Quản lý hoạt động giáo dục kỹ năng sống cho sinh viên các trường cao đẳng nghề tại thành phố hồ chí minh tt tiếng anh

VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

NGUYEN THI THU

MANAGEMENT OF LIFE SKILLS EDUCATIONAL
ACTIVITIES FOR VOCATIONAL COLLEGE STUDENTS
IN HO CHI MINH CITY

Major: Educational Management
Code: 9 14 01 14

SUMMARY OF DOCTORAL DISSERTATION

HA NOI - 2020


The dissertation has been completed at
GRADUATE ACADEMY OF SOCIAL SCIENCES

Supervisor: Assoc. Prof. Dr. Nguyen Khac Hung

Examiner 1: Assoc. Pro. Dr. PHAN TRONG NGO

Examiner 2: Assoc. Pro. Dr. TRAN HUU HOAN

Examiner 3: Assoc. Pro. Dr. NGUYEN KHAC BINH

This doctoral dissertation will be defended before the Panel of Examiners, at
Graduate Academy of Social Sciences
At…… on……. 2020

This doctoral dissertation can be found at:
National Library of Vietnam
Library of Graduate Academy of Social Sciences


INTRODUCTION
1. Rationale for the study
Life skills educational activities and the management of life skills educational
activities have become an important educational content of schools at all levels,
especially of vocational colleges. Ho Chi Minh City is a vibrant place with the strong
development of the market economy and international integration, which requires
every person, including students, to equip themselves with necessary life skills for
their work, study and daily activities; to adapt and develop; and to meet the
requirements of educational innovation in the context of market economy and
international integration.
For the past many years, the management of life skills educational activities
for vocational college students in Ho Chi Minh City has not been paid much attention
to in terms of awareness and actions of management subjects. The schools have only
been concerned about developing professional skills, and the curriculum of life skills
educational activities for students has not been paid attention to. Therefore, after
graduating, many students have failed to succeed, to find suitable jobs or to meet
recruitement requirements although they have good academic results. From the above
reasons, we conduct the research on the topic: "Management of life skills
educational activities for vocational college students in Ho Chi Minh City".
2. Aims and objectives of the study
2.1. Aims
Based on theoretical research, analysis, and assessment on the management of
life skills educational activities for vocational college students in Ho Chi Minh City
and the factors that affect the management of this activity, the dissertation proposes

solutions for managing life skills educational activities for vocational college students
in Ho Chi Minh City.
2.2. Objectives
To provide an verview of existing research on the management of life skills
educational activities for vocational college students;
To research on theory and build a theoretical basis for life skills education and
the management of life skills educational activities for vocational college students;
To conduct a survey, an analysis and assessment on the current situation of the
management of life skills educational activities for vocational college students in Ho
Chi Minh City;
To propose solutions and organize testing solutions for managing life skills
educational activities for vocational college students in Ho Chi Minh City.
3. Subject and scope of the study
3.1. Subject of the study
Solutions for managing life skills educational activities for vocational college
students in Ho Chi Minh City.
3.2. Scope of the study
3.2.1. Limitations of the scope of the study
Within the scope of the dissertation, we study three groups of life skills,
including 09 component skills. Specifically: (1) Individual skills, including: (i)
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Coping with stress, (ii) Professional ethics, (iii) Self-responsibility, (2) Social skills,
including: (iv) Communication skills, (v) Teamwork, (vi) Cultural adaptation; and (3)
Methodological skills, including: (vii) Continuous improvement, (viii) Creative
thinking, and (ix) Problem-solving.
3.2.2. Limitations of the study area
This study was conducted at 6 vocational colleges in Ho Chi Minh City.
4. Research Methodology and Research Methods

4.1. Research approaches
The dissertation uses the following approaches: Historical perspective
approach, case study perspective approach, activity-based approach, personality-based
approach, functional approach to management, and process-based approach.
4.2. Research methods
The dissertation uses the following methods: Theoretical research method,
Observation method, In-depth interview method, Questionnaire method, and
Statistical method.
4.3. Scientific hypothesis
In recent years, vocational colleges in Ho Chi Minh City have not paid much
attention to the management of life skills educational activities for students. Schools have
paid more attention to managing professional activities, so they do not attach much
importance to managing life skills educational activities. On the other hand, there is no
uniformity and consistency in managing these activites. As a result, students experience a
severe shortage of life skills after graduation. The synchronous implementation of
proposed solutions in the dissertation to managing life skills educational activities for
vocational college students in Ho Chi Minh City can help contribute to the implementation
of life skills education activities and the improvement of life skills for students.
4.4. Research questions
The dissertation aims to answer the following research questions:
(i) In the context of a dynamic city like Ho Chi Minh city, what life skills are
essential for vocational college students so that students can adapt and develop?
(ii) How are life skills educational activities and the management of life skills
educational activities for vocational college students in Ho Chi Minh City
implemented? What factors affect the management of life skills educational activities
for vocational college students in Ho Chi Minh City?
(iii) What measures are to be taken to improve the management of life skills
educational activities for vocational college students in Ho Chi Minh City?
5. New contributions of the dissertation
The dissertation has systematized and built a theoretical basis for life skills

education and the management of life skills educational activities for vocational
college students.
The dissertation identifies a framework of three important life skills groups
which include 9 component life skills that are necessary for vocational college
students.
The dissertation also provides an overview of the current situation of life
skills, life skills educational acttivities, the management of life skills educational
activities, as well as the factors that affect the management of life skills educational
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activities, and proposes 6 solutions to managing life skills educational activities for
vocational college students in Ho Chi Minh City.
This is also an issue that has been little studied from the perspective of
educational management science in our country today.
6. Theoretical and practical significance of the study:
6.1. Theoretical significance:
The dissertation contributes to the theoretical basis for educational managers at
all levels in managing the implementation of life skills educational activities. The
dissertation can also act as a reference for researchers in educational management,
particularly in the management of life skills educational activities for students in
providing an important theoretical framework for life skills educational activities and
the management of life skills educational activities for vocational college students .
6.2. Practical significance:
The dissertation provides an overview of life skills, life skills educational
activities, and the management of life skills educational activities for vocational
college students in Ho Chi Minh City. The dissertation analyzes the achievements and
limitations, and proposes necessary solutions to improve the management of life skills
educational activities for students at vocational colleges in Ho Chi Minh City. The
research is, therefore, a practical reference for educators, business leaders, parents and

