Quản lý giáo dục hướng nghiệp cho học sinh trung học phổ thông tỉnh tuyên quang trong bối cảnh đổi mới giáo dục tt tiếng anh

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MINISTRY OF EDUCATION AND TRAINING
NATIONAL ACADEMY OF EDUCATION MANAGEMENT
-----˜&˜-----

VU DINH HUNG

VOCATIONAL EDUCATION MANAGEMENT
FOR HIGH SCHOOL STUDENTS IN TUYEN
QUANG PROVINCE IN THE CONTEXT OF
EDUCATIONAL INNOVATION

Major: Education Management
Code: 9 14 01 14

SUMMARY OF DOCTORAL THESIS IN EDUCATION
MANAGEMENT


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HANOI - 2019
This thesis is finalized at:
NATIONAL ACADEMY OF EDUCATION MANAGEMENT

Academic supervisors: ASSOC. PROF. DR. HA THE TRUYEN
ASSOC.PROF.DR. TRAN THI MINH HANG

Reviewer 1:
Reviewer 2:

Reviewer 3:

This thesis will be defended at the Board of Examiners at the institutional
level at National Academy of Education Management
at ....... hour ...... date ........ month ........ year 201...

This thesis can be found at:
- Vietnam National Library
- Library and ICT Center of National Academy of Education
Management


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INTRODUCTION
1. Rationale
Vocational Education (VE) is an integral part of and plays a very important role
in the student education process. If vocational education is well implemented,
students will be able to choose careers that are suitable to their capacity, interests and
social needs, thereby helping the human resource training process meet the
requirements of socio-economic development. In order for vocational education in
high schools to be well implemented, vocational education management plays an
important role and is the responsibility of all management levels in the education
system.
Implementing educational reforms, in the direction of educating students to
comprehensively develop their capacity, quality and overcoming the shortcomings of
the current general education program, on December 26, 2018. The Ministry of
Education and Training issued the general education program together with Circular

No. 32/2018/TT- MOET. In the new general education program, vocational
education is conducted through all subjects and educational activities. Vocational
education activities in secondary schools are carried out regularly and continuously,
focusing on the final years of basic education and the whole period of vocational
education. In addition to the activities aimed at individuals, society, nature, the
content of Experimental and vocational activities at high school level focuses more
on vocational education activities to develop vocational competence. Through
vocational activities, students are assessed and self-assessed on their competencies,
strengths, interests related to careers, human resource needs of the society, as a basis
for selecting their own appropriate careers and train themselves qualities and
competencies to adapt to future careers. In order to effectively implement the
requirements of the new general education program, management activities need to
be renewed, including vocational education management.
As a mountainous province, in recent years, vocational education management
for students in high schools in Tuyen Quang province has achieved positive results
such as: creating proper awareness about careers. Career for students, parents and the
whole society; contribute to mobility and positive changes in the outcome of student
streaming before and after graduation. But the effectiveness of the vocational
education activities in recent years is still low, failing to meet social requirements,
many students are very confused in choosing their direction after graduation and their
ability to determine future career orientation. Most students who have the psychology
of finishing junior high school or have to go to high school, after leaving high school,
they have to go to university or college, meanwhile very few students accept to attend
vocational secondary schools, although the commune Association needs jobs in
intermediate level. This has led to an imbalance in the structure of trained human
resources and the training structure of the whole country in general and of Tuyen
Quang province in particular. The situation of students after graduating from
university, many of them fail to apply for jobs or do jobs that are contrary to the
trained occupations, and must be re-trained, causing great waste for the family and

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society. The goals of career guidance, vocational training and student channeling are
not satisfactory.
Research on vocational education and vocational education management in high
schools has been of interest by many domestic and foreign scientists. However, in
Vietnam, the theory of vocational education and vocational education management
for many years has not been much changed and developed following the development
trend of society. Research on vocational education management in high schools for an
area inhabited by ethnic minorities has not yet been adequately exploited in the
current context. Accordingly, the focus of research on Vocational education’s
theoretical as well as practical issues and vocational education management for high
school students is one of the most significant scientific issues to accomplish
educational goals and training, economic and social development, security and
defense maintenance for Tuyen Quang province, especially in the context of the
newly issued general education program.
Stemming from the above reasons, the author chooses the topic: "Vocational
education management for high school students in Tuyen Quang province in the
context of educational innovation" to carry out research.
2. Purpose of the research
On the basis of clarifying theoretical and practical issues about vocational
education and vocational education management, the thesis proposes vocational
education management solutions for high school students in Tuyen Quang province in
the context of educational innovation, in order to improve the quality of vocational
education, control the overall education effectiveness, do well the work of dividing
students after graduation to meet the needs of training human resources in the
province as well as the whole country.
3. Research objects and subjects
3.1. Object of the research
Vocational education for students in high schools.

