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26Magyar Tudományos Journal # 45, 2020
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PEDAGOGICAL SCIENCES
BASIC ISSUES OF CAREER-ORIENTED ACTIVITIES AT SECONDARY SCHOOLS UNDER GENERAL EDUCATIONAL PROGRAM 2018 IN VIETNAM
Vu Thanh Hoa
MA. in Education Department of Basic Sciences Ha Long University, Quang Ninh Province
Abstract:
The new general educational program in Vietnam was issued on December 26, 2018 and will start to be implemented in 2021. In this new program, the experiential and career-oriented activities have become compulsory educational activities. The article has discussed the characteristics and basic differences of career-oriented activities under the general educational program 2018 with the education program which is being implemented at secondary schools of Vietnam at the current period of time.
Keywords: General educational program, career-orientation, career guidance, activities, secodary schools, vocational education.
1. Introduction
Career guidance is part of the content of general education based on the participation of psychologists, educators, medical experts, sociologists and economists. Career guidance helps students have a basis to reflect on their own abilities, thereby adjust the trend of choosing an occupation to suit their capacity, level and excitement, try to study and improve the necessary qualities for future career choice. For the society, career guidance at schools has the effect of adjusting the division of labor, balancing the distribution of labor forces, helping the training and using human resources in a synchronous and appropriate way, suitable to the labor structure and occupational structure, meeting the requirements of each period of socio-economic and cultural development of the whole country, and of the whole locality. For the educational sector, career-oriented activities mean to concretize the realization of the educational objectives to prepare young generations to become effective employees; The process of implementing career-oriented activities at schools is aimed to realize the purpose of vocational education.
In the general educational master program issued on December 26, 2018 by the Ministry of Education and Training of Vietnam, Vocational Education includes all activities of the school in cooperation with the family and society in order to equip knowledge, to form career-oriented capacity for students, thereby helping students to choose a career that is suitable to their abilities, personalities, interests, and perceptions of their values, conditions and circumstances of the family, and suitable to the needs of the society [3].
In this article, we have focused on clarifying the basic characteristics and differences of the career-oriented activities under the general educational program 2018 and the educational program which is being implemented at secondary schools at the current period of time in Vietnam.
2. Content
In the new general educational program, career-oriented activities play an important role in forming career-oriented capacity for students and are integrated in a number of other educational subjects and activities, such as: technology, informatics, civic education, arts, career guidance in experiential activities.
Career-oriented activities under the new general educational program are built on the basis of inheriting the advantages of the previous vocational education program; at the same time, closely follow the content of the project on "Career-oriented education and student classification orientation in general education in the period of 2018 - 2025".
Career-oriented activities under the new general educational program are compulsory educational contents specified in the general educational program 2018 by the Ministry of Education and Training. This content is instructed to be integrated in compulsory subjects at high schools and is built into an independent educational activity in "Experimential activities and career guidance" which is implemented from grade 1 to grade 12.
Career-oriented activities under the new general educational program at secondary schools are also integrated in the other subjects in the curriculum and built into an independent educational activity, which is an experiential career-oriented activity with specific instructions on the objectives, contents, implementation methods and duration of the program.
Career-oriented activities under the new general education program at secondary schools are an important compulsory educational content that contributes to the achievement of the comprehensive educational objective and the classification of students after graduation from secondary school.
2.1.Characteristics of career-oriented activities under the general educational program 2018 at secondary schools
In the new general educational program, career guidance is built on the basis of inheriting the advantages of the current vocational educational program; closely follow the content of the project on "Career-oriented education and student classification orientation in general education in the period of 2018 - 2025".
Contents of career guidance in a number of other subjects and educational activities play an important role in forming career-oriented capacity for students.
At secondary schools, as for 8th and 9th graders, each grade spends about 10% of the total time for the whole curriculum on career-oriented content.
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At secondary schools, career guidance continues to be integrated into the other subjects, at the same time, compiled into a number of topics in the subjects of Technology, Informatics, Arts, Civic Education and experiential career-oriented activities during the last two academic years of the secondary level... [3].
2.2. The objectives of career-oriented activities under the new general educational program at secondary school
Based on the general purposes of career guidance under the new general educational program, the secondary schools develop specific educational objectives, including:
* Career exploration activities:
- To learn about some traditional occupations in Vietnam. To be able to state typical activities, basic requirements, equipment, and working tools of traditional occupations. To identify that some of the personal characteristics are appropriate or inappropriate for the work of traditional occupations. To become well-aware of work tool safety in traditional occupations. To recognize the value of occupations in society and have a respectful attitude towards different occupations.
-To identify some existing occupations in the locality. To be able to state typical jobs, basic equipment and tools of some jobs in the locality. To be able to state the competencies and qualifications needed for taking the occupations at the locality. To point out some of their own qualities and capabilities that are suitable or unsuitable to some requirements of some local occupations. To identify potential hazards and how to stay safe in local occupations.
- To be able to list the popular occupations in modern society. To be able to state the typical jobs, basic equipment and tools of the popular occupations in modern society. To be able to state the challenges, qualities and competencies needed for working in modern society.
