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

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INTRODUCTION

1. Presentation of subject

1.1. The rapid growth in economic, social and international exchanges in the era of
globalization has created complex and multidimensional impacts, affecting and
drastically changing the process of forming and developing human personality in
modern society. From here on, life skills education becomes an important goal and
mission throughout the spirit of a comprehensive education.
1.2. The introduction of life skills education in schools in Vietnam in general and in
the Central Highlands in particular has not yet met the expectations in the spirit of
educational innovation due to limited awareness of the the goals of life skills education,
therefore, leads to unspecific and ineffective understanding, exploiting and applying the
contents, forms and methods of education.
1.3. The orientation "Education to develop learners' capacity" is focused on many
policies of the Party, State and the education sector, showing that the goal of forming,
developing and perfecting life skills for learners to meet the needs of individuals and
society are very necessary in the current general education.
1.4. Primary level is a foundation level that plays an important role in the process
of forming and developing a comprehensive personality in each person. And so, the
attention to education and the formation of essential life skills initially in elementary
school have a decisive role and significance in the entire educational process.
1.5. Practices on the quality of life skills of primary school students in the Central
Highlands region, especially ethnic minority students, are still very different due to their
circumstances and learning opportunities, result in the fact that students of ethnic
minorities are not confident in communicating, ability to adapt and integrate themselves
into the external environment is slow and inflexible, the personal capacity to solve
problems, handle situations and self-defense over life threats, health, personality and

learning opportunities still have many worrisome problems. Meanwhile, the lack of
linkages between theory and practice in the management of life skills education
activities leads to the unability to meet the educational needs of learners and society
because of the limited supply of life skills education in both human and material
resources; Management thinking from schools is still in a slow state of improvement
before the trend of educational management change. These are really the focal points
that need early intervention and improvement in the management of life skills education
for primary schools’ students in the Central Highlands in general, and for ethnic
minority elementary school students in particular in the current period.
From the above reasons, the author chose the topic "Management of life skills
education for students in primary schools in the Central Highlands" for research.
2. Purpose of the study
On the basis of theoretical and practical research on the management of life skills
education activities for primary students in primary schools in the Central Highlands
region, propose a system of management methods which are adaptive and suitable to
economic, cultural and educational characteristics of the region, aiming at finding and
exploiting social capital resources, increasing educational supplies, meeting the need for
management of life skills education activities in primary schools in the Central


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Highlands region and the demand about the life skills education of individuals and
society in the current primary education reform context.
3. The subject and object for study
3.1. The subject for study
3.2. The object for study
Management of life skills education activities for students in primary schools in the

Central Highlands.
4. Scientific hypothesis
The Central Highlands, with the characteristics of the difficult socio-economic
region, the social capital resources are inadequate and have not met the needs of
managing the life skills education activities for students in primary schools. The
management of life skills education activities need to be performed by management
subjects with specific functions and tasks and is organized by flexible and creative
management methods on the basis of exploiting, enhancing and applying. effectiveness
of the region's real social capital, ensuring education implementation and education
management in an adaptive environment, and solving the correlation problem in the
relationship between education supply and demand. Therefore, if proposing and
implementing synchronous measures based on the goals of the management and
educational economic solutions in the management of the life skills education activities
for students who meet the above conditions, the activities of life skills education for
students in regional primary schools in the Central Highlands will have higher quality
and efficiency.
5. Study responsibility
5.1. Systematizing some theoretical issues about the management of life skills
education activities for elementary students.
5.2. Surveying and evaluating the current situation of management of life skills
education activities at primary schools in the Central Highlands region.
5.3. Proposing measures to manage the life skills education activities for students in
primary schools in the Central Highlands region.
5.4. Experimenting 2 of the proposed methods.
6. Limit and area of the study
6.1. The content of the study
The topic focuses on studying ethnic minority students in primary schools in the
Central Highlands region, researching on management of life skills education activities
for this object. Specifically:
Research on the situation of life skills education and life skills education activities

management for ethnic minority students in primary schools in the Central Highlands;
Research on methods to manage the life skills education activities for ethnic
minority students in primary schools in the Central Highlands.
6.2. Area of the study
Research activities are implemented at 20 public primary schools in the area of 5
provinces in the Central Highlands: Kon Tum, Gia Lai, Dak Lak; Dak Nong, Lam Dong with
10 administrative units belonging to ethnic minority areas with extremely difficult socioeconomic conditions.


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6.3. About the object of research survey
- Investigating 580 questionnaires focused on the members of the Manager
Board, the professional group leader, the staff of the Youth Union - Team, teachers,
staff and students in primary schools.
Organizing interviews focusing on relevant forces is the Representative Committee
for Parents of Students in primary schools; representatives of government, departments,
unions, units; officials in the community in the study area.
- Quan sát và theo dõi hoạt động giáo dục của 10 trường tiểu học để bổ trợ thêm thông
tin nghiên cứu.
- Organizing group discussions to gather information from teachers, students
and some stakeholders from educational forces outside the school in 10 study areas.
- Observing and monitoring education activities of 10 primary schools to
supplement research information.
7. Methodology and Research Methods
7.1. Methodology
Applying the methodology of dialectical materialism and research approaches.
The two main approaches used in the thesis are:

7.1.1. Target Approach
The goal-oriented approach is an approach that emphasizes the target of the object,
considering the goal as the criteria for selecting content, methods, methods of conducting
and evaluating the results. The goal-oriented approach to analyze and clarify the goals of
the management of the performance of life skills education, the goals of life skills
education; analyzing the real situation of the implementation of the management content on
that basis, building the content and methods to manage the suitable and feasible life skills
activities of the topic.
7.1.2. Educational and economic approach
Applying the rules of supply - demand, factors of market economy, modes of
economic cooperation in the management of life skills education activities in primary
schools in the Central Highlands towards developing the capacity of teachers, learners,
and meeting the needs of life skills education for individuals and society.
In addition to the two main approaches above, the thesis also incorporates a number
of other approaches to clarify the research problem:
7.1.3. Approach to Functions
7.1.4. Approach to object structure
7.1.5. Systemat approach
7.1.6. Historical and logical approach
7.1.7. Practical approach
7.2. Research Methods
7.2.1. Group of theoretical research methods
7.2.2. Group of practical research methods
+ Method of investigation by questionnaire
+ Method of interview
+ Methods of experts