3.2. Subjects of the research
Managing vocational education for students in high schools in Tuyen Quang
province in the context of educational innovation.
4. Scientific hypothesis
Managing vocational education for students in high schools in Tuyen Quang
province, despite creating proper awareness about careers for students, parents and
the whole society; contribute to mobility and positive changes in the outcome of
student streaming before and after graduation. But in the context of educational
innovation, this problem is still inadequate. If the study identifies the content of
vocational education management, the approach to integrating the management
functions with the components of the vocational education process in the context of
educational innovation will clearly assess the status of vocational education
management and propose solutions. vocational education management method for
high school students in accordance with the reality of Tuyen Quang province,
contributing to improving the quality of vocational education as well as the quality of
education in general.


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5. Research tasks
- Establish a theoretical basis for vocational education and vocational education
management for high school students in the context of educational innovation.
- Conduct survey, assessments on the status of vocational education and manage
vocational education for high school students in Tuyen Quang province in the context
of educational innovation.
- Propose vocational education management solutions for high school students
in Tuyen Quang province in the context of educational innovation.

- Experiment solutions and test some proposed management solutions.
6. Research guiding questions
- In the context of educational reforms, what are the problems for managers to
manage vocational education in high schools, develop students in vocational
competencies, choose career that are suitable for themselves and social requirements?
- Based on the content of vocational education management, which is
determined by the approach of integrating the management functions with the
components of the vocational education process, it is possible to determine the status
of vocational education and manage vocational education students at high schools in
Tuyen Quang province today, such as: how? What are the issues that need to be
addressed in managing vocational education for students in high schools in Tuyen
Quang province to meet the requirements of educational innovation?
- What basic management solutions can be addressed?
7. Scope of the research
Regarding the content of the study: Researching management solutions of high
school management subjects, headed by the Principal in relation to other subjects, to
manage vocational education for high school students in Tuyen Quang province; The
sample of the current situation survey was collected from 12 high schools in Tuyen
Quang province, by vote survey with 876 people from the objects of managers, teachers,
students, parents and administrators of the manufacturers, businesses in the area;
8. Methodology and research methods
8.1. Approach: Integrating the management functions with the components of
the vocational education process is the main approach; combined with practical
approach, supply-demand approach, to implement the thesis topic
8.2. Research Methods
8.2.1. Group of theoretical research methods: Analysis, synthesis,
retrospective, generalization ... in the study of scientific documents to build the labor
force of vocational education management for high school students.
8.2.2. Group of practical research methods: Survey by questioning,
interviewing, researching on active products, attending to study the situation of

vocational education and managing vocational education for high school students in
Tuyen Quang province.
8.2.3. Other methods: processing data by mathematical statistics.
9. Defending points
- Using the management approach in combination with the components of the
vocational education process to identify the content of vocational education


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management for high school students will have a basis for clarifying the strengths and
weaknesses, identifying necessary issues. solutions of vocational education
management in high schools in Tuyen Quang province associated with the
requirements of educational innovation.
- Inadequacies in the vocational education management in high schools in
Tuyen Quang province manifested in all aspects of the process of implementing the
management functions affecting the components of the vocational education process
requiring solutions. management to promptly overcome the weak stages to improve
the efficiency of this activity.
- In the context of educational innovation, with a system of solutions covering
the planning of vocational education activities, building an organizational model of
vocational education for high school students in Tuyen Quang province, organizing
the impact. Change perceptions and improve the capacity of vocational education for
forces participating in vocational education; building a feedback channel through
directing innovation to assess and evaluate the results of vocational education
activities for students will overcome the weak stages, solve problems posed for
vocational education and manage vocational education for high school students of
Tuyen Quang province.
10. New contributions of the thesis
The thesis has explained and clarified the theoretical basis of vocational
education management for high school students and the reality of vocational

education management issues for high school students in Tuyen Quang province,
specifically: generalizing and clarifying concepts concept of vocational education,
management of vocational education for high school students, clearly showing the
path of performing the management functions and the factors affecting vocational
education management for high school students in the context of educational
innovation; Overview of the overall picture of vocational education and the
management of vocational education for students in high schools in Tuyen Quang
province. In particular, the thesis has proposed solutions for vocational education
management for students in high schools in Tuyen Quang province in the context of
educational innovation in accordance with local practical conditions.
11. Theoretical and practical significance of the thesis
11.1. Theoretical significance: The dissertation synthesizes and systematizes
theoretical basis to propose solutions for vocational education management for high
school students in Tuyen Quang province in the context of educational innovation,
contributing additionally. Developing enriching management theory, educational
management, vocational education management for high school students.
11.2. Practical significance: Providing vocational education management
solutions for managers of high schools in Tuyen Quang province to improve the
quality of vocational education. The solutions can be applied to high schools of other
localities with similar conditions. The research results of the thesis can serve as
reference documents for the leadership and management of vocational education for
students in high schools in the context of educational innovation. Provide practical
basis to propose to the committees and local authorities of Tuyen Quang province in