- To be able to name the jobs that interest them. To be able to state the the typical activities, working equipment and tools of the occupations that interest them. To be able to state the qualities and competencies required for the jobs that they care about. To identify possible dangers and keep a safe distance when doing the jobs that interest them.
* Activities for suitable quality and capacity train-ingto career orientation:
- To be able to develop and implement a survey plan for career interests of students in school.
- To strengthen health, endurance, perseverance, industriousness at work and have a respectful attitude towards occupations and employees.
- To be able to self-assess the training of their own qualities and capabilities in accordance with the requirements of the employees in modern society.
- To evaluate and improve qualities and competencies regarding the occupations that they are interested in.
- To be able to implement a plan for personal development to achieve the requirements of the career orientation.
Magyar Tudomanyos Journal # 45, 2020
- To be able to self-assess the effectiveness of training for the required quality and capacity of employees.
* Career-oriented selection activities and career-oriented study plans:
-To be able to make orientation of the subject groups at high schools related to career guidance.
- To be able to develop a vocational study plan
- To be able to learn about the system of professional high schools and vocational training at central and local levels.
- To be able to consult recommendations from relatives and teachers on the next path after secondary school.
- To be able to make a decision on the choice of a path to study and work after graduating from secondary school.
2.3. Content of career-oriented activities under the new general educational program at secondary schools
In the former program, compulsory career-oriented activities are only implemented for 9th graders with just 1 period per month totally (equivalent to 9 periods per academic year). Career-oriented contents are designed into topics, each topic is performed within 1 period including (1) The meaning and importance of career choice, (2) Understanding personal competencies and professional traditions of the family , (3) The career world around us, (4) Learning about some popular local occupations, (5) Exploring the systems of general educational and vocational education, (6) Directions after graduating from secondary school, (7) career counsultancy, (8) socio-economic development orientation of the locality and the country, (9) Updating the information on the labor market [ 4].
It can generally be seen that the career-oriented activities in the old educational program were very limited, making it difficult for the career guidance content to be carried out. Career-oriented topics are broad though but discrete, excursive but not concisely connected, therefore, it is so difficult to be conducted, plus they lacked practicality and didn't closely followed the needs of learners.
In the new general educational program in Vietnam, career guidance is implemented more clearly and practically than that in the old program. Addition to the fact that the content is integrated into other subjects in the school program, it is also shown specifically through the content of career-oriented experimental activities at secondary schools. Having studied on the career-oriented activities in experiential activities at secondary schools, we have generalized the content of career-oriented activities at secondary schools focusing on the following issues:
-The content of career exploration includes traditional occupations in Vietnam, local traditional occupations and popular occupations in modern society, and occupations that students are interested in. The program also clarifies the requirements for equipment, working tools, the value of the profession to society and the requirements of the profession for the workers; provides with the information on the labor market; assesses the needs of society for basic occupations and organizing
Magyar Tudományos Journal # 45, 2020 tours and field trips to the actual production and business establishments in the locality and in otherareas can help students orient their career activities. business. The career areas in which the secondary school ori-ented-career program focuses on include:Agriculture -Forestry - Fisheries occupations; Industry and technology related occupations; Service profession; Traditional jobs.
- The content of the activities for training and developing qualities and competencies suitable to the career orientation of students are carried out through surveying career interests, examining the qualities and competencies of students with psychological tests and education. From that, students know their career interests, can self-assess their competencies and career interests, make plan to improve their qualities and competencies in accordance with the requirements of the profession, and develop their plans for career-oriented study, and be able to make their own decision on the direction for their future career after graduating from secondary school.
- The content of career selection activities and career-oriented learning plans include the contents of the orientation to build groups of subjects at high schools related to the professions that students are interested in; Providing career counseling to help students in making career choices and making career-oriented study plans after graduating from secondary school. The secondary school is considered as an educational institution with a career-oriented role for students after graduation. With a highly-qualified teaching staff and specialized officers of having an indepth understanding of the profession, the labor market, the development needs of the profession, and the students' psycho-physiological characteristics, it is to help students analyze and self-assess the needs and characteristics of the professions in society; And orient a plan on the implementation of their career goals.
Thus, if only considering experiential career-oriented activities at secondary schools, as regulated in the general educational program, it accounts for 20% of the
periods (out of a total of 105 periods), the career-oriented content is carried out during 21 periods/academic year, lasting for 4 years at the secondary level (from grades 6 to 9). Then, the total number of periods for compulsory career-oriented activities is 84 periods/course (not including other integrated vocational education contents). The content of the program is built in a concentric direction, that is, the same content of vocational education, but in the following grades, it will be more difficult, broader, closer to learners to increase practicality, make it close to the needs of learners and help to orient and classify students after graduating from secondary school.
3. Conclusion
The fundamental changes in the content of career guidance activities under the general educational program 2018 at schools in general, and at secondary schools in particular compared to the current program will lead to changes in the quality of the activities, helping to form a career-oriented capacity for secondary school students - one of the basic competencies that needs to be formed in learners as required by the general educational program 2018.
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