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+ Method of summarizing experience
+ Experimental method
7.2.3. Supporting methods
Using the observation method (the tool is the observation sheet).
Using mathematical statistical method (tools are math softwares).
8. The defense points
Based on the purposes, research tasks and scientific hypotheses, the thesis carries
out the following 4 points:
8.1. Life skills education is one of the educational activities in primary schools, so
it has all the characteristics of educational activities, and at the same time there are
differences from other educational activities being carried out in primary school, they
are goals, contents and methods and ways of performance.
8.2. Objective approach (management objectives) and economic education
approach are some of the approaches to define management content in the management
of each specific object. Based on the management objectives and economic solutions in
the management of the life skills education activities for students in elementary schools,
the contents of this activity management in elementary schools will be built.
8.3. Management of life skills education for students in primary schools in the
Central Highlands is done by the way of synchronously and systematically impacting
management functions on management objectives and management solutions.
education economy aims to solve the problem of the relationship between supply and
demand on education in the specific economic, cultural and educational context of the
region, aiming to increase social capital for education, meeting the needs of managing
the life skills education activities in primary schools and the needs for education of life
skills of individuals and society in the Central Highlands.
8.4. Managing life skills education through experiential model - connecting the
content of life skills education with movement, material manipulation, with real life of
learners towards forming and developing the capacity of learners.

9. New points of the thesis
Fundamentally reflecting the characteristics of the aspects in the living conditions
of ethnic minority students in primary schools in the Central Highlands which has an
impact on the differences in students' life skills capacity as well as the needs of
individuals and society in the region.
Generalizing and providing basic information about the current situation and the cause
of the current situation in the management of life skills education activities for ethnic
minority students in elementary schools in the Central Highlands in the current period.
Proposing a system of methods to manage the educational activities of life skills
that are suitable to the subjects, with the challenges and characteristics of the region of
the Central Highlands.
Applying educational - economic approach, problems about education demand,
education supply, and public-private cooperation to adapting to real legal conditions,
with perspectives and orientations on current educational innovation, make contribution
to the clarification of economic solutions in educational management and resolves
urgent problems in education and management of life skills education activities for


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difficult socio-economic regions and ethnic minority areas in the Central Highlands. At
the same time, clarifying the needs of the society for life skills education, in which
correctly evaluating the role of organizations and individuals in society as co-subjects in
the management process of life skills education activities in regional primary schools in
the Central Highlands.
10. Structure of the dissertation
Besides introduction, conclusion and references; the dissertation includes
following chapters:

Chapter 1: Theoretical basic of management of life skills education for
elementary students.
Chapter 2: Reality of management of life skills education for elementary students
in the Central Highlands.
Chapter 3: Sollutions to management of life skills education for primary schools’
students in the Central Highlands.

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Chapter 1
THEORETICAL BASIS OF MANAGEMENT OF LIFE SKILLS EDUCATION
FOR PRIMARY STUDENTS
1.1. General study
1.1.1. Research on life skills and life skills education
Research on life skills and life skills education in the world
Research on life skills and life skills education in Vietnam
1.1.2. Research on management of life skills education
Four main aspects of research on the management of life skills education in the
world and the region
Unifying management of life skills education for learners with management of

skills training for employees
Managing schools associated with the goal of educating life skills for students
Collaboration between home, school and society in educating students on life
skills
Managing life skills education in terms of content, form, methods and conditions
for the implementation of life skills education
Three main research directions on management of life skills education activities in
Vietnam
Research direction of systemating the theoretical basis of the management of life
skills education
Research direction and assessing the management of life skills education
Research direction of methods of life skills education management.
1.2. The basic definitions
1.2.1. Manage
- Management is understood as an organized, targeted impact of the management
subject (managers, management organizations) on the managing object, the acitivities


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performed by one or more people who coordinate the actions of others in order to obtain
the desired results.
From the this definition, we recognize the general signs of management, which are:
Management is always an oriented and goal - defined impact.
Management shows the relationship between two parts of the managerial subject
and the managerial object. This is an order and obedience relationship, not peer-to-peer
and obligatory.
Management is a subjective impact but must be in accordance with the law of

objectivity.
1.2.2. Education Management
In this thesis, the author would like to mention educational management in the
narrow sense of the management of a school.
The nature of educational management is the process of meaningful impact by the
management subject on the management object and the elements involved in the
education performance process in order to implement effectively educational objectives.
1.2.3. School management
The school management, in the view of form, is a logical, targeted, planned,
systematic, pedagogically organized set of impacts by the management subjects to the
management objects who are teachers and students and educational forces inside and
outside of schools coordinate to participate in school activities to make this process work
according to set goals.
1.2.4. Life skills
In this thesis, the definition of life skills is understood with the connotation: “The
ability to make one's behavior and change consistent with positive behavior that helps
people to effectively control and manage their needs and challenges in everyday life”.
1.2.5. Life skills education
From the meaning of life skills definition (the definition of life skills is selected
by the author of the thesis) and the concept of educational activities presented above, the
author of the thesis thinks: Education of life skills is a process with activities. Specific
educational activities to organize and control students to know how to translate
knowledge (what they know) and attitudes and values (what students think, feel, believe)
into actual actions (what to do and how) in a positive and constructive manner. Life
skills education for students is the education for them to have a positive way of life in
modern society, which is to build or change their behaviors in a positive direction in
accordance with the goal of comprehensive personality development of learners’
personalities base on the target of helping students to have appropriate knowledge,
values, attitudes and skills.
1.2.6. Management of life skills education

Management of life skills education is the process of exploiting, selecting,
organizing and implementing resources, impacts by the managemen subjects under an
active plan and in accordance with the objective law to affect the life skills education
activities in order to create a change or create a necessary effect of this activity towards
the target of educating and training life skills for students.
1.3. Education life skills for primary schools’ students


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1.3.1. Innovating education and life skills education issues for students in
primary schools.
1.3.1.1. Innovating education and life skills education issues in the current context
1.3.1.2. The view on ethnic education development associated with educational
innovation
1.3.1.3. School institution in educational economic life
1.3.1.4. Orientation of new education program - Model of "Experimental activities"
in life skills education
1.3.2. Characteristics of Primary schools’ students
1.3.2.1. Psycho-physiological characteristics of primary schools’ students
Physical development characteristics.
Psychology of readiness to go to school.