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leading and promulgating local policies to support high schools in vocational
education management to meet the requirements of renewing education.
12. Thesis structure
In addition to the introduction, conclusions and recommendations, list of

references and appendices, the thesis is structured into 3 chapters, as follows;
Chapter 1. Literature review on vocational education management for high
school students in the context of educational innovation.
Chapter 2. Current situation of vocational education management for high
school students in Tuyen Quang province in the context of educational innovation.
Chapter 3. Some solutions of vocational education management for high school
students in Tuyen Quang province in the context of educational innovation.
Chapter 1
LITERATURE REVIEW ON MANAGEMENT OF VOCATIONAL
EDUCATION FOR HIGH SCHOOL STUDENTS IN THE CONTEXT OF
EDUCATION INNOVATION
1.1. Research overview about vocational education and vocational
education management for high school students
1.1.1. Researches on vocational education for students in high schools
1.1.2. Researches on vocational education management for high school
students
1.2. Some basic concepts related to the topic
In this section, the author analyzed and clarified the concepts: management,
vocational education, vocational education management for high school students.
In particular: Vocational education management for high school students is the
process of the impact of management subjects on the components of the vocational
education process through the implementation of management functions to achieve
the vocational education goals, improving the quality. educating students,
contributing to the development of human resources to meet the socio-economic
development requirements of localities and the country.
1.3. Some theoretical issues about vocational education for high school
students
In this section, the author presents and analyzes the following contents:
1.3.1. Vocational orientation skills of high school students
Table 1.1. Vocational orentation skills should be reached by high school

studentsafter the vocational education process
Capacity

1.Selfawareness

Desired levels and requirements
Capacity 1
Build self-knowledge in four areas: hobbies, abilities, personality and career
values and use this knowledge for lifelong career guidance.
Capacity 2
Learn about family, community, Vietnam and the world context and use this
knowledge for lifelong career guidance.
Capacity 3
Affirm your desires, dreams, hopes and goals, and use this knowledge for
lifelong career guidance.


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Capacity

2.
Occupatio
nal
awareness

3.
Formulati
ng career
plans

Desired levels and requirements
Capacity 4
Build up knowledge about disciplines, universities, colleges and vocational
schools at home and abroad and using this knowledge to decide on majors and
schools after graduating from grade 9 and / or grade 12.
Capacity 5
Build up knowledge about the profession, agencies, companies and businesses
at home and abroad and using this knowledge for future career and workplace
selection (companies, agencies, factories, etc.).
Capacity 6
Assess the role of information as well as make use of the impact of
information on your career decision (industry, school, type of job and
workplace).
Capacity 7
Determine career goals
Capacity 8
Extracurricular activities and community involvement to create more career
opportunities
Capacity 9
Make career plans and gradually implement career plans

1.3.2. Vocational guidance procedure
Vocational education is a long-term process, carried out in many different forms
according to a defined process in order to "help students have vocational knowledge
and ability to choose careers on the basis of combined aspirations." perspective,
strengths of individuals with the needs of using labor of society ".
1.4. Issues in the context of educational innovation set out for vocational
education and vocational education management for high school students
- Requirements for renovating the approach to the elements of vocational
education and post-high school diversion

- Requirements on renovating content and methods of vocational education
- Requirements on renovating mechanisms and policies
- Requirements for privatizing vocational education and post-high school
diversification
1.5. The psychophysiological characteristics of high school students
affecting vocational education and vocational education management
The psychophysiological characteristics of high school students affecting
vocational education include:
- The development of self-consciousness
- The ideal of the youth
- Social activeness of young people
- Learning activities of high school students
- Intellectual and cognitive development related to career orientation
- Career value orientation of high school students
1.6. Vocational education for high school students in the context of
educational innovation


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Vocational education in high schools is approached by many authors from
different perspectives. However, according to the regulations on vocational education
at high schools, vocational education is approached as an educational process at high
schools and includes the following elements:
1.6.1. The goal of vocational education at high school level
1.6.2. Content of vocational education at high school level
1.6.3. Forms of vocational education
1.6.3.1. Vocational education activities
1.6.3.2. Career orientation via cultural and technology subjects
1.6.3.3. Activities of general vocational education and production labor

1.6.3.4. Career guidance through experience, extra-curricular activities
1.6.4. Means of vocational education for high school students
1.6.5. Methods of vocational education for high school students
1.6.5.1. Methods of accumulating experience
1.6.5.2. Vocational general education
1.6.5.3. Join extracurricular activities
1.6.5.4. Find out career information
1.6.5.5. Career orientation advice ...
1.6.6. Teachers with career education activities for high school students
1.6.7. Students with vocational education activities at high schools
1.6.8. Examine and evaluate vocational education results for high school
students
1.7. Managing vocational education for high school students in the context
of educational innovation
Vocational education management for high school students in the context of ed

Planning vocational education management for high school stu

Test and evaluate vocational education for high school students

Organize and direct the implementation of vocational education for

Vocational
education
form
Teaching
for
high
activities
school

students
in Vocational
education
Vocational education
goals for
high
school
students
Methods
and school
means
of Vocational
education
high
school
Vocational
education
content
for high
students
Examine
andfor
evaluate
Vocat


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Diagram 1.8. Vocational education management for high school students in
the context of educational innovation

