, LSE for students according to competency-based approach must also ensure the principles: interaction, experience and behavior, etc 1.3.3 Content of life skills education for lower secondary school students according to competency-based approach Content of LSE for LSS students according to competency-based approach includes: - Content towards autonomy and self-study capacity includes: Selfesteem building skill, Self-awareness and self-assessment skill, Selfconfidence skill, Personal emotional adjustment skill, Skill to relieve stress, Self-adjustment skill, Persistence skill in life; Skill to determine learning goals, Self-study building skill; - Content towards communication and cooperation capacity includes: Care skill to help friends; sharing skill with friends; skill to show love; housework skill; teamwork skill; communication skill at school; public communication skill; conflict resolution skill; responsible skill for families; skill for expressing emotions; skill to accept others; effective listening and feedback skill; behavior skill when participating in traffic; skill in seeking assistance, etc - Content towards creative problem solving capacity includes: Selfprotection skill; observation skill; coping skill while at home alone; scheduling skill; creative thinking skill; environmental protection skill; skill to identify dangerous situations; escape skill when facing a fire; problem-solving skill; problem detection and handling skill; social responsibility skill; skill of selection and decision making, etc 1.3.4 Methods of life skills education for lower secondary school students according to competency-based approach Some dominant methods in LSE for students according to according to competency-based approach in LSS such as project method; problem solving method; method of discovery; case study method, etc 1.3.5 The way of life skills education for lower secondary school students according to competency-based approach The way of LSE for LSS students according to competency-based approach is diverse: Through subjects; extracurricular educational activities; social activities; collective activities and especially experiential activities 1.3.6 Evaluating results of life skills education for lower secondary school students according to competency-based approach Evaluating the results of LSE for LSS students according to competence approach bases on output standards and focuses on the applicability of students in practical situations From the issues presented above, we can generalize the difference between LSE for LSS students according to content approach and LSE for LSS students according to competency-based approach in the following table: Table 1.1 Comparing activities of LSE for students according to content approach and the LSE for students according to competencybased approach Criteria Content approach Competency-based approach The goals of LSE are Results of LSE need to be described in no detail and are described in detail, observed and The goals of not necessarily observable and evaluated; show the progress of LSE evaluated students in the process of educating the life skills continuously The selection of content of Selecting the content of LSE in LSE is based on instructional order to achieve the specified documents, not associated outputs, associated with practical Content of with practical situations of situations of students The LSE LSE students The content is program for students only detailed in the education plan stipulates the main contents, not specific details Teacher is the instructor, the Teachers are mainly the center of the LSE process organizers, guiding students to Students passively absorb the be self-reliant and actively Method of specified requirements implement the requirements of LSE LSE Focusing on developing the ability to solve problems, the ability to handle situations related to the content of LSE of students Mainly providing knowledge Forms of LSE organization are Form of LSE of life skills for students in the diversified; pay attention to organization classroom experiential activities, social activities of students Evaluation criteria are built Evaluation criteria are based on Evaluating the mainly based on output standards, taking into results of LSE memorization and account the students' progress in reproduction of the content of the LSE process, focusing on the LSE learned ability of students to apply in practical situations 1.4 Managing life skills education for lower secondary school students according to competency-based approach 1.4.1 The need to manage life skills education activities for lower secondary school students according to competency-based approach - Meeting the requirements of fundamental and comprehensive innovation in education - Meeting the requirements of improving the quality of current general education - Overcoming limitations in LSE activities for LSS students 1.4.2 The content of managing life skills education for