Tài liệu Management of vocational education for students high school level in the province of binh duong in the current period

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1 Introduction 1.The urgent research 1.1. Theory Congress XI National Party "Improving the quality of human resources, strongly innovation and rapidly developing Education and Training". Strategic development of education and training in 2011-2020. In 2020, the education to meet the needs of high quality human resources to serve industrialization and modernization. Resolution No. 29- on November 14, 2013 about renewing the comprehensive education and training was confirmed objective: "To ensure that students have the knowledge of the secondary school, to meet the requirements after the strong ramification secondary and high school to professional approach and preparation for postsecondary school with high quality. " 1.2. Practicing Nowaday, Binh Duong province has had 29 industrial zones (8721 ha), 8 industrial area (600 ha) and 1 industrial zone - services - Urban (4196 ha). According to the Department of Labor, War Invalids and Social Affairs, every year, Binh Duong province needs about 50,000 workers, while the only source of local labor to meet 15000-20000. However, the efficiency of the vocational education still low in recent years and has not met social requirements, many students are confused in choosing their direction after graduating from junior high school and do not identify the possibility of their future career affect human resources. From the above reasons, we have chosen the theme: "Management of vocational education for students high school level in the province of Binh Duong in the current period" really necessary. 2. The research Objectives From the theoretical analysis and practical about management activities of the vocational education to create, the human resource for the provinces of Binh Duong, the solution proposed management activities for high school students of Binh Duong province. 3. The objective and subiective research 3.1. The objective research 2 The vocational education activity in the high schools and the centers of the continuation education. 3.2. The subjects research: Management the vocational education of high school level at the high schools, continuation education centers in Binh Duong province. 4. The scientific hypothesis Management activities of the vocational guide in high schools, continuation education center in Binh Duong have had many drawbacks about: content, organizational forms, methods, organizing activities ..... If proposal solutions are practical and feasible to approach towards functions and the management components of the vocational guide to contribute to improve the efficient vocational guide for students of Binh Duong province. 5. The research Tasks The thesis focuses on solving the following tasks: - Formalized rationale management activities for high school students, perspective (meaning, the effect of educational activities with students to contribute the development human resources in the economic – social development and the policies of the Party and State on vocational education); - Survey the practice of the vocational education for high schools in Binh Duong province; pointing out the achievements and shortcomings, the problems for vocational education to meet the needs of industrialization - modernization of the province; - Recommended management solutions for the vocational education to meet both immediate needs and long strategic; solutions not only Binh Duong province but also many provinces and cities on the industrialization - modernization; - Testing of the urgency and feasibility of the solutions. 6. The limitaion of the thesis - Topic is limited research on the vocational education at the high school level; - Researching in 6 centers of continuing education - vocational technical, 4 high schools in Binh Duong province. 3 7. The methodology and research methods - The approaching method: to manage the vocational education with functions: organization; leading; testing, evaluation; - The systems and structures: to study activities management in the high schools, the centers of continuing education - vocational technical; to analysis of content management and to point out the relationship of the vocational education management to relate human resources; - The view of history, logic: to define the limitation of time, space, conditions and specific circumstances to investigate, to collect accurate relating with the purpose of the research; - The view of the practical method: to control management activities of the vocational education in the high schools, the centers of continuing education - vocational technical to find out the strengths, weaknesses, causes and limitations, which set out the feasible solutions; - The methods of the theoretical studies: research, analysis, synthesis documents, text, books, information on the internet, scientific journals to serve serve thesis; - The methods of practical research: collecting information through papers for managers and teachers at the continuation education centers, high schools in Binh Duong; - The method of the experts: to ask some educators from the Department of Education and Training to clarify the situation and to propose reasonable solutions; -The methods of mathematical statistics: to process information and to find appropriate management solutions, practical service of the thesis. 