The contents of vocational education management for high school students are
detailed in section 1.7.1. to 1.7.6. In the original Vocational version, it is possible to
outline the content of vocational education management for high school education in
the following matrix:
Function
Elements

Plan

Organize

Lead

Check

Make a plan for Organize
the Direct
the Examine
the
organizing
implementation of implementation of realization of the
vocational
vocational
vocational
vocational
education of schools education goals for education goals in education goals in
or directing teachers high
school the context of the context of
to
create

a students in the educational
educational
vocational
context
of innovation.
innovation
1. Vocational
education plan for educational
Assigning
education goals
students must grasp innovation.
autonomy
to
the
goals
of
universities
to
vocational
implement
the
education in the
vocational
context
of
education goals
educational
innovation.
Plan to implement Realize
the Direct the proper Examine

the
the contents of education force to implementation of implementation of
Vocational
present the content the
vocational the content of the
education programs of the vocational education
vocational
2. Content of for high school education program program.
education
vocational
students in the for high school Empowering
program in the
education
context
of students in the universities
to context
of
program
educational
context
of develop
the educational
innovation
in educational
content
of innovation
accordance
with innovation.
vocational
regulations.

education
programs.
3. Form of
Direct teachers to Organize
the Direct
the Examine and
vocational
select the forms of implementation of implementation of evaluate
the
education
vocational
vocational
vocational
implementation of
education to be education forms in education forms vocational
included in the the context of in the context of education forms
Vocational
educational
educational
in the context of
education plan for innovation;
innovation.
educational
students
in mobilize forces to
innovation.
accordance with the coordinate
and

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Function
Elements

4.
VOCATIONAL
EDUCATION
method and
means

5. Teaching in
vocational
education

6. Examine and
evaluate
vocational

Plan

Organize

Lead

Check

context
of participate
in
educational

vocational
innovation, school education.
conditions
and
localities.
Direct teaching to Organize teacher
Direct
the Examine and
select methods and training on active implementation of evaluate
the
means of vocational teaching methods active
teaching results
of
education for high and
appropriate methods
and innovating
the
school students in vocational
vocational
implementation of
the
context
of education facilities education
vocational
education
in the context of facilities
education
innovation.
educational
in the context of methods

and
innovation.
educational
means in the
innovation.
context
of
educational
innovation.
Set up a schedule Organize
the
Direct
the Check
the
of
vocational assignment
of implementation of teacher's teaching
education
hours; teachers, build a teacher's activities activities
and
Instruct teachers to coordination
and
student learning activities
make
vocational mechanism with learning activities of students in
education teaching educationin
vocational vocational
plans suitable to the continuing
education
in education.

requirements
of education centers, accordance with Checking
the
educational
production
and the requirements management and
innovation
and business
of
educational recording
of
approval
of establishments ... innovation. Direct books to monitor
vocational
to
implement the management vocational
education plans.
vocational
and recording of education
education teaching books to monitor teaching
and
learning vocational
activities.
activities in the education
context
of teaching
changing
new activities.
education.
Implementing the

system of forms
and books for
vocational
education teaching
activities
management.
Plan test to Organize forces to Direct periodic, Examine the work
evaluate the results carry
out
the regular
or of
Vocational
of
vocational examination and irregular
verifying
and


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Function
Elements

Plan

Organize

Lead

Check

education according evaluation
of assessments
of evaluating
to the requirements vocational
vocational
vocational
of new education. education results education results education results.
in the context of in the context of Proposing
educational
educational
innovation to test
education results
innovation
innovation.
and
evaluate
Organize periodic,
vocational
regular or irregular
education results
evaluation
of
in the context of
vocational
educational
education
innovation.
activities.

1.8. Factors affecting vocational education management for high school

students in the context of educational innovation.
1.8.1. Subjective factors, including: (i) Awareness of managers and school
leaders on vocational education management tasks for high school students in the
context of educational innovation (ii) The interest of school leaders and managers for
vocational education management tasks for high school students in the context of
educational innovation; (iii) Teachers' qualifications, qualities and competencies (iii)
vocational education management mechanism for high school students in the context
of educational innovation (iv) The role of educational forces in schools in managing
vocational education for students (v) Motivations of managerial staff and teachers of
PMU & teachers for managing vocational education for high school students in
Tuyen Quang province in the context of renovating education (vi) Qualifications,
qualities and capacities of MPA & teachers
1.8.2. Objective factors, these include: (i) The support of Party leaders and local
authorities (ii) The school's autonomy in managing vocational education for high
school pupils in the context of educational innovation (iii) Economic conditions,
Income of managers & teachers (iv) Government and industry policies for vocational
education management for high school students in the context of educational
innovation (v) Working environment conditions of managers & teachers (vi) Impact
of economic mechanisms market.
CONCLUSION OF CHAPTER 1
CHAPTER 2
CURRENT SITUATION OF VOCATIONAL EDUCATION MANAGEMENT
FOR HIGH SCHOOL STUDENTS IN TUYEN QUANG PROVINCE IN
THE CONTEXT OF EDUCATIONAL INNOVATION
& INTERNATIONAL BEST PRACTICES IN VOCATIONAL
EDUCATION
2.1. Implement survey on the situation.
The thesis researches documents related to improving the quality of vocational
education in high schools, the situation of vocational education for high school