vocational college students in Ho Chi Minh City in particular and in the whole
country in general in improving the quality of life skills education, which contributes
to improving the quality of comprehensive education and training for vocational
college students today.
7. Structure of the thesis
Besides the introduction, conclusion, recommendations, thesis-related
publications, tables and figures, references and annex, the dissertation has 4 chapters.
Chapter 1
AN OVERVIEW OF EXISTING RESEARCH ON THE MANAGEMENT OF
LIFE SKILLS EDUCATIONAL ACTIVITIES FOR VOCATIONAL COLLEGE
STUDENTS
The domestic and international researches on life skills education and the
management of life skills educational activities for students of vocational colleges can
be divided into three main directions:
- Research on life skills (LS);
- Research on life skills educational activities (LSE);
- Research on the management of life skills educational activities.
An analysis of the above studies can draw some points as follows:
An overview of the research situation in the world and in Vietnam shows that
the issues of LSE and the management of LSE have attracted much attention from
many researchers. The studies bring about a diverse view of LS and LSE with many
different angles. Some studies have shown that LSE for students should focus on
educating skills that are necessary for their careers to prepare them to adapt to
different situations, know how to communicate effectively, and be positive and
willing to accept challenges or difficulties at work and in life.
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There are many studies on the management of LSE, especially those from an
educational management science perspective. Existing research focuses on completing

concepts of LS, LSE, and the management of LSE. Those studies also point out many
inadequacies in program management, planning, teacher training, and evaluation. In
particular, the management of the examination and evaluation seems to be neglected
or implemented ineffectively.
For the time being, there is no study or research project on managing LSE for
vocational college students in Ho Chi Minh City. Meanwhile, the management of LSE
for vocational college students plays an important role in the development of the
country because students are the main human resources. Therefore, the research on
the management of life skills educational activities for vocational college students in
Ho Chi Minh City is very significant.

Chapter 2
RATIONALE FOR THE MANAGEMENT OF LIFE SKILLS EDUCATIONAL
ACTIVITIES FOR VOCATIONAL COLLEGE STUDENTS
2.1. Life skills of vocational college students
2.1.1. Definition of vocational college students
Vocational college students are those who are studying college-level training
programs at vocational colleges to be prepared for joining the labor force of a certain
career field.
2.1.2. Essential life skills for vocational college students
(i)Definition of skills
A skill is the application of knowledge and experience to perform an action
effectively.
(ii) Definition of life skills
A life skill is the application of knowledge and experience to help a subject
respond effectively to the demands and challenges of everyday life, personal
development, and workplace success.
(iii) Definition of life skills for vocational college students
Life skills for vocational college students are the application of knowledge and
experience to help students respond effectively to the demands and challenges of

everyday life, personal development, and workplace success.
2.2. Life skills educational activities for vocational college students
2.2.1. Education
Education is the purposeful, planned impact of schools, families, society,
collectives, and individuals on the process of teaching and training people, especially
at colleges and universities, in order to improve knowledge and impart capacity and
skills, to prepare them for adult life, and to meet the needs of the society in which they
live.
2.2.2. Life skills educational activities for vocational college students
Life skills educational activities for vocational colleges students is a
purposeful, planned impact of schools, families, society, collectives and individuals
on the process of teaching and training students at vocational colleges to improve
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knowledge and impart capacity and skills, to apply the knowledge and experience to
help students respond effectively to the demands and challenges of everyday life,
personal development, and workplace success.
2.2.3. The aim of educating life skills for vocational college students
The aim is to educate healthy lifestyles for students at vocational colleges to
help them improve and complete their personalities. Besides that, LSE helps students
develop psychosocial skills, have the right attitude and behavior in life and at work,
know how to communicate properly with people around them, be able to think
creatively, solve problems in life, and control emotions in stressful situations.
2.2.4. The content of life skills educational activities for vocational college students
The contents of LSE are specifically identified as follows:
(i) Identifying the targets of educating LS for vocational colleges students;
(ii) Determining the content of the LS education program for vocational
college students;
(iii) Identifying activities of LS lecturers for vocational college students;

(iv) Identifying LS learning activities of vocational college students;
(v) Coordinating among educational partners in LS education for vocational
college students;
(vi) Examining and assessing LSE for vocational college students.
2.2.5. Methods and forms of organizing life skills education for vocational college
students
We use the integrated method, especially through creative experience
activities. The above method is implemented through different forms of activities:
short courses, seminars and experiments, etc.
In order to effectively implement these forms, the specific methods include
practical experience, case studies, projects, role-playing, business games, discussion,
brainstorming, etc.
2.3. Managing life skills educational activities for vocational collge students
2.3.1. Concept of managing life skills educational activities for vocational college students
2.3.1.1. Managment
Management is the oriented, purposeful impact of management subjects on the
management objects so that individuals work together with the best efforts in planning,
organizing, commanding and controlling for the organization to operate effectively and
achieve its goals with the highest results.
2.3.1.2. Educational management
Educational management is a directed, intentional and planned impact of the
management subjects on all educational partners so that everyone participates in order to
achieve the school's educational goals and to meet socio-economic development demand.
2.3.1.3. Management of life skills educational activities
The management LSE is understood as an “oriented, intentional and planned
pedagogical impact of management subjects on all educational partners so that everyone
participates in all aspects of LSE in schools, in order to improve knowledge and develop
capacity, skills, and ability to apply knowledge and experience to help students effectively
respond to demands and challenges of everyday life, personal development and
workplace success.”

2.3.1.4. Management of life skills educational activities for vocational college students
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The management of LSE for vocational college students is an oriented,
intentional, planned pedagogical impact of management subjects on all educational
partners so that everyone can participate in all aspects of LSE in schools, in order to
improve knowledge and develop capacity, skills, and ability to apply the knowledge
and experience to help vocational college students effectively respond to demands and
challenges of everyday life, personal development and workplace success.
2.3.2. Management subjects in the decentralization of life skills educational
activities for vocational college students
In vocational colleges, the management subjects according to the hierarchy include
the Board of Directors; managers of functional Departments; managers of specialized
Departments; members of Youth Union and Student Union; lecturers and faculty staff.
Off-campus management entities include local government officials; social organizations;
business leaders; alumni; and parents.
2.3.3. The management content of life skills educational activities for vocational
college students
2.3.3.1. Managing objectives of life skills education for vocational college students
The Board of Directors should identify the goal of LS education for vocational
college students, which is to help them improve their personalities in order to fully
acquire morals, knowledge, good health, and aesthetic sense; and at the same time to
help students develop psychosocial skills, have the right attitude and behavior in life
and at work, know how to communicate properly with people around them, be able to
think creatively and to solve problems in life.
2.3.3.2. Managing the life skills curriculum for vocational college students
Managing the LS curriculum for vocational college students is based on the
goal of LS education for students to identify important and essential LS groups to
teach students, and most importantly, suitability with the personality traits of