8. The theoretical point protection The deep analysis on the functions and role of management activities of the vocational education to contribute to create conditions for the diversification of students positively and effectively; to exploite the functions of the vocational education management to clarify the strengths and weaknesses of the management activities about the vocational education; The achievements and the shortcomings in the vocational education in Binh Duong province. Through practical survey results to confirm the cause of the problems in the activities of the vocational education management. then to give devise appropriate solutions for management activities; 4 9. The new contribution of the thesis The thesis approachs and concretizes some contents of the theory of the activities of the vocational education management to meet the needs of human resources in the future; The thesis has found the situation of the activities of the vocational education management, highlighting the situation from the practical activities in the centers of Continuing Education; some secondary schools (strengths, weaknesses, natural human shortcomings and successes) as well as the application of the management solutions vocational education to summary in practicing; The thesis has been the model proposed management activities to contribute in the future career; Thesis research results gave the new view of the activities of the vocational education management in the current period in accordance with the requirements of developing quality human resources of the country. 10. The structure of the thesis: In addition , the Introduction , part conclusion and reference list , The content of the thesis is structured into 3 chapters. Chapter 1 THE BASIS THEORY OF THE VOCATIONAL EDUCATION MANAGEMENT FOR HIGH SCHOOLS STUDENTS 1.1. The overview of the researching 1.1.1. The researching works of the abroad The vocational education in most countries around the world are interested in, in the first half of the 20th century, due to growing in industrization, many authors such as Viteles Keller, 1937; Watts, 1966; Super, 1974 refers to Parsons’work in the United States in the 1900s, Lahy’s work in personnel selection Lahy in France in 1910; Gemelli’s efforts in the selection of personnel in Italy in 1912, and the focus on the vocational education of Christianen in Belgium in 1911.1912 and the pioneering works in Genneva and London in 1914 and 1915 described by 5 Reuchlin (1964), the initial efforts in establishing and vocational counseling in the United States and Europe. 1.1.2. The researching works in the country: Some scientists such as Le Van Anh; Ha The Truyen, Pham Tat Dong, Dang Danh Anh, Tran Xuan Xuoc, To Ba Trong, Nguyen Minh Duong, have studied on vocational education, given the concepts, data and technical educational experience and vocational training for high school students, The experience in organizing vocational education. In Binh Duong has not research topic on the vocational education management. So the topic "Management vocational education for students high school in Binh Duong in the current period" is urgent. 1.2. Some basic concepts 1.2.1. Management 1.2.2. Education Management 1.2.3. Management of vocational education - Vocational guidance - Vocational education - Management of vocational education - The active components of the vocational education: Figure 1.1. Triangular diagram vocation of K.K Platonov Professional advocacy 1 Characteristics requirements of local industries that are in need of social development. The situation of the division of labor, labor structure, manpower needs 1 Consulting Careers 2 3 Characteristics of quality, personality, physical of individual student Vocational selection 6 1.3. The vocational education management in high school The vocational education can have many different access points. However, It has individual approach that must match the entity. In the thesis, which is presented by vocational education management functionality with integrated components: objectives, content, methods, form into a entity to manage vocation education activities effectively in order to achieve the goal, the proper orientation for the students choose the profession consistent with current real-life (use tables integrated) 1.3.1. The approach management perspective vocational education The vocational education functions. The organizational functions, the leading function, and the testing and evaluation functions. 1.3.2. The approach the relationship between the elements of the vocational education The objectives of the vocational education; the contents of the vocational education; the method of the teaching; the teaching facilities; the forms of the organization, and the assessment of the learning outcomes. The each element always has a relationship (either direct or indirect) with each other. Therefore, the management of the innovation on the vocational education Which must be placed in the unified management and synchronization with the other elements. 