Features of school life.
1.3.2.2. Characteristics of communication, psychology and learning conditions of
primary school ethnic minority students
Communication and psychological characteristics.
Learning conditions and quality of ethnic minority primary schools’ students.
1.3.3. System of life skills of primary school students
On the basis of the analysis of the nature of life skills and classification of life
skills, combined with the analysis of psychological characteristics of elementary school
students on cognition, emotion and personality, it is possible to determine the life skills
of elementary school students, including 18 specific life skills, those are classified into 3
groups as follows: 1) Group of individual life skills; 2) Group of social life skills and 3)
Group of life skills related to students’ learning and working; corresponding to 5 basic
relationships with many typical life skills manifestations of age, established on the basis
of 18 life skills: 1) Relationship with self; 2) Relationship with friends; 3) Relationship
with family; 4) Relationship with the school; 5) Relationship with society. The thesis
focuses on general contents of 3 groups of skills with 18 specific life skills interacting in
5 basic relationships of primary school age.
1.3.4. The basic element of life skills education for students in primary schools
1.3.4.1. Goal of life skills education for primary school students
1.3.4.2. Contents of life skills education for primary school students
1.3.4.3. Teaching method of life skills for elementary students
1.3.4.4. Forms of life skills education for primary school students
1.3.4.5. Educational force in life skills education for primary school students
1.3.4.6. Objects in life skills education
1.3.4.7. Results of life skills education for primary school students
1.4. Management of life skills education for primary school students
1.4.1. Some approaches in determining the content of managing life skills
education for students in primary schools
Access to functions; Approach to the objects’ structure; Approach to education
economy; Objective Approach; Process approach.

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When considering the relationship between the theory and practice of the
management of the educational activities of life skills for students in elementary
schools in the current period, this thesis chooses the objective approach (management
objectives) and the economic approach to economics and education (education
demand, education supply, the relationship between educational supply and demand in
the management mechanism, the management environment, and in the orientation of
educational innovation are strongly influencing the management of objects in the
period) to determine the content of the management of life skills education activities
for students in elementary schools.
1.4.2. Approaching the goals and approaching the educational economy to the
determination of the content of managing life skills education activities for students in
primary schools
* Objective Approach
The objective approach is an approach that emphasizes the objective of the object,
considering the objective as the criterion to choose the content, method, performace
manner and evaluate the results. Management goals of the education of life skills: in this
approach, the management goal lies in the management process itself and is shown at
every stage of the management process, it directs the entire management process and
makes standards to evaluate management results of this activity.
Accordingly, this approach is based on the general goal of management to maintain,
stabilize and develop the managed object, which is the activity of education of life skills
for primary school students in an ever-changing management environment. With this
management goal, the management subjects determine the factors that can create a
positive impact on the performance of life skills education for students corresponding to

each stage of education development. These factors are very diverse, from management
philosophy, legal corridor of management activities, management apparatus,
management mechanism, management methods, management model to resources,
environment. , conditions for management, ... are actively selected or built by the
management subject to operate appropriate management before changes and
disturbances put pressure on the management object to adapt, to stabilize, maintain and
develop, creating a change of the managed object in order to ensure that the management
process is in accordance with the views and objectives selected by the educational
institutionThese factors are also the basis for determining the content of management of
life skills education activities for elementary school students corresponding to
management objects (structure, elements…In particular, the life skills education
activities in high schools today are affected by many external factors (the development
of living values, globalization between education, regional calculation, and objectivity in
education, educational needs of individuals and society ...) and also internal factors
(individualization in the conception, thinking of managers, determined values of
educational institutions, resource status, ...) leads to flexible approaches to educational
goals in determining the content and methods of managing the performance of life skills
education to solve real problems in the correlation between theory and practice towards
the adaptability to positive changes in education innovation in the current period such as
the nature of the object in the management goals (the nature of the life skills education


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activities in modern education), the orientations in the management goals (model
education such as the experiential education model; orientations: output orientation –
student capacity, public – private cooperation method in education management, the law
of market economy in education management),….

* Educational and economic Approach
The educational and economic approach in determining the content of managing the
educational activities of life skills for students in elementary schools applied in this thesis
is the motto: "The service object" is in priority.
The goal of "service target" is in priority clearly reflects the law of the market
economy in education with such factors as education demand, education supply and the
relationship between supply and demand in education. The content is described through
the “4C” Model below:

+ C1: Customer / Learn carefully the characteristics of the objects that need to be
served (See learners as customers or study carefully the needs of educating life skills of
individuals and society);
+ C2: Cost / Determine plans and resources for the implementation of the program
(Educational supply or necessary conditions - human, materials, finance, ... to manage
and organize activities of education of life skills in school);
+ C3: Convenience / Determine the feasibility of providing the program (The
appropriateness, the utility, the effect under the impact of educational supplies)
+ C4: Communitation / Determining the exchange with the objects in service, with
potential partners to create a favorable interaction (potential resources or mutual
educational partners in the education ecosystem) [ 6].
"C1" - represents the factor "demand", this time is the highlight of the school
management, and "C2" represents the factor "supply" is the prerequisite to create


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value for the management, leadership of schools and the desired interaction outcome
is [“C1” = “C2”].

Based on the Law of the 4C Model, the problem is that the current socio-economic
condition of the Central Highlands has created a scarcity of resources for education,
especially resources in management, especially resources in managing life skills
education activities for students in elementary schools ["C2 meet the demand, so the factor that is of current priority is education supply - Resources
to meet the needs of life skills education of individuals and society, meeting the needs in
managing the educational activities of life skills in primary schools. So where to get the
resources?
From the perspective of economic education, resources are understood in many
different angles. In this scope, it can be understood that the main resource is the existing
capital in the combination of the relationship of the educational management process,
such as: human, finance and materials. Thus, the capital in the management process must
be the capital of individuals (of educational institutions, of learners), capital of society
(of organizations, individuals, ... outside the school) ,. The management of the above

mentioned capital resources in order to achieve management efficiency in the
management process of the life skills education in primary schools is the
economic solution in managing the life skills education activities. Principals
and other related management entities use economic solutions to perform
management, that is, through economic solutions to obtain resources for
management. But with the current conditions in the Central Highlands primary
schools, the scarcity of resources is the biggest challenge. Therefore, from reality, one of
the current potential and necessary resources is social capital. Therefore, the Principal
and management entities need to find and exploit this social capital by applying a
combination of management functions and economic solutions in management to
achieve scheduled life skills education management goals. As a result,, public and
private cooperation is one of the feasible educational economic pathways to resolve the
conflict between education supply and demand, and regulate the supply and demand of
education in the current context of the management of the life skills education activities
of for Students in primary schools in the Central Highlands.