lower secondary school students according to competency-based approach In the dissertation, the content of managing LSE activities for LSS students according to competency-based approach includes: Building plans for LSE for LSS students according to competency-based approach; Organizing the implementation of plans of LSE to meet the capacity development requirements for LSS students; Directing the implementation of plans of LSE activities to meet the capacity development requirements for LSS students; Examining and evaluating the implementation of the LSE activity plan for LSS students according to competency-based approach; Managing conditions to ensure LSE for LSS students according to competency-based approach, etc 1.4.3 Subjects manage life skills education activities for lower secondary school students according to competency-based approach Head of Education and Training Department, Principals of Lower Secondary Schools, Division Heads at Lower Secondary Schools, Teachers of Lower Secondary Schools In which, the principal of lower secondary school is the direct subject 1.5 Factors affect the management of life skills education activities for lower secondary school students according to competency-based approach 1.5.1 Objective factors The objective factors include: Fundamental and comprehensive innovation of Education and Training; Conditions on facilities and teaching equipment; Environment of LSE for students, etc 1.5.2 Subjective factors The subjective factors include: The student's psycho-physiological characteristics; The spirit and attitude to practice life skills of students; 11 2.2.5 Method of survey data processing 2.2.5.1 Method of data processing:The data collected after the survey was processed by Microsoft Excel software 2.2.5.2 Evaluation scale: Data collected from the survey questionnaires were rated levels, ranging from to 2.2.5.3 Survey time: In the school years 2017-2018; 2018-2019 and 2019-2020 2.3 Current situation of life skills education for lower secondary school students according to competency-based approach 2.3.1 Current situation of awareness about the meaning of life skills education for lower secondary school students according to competencybased approach The survey results show that: On average, the surveyed subjects emphasize the need for LSE activities for LSS students according to competency-based approach, affirming that LSE for LSS students according to competency-based approach is “ very important "and" quite important " in improving the quality of comprehensive LSS education The overall average score from 3.94 to 4.16 is at level (quite important) However, there are still a number of surveyed subjects assessing the LSE activities for LSS students according to competency-based approach is "less important" and "relatively important" 2.3.2 Current situation of implementing life skills education goals for lower secondary school students Table 2.1 The level of implementation of life skills education goals for lower secondary school students Parents of Managers Teachers students (n=405) (n= 607) Orde (n = 368) Goals r _ Leve _ Leve _ Level X X X l l Helping students understand the important 3.4 3.25 3.11 role of life skills for themselves Forming for students necessary life skills, on the basis of their active and self-conscious 3.38 3.35 3.32 participation in the process of educating life skills 12 Developing for students the need to practice life 3.37 3.37 3.36 skills in everyday life _ 3.38 3.32 3.26 X From the data of Table 2.1, the dissertation draws comments on the current situation of implementing the goals of LSE for LSS students according to competency-based approach in the surveyed area The average score of the surveyed subjects on the implementation of the goals of LSE for LSS students according to competency-based approach ranges from 3.26 to 3.38 at the average level (level 3) Setting up the goal of LSE according to competencybased approach is not appreciated This shows the difficulty and confusion of teachers in defining goals when moving from teaching content to teaching towards competence pproach 2.3.3 Reality of the implementation of life skills education content for lower secondary school students according to competency-based approach Figure 2.1 Level of implementation of LSE content for LSS students Managers 4,5 3,5 2,5 1,5 0,5 Teachers Parents of students Direction of autonomy and selfstudy capacities Direction of communication and cooperation capabilities Direction of the capacities to solve movement and creativity Direction of specific capacities Managers 3,27 3,11 3,09 4,14 Teachers 3,26 3,17 3,05 4,16 Parents of students 3,27 3,16 3,01 4,12 From the chart 2.1, the dissertation draws comments: The subjects have agreement in content performance assessment at the fairly average level (Average score: from 3.39 to 3.41) In which, contents oriented to specific competencies are done at level (quite often) 13 2.3.4 Current situation