vocational college students.
2.3.3.3. Managing activities of life skills lecturers at vocational colleges
Managing the activities of lecturers is considered a particularly important
content because “No guide, no realization”. Lecturers play an important role in
guiding and imparting LS knowledge to students. This management content includes
managing activities such as the planning and implementation of the curriculum
content as specified, the lecturer's qualifications, teaching methods, and remuneration
for lecturers participating in LSE.
2.3.3.4. Managing life skills learning of vocational college students
The effectiveness of LSE in vocational colleges is assessed by the quality of
LS learning of students because the ultimate goal of LSE in vocational colleges is
students and their learning results. Managing LS learning of students is therefore a
content which is as important as managing teaching activities of lecturers.
2.3.3.5. Managing the coordination among educational partners in life skills
education for vocational college students
The two environments that have profound effects on a student's personality,
behavior, attitude, and academic performance are the school and the family. However,
in this context, involving only family and school is not enough. Organizations and
agencies in the community, especially businesses, play a very important supporting
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role in setting the goals and in implementing them. And all have the responsibility to
work together for students’ LS education.
2.3.3.6. Managing the examination and assessment of life skills education for
vocational college students
Assessment is an indispensable content in any activity, and for LSE, it is not
an exception. The effectiveness of the teaching, learning, and coordination processes
are demonstrated through the assessment process.
2.4. Factors that affect the management of life skills educational activities for

vocational college students
There are 8 factors affecting the management of LSE for vocational college
students.
- Awareness of educational partners on the importance of LSE for vocational
college students;
- Management manner and capacity of management subjects;
- Teaching methods, knowledge, capacity of lecturers teaching LS to students;
- The self-discipline of students for life skills;
- Directives of all levels and school administrators on LSE;
- The impact of Youth Union;
- the influence of technology and mass media;
- The impact of cultural trends
Chapter 3
CURRENT SITUATION OF THE MANAGEMENT OF LIFE SKILLS
EDUCATIONAL ACTIVITIES FOR VOCATIONAL COLLEGE STUDENTS IN
HO CHI MINH CITY
3.1. An overview of vocational colleges in Ho Chi Minh city
3.1.1. Scale and structure
As of 2016, the city has 435 training institutions, including 19 vocational
colleges, and 16 colleges. Most schools offer multi-disciplinary, multi-vocational, and
multi-level training courses from short-term vocational training to linkage and
transfer programs from college to university. The number of students in those training
institutions ranges from 300 to tens of thousands of students.
3.1.2. Education quality
Vocational colleges currently focus on innovating teaching methods which are
student-oriented, closely linking vocational training and practice of businesses. At the
same time, schools pay more attention to equipping LS for students to meet the
increasingly stringent demands of the domestic and international labor markets.
3.1.3. Admissions and graduation results
The number of college enrollments in 2016 increased by nearly 6% compared

to 2015. This rate in 2017 was approximately 7%. The graduation rate increased by
5% in 2016 and 2017. (Source: General Department of Vocational Training)
3.1.4. Employment after graduation
- Students are introduced to labor export, or joining big economic groups and
businesses associated with the school.
- The employment rate of vocational college graduates is 79%.
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- Income level: on average from 5-6 million VND/ month. Occupations with
toxic exposure can be up to 7-8 million VND/ month.
3.2. Research organization and research methods on the current situation of
management of life skills educational activities for vocational college students in
Ho Chi Minh City
3.2.1. Research organization
3.2.1.1. Research participant and study area
a. Research participant: The total number of research participants in the
dissertation includes: 533 people, as follows:
1) Survey participants
(i) Managers at vocational colleges in Ho Chi Minh City: 67 people; (ii)
lecturers & staff of 6 vocational colleges: 139 people; (iii) Students: 208 people, (iv)
Business leaders: 38 people; (v) Alumni: 61 people; (vi) Parents and local social
organizations: 20 people.
2) In-depth interview participants include 30 people. Specifically, 9 managers,
teachers and staff of 6 vocational colleges; 5 students; 6 business managers; 5 alumni;
4 parents and local social organizations.
b. Study area: The study was conducted at 6 vocational colleges in Ho Chi
Minh City, as follows: (i) Ho Chi Minh City Vocational College; (ii) Central
Transport College No. 3; (iii) Vocational College No. 7; (iv) Ho Chi Minh Electric
Power College; (v) Saigon College; and (vi) Ho Chi Minh Vocational College of

Technology.
3.2.1.2. Phases of practical research
*Phase 1: Research tool design:
- Aim: Develop the research toolkit (questionnaire and in-depth interview form).
- Content: (i) Designing 01 questionnaire for managers, lecturers & staff; 01
questionnaire for students, and 01 questionnaire for business managers, parents and
social organizations; (ii) Designing 01 in-depth interview form for managers,
teachers. staff; business managers; parents, and social organizations; and 01 in-depth
interview form for students; (iii) Designing 01 observation form for LSE and
management of LSE for vocational college students in Ho Chi Minh City.
*Phase 2: Pilot survey:
- Aim: Determine the suitability and reliability of the questionnaire to make necessary
corrections.
- Method: To investigate, we use the individual questionnaire along with
mathematical- statistical method to calculate the reliability of the scale.
- Data processing: After the questionnaires are gathered, the results are processed by
the SPSS program version 20.0. At this stage, the dissertation only focuses on the
reliability of the questionnaire, i.e. analyzing the reliability of the scales in the
questionnaire by calculating Cronbach’s alpha coefficient. The results show that the
scales are highly reliable enough to be used in official surveys.
*Phase 3: Official investigation:
- Aim: Find out the current situation of LSE, the management of LSE, the factors
affecting the management of LSE, as well as information about social and
demographic characteristics such as academic level, job title, college name, and
contact information.
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- Research tool: During this period, the research uses questionnaire (completed and
revised after the pilot survey), the in-depth interview form. (See Appendix 1-5 for

details).
*Phase 4: Data processing and dissertation writing:
- Aim: Create and systematize result tables as a basis for data analysis, writing and
finalizing the dissertation.
3.2.2. Research method
3.2.2.1. Questionnaire method:
- Aim: This method is used to collect most of the data in practical research of the
dissertation topic. Develop 03 questionnaires as follows:
- Questionnaire 1: For managers, lecturers and staff of vocational colleges (See
Appendix 1)
The questionnaire includes the scale and personal information of the respondents.
The scale to measure the current situation of LS and LSE includes 10 questions
and 67 clauses. The scale to measure the current situation of the management of LSE and
the factors affecting the management of LSE consists of 8 questions and 43 clauses.
- Questionnaire 2: For students
The questionnaire consists of scales and 1 section of personal information of
the respondents (See Appendix 2).
The scale to measure the current situation of LS includes 1 question and 9
clauses. The scale to measure current situation of LSE consists of 9 questions and 57
clauses.
- Questionnaire 3: For business managers, parents, and local social organizations.
The scale to measure the current situation of LS includes 1 question and 4
clauses. The scale to measure the coordination among LS educational partners
consists of 1 question and 5 clauses.
- Data processing in the questionnaire method:
1) Scale to measure current situation of life skills
-The scale to measure the current situation of LS is divided into 4 levels: Poor,
Average, Good, Very good.
2) Scale to measure current situation of life skills educational activities
- The scale to measure the importance of LSE is divided into 4 levels: Not