1.4.3. The basic content of the management of life skills education activities for
students in primary schools according to the object structure approach and the
economic education approach
On the basis of synchronous integration of management functions into two
approaches: target approach and educational – economic approach, the thesis determines
the content of management of life skills education activities for primary school students,
including following basic contents:
1.4.3.1. Managing life skills education activities on the basic elements of
management objects


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1.4.3.2. Manage the functional education of life skills of the management subjects
in primary schools
1.4.3.3. Managing life skills education activities in an authentic and sustainable
educational environment; linking the needs in educational economic life
1.4.3.4. Managing life skills education activities in the goal of diversifying
educational supplies
1.5. Factors affecting the management of life skills education activities for
students in primary schools
1.5.1. Indispensable conditions create factors affecting the life skills education
for students in elementary schools in the current period.
1.5.1.1. Economic, cultural, social conditions with life skills education activities for
students and the management of the life skills education activities for by schools
1.5.1.2. Legal basis for education and management of life skills education for
students in primary schools
1.5.1.3. The nature of the educational ecosystem in the management of life skills

education for students
1.5.1.4. Educational objectives and management mechanism of life skills education
for students of educational institutions
1.5.1.5. The educational institution's interoperability capacity in managing the life
skills education collaborative relationships for students
1.5.2. Determining factors affecting the management of life skills education
activities in primary schools
1.5.2.1. Awareness of educational forces inside and outside the school about
education and management of life skills education activities
1.5.2.2. The principal's management capacity in managing life skills education
activities
1.5.2.3. The professional capacity of teachers in managing life skills education
activities
1.5.2.4. Programs and contents in managing life skills education activities
1.5.2.5. The educational environment in the management of life skills education
activities
a. Local economic, cultural and social conditions
b. The legal corridor in managing life skills education activities
c. The educational ecosystem in managing life skills education activities
d. Resources in life skills education
e. Mechanisms and policies in managing life skills education activities
Chapter 1 Conclusion
Life skills education for students in general, elementary school students in
particular are very important and necessary educational contents, contributing to forming
a comprehensive personality for students. Management of life skills education activities
for elementary students is a process of synchronous and purposeful impact of


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management functions on the goals and the structure of the managed objects in order to
realize the goals of life skills education. Choose the structured approach to the
management object and the economic and educational approach as the approach of the
thesis. Thus, the management of life skills education activities for students in primary
schools in the Central Highlands is done by the way of synchronously and systematically
influencing the management functions on the goals and elements of the process of
managing life skills education activities in educational economic thinking, linking
educational needs of individuals and society.
Chapter 2
THE CURRENT SITUATION OF LIFE SKILLS EDUCATION ACITIVITIES
MANAGEMENT FOR STUDENTS IN PRIMARY SCHOOLS IN THE
CENTRAL HIGHLANDS.
2.1. An overview of natural, economic and social features of
the Central Highlands
2.2. An overview of the primary education situation in the
Central Highlands
2.2.1. School system, class; Rate of rolling students
2.2.2. About the contingent of educational administrators, teachers, and
employees
2.2.3. Facilities, equipment and teaching conditions
2.2.4. Facilities, equipment and teaching conditions
2.2.5. Implementation of the educational program
2.2.6. About the quality of education
2.3. Organize a situation survey
2.3.1. Survey purpose
2.3.2. Survey content
Surveying the life skills capacity of ethnic minority elementary school students in
the Central Highlands;

Survey of the current situation of life skills education for ethnic minority students
in primary schools in the Central Highlands region includes issues about the
implementation of goals, content, programs, methods, forms of life skills education and
the coordination of participation of educational forces in the process of organizing the
implementation of goals, content, and programs of life skills education in primary
schools;
Surveying the current situation of the management of life skills education for ethnic
minority elementary school students in the Central Highlands region, including issues of
the implementation of the management functions of the manager, of management such
as planning, implementation organization plan, direct the implementation of the plan,
inspect and evaluate the results of the implementation of the plan of life skills education


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and the management of conditions for implementing the plan of life skills education for
students in schools.
Surveying the status of factors affecting the management of life skills education the implementation of the orientation of educational innovation, including issues of the
realization of the operating mechanism in elementary schools, the level of interest in the
demand factor in education and the ability to seek and establish cooperative
relationships in education and management of life skills education for primary school
students in the Central Highlands.
2.3.3. Scope and subject of survey
To have a practical basis, analyzing the current situation of life skills education and
management of life skills education activities for elementary students in the Central
Highlands region, the research focuses on 20 primary schools - the schools with 90% or
more of ethnic students minority, belonging to 10 administrative units of 5 provinces in
the Central Highlands: KonTum, Gia Lai, Dak Lak, Dak Nong, Lam Dong based on

practical research through educational components such as teachers, staff, officers in
charge of the Union - Team, administrators, parents of students, students at primary
schools; local authorities, social communities in difficult and extremely difficult socioeconomic regions. Specifically:
2.3.3.1. Survey locations
Educational geographical areas in ethnic minority areas include 10 districts:
Đăk Glei, Tu Mơ Rông (KonTum)
Chư Pưh, Ia Pa (Gia Lai)
Ea Sup, EaH’Leo (Đăk Lăk)
Tuy Đức, Đăk G’Long (Đăk Nông)
Đam Rông, Đạ Tẻh (Lâm Đồng)
2.3.3.2. About the survey object
a. Survey by questionaire
Quantity
Note
Ratio
No
Components
People/20
(People/Sc
%
schools
hool)
1
Difficult economic zone
580
100
2
Total components
580
100