of implementing life skills education methods for lower secondary school students according to competency-based approach Figure 2.2 Implementation level of the LSE method for LSS students Managers Teachers Parents of students Groups Situations Problem solving Discoveries Project Managers 3,56 2,86 2,68 3,36 3,53 Teachers 3,62 3,11 2,71 3,35 3,54 Parents of students 3,42 2,78 2,75 3,3 3,35 From the chart 2.2, the dissertation draws the following comments: All surveyed subjects have unified assessment of the level of applying the LSE method for LSS students at the regular level (level 4) The method of LSE in group discussion has been applied more often by many lower secondary schools 2.3.5 Current situation of implementing the life skills education method for lower secondary school students Table 2.2 Implementation level of LSE method for LSS students Parents of Managers Teachers students (n=405) (n= 607) (n = 368) Order Forms _ Leve _ Leve _ Leve X X X l l l Through a number of subjects with advantages 3.52 3.61 3.39 in educating life skills Through extracurricular activities (experience, 3.46 3.42 3.43 visit) Through social activities 3.44 3.40 3.36 Through activities in 3.35 3.32 3.25 clubs _ 3.44 3.47 3.36 X From the results of Table 2.2, the dissertation draws the following comments: All surveyed subjects have unified assessment about the level of applying the form of LSE for LSS students, at the regular implementation level 14 (level 4) This shows that lower secondary schools are studied and applied a variety of forms to educate life skills for students However, the level of using these forms is only at pretty average level (Average score = 3.36 to 3.44) Among the studied forms of education, the form of LSE for LSS students through the main subjects at lower secondary schools is the most frequently applied form (level 4) 2.3.6 Current situation of testing and evaluating the results of life skills education activities for lower secondary school students according to competency-based approach Table 2.3 The level of checking and evaluating the results of LSE for LSS students Parents of Managers Teachers students (n=405) (n= 607) Order Evaluation form (n = 368) _ _ _ Level Level Level X X X Regular evaluation 4.2 4.45 4.11 Periodic evaluation 2.66 2.75 2.63 3 Process evaluation 2.6 2.56 2.76 _ 3.15 3.25 3.17 X From the results of Table 2.3, the dissertation draws the following comments: The surveyed subjects have checked and evaluated the results of LSE for LSS students at an average level (level 3) This shows that the examination and evaluation of the results of LSE in lower secondary schools have been fully implemented, but have not focused on the quality of assessment 2.4 Current situation of managing life skills education for lower secondary school students according to competency-based approach In this content, the dissertation has clarified: The reality of awareness about the need to manage LSE for LSS students according to competencybased approach; Current situation of building LSE plans for LSS students according to competency-based approach; Reality of organization and implementation of LSE plans for LSS students according to capacity approach; Current situation of directing the implementation of the LSE plans for LSS students according to capacity approach; Current situation of testing and evaluating the results of LSE for LSS students according to capacity approach; Reality of ensuring conditions for effective management of LSE for LSS students; Current situation of factors affecting the management of LSE for LSS students according to competency-based approach 15 2.5 General assessment about current situation From the survey results of current situation, the dissertation assesses the strengths and limitations of the LSE activities and the management of LSE activities for LSS students according to competency-based approach in the surveyed area; thereby clarifying the cause of current situation Conclusion of chapter Managers and teachers at lower secondary schools in the surveyed area initially have an awareness of the significance and importance of LSE and the need to manage LSE for LSS students according to competency-based approach However, this perception is not complete and correct LSE activities and the management of LSE LSS students according to competency-based approach in the surveyed area in recent years have achieved certain results, but there are still some limitations that need to be overcome in building the plan; organizing and directing the implementation of the plan; examining and evaluating the results of LSE for LSS students according to competency-based approach, etc It is necessary to pay attention to the factors that are considered to be very influential to the management of LSE for LSS students according to competency-based approach when proposing measures in chapter Chapter MEASURES TO MANAGE LIFE SKILLS EDUCATION FOR LOWER SECONDARY SCHOOL STUDENTS