Important, Slightly Important, Important, Very Important. The scale to measure the
frequency of LSE includes 4 levels: Never, Occasionally, Frequent, Very Frequent.
The scale to measure the implementation level includes: Not Good, Average, Good,
Very Good.
3) Scale to measure the current situation of the management of life skills
educational activities
Besides many scales for assessing the current situation of LSE, the scale to
assess the effectiveness of management includes 4 levels: Not effective, Slightly
Effective, Effective, Very Fffective.
4) Scale to measure the factors affecting the management of life skills
educational activities
Scale to measure the factors affecting the management of LSE includes 4
levels: Not Affective, Slightly Affective, Affective, Very Affective.
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The scale scores for the current status of LS, LSE, the management of LSE,
and the factors affecting the management of LSE are shown in the following table:
Table 3.1. Scale scores
Importan- Implement- Frequency
Effective Affective- Score Average
ce level
ation level
level
-ness
ness level
score (AS)
level
(Intervals)
Very

Very good
Very
Very
Very
From 3.25
4
important
frequent
effective
affective
to 4.0
Important
Good
Frequent
Effective
Affective
From 2.5 to
3
less than
3.25
Slightly
Average
Occasionally Slightly
Slightly
From 1.75
important
effective
affective
2
to less than

2.5
Not
Not good
Never
Not
Not
From 1 to
important
effective
affective
1
less than
1.75

3.2.2.2. In-depth survey method
- Aim: Collect, complete and clarify information obtained from a large-scale survey to
better understand the current situation of LSE and the management of LSE for
vocational college students.
- Content: The interview content includes: information about the LSE and the
management of LSE for vocational college students. Explain the reasons for the actual
situation and specific recommendations on the management of LSE for vocational
college students in Ho Chi Minh City.
3.2.2.3. Observation method
- Aim: The observation method is used during the in-situ fieldwork as well as in
conducting trial activities from the proposed models to complete the information to
the topic as comprehensively and accurately as possible.
- Content: Observe the frequency of different forms LSE, comment on the results and
recommend what needs to be done.
- Research tool: Observation form (See Appendix 6)
- Evaluating method: The information collected will be analyzed by qualitative methods.

3.2.2.4. Mathematical statistics method
- Aim: Create and systematize result tables as the basis for data analysis.
- Quantitive analysis method:
+ Processing of in-depth interviews and observations: Results of in-depth
interviews and observations are processed according to each specific content (LSE
and management of LSE for vocational college students).
- Qualitative analysis method:
The data collected after the official survey is processed by SPSS statistical
program version 20.0. Statistical indices in the analysis use descriptive statistics:
percentages and average scores. The index used in the analysis uses inference
statistics: binary correlation analysis.
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3.3. Current situation of life skills and life skills educational activities of
vocational college students in Ho Chi Minh city
3.3.1. Current situation of life skills of vocational college students in Ho Chi Minh
City
Through the analysis and evaluation, the LS of vocational college students are
at an average level with the average score of 2.10 to 2.40. A number of skills such as
professional ethics, self-responsibility, communication (including foreign language
skills), and problem-solving are very important and necessary but they are the weakest
skills among students with the average score of 2.07 to 2.24.
3.3.2. Current situation of life skills educational activities for vocational college
students in Ho Chi Minh city
3.3.2.1. Survey results about the importance of life skills educational activities for
vocational college students in Ho Chi Minh City
Survey results show that most respondents evaluate LS at the important and
very important levels. In particular, over 50% of managers, lecturers & staff, and
about 60% of vocational college students and business officials rated LS at an

important level. About 36% of business officials think that LS are very important, and
this figure in managers, lecturers and staff is 43.2%. In particular, the survey results
show that no individual assesses LS at the average and unimportant levels.
3.3.2.2. Current situation of educating life skills for vocational college students in Ho
Chi Minh City
In general, there is not much difference between the evaluation of school
managers, teachers and staff versus students on the frequency of educating LS.
Specifically, teamwork skills are most often educated with the average score of 2.67
for managers, lecturers & staff, and 2.75 for students. The skill that is least focused on
is Coping with stress with the average score of 2.31 and 2.39.
3.3.2.3. Current situation of the realization of objectives in life skills educational
activities for vocational college students in Ho Chi Minh City
The survey results show that all objectives in LSE are evaluated at a good
level by school managers, lecturers, staff and students with the average score ranging
from 2.56 to 2.88, except objective 1, which is following educational renovation
objective, training at universities and colleges is equipping knowledge and capacity
for students with the lowest average score of 2.54 for managers, lecturers and staff;
and 2.47 for students.
3.3.2.4. Current situation of implementing the life skills curriculum for vocational
college students in Ho Chi Minh City
The research results show that the implementation of the LS curriculum
achieved average-to-good results. Specifically, the two lowest-rated contents are the
contents of life skills education program is suitable to the psychology of vocational
college students (2.41 for managers, lecturers & staff, and 2.15 for students) and the
LS curriculum has been implemented synchronously (2.39 for managers, lecturers &
staff, and 2.66 for students).
3.3.2.5. Current situation of implementing forms of life skills education for vocational
college students in Ho Chi Minh City
The two highest evaluated forms are form 5: Through extracurricular
activities, picnics, fine arts, volunteer work, charitable activities and form 1: Life

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skills education through main courses at college with the average score ranging from
2.59 to 2.62.
3.3.2.6. Current situation of using different methods in educating life skills for
vocational college students in Ho Chi Minh City
Through the results of the analysis and evaluation, it can be seen that the
methods have not been diverse and most still use many traditional methods such as
presentation, illustrative explanations, debate, or brainstorming. Methods such as
actual experience, case study, project, role-playing, business games, besides
brainstorming and debate which are essential methods in teaching LS are not used
regularly.
3.3.2.7. Current situation of life skills learning among vocational college students in
Ho Chi Minh City
The research results show that the two contents that managers, lecturers &
staff most highly evaluate are the “Awareness of students about the importance of
LSE” and “Implementing the LS curriculum for students” with the average score of
2.56 and 2.53. Meanwhile, the “students' learning attitudes”, “results of the final
exam”, and “the ability to apply LS to learning and working” are only assessed at
average levels with the average scores ranging from 2.31 to 2.44.
3.3.2.8. Current situation of the coordination among educational partners in life skills
education for vocational college students in Ho Chi Minh City
Although there is no significant difference in the ranking of coordination
contents between schools and businesses, the average scores for the contents much
vary. While the school rated most of the contents at good level with the average score
of 2.54 to 2.80 and the ratio of a "good" and "very good" level is also very high,
ranging from 54.3% to 74. 2%, businesses all rated at the "average" level, with the
average score of 1.91 to 2.46, and the ratio of “good” and “very good” levels ranges
only from 16.1% to 49.2%.