3
Board of Directors
40
6.9
2
4
Professional faculty director
60
10.3
3
5 (3+4)
Managers
100
17.2
6
Teachers
200
34.5
10
7
Staff
40
6.9
2
8
Youth Union Staff
20
3.45
1
The General in charge of

9
20
3.45
1
the team
10
Teachers, Staff
280
48.3
(6+7+8+9)
11
Students
200
34.5
10
b. Interview


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Conduct interviews in 10 research areas with representatives of the school
including: representatives of the Board of Directors, representatives of the professional
faculty leaders, representatives of teachers, representatives of students' parents (at least
one person in the Representative Board for students' parents), representatives of the
Youth Union - Team staff, the representatives of the educational forces in the
community include: representatives of the departments - local unions (Youth Union ,
Women's Household, Veterans Association, Red Cross, Village People's
Committee, ...), representatives of residential communities (people of intellectuals,

local dignitaries, religious leaders, houses) Kindness and related members from
individuals, units and enterprises employing employees in the research area.
c. Group Discussion
Organize discussion groups to increase the collection of information from teachers,
students and some related stakeholders from educational forces outside the school in 10
research areas.
d. Observation
Observe, monitor educational activities and manage life skills education activities
in 10 schools corresponding to 10 areas as selected in the interview activity.
2.3.4. Methods of organizing and processing data
2.3.4.1. Survey method
Observe activities of life skills education and management of life skills education
for students in primary schools in the Central Highlands region.
Researching on management records of life skills education activities of
managers and departments related to the management and implementation of plans
and tasks of life skills education for students in primary schools in the Central
Highlands region.
Investigating by questionnaires, interviews, discussions with the Board of
Directors, the Secretary of the Youth Union, the General Manager of the Team,
teachers, staff, parents of students, students in primary schools; local authorities and
educational forces in the community on life skills education and management of life
skills education for students in primary schools in the Central Highlands.
2.3.4.2. Evaluation methods
Collecting and and processing data with Statistical Product and Services Solutions
(SPSS) software from surveys, information, opinions through observations, interviews,
interactive discussions with survey subjects, the results are extracted through the tables
of data, from which parameters are described and evaluate the current situation of the
management of life skills education for students in elementary schools in the Central
Highlands region.
2.3.4.3. Data processing

Applying author Robert B. McCall's point of view: The real limits of a number are
those points falling one-half a measurement unit above and one-half a measurement unit
below that number ” [26], the measured values in this study are defined in the following
table:
Table 2.1. Information processing convention on the current status of life skills
education activities and management of life skills education activities


15

15

Life skills
level
Good









Frequency

Efficiency

Totally agree

Conventio
n point
4

Agreement

Rather

Very often

Very
effecient

Agree

3

Medium

Often

Effecient

Hesitate

2

Weak

sometimes

Less
efficient

Disagree

1

Poor

Not
implemente
d

Inefficient

Totally
disagree

0

Avarage
Approximately
From 3,5 and up
From 2,5 to less
than 3,5
From 1,5 to less
than 2,5
From 0,5 to less
than 1,5

Below 0,5

2.4. Reality of management of life skills education for students in primary
schools in the Central Highlands region
2.4.1. Situation of life skills education for pupils in the Central Highlands
primary schools based on basic elements of management subjects
2.4.1.1. Overall assessment of life skills of ethnic minority students in primary
schools in the Central Highlands region by life skill groups
General assessment of living skills capacity according to 3 skill groups with 18
skills at primary age (individual skills group, social skills group and study and working
skills group): The level of student's life skills were assessed as Weak - Full sample:
average = 1.30; Ranking from high to low are Group of Individual Skills (Average =
1.41), Group of Social Skills (Average = 1.30), Group of Study and Working Skills
(Average = 1.18).
Evaluate the capacity of living skills according to 18 specific skills: Results
are: 14/18 skills are assessed as weak, poor. Skills with weak or poor assessment are
at high rate: Communication skills (Average = 82.9%), Goal setting skills (80.7%),
Confidence skills (78.2%), stress coping skills (77.4%), Emotional control skills
(75.3%), Creative thinking skills (75%).
Evaluate the level of manifestations of life skills on 5 basic age relationships
(Self, friends, family, school and society): The results have 25/25 manifestations of
survival skills assessed as weak, poor. The expression of life skills assessed basically
belongs to the group of manifestations of life skills in personal relationships, family and
friends; The rest shows that there are clear differences in living skills in school and
social relationships for ethnic minority students in the Central Highlands, which need
more attention.
2.4.1.2. The real situation of implementating contents and life skills education programs
for students in primary schools in the Central Highlands region
Implementation of the content of life skills education at a regular rate but with low
intensity and effectiveness, learning skills are more regularly educated than personal and

social skills due to pressure from the HSDTTS . Skills that are much interested in
education have a moderate difficulty in accordance with the knowledge and capacity of
the educator, the feasibility of the organization as well as the provision and equipping of


16










16

knowledge in implementing educational goals (communication skills, awareness,
cooperation, ...).
Using methods in life skills education is mainly influenced by teaching methods,
not paying attention to exploiting practical, interactive methods, such as:
Implementing the forms of life skills education mainly integrated, integrated ones,
not exploiting specific forms of life skills education (teaching life skills, thematic
education, activities interactive educational activities, experiential educational
activities).
Implementating of the coordination of life skills education is not regular and
effective, there is a contradiction in perception and action from the educational forces
inside and outside the school.
2.4.2. Situation of management of life skills education activities for students in

primary schools in the Central Highlands region based on the functions of
management subjects
General assessment of management functions in life skills education: Planning
functions are regularly implemented, the implementation of functions of organization,
direction, and inspection is less interested, there for its efficiency is not high.
Specific assessment through each function:
Planning functions: has no specific plan, only integrated one; not focuses on
finding out the needs, analyzing the current situation and determining corresponding
output standards; content, has no investment in term of formula.
- Organize the implementation of the plan: has not got a specialized force, do not
pay attention to the professional training, the assignment of tasks has not been
connected, synchronous in functions and tasks.
- Directing the implementation of the plan: is not really paying attention to the
depth of the function, ignoring the key impacts such as supervision, consultation,
support and promotion. Especially the work of supporting resources in educational
institutions.
- Checking and evaluating the results of implementing the plan: The
implementation has not followed the process, underestimated a number of important
stages such as defining evaluation standards, training the assessment, organizing the
review to summarize experience.
2.4.3. The reality of managing life skills education activities for students in
primary schools in the Central Highlands region in an authentic and sustainable
educational environment; linking the needs in educational economic life
The operating mechanism of primary schools in the Central Highlands is in a
closed state. The spirit towards a friendly educational environment, opening up the
community, taking advantage of opportunities to create values between theory and
practice in life skills education has not been paid attention to and implemented.
The school's interest in the demand factor in managing the life skills education for
students has not been realized. The type of unique and traditional schools are being
popular, specifically:

Table 2.25. Evaluate the level of schools' interest in the demand factor in
managing life skills education for students in schools.