ACCORDING TO COMPETENCY-BASED APPROACH 3.1 Principles of proposing measures The proposal of measures to manage the LSE for junior high school students according to the competence approach should be based on the following principles: Ensuring the goals; Ensuring practicality; Ensuring the systematic; Ensuring efficiency and Ensuring feasibility 3.2 Measures to manage life skills education activities for lower secondary school students according to competency-based approach 3.2.1 Organizing to raise awareness of administrators and teachers about the need to manage life skills education for lower secondary school students according to competency-based approach 3.2.1.1 Goal of the measure Raising awareness of managers and teachers on the need to manage LSE for LSS students, thereby having adequate attention to LSE for LSS students 3.2.1.2 Content and implementation of the measure 16 - Organizing to raise awareness of managers and teachers on the need to manage LSE activities for LSS students according to competency-based approach - Determining the responsibilities of managers and teachers in managing LSE activities for LSS students according to competency-based approach - Strengthening and diversifying propaganda and education activities for administrators, teachers, mass organizations in schools about their roles, responsibilities and obligations for LSE for LSS students according to competency-based approach - Overcoming inadequate and incomplete perceptions about the role of administrators in managing LSE for LSS students according to competencybased approach 3.2.1.3 Conditions for implementing the measure In order for this measure to be implemented effectively, LSS principals need to grasp the purpose, content and the way of organizing, directing to raise awareness of managers and teachers about the need to manage LSE activities for LSS students according to competency-based approach 3.2.2 Planning life skills education activities for lower secondary school students according to competency-based approach 3.2.2.1 Goal of the measure Building a plan of LSE for LSS students according to competency-based approach (setting goals, content, the required competencies, etc.) for students, in order to improve comprehensive lower secondary education 3.2.2.2 Content and implementation of the measure - Building goals and content of LSE for LSS students based on the student's capacity framework for life skills - Organizing to build plans of LSE for LSS students according to competency-based approach - Directing the exploitation of resources to implement the plan of LSE according to competency-based approach 3.2.2.3 Conditions for implementing the measure The principal needs to develop a plan of LSE activities for LSS students according to competency-based approach, along with the determination of the whole system with the thinking and strategic vision to meet the social requirements 3.2.3 Organizing and directing life skills education activities for lower secondary school students according to competency-based approach 3.2.3.1 Goal of the measure Organizing and directing LSE activities following a process that is suitable to the formation and development of students' life skills 3.2.3.2 Content and implementation of the measure 17 - Organizing the apparatus to implement LSE; - Directing teachers to connect the content of LSE with the real life of the locality - Directing teachers to renew methods of LSE towards developing the capacity of LSS students - Organizing diversified forms of LSE towards developing the capacity of LSS students - Directing to perfect the coordination mechanism between schools, families and society in LSE according to competency-based approach of LSS students - Organizing for teachers to check and evaluate students' learning results according to the orientation of capacity development 3.2.3.3 Conditions for implementing the measure To implement this measure, LSS principals must have the capacity to organize and manage LSE activities according to competency-based approach; Teachers have the capacity to perform LSE activities according to competencybased approach In addition, lower secondary schools must have conditions to ensure the implementation of LSE activities according to competency-based approach 3.2.4 Strengthening testing and evaluation of life skills education activities for lower secondary school students according to competency-based approach 3.2.3.1 Goal of the measure Examining and objectively evaluating LSE activities for LSS students according to the capacity approach, based on the established set of output criteria 3.2.3.2 Content and implementation of the measure - Raising awareness for teachers and administrators of basic principles in testing and evaluating innovation of the results of LSE as well as management innovation about testing and evaluating results of LSE for students according to competency-based approach; - Organizing to build and implement