1.4.The vocational theory and the vocational education 1.4.1. Vocational theory: vocational round; process career. - The vocational round: To find out yourself Finding out your interests, values, personality, capabilities, assets and resources Action Implementation of the plan has done, both to learn and achieve goals This is the process that each person will have to do several times. Each time, each person will learn a lot more experience and the experience will be applied to the main job oneshelf choices Selection Plan and define career goals you choose Tofind out opportunity Learn, test, narrowing the selection and choose a proper opportunity to understand themselves 7 - The vocational process Who are you ? Hobbies, personality, ability and vocational education Where do you go? Career information , recruitment market information How do you go there? Nessary skillful, Education / Degree / net 1.4.2. The meaning of education, economy, politics, society. 1.4.3. The relationship between vocational education and diversion after high school 1.4.4. The vocational education from the organization, division 1.5. The objectives, contents and the vocational education of the high school level. 1.5.1. The aim of the vocational education of the high school (knowledge, skills, attitudes) 1.5.2. The content of the vocational education for the High School: Management plans; Check; Target; Content management and forms management activities vocational education. 8 1.5.3. The vocational education for the high school students (the vocational through subjects; vocational training through common activities; vocational through extracurricular The vocational forms The voctional through subjects Provides a number of related industries . - About the achievements and development of the fields. - Teaching integration between scientific knowledge and career . Vocational training through common activities Vocational through extracurricular activities - Secondary Level (grades 8 to 75 periods / year ) . - Secondary level (grade 11 is 105 periods / year ) . - Provides basic knowledge some vocational fields . - Forming ideal Organization of tree planting . - Practice mechanics. - The arts activities . - Visit to practice in the direct production . - Club with professional seminars , activities). 1.6. The factors affect the process management to the vocation education - The labor market factor; - The education and training factor; - The management staff and teachers, Parents, and the social organizations. CONCLUSION CHAPTER 1 The researching of the vocational education focuses some European and Asian countries,. The overview analyzed the points and individual areas about the content. The vocational education in each country and in the region, the views some foreign authors on the vocational education.The organizational forms supply the services and the target of the vocational education., separation of the secondary school students to develop quality human resources for the development of the socio - economic of the country. To refer the theory of the vocational education and to manage the vocational education have indicated the concepts of the vocational education deeply,to inherite the ideas of the scientists in 9 the country and abroad to clarify the concepts , the rationale for the vocational education and It asociated with the practicing vividly. In the vocational educatio management can have several different perspectives such as the goals, the factors. However, the thesis does not follow individual approaches which is an unity . The thesis is presented with management functions integrated with the elements: the purpose, content, methods, forms of the vocational education to. ensure the scientific and effective management of the high school today. The thesis deeply analyzes the management functions: Planning - Organization - Steering – Checking. The analyzing and clarifing the factors to be integrated in the management function the vocational education: to manage the target, the content, the form of the voactional education.. The thesis refers to some theories on the vocational education, the meaning of the education, economy, politics, society. The relationship between the vocational education and threads students after high school. After that the vocational education orientation to develop the human resource. Developing the goals and the vocational education for high school students of the attached regulations and local practices, referring to the factors affecting the current the vocational education, separation of students, society and, the market, ... Management training the vocational education have met socio-demand, contribute to the development of human resources for socio through high-level mission of the vocational education, which helps high school students get acquainted and exposure to vocational and technical approach production technology. In that sense, the vocational education has an important role in the implementation of socio-demand training of high school education. Chapter 2 THE REALITY MANAGEMENT VOCATIONAL EDUCATION OF THE HIGH SCHOOL STUDENTS IN BINH DUONG 2.1. The economic – social characteristics in Binh Duong 10 2.1.1. The geographical location and human resources From the administrative center of the province to the center of Ho Chi Minh City about 30km. Binh Duong Province with an area of 2695.5 km2. According to the Statistical Yearbook of Binh Duong province has a population of 1,691,413 people (31/12/2011), a population density of 649 people / km2. Binh Duong has 29 industrial parks with more than 744,000 CN (Labor accounts for over 628 000 people outside the province) 2.1.2. The culture and society The quality of education has many positive changes. Continuing to maintain the standard of primary education at the right age and popularizing secondary standards, with 88/91 communes, wards and townships were recognized standard secondary education, high school graduation rate of 99, 36%. Working people's health care is guaranteed; cultural activities, cultural development with many diverse forms, varies. 