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students, and managing vocational education for high school students. Based on the
established theoretical framework, the author chooses the criteria to be surveyed to
design a survey toolkit, make a survey plan and conduct quantitative and qualitative
survey surveys through surveys. questionnaire with 876 people including managers,
teachers, students, representatives of production facilities, enterprises; The collected
data was processed as a percentage and the average score shown in 11 tables, 10
charts, analysis and evaluation to draw the strengths and weaknesses of vocational
education activities and vocational education management for students of high
schools in Tuyen Quang Province in the context of education innovation, the cause as
a practical basis for proposing solutions. Here are some key features:
2.2. Situation of vocational education for high school students in Tuyen
Quang province in the context of educational innovation.
2.2.1. Actual situation of implementation of vocational education goals,
content and curriculum.
Table 2.2 shows that many schools are still interested in setting up goals
and contents of the vocational education curriculum shown in the comment
parameters in content 4, 5, 6, 7 in the vocational education curriculum.
2.2.2. Current situation of using forms of vocational education.
Table 2.3. Evaluation results on the implementation of vocational education
organizational forms
VU
Manager teacher
Student
No
Vocational education forms
official
s
s

s
s
1 The form of VE is oriented to integrate vocational content into subjects,
production labor and general vocational training
Integrating vocational education content 0.71
0.91
0.94
0.71
into subjects
Production labor
0.29
0.29
0.66
0.29
Vocational general education
0.5
0.5
0.63
0.6
2 Form of VE according to vocational activities
Vocational education for students about
labor market, career world, socio-economic
0.43
0.43
0.86
0.76
conditions of localities, regions and
countries
Vocational education for student vocational
0.86

0.86
0.66
0.45
education system and vocational education
Vocational education for students on
1.00
1.00
0.83
0.95
occupational safety engineering.
Vocational education tells students to look
for career information and training 0.43
0.86
0.86
0.23
facilities they need
Vocational education allows students to
self-assess their abilities, family conditions 0.07
0.14
0.29
0.06
and social needs


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VU
Manager teacher
No
Vocational education forms
official

s
s
s
3 VE form follows experience, extracurricular activitiesand field trips
Experimental activities and extracurricular 0.14
0.14
0.77
activities
Sightseeing activities
0.57
0.57
0.83
Social activities
0.86
0.86
0.89

Student
s
0.31
0.51
0.56

From Table 2.3, it was found that all three groups of respondents for the
evaluation were conducted, although not evenly (from 83% to 100%). 86% of
teachers rated the use of vocational education for students in the higher education
system and vocational education system.
2.2.3. Actual situation of using vocational education means
Survey results of managers, teachers about the situation of using teaching aids
(graph 2.3) and assessing the use of teaching facilities with 26.3% to 32.1% of

students (chart) 2.4) show that teaching aids belong to teaching equipment and
learning materials used in vocational education; As for the simulation equipment and
models used in vocational education at lower secondary schools or some schools are
not available.
2.2.4. Current situation of using vocational education teaching methods
Through chart 2.5, we can see 97.6% of teachers' evaluation of regular
implementation of the presentation method in vocational counseling; In organizing
vocational training for vocational education students, teachers often use presentation
methods in teaching vocational theory and practical guidance in vocational skills
teaching; 86.4% of teachers say they regularly use group discussion methods to guide
students in career information; Researching teaching objects (18.2% of respondents),
a statement of learning objectives (15.6% of opinions), a statement of evaluation
criteria (78.3% of opinions) and instructions for using tools to self-assess competence
(61.15% of respondents). These are issues that school administrators should be
concerned about and direct teachers to improve in the vocational education process.
2.2.5. Current situation of teaching activities of teachers in vocational
education.
In fact, attending some vocational education classes of teachers shows that
teachers only focus on preparing conditions for presenting knowledge. Activities to
help students practice, enhance their ability to solve tasks associated with career
situations, develop self-study and self-study capacity for students are rarely
implemented by teachers.
2.2.6. Current situation of learning activities of students in vocational
education
From Table 2.4, it can be seen that the implementation of learning activities of
students only focused on activities during class hours and within the school
framework in which the learning activities in students' workshops gains the most
attention with the number of reviews is regularly 55.2%; students' classroom learning