3.3.2.9. Current situation of examining and assessing life skills educational activities
for vocational college students in Ho Chi Minh City
The survey results show that the current status of examination and assessment
is only at average level with the lowest average score of 2.10 and the highest of 2.50.
The content of examination and assessment is based only on the learning contents and
the conditions of each school, so it does not really go closely with the needs of
businesses. Most colleges report that they are still confused about formulating
assessment criteria as well as assessment methods. Policies on emulation and
commendation have not been given adequate attention.
3.4. Current situation of the management of life skills educational activities for
vocational college students in Ho Chi Minh City
3.4.1. Awareness of the importance of managing life skills educational activities for
vocational college students in Ho Chi Minh City
Research results show that the colleges have identified the importance of the
management contents, of which the two most important ones are “Managing the
coordination among educational partners in LS education for students” and
“Managing the examination and assessment of LS learning of students” with the
average score of 3.34 and 3.11. However, management contents related to lecturers
12


does not seem to be fully clarified among managers, lecturers and staff. The average
score for the content of “Managing activities of LS lecturers” only reaches 2.50.
3.4.2. Specific manifestations of the management of life skills educational activities
for vocational college students in Ho Chi Minh City
3.4.2.1. Current situation of implementing the content of life skills education for
vocational college students in Ho Chi Minh City
Managing the implementation of LS education objectives is done quite often
and quite effectively. Specifically, “Identifying basic activities to implement LS
education objectives” is most often done with the average score of 2.75 and the

second most effective with the average score of 2.66. The colleges also “organize
many activities to implement LS education objectives to meet the requirements of the
labor market” very often and achieve the highest efficiency with the average score of
2.68.
3.4.2.2. Current situation of managing the life skills curriculum for vocational college
students in Ho Chi Minh City
In terms of regularity, the average scores range from 2.16 to 2.77, which
shows that managing the LS curriculum is performed occasionally or frequently. In
terms of effectiveness, the average scores range from slightly effective to very
effective, with the average scores of 2.39 to 2.73. The adjustment of the LS education
in accordance with the requirements of the labor market, as well as managing the
assessment of the curriculum are not performed frequently, with the average scores of
2.16 and 2.46, and slightly effective with the average scores of 2.39 and 2.43.
3.4.2.3. Current situation of managing activities of life skills lecturers at vocational
colleges in Ho Chi Minh City
This content is not frequently implemented and slightly effective. The highest
average score is only 2.50 and the lowest is 2.15. The criteria ranked according to the
frequency and effectiveness are as follows: Management of methods for teaching LS
of lecturers (2.50); Examining and assessing the implementation of activities of
improving knowledge and carrying out plans in specialized departments (2.46 for
frequency and 2.41 for effectiveness);
3.4.2.4. Current situation of managing life skills learning of vocational college
students in Ho Chi Minh City
Criteria for Building plans, directing the implementation of life skills learning
activities; Managing student outputs; and Examining and assessing the results
learning activities are regularly implemented (Average scores ranging from 2.66 to
2.77) and achieve good results, but the effectiveness of the examination and
assessment is not high. 2.51).
3.4.2.5. Current situation of managing the coordination among educational partners
in life skills education for vocational college students in Ho Chi Minh City

Managing the coordination among educational partners is highly evaluated.
And there is almost no difference among the assessment of managers, lecturers &
staff. Specifically, the criterion that is evaluated most frequently and most effectively
is Determining the responsibility of each educational partner, with the average scores
of 2.92 and 2.66.

13


3.4.2.6. Current situation of managing the examination and assessment of life skills
education for vocational college students in Ho Chi Minh City
The overall assessment of managers, lecturers and staff shows that all criteria
in this management content are implemented less frequently and less effectively. The
implementation of evaluation criteria is considered to be most frequent (2.49) and
second-most effective (2.48).
3.5. Current situation of factors that affect the management of life skills
educational activities for vocational college students in Ho Chi Minh City
In general, all factors are evaluated as “affective”. Specifically, the four
factors that are assessed to much affect to LS education are: Technology and mass
media (3.08 and 2.95); Teaching methods and knowledge, capacity of life skills
teachers (3.03 and 3.04); and Cultural trends (3.02 and 2.95).
3.6. General assessment on the current situation of managing life skills
educational activities for vocational college students in Ho Chi Minh City
3.6.1. Strengths
In terms of life skills educational activities for vocational college students
Basically, most of the educational partners, including managers, lecturers, staff,
business managers, alumni, and vocational college students are aware of the
importance of LSE. This is an important premise contributing to the success of LSE
for students. Vocational colleges have implemented the objectives of LSE quite well.
The curriculum is also implemented regularly.

In terms of managing life skills educational activities for vocational college
students
In general, all managers, lecturers and school staff are fully aware of the
importance of managing LSE. The Board of Directors of the colleges have paid much
attention to the activities of planning and implementing management contents and
achieved good results. The content, methods, and forms of teaching are also
disseminated to lecturers. In particular, schools receive enthusiastic support from
businesses, parents, as well as local social organizations in the management of LSE.
3.6.2. Weaknesses
Students’ life skills are generally assessed at the average level. Especially, some
skills which are considered as important and taught most frequently but the results are
not that high including Professional ethics, Communication, or Problem-solving. The
method of teaching LS as a subject is not effective because of the small amount of
time, large classes, and also because lecturers do not have much experience in
teaching LS. The LS curriculum is considered incompatible with the personality and
psychology of vocational college students. New methods that are needed for teaching
LS such as practical experience, case study, project, role-playing, business game, and
brainstorming are not used much. The coordination among educational partners,
especially with businesses, has not been effective. The schools do not look closely
enough at the needs of businesses to ask for help in developing the curriculum, and
there is no connection with businesses and alumni to give feedback on LSE.
Although considered as important, the management of LSE still faces many
difficulties, partly in organizing funding, and mostly from the Board of Directors. The
Board of Directors does not really consider life skills education as a professional skill
education activity, so that explains the negligence in management, especially
14


managing the activities of LS lecturers. Lecturers do not apply diverse methods in
teaching LS. The lecturers themselves are still not willing to teach because they are