2.2. The active status of the vocational education of the secondary schools in BinhDuong province 2.2.1 . Vietnam education in the context of globalization 2.2.2 . Some characteristics of the high school in Binh Duong Province Most of the levels of education in the school year continues to be expanded . By the end of the 2012-2013 school year ( 31/05/2013 ), the sector had 269 122 students (Increase 22 491 students over the same period previous year) The result continuation high school graduation exam in 2013 reached 65.87 % increased 14.46 % over the previous school year (high school graduation rate is 78.08 % of the country and Binh Duong is 63.19 % ) . 2.2.3 . The vocational education activities in high schools today To equip students with the basic knowledge about the professional world, the structural development of the local economy. Since knowing the career structures and workforce structures which society needs, qualities, force each career . 2.3 . The activity survey on the vocational education of the high school in Binh Duong 2.3.1 . The organizations survey about the vocational education situation of the high school. 11 - The subject survey: The sample includes 4 subjects; 43 votes for managers; 630 votes for secondary school teachers and Continuing Education Center; 1504 votes for students ; 1185 votes for the students’parents; - The methodology and survey organizations : 4 the high schools and 6 the continuation education centers ( both advantages and disadvantages area) ; - The method of the investigation by interrogative votes: building a system of the questions relating to the activities of the vocational edcation according to each object in the investigation ; - Data processing: used in mathematical formulas; spreadsheet. Calculation the percentage %; calculated points,... . 2.3.2 . The survey purpose Identifying the target, content, vocational education programs, documents , textbooks by the Ministry of Education and Training issued; Awareness of Management Training College, teachers, students, students’ parents about the importance of the vocational education for high school students and students in the Continuing Education center; Management functions and the impact factors of the vocational education activities. 2.4 . The survey results of the active situation of the vocational education of the high school 2.4.1. The difficult situation of the vocational education today The survey results show that the majority of the managers and the teachers evaluating the program elements of the vocational education are difficult from 50 % or more , in which many factors are the most difficult with 74.4 % managers and 60.7 % teachers say that the biggest difficulty to be the organization of the visiting the factories; 63.5 % the teachers 70.2 % the managers said that difficulties about vocational education consultant; 62.5 % the teachers; 69.8 % managers said that difficult about the team of specialized trainers and the facilties, equipment and funding, documents for program are also difficult assessed rate quite highly . 2.4.2. The role of the units and organizations involved in vocational education Assessment of the role of the units has a positive impact to the Vocational education activities:from the Continuing Education Center, the high schools, vocational training center, universities, businesses, and agencies information, ultimately enterprises. 12 The comments by the manages, teachers and the students’ parents have assessed their participation in the vational education. The high school had the highest rating (72.6% the manager; - 72.8% and 76.5% the teachers and the students’ parents). Next is the Continuing Education Center (72.6% the managers; 71.1% and 71.9% the students’ parents). Besides, the facilities participated in the vocational educvation limitedly such as businesses (24.2% the managers; 23% and 26.1% the students’ parents); the media (27.9% the manages; 25.3% and 27% the students’ parents). So the propaganda on the vocational education needs to be strengthened further. 2.4.3. The perceptions of managers , teachers , parents , students and the social forces on vocational education. - The perceptions of the society on vocational education: The survey results are necessary: 76.7 % the managers; 65.7 % and 60.4 % the teachers, the students’ parents said that the social organizations that has a major role in the vocational education; The feasibility with average 41.9 % the managers; 64.8 % and 62.4 % the teachers, the students’ parents, the demonstrate awareness of the vocational in society is good, but the feasibility difficult to implement , the propaganda of the organization really have not.been effective yet. - The perception of the managers, teachers of vocational education The two indicators about the necessity and feasibility of the managers and the teachers on the vocational education, but they