17
activity is assessed at the second most frequent level of performance with a rating of
32.1%; meanwhile, other activities such as extracurricular activities, school, family
and local coordination activities have not really been paid attention with 71.1% and
82.5% as unfulfilled.
2.2.7. The situation of supervising and evaluating vocational education
2.2.7.1. The use of criteria in students’ learning outcomes assessment
Because the program does not have a specific criteria system, the assessment of
student's current learning results is still based on the purpose and requirements of the
lesson and subject. Therefore, it is possible to reinforce a product or a career that will
have different assessments in different teachers. This situation leads to inconsistent
evaluation results, not asserting students' vocational skills gained when there are
many different opinions.
The survey results show that the evaluation of students' learning results does not
necessarily comply with the objectives of teaching (integrating knowledge, skills,
attitudes).
2.2.7.2. Contents of students’ learning outcomes assessment
The results of the survey of learning outcomes show that teachers often focus on
assessing knowledge (67.7%) and products (51.8%), only a few assess the process to
implement or combine both. Coordination of activities with others in the group,
productivity of unskilled labor and attitudes during implementation was little
assessed.
2.2.7.3. Forms of students’ learning outcomes assessment
The research results show that: The main forms of assessment are regular
assessment (64.4 - 68%) and final assessment (84.9% - 90.1%) chapters and modules,
subject or at the end of the semester, year-end ... The evaluation of the performance
of the work based on the lesson to provide feedback to students helps them to
regularly adjust their learning activities. implemented (93.2%).
2.2.7.4. Methods of students’ learning outcomes assessment
According to the survey, the most commonly used assessment methods are essay

writing (90.1%), practice tests (43.5%), and Q&A (12.9%). The methods used by
teachers often to support the assessment are: Assessing via education records
(55.3%); self-assessment (15.6%); peer assessments (1.9%) and project assignments
(25.9%). Show that the teacher evaluation method has also been positive. However,
most teachers still evaluate according to subjective and qualitative experience.
2.3. Situation of vocational education management for high school students
in Tuyen Quang province in the context of educational innovation
2.3.1. Current situation of management and implementation of vocational
education goals in the context of educational innovation
Table 2.6. Opinions of managers, teachers, students on the management
of the implementation of the vocational education goals
Ran
Level of performance
k
No Management contents
Rathe Mediu
Good
Weak Average
r
m


18
Management plan for the
Amount 343 212
311
10
1 implementation of the
3.4
1

Ratio % 39.56 24.45 35.87 0.12
vocational education goals
Organizing the
Amount 315 376
125
60
2 implementation of the
3.3
2
Ratio % 36.3 43.4
14.4
1.74
vocational education goals
Directing the
Amount 288 154
392
42
3 implementation of
2.8
3
Ratio % 33.2 17.8
45.2
3.81
vocational education goals
Examining and evaluating Amount 211 125
257
283
4 the implementation of the
2.4
4

Ratio % 24.3 14.4
29.6
31.6
vocational education goals.
Total
3.0
The statistical results in Table 2.6 show that the vocational education goal
management is implemented at a good level = 3.0. There were 36.3% to 39.5% of the
comments saying that the planning and implementation of the vocational education
goals are at a good level. The evaluation is still the least interested stage, over 60% of
the reviews are conducted at average and weak level.
2.3.2. Current situation of content management and vocational education
curriculum in the context of educational innovation
Table 2.7. Opinions on the implementation of vocational education
curriculum
Ran
Level of performance
k
No Management contents
Mediu
Good Rather
Weak Average
m
Vocational education
Amount 580 212
84
0
1 program content
3.2
1

Ratio % 66.90 24.45
9.69
0.0
management planning
Organize the
Amount 215 367
125
169
implementation of
2
2.7
3
vocational education
Ratio % 24.8 42.3
14.4
19.5
program content
Directing the
Amount 315 154
392
15
implementation of the
3
2.9
2
vocational education
Ratio % 36.3 17.8
45.2
1.7
program content

Checking the content of Amount 211 125
257
283
4 vocational education
2.4
4
Ratio % 24.3 14.4
29.6
32.6
program
Total
2.8
Through Table 2.7, the implementation is at a good level with X of 2.8, in
which planning is ranked first with 69.9% of the respondents saying that it is good
and there are no reviews that it is weak. the direction of implementation is not clear


19
(36.3%) and the evaluation of the implementation of the vocational education content
is rated at a worse level (24.3%).
2.3.3. Actual situation of vocational training management in the context of
educational innovation
From the data in table 2.8. It shows that the opinion about the management of
the form of the vocational education organization of high schools is not really high.
In which, the evaluation on vocational education form has a positive impact on the
formation of competencies for learners with 32% of the reviews are at average level;
The implementation of these forms is also well appreciated with 25% of the
respondents agree; the direction for the implementation of the vocational education
form as well as the evaluation and evaluation of vocational education institutions that
meet the formation of vocational training capacity for students are limited.