17

17

No
1

2

3
4
5
6

Primary School in the Central Highlands
Level of concern
Demand factor in education
%TX
Average Order
+RTX
Individual educational needs (derived from the
intended knowledge, skills, income and desired
0.24
4
12.2
social status)

Social Educational needs (arising from human
resource development goals based on guidelines,
policies, population structure and scientific and
0.21
5
10.7
technical qualifications)
Capability of learners (paying capacity, cognitive
capacity)
The reality of the school's educational conditions
(the ability to meet educational goals)
Local practice (socio-economic development
goals)
Expected outputs

0.84

2

36.0

2.25

1

90.1

0.17

6

8.3

0.25

3

12.6

2.4.4. Situation of management of life skills education activities for students in
primary schools in the Central Highlands region in the goal of diversifying
educational supplies

The search for support, establishing cooperation relationships in education only
stop at the level of calling and mobilizing financial support through the policy of
educational socialization in the region. The main sources of funding are used to improve
school physical conditions, details as below:
Table 2.26. Evaluate the level of schools' interest in seeking support, establishing
collaborative relationships in management life skills education for students in the
Central Highlands region's primary schools
TQ
Frequency
Efficiency
pearson
Manners of
Implementati Average
No
performance
Average
on methods Score Order

Order
Score
TB
Educational
1
Negotiate
0
3
0
3
Project
Cooperation in
2
Deal
0
3
0
3
education
Education
3
Contract
0
3
0
3
Provision
Educational
0.956
4

Mobalization 2.25
1
2.30
1
sponsorship
(0.000)
5 Educational
Calling
0.15
2
0.17
2
0.937


18

18
support

(0.000)

2.4.5. The situation of the influence of factors on the management of life skills
education for students in primary schools in the Central Highlands
2.5. Evaluating the current situation of management of life skills education
for students in primary schools in the Central Highlands
2.5.1. General assessment of the current situation of management of life skills
education for students in primary schools in the Central Highlands
2.5.1.1. The limitations and shortcomings
2.5.1.2. The attainable sides

2.5.2. Assessment of the causes of the limitations and shortcomings in the
management of life skills education for students in primary schools in the Central
Highlands
* The cause is related to the educational forces' attitudes and perceptions:
- Management staff are not well aware of the importance and goals of life skills
education at the school level, are not ready to accept change, are afraid of difficulties,
afraid of risks and fear of taking responsibility; Awareness of views on economic and
education, the significance and importance of public and private cooperation in
management of life skills education activities are not sufficient, not adapting to local
economic, cultural and educational practices.
- The pressure on the educational object, the time spent on educational activities
and faculty prejudice limits the ability to meet the goals.
* Causes related to the operations of the managers:
- The operating mechanism of the schools is in a self-contained and closed state;
- The limitations in the implementating of the management functions of the
management staff in the schools have not met the requirements of educational
renovation in the current period.
* Causes related to management conditions:
- The serious lack of conditions and minimum resources in educational
organizations in schools today, especially the lack of conditions to meet the educational
requirements in the innovation trend; underestimate the educational communication in
the economic and educational life.
- The current diversity and complexity of values, perceptions of life, as well as the
negative impacts from modern technology means creating great noise affecting the needs
and mentality of learners as well as shaping the management, the educational
organization of the manager.
Chapter 2 Conclusion
The situation in the management of life skills education activities for primary
school students in the Central Highlands is facing significant difficulties and problems
due to actual conditions. Existence and causes are summarized as follows: Internal,

subjective causes from the schools are factors that influence more strongly and
decisively than causes from outside the school. This is the underlying cause in the
concept, thinking, enthusiasm and capacity of the management staff in primary schools


19

19

in the Central Highlands today and is a key, urgent problem to propose timely solutions.
to overcome, promote effectiveness in the management of life skills education activities
for students in primary schools in the Central Highlands region.
CHAPTER 3
ACTIONS FOR MANAGEMENT OF LIFE SKILLS EDUCATION
ACTIVITIES FOR STUDENTS IN PRIMARY SCHOOLS IN THE CENTRAL
HIGHLANDS
3.1. The principles propose measures
3.2. Measures to manage life skills education for students in primary schools in
the Central Highlands region
3.2.1. Managing the development of life skills education programs suitable to the
conditions and types of students in primary schools in the Central Highlands
On the basis of the general orientation of the curriculum framework of life skills
education for primary school students in Vietnam in the current period, it is proposed to
build a program structure associated with the views and orientations on innovation in
educational management, with the characteristics of enemies of the region in terms of
economy, culture, society, and are targeted for appropriateness, adaptation and
efficiency.
3.2.2. Management planning life skills education activities in educational
economics thinking, connecting education supply - demand
Applying the law of education supply - demand in planning management plans for

the education of life skills to help primary education institutions in the Central
Highlands approach and adapt to educational economic thinking, with the trend of
management innovation. current education.
Improve management philosophy, direct managers to as partners, educational
service providers to develop customer service plans to meet the educational needs of
individuals and society in field of educational activities of life skills in their educational
institutions.
At the same time, planning in the management ecosystem of "Public and private
partnerships" is also an opportunity for educational institutions to re-construct the
management mechanism and open schools to create a new institution with the goal of
tallest.
3.2.3. Renovate the management of communication and education of life skills in
accordance with the socio-cultural characteristics of the Central Highlands
Determine the correlation between educational management theory with specific
local economic, cultural and social realities to find out the correct principles and
direction in communication and education of life skills for schools Primary School in the
Central Highlands.
Renew the thinking and actions of the management team of primary schools in the
Central Highlands on the management of communication and education activities in
special education difficult areas, ethnic education areas.
Proposing and re-establishing the principles and core issues in communication
activities of life skills education close to the practical laws of culture and society in the


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20

Central Highlands and suitable to the specific characteristics of education in special
regions. Especially difficult, ethnic minority areas: Principle "Action - Awareness Action".