have evaluated on 50 % , but the syudents’ parents are not worried when assessing the role of the managers and the teachers for the voactional education below 50 %, even assess the feasibility only 27.8 % . - The perceptions of the parents and community on vocational education The survey results: the necessity: 69.8 % the managers; 52.4 % and 34.2 % the teachers and the students’ parents. The feasibility (average) : 37.2 % the managers ; 63.2 % and 47.8 % the teachers and the students’ parents. The managers and the teachers cher can be talked highly, the students’ parents are very necessary. - The peception of the students on the vocational education 13 The survey results: The necessity: 69.8 % the managers; 52.7 % and 56.7 % the teachers and the students’ parents; the feasibility : 55.8 % the managers; 57.8 % 67 % the teachers and the students’ parents can join the learning and activities for the vocational education, they can see tangible benefits from it.. 2.4.4 . The building the staff of the career counseling . - The building the staff of vocational education The necessity : 86 % the students; 70.5 % the managers; 56.8 % the teachers and the students’ parents; the feasibility: 74.4 % the students;; 51.6 % the managers; 62.1 % the teachers and the students’ parents The decisive factor is still the team of the managers and the teachers. - The cosulting of the vocational education for students The survey results : the necessity: 86 % the students; 65,3% the managers and 73.2 % the teachers and the students’ parents; the feasibility : 79.1 % the managers; 61.5 % and 73.7 % the teachers and the students’ parents. The consulting work for the voactional education is more professional.. 2.4.5 . The strengthening infrastructure, equipment and facilities for vocational education The survey results : the necessity: 86 % managers; 69.4 % and74.4 % the teachers and the students’ parents the feasibility : 81.4 % managers; 65.3 % and 68.9 % the teachers and the students’ parents. The infrastructure and the equipment for the vocational education should be independent and should be adequate investment to practice the vocational education.. 2.4.6. The combination of continuing education with vocational education ; with the high School and production facilities. - The combination of the continuation education centers with the vocational education:. The necessity: 58.1 % the managers ; 53.3 % and 61.8 % the teachers and the students’ parents PHHS GV; the. feasibility 72.1 % the managers ; 52.8 % and 59.7 % the teachers and the students’ parents. The combination of these functions and the vocational educion and continuation education are necessary to implement function for vocational students. 14 The combination of the continuing education centers - Technical Vocational with the high schools. The necessity: 86 % managers; 59.2 % and 72.1 % the teachers and the students’ parents. The feasibility: 83.7 % managers; 57.8 % and 58.9 % the teachers and the students’ parents . The existence of two units to perform the function for vocational school students is actual , need to combine more closely. The development and the coordination of branches and production facilities in vocational education: The necessity: 86 % the managers; 54.2 % and 70.5 % the teachers and the students’ paren. The feasibility: 79.1 % themanagers; 57.6 % and 59.1 % the teachers and the students’ parents. The communication unit has great strengths in information in general and in particular for the vocational eduction 2.4.7 . The policies practices the vocational education . - The policies to encourage the apprentices: The neccesity: 86 % managers; 56.7 % and 74.1 % the teachers and the students’ parents. The feasibility: 83.7 % the managers; 60.3 % and 61.3 % the teachers and the students’ parents. The building of the policies encourages the students: the scholarships and tuition policies for poor students, to give employment opportunities for them to be assured of learning . - The policy of the activities vocational education development: the necessity: 69.8 % managers; 58.1 % and 71.1 % the teachers and the students’ parents. the feasibility : 55.8 % the managers; 52.7 % and 57.6 % the teachers and the students’ parents. 2.4.8. The extent of the factors affecting the choice of the students (the survey from the mansgers, the teachers and the students). The most influential factor is "the personal capacity", "the education environment of the family", "the policy of the educational environment", 79.5 % the managers;78.2 % the teachers; 81 % the students’ parents and factors "personal capacity". 62.3 % managers; 81.3 % the teachers; 75.9 % the students’ parents and factors" the education environment of the family". 73 % the managers; 80% teachers; 78.7 % the students’parents of environmental education. 15 The factors that affects low level : it is the group belonging and group advocacy group subjects, especially factor "common vocational training" has no practical impact on the efficiency vocational edu cation. 