20
2.3.4. Actual situation of vocational education methods and means
management
Ran
Level of performance
k
No Management Content
Rathe Mediu
Good
Weak Average
r
m
Management planning
Amount 361 336
120
59
implementation of teaching
1
3.1
4
methods in Vocational
Ratio % 41.64 38.75 13.84 5.77
education
Organize implementation of Amount 265 367
115
129
2 teaching methods in
2.9

3
Ratio % 30.6 42.3
13.3
1.74
Vocational education
Directing the
Amount 401 263
116
96
implementation of teaching
3
2.8
2
methods in Vocational
Ratio % 46.3 30.3
13.4
3.81
education
Testing and evaluating
Amount 179 127
312
258
4 teaching methods in
2.0
1
Ratio % 20.6 14.6
36.0
28.7
Vocational education
Total

2.7
Based on the data collected in Table 2.9, the management of teaching methods in
vocational education has just stopped at a good level, X = 2.7.
2.3.5. Current situation of managing teaching activities in vocational
education
Table 2.10. Assessment results of teaching management
of teachers in vocational education
Level of performance
Rank
Management
No
Goo Rathe Mediu
Content
Weak Average
d
r
m
Planning
teaching
516 234
101
25
in Amount
1 management
2.5
4
vocational education Ratio % 59.5 26.99 11.65 1.85
Organize
215 215
421

25
implementation
of Amount
2
2.1
3
teaching activities in
Ratio % 24.8 24.8
48.6
1.74
Vocational education
Direct
the Amount 214 441
210
11
implementation
of
3
2.0
2
learning activities in
24.7 50.9
24.2
3.81
Ratio %
Vocational education
4 Examine and evaluate Amount 152 236
411
77
1.7

1


21
teaching activities in
Ratio % 17.5 27.2
47.4
7.8
Vocational education
Total
2.1
Quantitative survey results in Table 2.10 show that the management of teaching
activities of teachers has not been highly appreciated, with an average evaluation
score X = 2.1. Most schools only focus on teaching management at the request of the
vocational education but have not really paid attention to the factors that contribute to
the capacity building of learners.
For managing learning activities of students: the parameters shown in chart 2.8
show that the schools have implemented and managed learning and training activities
of students: managing learning activities, forging training in tours, field trips ...
(86.53% of respondents are good); Managing learning and practicing activities in
both theory and practice classes (80.31% of respondents rated it well). However,
other contents (with external factors), the level of evaluation is not high, only about
50% or less.
2.3.6. Current situation of managing vocational education outcomes
assessment
The survey results shown in Figure 2.9 show that schools have conducted
management of the construction and monitoring of students' learning outcomes
evaluation process. The management through the development of the evaluation plan
is 12% of the reviews implemented well; 39% of the comments evaluate weak
performance. The organization of the steering also only 13% and 33% rated it as

good; Up to 26% rated the organization of testing to assess the vocational education
results at a weak level, 14% of the opinion evaluation directed the implementation at
weak level.
2.4. Current situation for the level of impact of the factors affecting the
vocational education management for high school students in Tuyen Quang
province in the context of educational innovation
2.4.1. Actual situation of subjective factors
(6)

(5)

(4)

The attention of the school leaders
to the task of Vocational education
management for high school
students

Qualifications and qualities and the
capacity of the management staff
and teachers.

Mechanism on Vocational
education management for high
school students

Gradually increasing
affecting level

22
(3)

(2)

Awareness of the school on the
task of managing Vocational
education for high school students
Motivation for research and
education management of
vocational education

(1)

The role of the educational

Diagram 2.1. Influence level of the
subjective factors on vocational
education management for high
school students in Tuyen Quang

2.4.2. Actual status of objective factors.
(6)

Policies of the State and industry about managing vocational education for high

(5)

Economic conditions, income of managers and teachers

Working(4)
environment conditions for managers and teachers.

(3)

Autonomy of the school about Vocational education management for high school students
Gradually
(2)

Impact of market economy mechanism

increasing affecting
level

Support
from Party leaders and local authorities
(1)

Diagram 2.2. Influence of objective factors on the vocational education
management for high school students in Tuyen Quang province in the context of
educational innovation
2.5. General evaluation conclusions on vocational education situation for
high school students in Tuyen Quang province in the context of educational
innovation
2.5.1. Advantages and causes
- Most of managers and teachers are well aware of the importance of vocational
education and the innovation of management to improve the effectiveness of
vocational education.
- The implementation of objectives, contents and vocational education programs
strictly according to the regulations of the Ministry of Education and Training.

- There have been plans in vocational education activities, assigning vocational
education teachers in combination with homeroom teachers and Youth Union in


23
organizing activities of providing vocational knowledge, vocational consultancy, and
education. vocational guidance for students;
Causes: - The majority of high school teachers have good citizenship quality,
sense of responsibility, perseverance overcoming difficulties for education, especially
teachers in disadvantaged areas. All teachers have standardized training, the number
of teachers with postgraduate qualifications is increasing. These are the factors that
positively influence the vocational education and the management of vocational
education.
2.5.2. Shortcomings and causes
- The vocational education method is not really positive, the form of vocational
education in some schools is not plentiful
- The development of the vocational education plan has not been given adequate
attention; Some schools do not have specific plans for vocational education
- The management of the implementation of the vocational education program
has not followed the reality
- The management is still lack of scientific and practical
- Although facilities, teaching facilities and ICT infrastructure have improved
significantly, they are still lacking and inconsistent between the central and
disadvantaged areas. The provision of documents and materials is still slow, affecting
the progress of vocational education.
Causes: The above limitations are the result of a slow process of new education
in general and vocational education for students in particular. - The policy regime on
the vocational education is not clear about the cost norms, especially the funding to
support the vocational education process, has not encouraged administrators, teachers
and learners in the vocational education.