Affirming the impact through the penetration and experiences of educational
partners, educational forces outside the school in the goal of attracting and promoting
the need to access media, building and strengthening try to believe and increase effects
in perception and action.
3.2.4. Manage, exploit and operate flexibly educational supplies for the purpose
of team development to meet the needs of teachers to improve professional skills in
life skills education
Public-private partnerships aim to find the impetus for reform and dynamism of the
public education sector in primary schools in the Central Highlands based on the law of
supply - demand to overcome the stagnant and weak manifestations in the Department of
Education, sharing goals and benefits between schools and private partners in this field
to improve the capacity to provide fostering services, develop career skills in life skills
education for teachers. education of primary schools in the objectivity of the economic
and educational life in the Central Highlands.
3.2.5. Manage, mobilize and rationally use supplies from
non-school educational forces in the goal of developing
capacity of life skills for students in primary schools in the
Central Highlands
Operating closed-door mechanisms in school management with a passive attitude,
fear of change and a conservative, non-progressive attitude are negative signs of
management staff in primary schools in the Central Highlands. As mentioned in Chapter
2, this issue further increases the level of disadvantages for ethnic minority students in
the right to enjoy educational access opportunities. Renovating the operating mechanism
3.2.6. Improve the quality of living skills education by using the experiential
model
Diversify and flexibly the life skills education environments, link the school's
educational goals with the goals of life skills education to help elementary schools in the
Central Highlands to overcome the problem of limited conditions and resources and
solve the problem of pressure objects, time, goals, educational programs for ethnic
minority students.

Increase the content of practice and experience in education in general and life
skills education in particular to enhance the organization of learning through doing,
learning with practice and learning from experience, helping learners gain knowledge
and experience. Follow not entirely the same approaches, in which experience has the
highest educational significance and is somewhat inclusive of both work and practice.
3.2.7. Establish a management mechanism to promote effective life skills
education in primary schools in the Central Highlands
Overcoming the mechanical separation between the public and private sectors,
discriminating against the private sector in education, creating a mechanism to


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21

connect these two areas in the goals of life skills education for ethnic students
minority.
Improving views, positions and effectiveness through management effects in the
field of testing and evaluating the performance of education of life skills in schools.
Create motivation to promote values on the basis of motivating and encouraging
policies.
3.3. Relationship between methods
Seven methods proposed presented in the thesis are a homogeneous combination
based on the spirit of educational management innovation based on the current
economic, cultural and social characteristics of the Central Highlands. There is no
universal solution, but must apply measures flexibly, systematically and synchronously.
The above measures are closely related, support and complement each other.
3.4. Test the necessity and feasibility of the methods
3.4.1. Test purpose
3.4.2. Test subjects

Conducting a referendum of 15 managers (including 3 officers from the Education
Department and 12 officials from the Management Board of primary schools); 8
members of Union - Team; 80 master teachers.
3.4.3. Test content
Awareness of the necessity of 7 proposed measures with 4 levels:
- Very necessary (RCT); - Necessary (CT); - Less essential (ICT); - Not required
(KCT)
Awareness of the feasibility of 7 proposed measures with 4 levels:
- Very feasible (RKT); - Feasible (KT); - Less feasible (IKT); - Not feasible (EZ)
3.4.4. Test methods
- Investigation by questionnaire
- Through the interview
The survey results show that managers and teachers both highly appreciate the
necessary level in all 7 measures. This confirms the reasonableness of the measures
proposed by the thesis in relation to the current situation of life skills education and
life skills education management in primary schools in the Central Highlands.
Regarding the evaluation of the feasibility of the 7 measures, most of the
measures are evaluated at the very feasible level. Particularly, the method 5 and the
measure 6 have a number of doubts, which are very clear compared with the other
measures.
3.5. Test methods to manage life skills education for students in primary
schools in the Central Highlands region
3.5.1. Purpose, content, form, hypothesis of the test
On the basis of the proposal and assessment of the urgency and feasibility of the
measures and the topic to select and identify two measures in the system of measures
built to conduct the test in accordance with the objectives of research problem:
Method 5: Mobilize and rationally use supplies from educational forces outside
schools in the goal of developing capacity of life skills for students in primary schools in
the Central Highlands.

22

22

Method 6: Increase experiential activities in life skills education for students in
primary schools in the Central Highlands
* Focus content: applying 2 measures to managing the mobilization and promoting
the role of non-school educational forces in the life skills education activities for ethnic
minority students through campaign activities: We with school environment and
Experimental Education Project: "My nutritious meals".
In Stage 1, test exploration was used to find out the subjects' responses involved.
In phase 2, in-depth testing is conducted to quantitatively evaluate the impact of the
measures.
3.5.2. Test results
3.5.2.1. Results of phase 1 test
By applying methods: Strengthening the role of out-of-school educational forces in
the goal of developing life skills capacity for students in primary schools in the Central
Highlands through experience with war activities. Translation: "We with the school
environment" at 4 primary schools in Chu Pư district - Gia Lai and EaH'Leo district Dak Lak, the result has been significant and positive changes in management concepts,
on the ability to mobilize and take advantage of educational sources, experience in
operating educational activities with many sectors, educational forces, especially the
capacity to organize educational activities through the form of experience. Through the
pilot program, schools have renewed the form of educational organization, have a strong
impact on the awareness and attitude of educational forces inside and outside the school,
and have increased excitement. interest, learning and training needs of students,… Thus,
it can be affirmed: Test implementation is feasible and effective.
3.5.2.2. Results of phase 2 test
By continuing to apply the spirit of strengthening the role of non-school
educational forces in the goal of developing life skills capacity for students in primary

schools in the Central Highlands through experiential education activities, in That focus
on experiential education in phase 2 trial has further confirmed the feasibility and
effectiveness of two experimental measures. Through the verification results in phase 2,
the life skills education through the form of educational projects has continued to have
significant changes in all positive ways: The educational forces have become more
deeply aware of meaning of life skills education and management of life skills education
activities for ethnic minority elementary school students in the Central Highlands; The
form of capacity-accessible education associated with the learners' lives, meeting the
needs and aspirations of learners towards capacity development of learners has had its
effect; The team of managers, teachers, and staff in the school have more experience in
the management and operation of educational activities in the experimental
environment; The supply of education has been much improved, the public and private
cooperation mechanism has been applied effectively, which is evident through the
satisfaction of investors and implementation of commitments; The educational forces in
the community and parents have changed in awareness, attitude and behavior, especially
there has been a significant change in attitude as well as the degree of coordination and
ability to support schools. in solutions and how to do it. Thus, it can be said that the