afraid of having more jobs to do when integrating the LS curriculum into the subject.
Managing the curriculum is still inadequate when there is no discussion with
businesses about the educational content of LS that enterprises need in students.
Schools have not gone deep into the implementation and assessment of this content.
3.6.3. Reasons
3.6.3.1. Subjective reasons
A small number of students do not have proper awareness of LS and the
importance of LS. Therefore, they are not really interested in learning to practice life
skills. The examination and assessment are also not so heavy, so the students have the
mentality that they do not necessarily study because they are not afraid of having the
scores affected.
Some managers, lecturers and staff are not really aware of the needs to teach
LS for students, so they are negligent in management and are afraid to participate.
There is no consistency in the awareness of LS, so there are many different
understandings about LS among managers, lecturers and staff, so the development of
the content and the implementation methods are still inadequate. The objectives of
LSE are considered to be appropriate with the needs of the labor market from the
perspective of vocational colleges, but for businesses, it is not enough and has not met
businesses’ needs.
In reality, today’s families often have few children, so they have the mentality
of embracing their children. Families do not train children to be independent, to be
self-responsible, to solve their own problems, and to interact with others. Some
wealthy families only let their children go to school just to have degrees as other
people, not to have a job, so their children do not strive to study and self-train.
3.6.3.2. Objective reasons
The development of society, especially technology, has significantly affected
students’ morality, lifestyle and skills. They become increasingly dependent on
technology and this limits their ability to communicate.
Schools do not follow certain LS curricuclum. Some schools such as Ho Chi
Minh City Vocational College work under overseas projects; some schools such as

Central Transport College No. 3 follow the General Department of Vocational
Training's curriculum, and some have their own curriculum. There are also schools
like Saigon College that do not have specific curriculum to teach. They teach LS
through extracurricular activities instead. This leads to a lack of uniformity in
assessing the results of LSE at schools.
There is not really close coordination among educational partners, especially
between schools and businesses. Vocational colleges do not have many associated
activities with businesses to ask for the support of LS training, but mainly focuses on
internships and professional training. Associated activities with families in teaching
LS for students also seem not to be paid much attention.

15


Chapter 4
SOLUTIONS TO THE MANAGEMENT OF LIFE SKILLS EDUCATIONAL
ACTIVITIES FOR VOCATIONAL COLLEGE STUDENTS IN
HO CHI MINH CITY
4.1. Principles of proposing solutions for the management of life skills
educational activities for vocational college students in Ho Chi Minh City
The dissertation uses the following principles: Ensure training objectives,
Ensure practicality, Ensure systematicity, Ensure feasibility, and Ensure conformity
between supply and demand in a market economy.
4.2. Solutions for the management of life skills educational activities for
vocational college students in Ho Chi Minh City and conditions to implement the
solutions
4.2.1. Solutions for the management of life skills educational activities for
vocational college students in Ho Chi Minh City
4.2.1.1. Managing the objectives, the life skills curriculum in line with the needs of
the labor market

(i) Aim: This solution not only helps the college to set the objectives and the LS
curriculum systematically but also meets the requirements of businesses in the time of
integration.
(ii) Content: The Board of Directors must base on the objectives of vocational
colleges and tasks of the school year to give directions. Besides, they need to
understand the requirements of the labor market on LS for employees as well as the
expectations of parents and knowledge and ability of students to build appropriate LS
curriculum.
4.2.1.2. Organizing a variety of life skills educational activities for students
(i) Aim:The purpose of this solution is to provide important content to help the Board
of Directors manage the implementation of LSE systematically and appropriately.
(ii) Content: The content of the solution is to propose teaching methods through
training programs, professional exchanges with LS experts, identify various forms of
LSE to attract students to participate, and suggest ways to examine and assess LSE as
well as to manage the implementation to ensure effectiveness.
(iii)Method: Direct on the innovation of methods to improve the quality of teaching;
Direct to diversify forms of LSE to create excitement and attract students to
participate; Manage the implementation progress of the LS curriculum, ensuring that
students learn all the content and within the time frame.
4.2.1.3. Managing activities of life skills lecturers

16


(i) Aim: This solution aims to manage the activities of lecturers to improve the
competency of lecturers by equipping them with the necessary knowledge, skills, and
effective teaching methods and techniques to fulfill their duties of teaching LS for
students.
(ii) Content: Activities to raise awareness and knowledge of LS for lecturers as well
as exchange activities on teaching are proposed. In addition, the dissertation proposes

exchange activities to learn about LS teaching among vocational colleges to improve
the capacity of lecturers and create consistency on methods of implementing LSE for
students at vocational colleges.
(iii) Method: Direct faculties and departments to organize periodical seminars on LS;
Exchange lecturers to study from experienced lecturers of other vocational colleges;
Focus on remuneration for lecturers.
4.2.1.4. Strictly managing the life skills learning of students
(i) Aim: This solution is to ensure the goals and contents of the LS curriculum to be
implemented properly, sufficiently and effectively, bringing practical benefits to
students and further to the school and society.
(ii) Content: Determine the time frame and the LS curriculum of students, improve
students' awareness of LSE, propose effective ways to improve LS learning of
students by getting to understand the aspirations of students and help them know the
requirements of businesses about LS to help students study LS better.
(iii) Method: Manage the time and learning content of students; Direct the
organization of seminars, training sessions, extra-curricular activities to raise students'
awareness and attract students to learn LS; Organize discussions between managers &
lecturers, staff and students to understand the feeling and aspirations of students,
thereby organize better teaching.
4.2.1.5. Managing the coordination among educational partners of life skills
education
(i) Aim: The aim of the solution is to ensure LSE to be implemented properly through
the smooth coordination among partners.
(ii) Content: The Board of Directors of vocational colleges needs to promote
cooperation among the above-mentioned educational partners to ensure effective LSE
for students; Develop plans and coordination mechanisms among partners; Organize
associated activities with businesses in organizing visits, training, and internships for
students.
(iii) Method: Develop plans for coordinating among educational partners in LSE;
Build coordination mechanism among partners; Organize joint activities among

partners.
4.2.1.6. Managing the examination and assessment of life skills educational activities
for students
(i) Aim: This solution aims to point out the strengths and weaknesses of the
management of LSE, the causes of success or failure so that the Board of Directors
can have a better overview and practical assessment of management activities to find
appropriate direction for the management of these activities.
(ii) Content: The basic contents of this solution are to formulate an assessment plan
with the assessment criteria, time, methods, and assessment tools in order to organize
evaluating the outputs and satisfaction level of LS educational partners.
17


(iii) Method: Develop examination and assessment plans; Assign tasks of assessing
the output quality; Organize and direct evaluating satisfaction level of LS educational
partners; Summarize, draw lessons, commend and reward.
4.2.2. Conditions to implement the solutions
-For the Board of Directors
Must be exemplary; Be at the forefront of activities; develop specific plans for
training programs; Develop training topics for managers, lecturers, staff, and students;
Build mechanisms and ways to coordinate among educational partners. At the same
time, there must be specific instruction documents on developing the curriculum;
Build specific examination and assessment plans. Supervise the implementation of
activities and direct necessary adjustments to ensure the LSE to be implemented in the
right direction; Develop policies on rewards and discipline to encourage individuals
and collectives.
-For departments, faculties, and specialized departments
The Department of Business Relations, the Committee of Life Education, and
school’s faculties and specialized departments must be really active and work
effectively to be able to plan and implement effective training programs and seminars;