2.5. The survey results of the vocational education activities management 2.5.1. The management plan; organizing, the leading of the vocational education The necessity: 74.4% the managers; 53.3% and 69.8% the teachers and the students’ parents. The feasibility: 74.4% tthe managers; 51.5% and 66.3% the teachers and the students’ parents. One of the important functions of management, management plans are evaluated at high rates 2.5.2. The test management and the vocational education evaluation The survey of the managers, the teachers and the students’ parents said: the necessity: 67.4% the managers; 56.4% and 71.1% the teachers and the students’ parents. The feasibility: 79.1% the managers; 55.5% and 62.1% the teachers and the students’ parents. In the opinion of the managers the teachers and the students’ parents have appreciated the management assessment, to check the vocational education activities. 2.5.3. The management objectives activities of the vocational education The objectives have achieved in knowledge; the skills and attitudes have been identified by the managers, the teachers and the students’ parents. 2.5.4. The management content activities of the vocational education: The assessment of the content of the activities between the managers and the teachers have not had much difference, each topic faux deviated from 1- 2%, which clearly shows the similarity of high content uniformity of the vocational education at 10.11 and 12 grades. 2.5.5. The management the form of the vocational education CONCLUSION CHAPTER 2 The Socio-economic characteristics of Binh Duong provice, one in the south eastern province of rapid industrial development, so far , It has had 28 operational industrial parks, the majority has been managed by the foreign investment. Binh Duong annual has labor demand quite large to serve industrial sectors with the requirements of skilled labor in service of industrial parks. Therefore, the education and training sector in which the vocational education 16 for high school students has a very important role, The vocational education and the vocational education effective management will be the force for socio-economic development right direction. Moreover, in the context of globalization and integration, the economy depends on people, on the division of labor in order to develop human capacity maximum economic service. In that trend, the vocationa edcation and the vocational education management for today's high school students will helps them had proper awareness of career -oriented, to know the future career options in the best way . In the present, the vocational education and management of high school which the Party and the State give the education and training sector is responsible for the direct implementation, focusing especially high school. The overall picture of the Education and Training in Binh Duong is clearly expressed in the fields of education and training such as school development scale, the scale of development of students.the quality of training. Particularly, the education sector also pointed to the advantages and limitations , and management fields IE IE in Binh Duong in the current period . Strengths : The role of the school and the Continuing Education Center has a positive effect in the vocational education. The staff responsible and concerned sectors is the vocational education is the managers and high school teachers at the Center and Continuing Education, had good aware of the importance vocational students , contribute to give students career options in the future . High schools to ensure successful implementation of content -oriented programs. Drawbacks: First is the awareness from society to the organizations, the companies which are not concern . The participating teachers are part-time, lack of investment, do not grasp the needs of socio professional, vocational teachers work regularly change annually. The organization for the children associated with the production and business establishments in trouble, conditions related to facilities or visit the actual business of universities is not favorable. 17 ` Chapter 3 SOME SOLUTIONS MANAGEMENT VOCATIONAL EDUCATION THE HIGH SCHOOL BINH DUONG PROVINCE DURING THE CURRENT 3.1 . The principles of the proposed solutions management vocational education - The synchronous principle; - The practical principle; - The quality and efficiency of the principle; - The objective principle; - The inheritance and development of the principle; - The feasible principles. 3.2 The active solutions for the vocational education 3.2.1. Raising the awareness of managers , teachers , parents , students and other forces for the vocational education. The purpose, content and how to act 3.2.1.1 . Propagation of vocational education for the social forces 3.2.1.2 . Raising the awareness of managers , teachers of vocational education 3.2.1.3 . Raising the awareness of parents and the community about vocational education 3.2.1.4 . Raising the awareness of the students about the educational direction 3.2.2. Building an advisory staff andthe facilities for vocational education activities; The purpose, content and how to act 3.2.2.1 . About team building vocational education 3.2.2.2 . Career counseling for students 3.2.2.3 . Strengthening infrastructure , equipment and facilities for vocational education 3.2.3. Building the model of the continuing education management with the vocational education in order to improve the effectiveness of training; The purpose, content and how to act 3.2.3.1 . Promote models combine continuing education with vocational education 18 3.2.3.2 . Building models continuing education centers - Technical vocational combine secondary school 