23

23

management method that has been experimentally deployed in this second phase is
feasible and effective.
Chapter 3 Conclusion
Based on the theoretical basis of the management of life skills education activities
for primary school students and based on the research results of the current situation of
managing life skills education activities for students in the district schools. In the Central
Highlands region, a system of 7 methods to manage life skills education for students in

primary schools in the Central Highlands is proposed:(1) Building the structure of the
life skills education program suitable to regional conditions and ethnic minority students
in primary schools in the Central Highlands; (2) Planning the management of life skills
education activities in connection with the educational needs of individuals and society;
(3) Innovating the management of educational communication activities in accordance
with the cultural and social characteristics of the Central Highlands region; (4)
Improving the capacity of primary education institutions in the Central Highlands in
terms of their ability to satisfy teachers' rights to enjoy vocational skills improvement
services in the field of life skills education; (5) Activate the role of non-school education
forces in the goal of developing life skills for students in primary schools in the Central
Highlands; (6) Strengthening experiential activities in life skills education for students in
primary schools in the Central Highlands; (7) Establish management mechanisms to
promote effective life skills education in primary schools in the Central Highlands.
Through testing in 2 phases, with the obtained results, 2 methods (5) and (6) have
good effects in managing educational activities for students in primary schools in the
Central Highlands, being actively supported by most administrators, teachers, staff in
schools, social communities, parents and students, has brought about clear changes in
operational management of life skills education for students in primary schools in the
Central Highlands.
CONCLUSION AND RECOMMENDATIONS
1. Conclusion
In general, the education management, including the management of life skills
education activities in primary schools in the Central Highlands region, has had certain
results. Most of the primary schools in the region have identified the goals, positions and
roles of the work of life skills education for students, several schools have implemented
quite certain the life skills education activities according to the spirit and orientation of
the industry, is making efforts to gradually improve the quality of life skills education
towards meeting the current educational innovation requirements.
However, the current situation in the management of life skills education activities
for primary school students in the Central Highlands is facing significant difficulties and

problems due to the actual conditions: The situation of management staff is not ready to
accept the change, is scared of difficulties, risks and responsibility; as well as the
inadequate awareness of the views, the importance and responsibility of implementing
the goals of life skills education of the schools and management levels is the main
reason that directly affects the quality and efficiency of life skills education activities for


24

24

students. On the other hand, regional factors and educational objects also contribute to
limiting meeting the goals of life skills education. Because of the faculty prejudice, the
pressure on the quality of teaching and learning for ethnic minority students, the schools
only attach importance to knowledge equipment rather than attention to the formation
and comprehensive development of learners' competencies education activities for
students. On the other hand, regional factors and educational objects also contribute to
limiting meeting the goals of life skills education. Because of the faculty prejudice, the
pressure on the quality of teaching and learning for ethnic minority students, the schools
only attach importance to knowledge equipment rather than attention to the formation
and comprehensive development of learners' competencies. At the same time, teachers
and educational forces are very reluctant to additional jobs and passively face the
challenges encountered in the process of implementing the tasks if they do not have
maximum support. The operating mechanism of the school is self-contained and closed,
the level of concern about the needs of individuals and society in education and lack of
motivation to seek cooperative relationships in education has been and these are the
basic causes creating a great resistance on the renovation path of the staff of primary
schools in the Central Highlands. In addition, the reasons stemming from the
weaknesses in the implementation of the management functions of the management staff
in schools today have increased the limitation and existence in the goal of educating the

life skills for students. Serious lack of resources (human, financial, material) for life
skills education in schools, local social welfare conditions (playgrounds, organizational
environment and educational ecosystem synchronous, available) together with
underestimation of the factors of sanctions also have a strong impact on the enforcement
conditions of managers.
2. Recommendation
2.1. For the Ministry of Education and Training; Administration of Education
and training
Orientation for localities to build life skills education programs for students in the
direction of both ensuring the common goal and ensuring the practicality of each region
and region;
Establishing legal documents, providing full and specific guidance on issues related
to the life skills education activities for primary school students;
Promulgate regulations in supervising and examining activities of teaching life
skills for elementary students;
Drafting and organizing the implementation of evaluation criteria for students'
capacity of life skills, results of performance of tasks of managers, teachers, and
employees in primary schools;
Create policies to foster educational forces on knowledge, educational skills and
management of life skills education for primary school students, and at the same time
support to ensure the minimum and necessary conditions for educational institutions to
organize the implementation of life skills education for students;
Building a public and private partnership in education to encourage all educational
forces outside schools to participate in the activity of education of life skills for students.
In addition, to create motivations to motivate, promote the effectiveness of education


25

25

and management of life skills education activities in primary schools by positively
impacting through commendation and commendation.
2.2. For primary schools
Focusing on planning an overall plan for the educational activities of life skills in
each school year on the basis of surveys and assessment of needs from stakeholders and
practical conditions of establishments, of the locality;
Invest in communication and education, take full advantage of the contribution,
support, sponsorship, .. the participation of educational forces outside the community in
the organization implementing the educational tasks of the school, build well regulations
to coordinate with educational forces outside the school in the management of education
of life skills for students;
Be proactive and creative in applying management models, solutions to improve
methods and forms of educational organization; in organizational management,
assigning, assigning human resources to ensure efficiency in the process of organizing
activities of education of life skills for students;
Research and exploit well the conditions of facilities, equipment, teaching aids and
time for activities of teaching life skills for students;
Focus on building criteria and effective mechanisms in organizing testing,
evaluation, monitoring and emulation for students' life skills education./.