management process to innovate testing and evaluating the results of LSE; - Building a plan for coordination between the school and other educational forces in the organization; supervising the evaluation of students' educational results as a basis for designing the criteria and forms of assessment organization to ensure the comprehensiveness of the evaluation criteria of LSE activities for students according to competency-based approach; - Building criteria for testing and evaluating LSE activities for LSS students according to capacity approach, including the following contents: The plan of LSE for students; The content of LSE for students; The methods of LSE 18 for students; The form of organizing LSE for students; Checking and evaluating results of LSE for students; Educational environment 3.2.4.3 Conditions for implementing the measure LSS principals must use the set of criteria that have been built to examine and evaluate the management of LSE activities for LSS students according to competence approach At the same time, it is necessary to pay attention to ensuring the conditions to improve the quality of LSE activities, to meet the innovation requirements of the current general education 3.2.5 Organizing to foster and enhance the capacity of life skills education for lower secondary school administrators and teachers 3.2.5.1 Goal of the measure Improving the capacity of LSE and the management of LSE activities according to competence approach for LSS teachers and administrators, contributing to improving the quality of this activity 3.2.5.2 Content and implementation of the measure - Identifying the fostering needs of managers and teachers - Building the fostering content - Building the fostering plan - Organizing to foster the capacity of LSE and management of LSE activities according to competency-based approach for LSS teachers and administrators - Evaluating the results of fostering capacity of LSE and management of LSE activities for LSS teachers and administrators 3.2.5.4 Conditions for implementing the measure The Head of Education and Training and the Principal of LSS must build an appropriate and feasible training plan At the same time, it is necessary to have the necessary resources to ensure high efficiency of the fostering 3.2.6 Establishing conditions to ensure effective management of life skills education for lower secondary school students according to competency-based approach 3.2.6.1 Goal of the measure Establishing and ensuring conditions to enhance the effectiveness of management of LSE for LSS students according to competency-based approach 3.2.6.2 Content and implementation of the measure - Building a team to LSE for LSS students according to competencybased approach; - Completing facilities, teaching equipment to serve LSE for LSS students according to competency-based approach - Building the information technology system to meet the requirements of LSE for LSS students according to competency-based approach 19 - Actively seeking and exploiting resources for LSE activities according to competency-based approach 3.2.6.3 Conditions for implementing the measure The management subject must determine the correct position and role of conditions to prioritize implementation to ensure the sustainability, synchronization and mutuality among conditions in LSE for LSS students according to competency-based approach 3.3 Surveying the necessity and feasibility of proposed measures 3.3.1 Survey purposes Collecting information to evaluate the urgency and feasibility of the proposed measures of LSE for LSS students according to competency-based approach On that basis, adjusting the inappropriate measures and confirm more the reliability of the highly appreciated measures 3.3.2 Survey content and methods 3.3.2.1 Survey content The content of the survey focuses on the following two issues: Firstly, are the proposed measures really urgent for the LSE for LSS students according to competency-based approach in the current context of general education innovation? Secondly, in the current context of general education innovation, are the proposed measures feasible for the LSE of LSS students according to competency-based approach? 3.3.2.2 Survey method and evaluation scale - Survey method: Surveying by questionnaires - Evaluation scale with levels: +) Very necessary, necessary, less necessary, unnecessary, no answer +) Very feasible, feasible, less feasible, not feasible, no answer 3.3.3 Respondents To survey the urgency and feasibility of the proposed measures above, the author proceeded to collect the evaluation of 522 people Including: Experts are lecturers of universities; Leaders, specialists of Education and Training Department; LSS managers; LSS teachers in the schools belong to cities / districts including: Vinh City; Tan Ky and Do Luong districts 3.3.4 Survey results on the necessity and feasibility of the proposed measures Survey results show that the respondents have a