2.5.3. Issues raised from the situation of managing vocational education for
high school students in Tuyen Quang province in the context of educational
innovation.
It can be emphasized that some of the following key issues need management
solutions to overcome:
- Firstly, it is necessary to plan vocational education activities for students in
high schools in Tuyen Quang province based on the survey of vocational needs with
appropriate planning development process.
- Secondly, building a model of vocational education organization for students in
high schools in Tuyen Quang province in accordance with the requirements of
educational innovation and conditions of the province.
- Thirdly, to organize fostering to raise the capacity and awareness for teachers,
staff in high schools in Tuyen Quang province and stakeholders on vocational
education for students.
- Fourthly, renovating vocational education evaluation and management of
vocational education for high school students in the direction of standardization.
2.6. Some countries’ experiences in vocational education management
The thesis refers to some experiences in vocational education management of
some countries in the world in some following aspects: 2.6.1. In Australia; 2.6.2. In
the Philippines; 2.6.3. In Malaysia; 2.6.4. In the United States; 2.6.5. In Japan; 2.6.6.
In Korea; 2.6.7. In China; 2.6.8. In Indonesia; 2.6.9. In the Netherlands; 2.6.10. Some
lessons on foreign vocational education and management of vocational education
applied to Vietnam.
CONCLUSION OF CHAPTER 2
Chapter 3
SOLUTIONS FOR MANAGING VOCATIONAL EDUCATION
FOR HIGH SCHOOL STUDENTS OF TUYEN QUANG
PROVINCE IN THE CONTEXT OF EDUCATIONAL INNOVATION

24

3.1. Principles for building solutions
3.1.1. Ensuring synchronization with the system solution
3.1.2. Ensure the practicality of all solutions
3.1.3. Quality assurance and efficiency for vocational education activities
3.1.4. Ensuring the feasibility of the solutions
3.2. Proposing solutions for vocational education management for high
school students in Tuyen Quang province in the context of educational
innovation
3.2.1. Planning vocational education activities for high school students in
Tuyen Quang province in association with the needs of human resource
development.
3.2.1.1. Significance and purpose of the solution:
3.2.1.2. Content of the solution
Making a vocational education plan, school administrators, headed by the
principal, mobilizing stakeholders to implement the following basic contents:
1) Analyzing the context of the school, Establishing the general goals of the
vocational education activities of the school closely following the goals of the
vocational education in accordance with the provisions of the current general
education program, specifying the school's specific goals Tuyen Quang High School.
2) Identify resources for vocational education.
3) Identify the vocational education tasks of the entire course, each grade of
grades 10, 11 and 12.
3.2.1.3. How to implement the solution of Vocational education activity planning
for students in high schools can be implemented as follows:
Stage 1, Analyzing the characteristics of the VE situation in high schools.
Stage 2, Determining vocational needs
Stage 3, Determining legal bases for vocational education
Stage 4, Identification of resources to implement VE activities.

Stage 5, Establish a comprehensive vocational education plan.
3.2.1.4. Guaranteed conditions for implementing the solution
- Need a management model suitable to the characteristics of Tuyen Quang high
school in the province
- Having a database on the team, the education program, the results of the annual
vocational education implementation; database of local and national human resource
reports for the next 5 years and longer
3.2.2. Managing vocational education models for high school students in
Tuyen Quang province in accordance with the requirements of educational
innovation
3.2.2.1. Significance and purpose of the solution
3.2.2.2. Content of the solution
Based on the practical analysis of schools in Tuyen Quang province, we propose
two main models: "The organizational model combining continuing education with
continuing education
and vocational educat
vocational education" and "The organizationalCombination
model between
of coordination
between
Input
of
high
school
students
industries and manufacturers in the vocational education activities”.
High Schools

Output of high school g

Center of Vocational Education
Center
- Continuing
of Vocational
Education
Education - Continuing E


25

Combination between continuing education and vocational education
Input of High school students

Diagram 3.2. Organizational model combining continuing education with
vocational education

Vocational
Manufacturers
schools, colleges, universities

Diagram 3.3. Organizational model combining industries, manufacturers in
vocational education activities
3.2.2.3 Implementation measures of the solution.
(i) Determine the functions, duties and powers of each party participating in the
vocational education activities.
(ii) Strengthen the vocational education institutions of high schools to be the
focal point for the operation of the vocational education model.
(iii) Arranging material facilities, working rooms, equipment and conditions to
ensure career counseling activities for the Vocational Training Board.
(iv) The process of operating the educational organization model in each school

year (Operating the operation of the experimental education board, Operating the
organizational model in coordination with the vocational education center in
vocational education, tissue operation model of coordination with industries,
production establishments, enterprises in vocational education activities).
3.2.2.4. Guaranted conditions to ensure solution implementation
- Under the direction of the People's Committee of Tuyen Quang province for
business units to participate in vocational guidance,