Assign officials to undertake activities, evaluate and timely report to have appropriate
adjustments in accordance with the conditions of the vocational college, as well as the
requirements of the labor market.
-For lecturers
Raise awareness of ever learning and creative exploration in compiling the
curriculum as well as in the teaching process. Enthusiastically participate in training
activities and seminars of the college with a high sense of responsibility.
-For businesses, parents and local social organizations
Raise awareness of the importance of the coordination among the partners in
LSE, thereby enthusiastically support in developing objectives and LS curriculum;
Create conditions for students to practice LS through visiting, internships, and
practicum at businesses.
-For students
Raise the awareness of learning LS, participate in class activities in class as
well as extracurricular activities, internships in businesses in a positive way.
4.3. Testing the necessity and feasibility of solutions for managing life skills
educational activities for vocational college students in Ho Chi Minh City
+ Results of the necessity test
Survey results show that most of the proposed solutions are considered essential. In
particular, there are 4 solutions that are evaluated over 80%. The highest-rated solution
with the score of 87.1% is Directing developing the objectives and life skills curriculum
compatible with the needs of the labor market.
+ Results of the feasibility test
There is a correlation between the results of the necessity test and the
feasibility test of the solutions. Organizing a variety of LSE for vocational college
students; and Strengthening examination and assessment of LSE for students are
highly appreciated with the score of over 80%. Therefore, these are considered to be
the most necessary and highly feasible solutions, which can be implemented very
effectively.
18

4.4. Piloting solutions for managing life skills educational activities for vocational
college students in Ho Chi Minh City
4.4.1. The basis for selecting the testing solution
All solutions are necessary and highly feasible. The author only chooses one of
the 6 solutions to test, i.e. solution 2: Organizing a variety of LSE for vocational
college students, because this solution is one of the key solutions that determines the
effectiveness of LSE.
4.4.2. Aim of the test
The aim is to verify the feasibility and effectiveness of solutions to the
management of LSE for vocational college students in Ho Chi Minh City.
4.4.3. Testing hypothesis
The results of LSE for vocational college students will be enhanced when
diversifying LSE.
4.4.4. Participants, study areas and time frame
Participants include 5 managers and 20 lecturers, as well as 56 students of the
class C17CK2 and class C17OTO.
The test is carried out at Ho Chi Minh City Vocational College. The test
includes 2 phases: Phase 1 from Feb 25 th to March 7 th, 2019. Phase 2: from March 8 th
to July 30 th, 2019.
4.4.5. Testing form
The author uses the comparison method. This test means that two objects are
the same but one object is affected and one object is not. It will then compare results
to see the effect of the impact.
4.4.6. Testing phases
4.4.6.1. Phase 1: Survey managers, lecturers & staff, and conduct class observation
before the test
Step 1: Choosing a test sample. The college chosen is Ho Chi Minh City Vocational
College.

Step 2: Conducting class observation
- Class: C17CK2, No. of students: 25 (pre-test class)
- Lecturer: Mr. Nguyen V. H.
- Time: March 5 th, 2019
- Assess the lesson and survey students (Will be compared to the test class in
section 4.4.8.4.)
Step 3: Preparing questionnaire ( See Appendix 10)
The content of the survey on managers, lecturers & staff focuses on the
necessity and feasibility of solution 2 and the results of the implementation of
educating the LS that students are weak at.
Step 4: Conducting the survey
The survey was conducted on 25 managers, lecturers and staff.
Through the survey results, the author realized that what managers, lecturers,
staff, and students need is to strengthen the diversification of methods and forms of
LSE to ensure the effectiveness of LSE, and train more communication skills and
problem-solving skills for students. In order to organize a variety of LSE for students,
administrators must have experience in organizing a variety of LSE and lecturers must
be equipped with essential knowledge and skills, especially new methods to teach
19


more effectively. Therefore, we conduct a training session on "Organizing a variety of
life skills educational activities for students of Ho Chi Minh City Vocational
College," which focuses primarily on sharing organizational experiences for managers
and fostering new teaching methods for lecturers.
4.4.6.2. Phase 2: Conducting training courses on diversifying life skills educational
activities for managers and lecturers of Ho Chi Minh City Vocational College
Step 1: Working with the Committee of Life Skills Educational Activities
Step 2: Conducting method
The Committee hold a meeting to finalize and decide on the plan

Step 3: Implementing
In order to organize the above activities, the Committee will invite the
Director of Ho Chi Minh City Institute of Legal Education and Psychology, and an
expert from the Department of Educational Psychology of the University of Social
Sciences and Humanities to train at the college.
The specific training content is as follows:
TRAINING PROGRAM FOR MANAGERS AND LECTURERS
Topic: TRAINING ON DIVERSIFYING LIFE SKILLS EDUCATIONAL
ACTIVITIES FOR STUDENTS OF HO CHI MINH CITY VOCATIONAL
COLLEGE
(Please see Appendix 11)
4.4.7. Assessing the feasibility and effectiveness of the test
- Surveying managers, lecturers, and officials of Union and Association
- Conducting class observation
- Surveying students of the testing class.
4.4.8. Testing results and discussion
4.4.8.1. Fostering experience in organizing life skills educational activities for the
Committee of Life Skills Education
The Director of Ho Chi Minh City Institute of Psychology and Legal Edu cation
shared with the Committee about experiences in managing LSE.
4.4.8.2. Fostering new teaching methods for life skills education
During the training program, the expert lecturer from the University of Social
Sciences and Humanities shared new methods for teaching communication and
problem-solving skills. Through games like Bingo, World Cafe, Shark Tank, ThinkPair-Share, business games, or models like MUSIC (Empowerment, Usefulness,
Success, Internet, and Caring), 5E (Engage-Explore- Explain-Extend-Evaluation),
lecturers have learned a lot of methods to apply in teaching these two skills.
4.4.8.3. Lecturers practicing writing lesson plan and teaching
Under the guidance of the expert, the lecturers who participate in the training
have applied new methods to integrate teaching the two communication and problemsolving skills professional subjects. The rehearsal lesson took place very excitingly
and most of the groups applied well the methods they learned. The lecturers were all

pleased with the groups’lessons.
4.4.8.4. Assessing the lesson before and after applying the test
- Pre-test class: C17CK2, No. of students: 25, Lecturer: Mr. Nguyen V.H.
20