high appreciation for the necessity and feasibility of the proposed measures In which, 100% of the assessment is very necessary (level 5) and quite necessary (level 4) This assessment proves that the proposed measures have the necessity and feasibility in managing the LSE activities according to competency-based approach 20 There is a strong correlation between the necessity and the feasibility of the measures 3.4 Testing the measures 3.4.1 Test organization 3.4.1.1 Test purpose The aim is to determine the effectiveness, feasibility, and necessary conditions for implementing one of the proposed measures 3.4.1.2 Test content and method i) Test content Due to the time conditions, the author only chose to test organization measures to improve the capacity of LSE for LSS administrators ii) Test method The test was conducted once, on the same group of subjects, according to the following model: Check before the Measure or impact Check after impact impact O1 X O2 Results are measured by comparing the difference between the results after impact and before impact There is a difference indicated through | O2 - O1 |> 0, drawing the conclusion that the measure chosen to test brings efficiency to the management of LSE for LSS students according to competency-based approach 3.4.1.3 Standards and evaluation scales for testing Test results are evaluated based on two criteria: knowledge and skills in managing LSE for LSS students 3.4.1.4 Test area, time, and sample i) Test area The author chose 54 lower secondary schools in Nghe An province ii) Test period Test period: Semester of school year 2019 2020 From September 2019 to December 2019 iii) Sample of the test object Sample of the test object is 108 managers of Tan Ky and Do Luong districts, Vinh city of Nghe An province 3.4.1.5 Handling test results We use the following parameters to process the obtained data: Average, standard deviation, coefficient of variation, etc 3.4.2 Analyzing the test results 3.4.2.1 Analyzing the initial results 21 The initial level of knowledge and skills of the management team surveyed is not high 3.4.2.2 Analyzing test results quantitatively i) Results on the knowledge level of lower secondary school managers after the test Test results on the knowledge level of managers at lower secondary schools after the test are shown in Table 3.1 Table 3.1 Frequency distribution table F for the number Xi (input) Scores _ Quantity X 10 108 15 20 21 15 12 10 6.18 Table 3.2 Frequency distribution table F for the number of lower secondary school managers who scored Xi after testing Scores _ Quantity X 10 108 18 27 23 18 12 7.48 Combining the results in table 3.1 and table 3.2, the author is able to construct table 3.3 Table 3.3 Frequency table about test results of pre- and post-test knowledge skills of LSS managers Parameters Coefficie Groups Quantity Standard Average Variance nt of deviation variation Pre-test 108 6.18 3.71 1.93 31.22 Post- test 108 7.48 2.25 1.5 20.50 From the results in Table 3.3, it can be set up the table of the fi frequency distribution of fi accumulation frequency and draw the lines representing the fi accumulation frequency, and the graph of the fi frequency distribution Table 3.4 Distribution of fi frequency and frequency of fi↑accumulation ↑ about knowledge of LSS managers Pre-test (n = 108) Post-test (n =108) Xi f f fi fi  Fi Fi i i  7.33 100 0 15 14.33 92.67 1.67 100 20 18.33 78.33 8.33 98.34 21 19.67 60.00 18 16.33 90.00 15 14.00 40.33 27 25.00 73.67 22 10 12 10 108  11.33 9.67 5.33 100 26.33 15.00 5.33 23 18 12 108 21.67 16.33 10.67 100 48.67 27.00 10.67 30 25,00 25 18,33 20 14,33 21,67 19,67 16,33 16,33 14,00 15 11,33 8,33 7,33 10 0,00 10,67 5,33 1,67 9,67 Pre-test Post-test 10 Chart 3.1 Frequency distribution of knowledge of managers in lower secondary schools before and after the test 120 100 100 100,00 92,67 80 98,34 90,00 78,33 60 73,67 60,00 48,67 40 40,33 26,33 20 27,00 15,00 Pre-test Post-test 10,67 5,33 10 Chart 3.2 Frequency of accumulation f i  of knowledge of managers at lower secondary schools before and after testing From the above results, the author draws the following comment: +) Average score after the test is higher than that before the test: 7.48> 6.18 +) The coefficient of variation before test is greater than that after the test: 31.22> 20.50 +) Lines representing the frequency f i and cumulative frequency f i  after the test are both found to be higher and shifted to the right compared to the pre-test accumulation frequency and frequency With the above results, it 23 is found that the knowledge level of LSS managers after the test is higher than that before the test ii) Test results about skills of LSS managers before and after testing Figure 3.3 Comparing the results on the skills level of the LSS managers before the test and after the test 3.3.2.3 Qualitative analysis of test results Through practical research in lower secondary schools in the survey area, the author has the