3.2.4. Perfecting the policies of the vocational education activities; The purpose, content and how to act 3.2.4.1. Developing policies to encourage apprentices 3.2.4.2. Developing mechanisms for the coordination of branches and production facilities in vocational education 3.2.5. Building the plans and to reinforce the activies: directing, organization, examine, and evaluation of the vocational education activities. The purpose, content and how to act 3.2.5.1. Strengthen the management plan , organize and direct the vocational education; 3.2.5.2. Improving content management , program the vocational education; 3.2.5.3. Boosting test, evaluate the results of operations for the vocational education 3.2.6. The assay and testing 3.2.6.1. The trial evaluated the necessity and feasibility of the solutions to manage vocational education activities . Reviews assay results : - The first solution: Raising social awareness on the meaning and importance of the vocational education; - The second solution : Developing staff to perform their tasks in the career counseling at the center of the continuing education – the general technical – vocational education and secondary schools in the province - The third solution: Developing and deploying forms and methods of the innovation on the vocational education, in secondary cchool and the central continuing Education and the general technical; - The fourth solution: Developing new models of the Continuing Education Center to create jointing between the junior and senior high school, and the central continuing education and the general technical; 19 - The fifth solution : Developing policies to attract the participation of vocational training for secondary school students of the businesses, factories and enterprises in the city and the district, town. 3.2.6.2 . The testing organizations " Raising the awareness of managers , teachers , parents , students and other forces for the vocational education” + With the solution "Raising the awareness of managers , teachers , parents , students” is selected 6 schools, at the city and districts in the province , including three high schools and three continuation education centers - vocational and technical;. + With the solution "The collaboration between the high school with the Continuing Education Center – vocational and technical" is selected 10 units ( 6 the Continuing Educations and 4 the High schools”. Subjects: Including managers, teachers , and students’ parents in the units above . - Time trial : from 5/2013 to 5/2014 - Test Procedure Test Results 1 Raising the awareness of managers , teachers , parents , student on the factors affecting the choice of profession of students in the future before and after the impact: + Factor in value-oriented career fields increased from 5-11%; + Factor for access to the profession decreased from 9-12%; + Factor demand for social occupations increased from 3-12%. - The impact factor is relatively low due to family influence + Element of the position of the parents or brother decreased from 5-14%; + Element by the impact factor of the relatives decreased from 8-18%; - Elements of counseling, enrollment materials, other activities + Element on the enrollment documents of university - college increased from 15-20%; + Element of propaganda, career counseling from 10-12%; + Element other activity increased from 8 -12%. 20 The factors which influenced the subjects such as technology , vocational secondary low increasing about 3-8 % . The manager needs to do better the positive elements and the solutions have effectively overcome the limitations to the management activities and achieve the desired effect. The test solutions of the coordination between secondary schools, the Center for Continuing Education - general technical and production facilities , With the following criterias: 1. Building a model of continuing education activities associated with the vocational education to enhance training efficiency ; 2. Building the close cooperation between the high schools with continuation education – general technical in province in the vocational education; 3. Development model continuation education associated with the vocational education on the characteristics of Binh Duong province; 4. The collaboration between businesses, factories, enterprises engaged the vocational education for students . The analyzing test results : The first criteria: The continuation education centers associates with the vocational education: In terms of form that combines together, atually the function of the Continuing Education in the province is generally not clearly expressed the vocational education activities, regulating the functions and tasks from the high level to the local. According to the decision 01 of the Ministry of Education and training on the functions and tasks of the Continuing Education center, there is no function for the vocational eduction that can function the cultural enrichment, to connect with the vocational schools , colleges , universities, ..... . The units have a high rate such as : - The Provincial Continuing Education Center , Center for Continuing Education - Thuan An vocational and technical, ..... : Good 37.1 %, Reach 47.3 % , No 15.7 % ; - Vo Minh Duc High School; Trinh Hoai Duc High School : Good 20.3% , Reach 57.5 % NO reach 22.4 %.
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