- Testing class: C17OTO, No. of students: 31, Lecturer: Mr. Nguyen V.H.
(i) Results of theoretical study of essential skills of pre-test class and testing class
(Please see appendices 15 and 16)
Through the research results, we see that students of the two classes have the
same theoretical level of essential skills.
(ii) Results of class observation before and after the test
+ Assessment results of lecturers attending in the class observation (See
Appendix 17)
- Students’ awareness before and after the test
The survey results show that the students' awareness is assessed to be
significantly improved after the test.
- The skills students gain before and after the test
The two skills that were highly evaluated after the test were Skill to identify
problems and to solve problems by communication, and Skill to evaluate good
communicators and good problem solvers with the average scores of respectively 2.17
and 2.00 before the test, and 2.83 and 2.50 after the test.
- Students’ attitudes before and after the test
The attitude of students after the test was assessed as having a remarkable
change with the lowest pre-test average score of 1.83 and the highest post-test average
score of 2.83. This shows that the application of new methods in teaching has really
worked.
- Comments on the lecturer before and after the test
Research results show that most of the comments have a big difference.
Among them, opinion 3 about the diversity of lecture content has the highest

difference (2.50 and 1.33). This proves that the members highly appreciate the
combination of methods to integrate LS into the lecture content so that the lecture is
diverse and exciting.
+ Results of students’ survey (See Appendix 18)
- Students’ awareness before and after the test
There is a clear difference in students' awareness of the importance of
communication and problem-solving skills. Understanding of these two life skills, and
identifying in which situations the problems should be solved have the average scores
ranging from 2.08 to 2.52 before the test and from 2.68 to 2.81 after the test.
- Skills students gain before and after the test
Students also commented that they had a clear improvement in skills after the
test. Specifically, they know how to identify a problem and solve it through different
ways of communication (2.12 vs 2.71) and they can identify who can solve the
problem and have good communication. (1.84 vs 2.58).
- Students’ attitude before and after the test
The results showed a significant difference in all three contents. Specifically,
students were very excited about the lecture content, participating in the class very
enthusiastically and showing interest in the methods that the lecturer used. The
difference in the average score before and after the test is approximately 0.8 (2.08 vs
2.90).
- Comments on the lecturer before and after the test
21


Students evaluate using diverse and attractive methods of lecturers highest of
all (1.88 before the test and 2.87 after the test). This shows that the application of new
methods has a very positive effect.
4.4.8.5. Assessment
+ Training course
In general, the training course has brought positive effects for both managers,

lecturers, and students in the college. Experts have helped managers, lecturers & staff
have more experience in organizing LSE with new teaching methods to make the
lesson more attractive to learners. Students in the testing class are more interested in
learning, more confident in communicating and know how to analyze and solve
problems.
+ Results of lecturers’ survey
School leaders have directed the integration of these two LS into the
curriculum and this has created a positive effect on students. The school also
organized two seminars about these two LS with the psychologist Le V. H, conducted
class observation after the training to evaluate the effectiveness of the training,
conducted extensive surveys in students to evaluate the effectiveness of teaching and
learning these two LS. Lecturers have more learning activities to integrate teaching
two LS in teaching their subjects and increase students' excitement in learning,
improve students’ communication and problem-solving skills, raise students’
awareness of life skills.
CONCLUSION AND RECOMMENDATIONS
1. Conclusion
Educating life skills for students, especially vocational college students - the
core workforce of society - is a very important task.
An overview of research on the management of life skills educational activities
for vocational college students shows that the researches in the world and in Vietnam
are approached in three main directions: (1) On life skills, (2) On life skills
educational activities and (3) On the management of life skills educational activities.
The studies focus on completing and refining concepts of life skills, life skills
educational activities, and the management of life skills educational activities. The
studies also point out many inadequacies in program management, planning, teacher
training, examination and assessment, thereby proposing solutions for effective
management of life skills educational activities at all levels.
This study has refined a theoretical basis for life skills, life skills educational
activities, and the management of life skills educational activities for vocational

college students.The dissertation identifies a framework of three life skills groups
which include 09 essential life skills to educate students of vocational colleges. Also,
the dissertation analyzes 06 contents of the management of life skills educational
activities for vocational college students in Ho Chi Minh City.
Life skills educational activities for vocational college students in Ho Chi
Minh City have achieved certain results. Most educational partners and students are
aware of the importance of life skills educational activities. Schools have
implemented life skills educational activities through forms such as integrating life
skills teaching with main subjects, sightseeing, field trips, internships, and practicum,
22


etc. These activities help students foster a lot of the skills needed in work and in life
and create cohesion among family, school, society, and especially the business.
Lecturers of vocational colleges also participate in training courses to improve
knowledge and diversify techniques for teaching life skills to create excitement in
learning life skills among students.
However, life skills educational activities for students still have several
limitations. The schools have not diversified forms of life skills educational activities.
In addition, there is no agreement on the content of the life skills curriculum between
schools and the curriculum is not really consistent with the needs of society and the
psychology of students. The methods of teaching life skills are limited in traditional
methods without promoting creativity and thinking to solve problems. The level of
coordination among the educational partners is not high, especially the connection
with businesses to ask for their support.
Regarding the management, in general, all managers, lecturers and school staff
are fully aware of the importance of managing life skills educational activities . The
content, methods, and forms of teaching are also widely disseminated to lecturers. In
particular, vocational colleges receive enthusiastic support from businesses, parents,
as well as local social organizations in managing life skills education al activities.

Although considered as important, the management of life skills educational
activities still faces many difficulties, partly in organizing funding, and mostly from
the Board of Directors. The Board of Directors does not really consider life skills
educational activities as important as professional skills educational activitties, so that
explains the negligence in management, especially managing the activities of life
skills lecturers. Lecturers have not applied diverse methods in teaching life skills and
the colleges have not effectively managed these activities as well. Managing the life
skills curriculum is still inadequate when there is no discussion with businesses about
the educational content of life skills needed in students. The management of the
examination and assessment on life skills learning is not done regularly and does not
achieve good results.
In order to manage life skills educational activities effectively, it is necessary
to have practical and highly feasible solutions. Six solutions has been proposed,
showing that these solutions are really necessary to ensure the management of life
skills educational activities for students to achieve the desired results. Solution 2 has
been tested to verify the neccessity and feasibility. The results of the test have proved
that solution 2 is really necessary and highly feasible because it brings practical
benefits to both lecturers and learners, specifically the students of Ho Chi Minh City
Vocational College.
2. Recommendations
2.1. To General Department of Vocational Education
Direct building plans for developing the life skills curriculum for vocational
college students throughout the country; Assign specific tasks for the units in charge
of developing the program framework;
The study promulgates regulations on qualification standards for life skills
educational managers as well as skill standards for life skills lecturers and popularizes
them to vocational colleges; Develops a plan for training managers and lecturers
periodically in order to improve the effectiveness of life skills educational activities;
23