following assessments: - The fostering has contributed to improving the management capacity of managers for LSE for LSS students according to competency-based approach - After being fostered, LSS managers have correct understanding of the basic issues of LSE and management of LSE for LSS students according to competency-based approach - The capacity improvement for LSS managers has had a great impact on the management effectiveness of LSE for LSS students according to competency-based approach The content of managing LSE activities for LSS students according to competency-based approach is organized in a more methodical and scientific way Conclusion of chapter In order to improve the effectiveness of managing the LSE activities for LSS students according to competency-based approach, it is necessary to synchronously implement the measures proposed by the topic The measures proposed by the topic through the survey are considered essential and highly feasible, and can be implemented in practice to manage LSE activities for LSS students according to competency-based approach The results of testing the measure "Organizing to foster and enhance the capacity of LSE for LSS teachers and administrators" have confirmed the effectiveness of the measure for improving knowledge levels and skills for the team of LSS managers 24 CONCLUSION AND RECOMMENDATION Conclusion 1.1 The research topic has contributed to supplementing and developing theoretical issues about LSE for LSS students according to competency-based approach Specifically, the topic has clarified the role, meaning, and necessity of LSE for LSS students according to competency-based approach; content, method, form, and combination in LSE for LSS students according to competency-based approach; factors affecting LSE for LSS students according to competency-based approach 1.2 The research topic has described, analyzed, and objectively evaluated the current situation of LSE activities and management of LSE for LSS students according to competency-based approach From there, pointing out the strengths, limitations and causes of the current situation, serving as a basis for proposing measures to manage LSE activities for LSS students according to competency-based approach 1.3 On the basis of theoretical and practical research, the dissertation proposes measures to improve the management efficiency of LSE for LSS students according to competency-based approach: Organizing to raise awareness of managers and teachers on the need to manage LSE for LSS students according to competency-based approach; Planning activities of LSE for LSS students according to competency-based approach; Organizing and directing the LSE activities for LSS students according to competency-based approach; Strengthening inspection and assessment for LSE activities for LSS students according to competency-based approach; Organizing the training to improve the capacity of LSE for LSS managers and teachers; Establishing conditions to ensure effective management of LSE for LSS students according to competency-based approach Recommendation The dissertation has made recommendations for the Ministry of Education and Training; for the Department of Education and Training; for Lower Secondary Schools 25 PUBLISHED WORKS OF THE AUTHOR Nguyen Dang Cau (2017), Life skills education for junior high school students in the current context, Journal of Educational Science, No 146, p 90p 93 Nguyen Dang Cau (2020), Managing the life skills education for students according to competence approach: Case study at some junior high schools in Thanh Hoa, Nghe An and Ha Tinh provinces, Journal of Education, No 484, term 2, p.1-p.5; Nguyen Dang Cau (2020), Management measures for fostering life skills education capacity for junior high school teachers to meet the requirements of educational innovation, University of Science Journal of Vinh Nguyen Dang Cau (2020), Research on the current situation of factors affecting the life skills education for students according to competence approach at a number of junior high schools in Thanh Hoa, Nghe An, Ha Tinh, Journal of Educational Equipment, special issue September 2020, p.204 p.206 Nguyen Dang Cau (2020), Measures for managing life skills education for junior high school students according to competence approach, Vietnam Teachers Magazine, No 163 November 2020, p.15 - p.18 ... with students' psycho-physiological characteristics and actual conditions of lower secondary schools Tasks and scope of the study 5.1 Tasks of the study 5.1.1 Studying the theoretical basis of... secondary schools in the provinces of Thanh Hoa, Nghe An and Ha Tinh - Testing a proposed measure for LSS administrators and teachers in Nghe An province - Research period in the school years... secondary school students according to competency-based approach Head of Education and Training Department, Principals of Lower Secondary Schools, Division Heads at Lower Secondary Schools, Teachers