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23THE ROLE OF CAREER-ORIENTED ACTIVITIES IN SECONDARY SCHOOLS UNDER THE GENERAL EDUCATIONAL PROGRAM2018 IN VIETNAM
Vu Thanh Hoa, Tran Thi Hoa
MA. in Education Department of Basic Sciences Ha Long University, Quang Ninh Province
Abstract
In this article, the author has clarified the role of career guidance under the secondary educational program (2018 in Vietnam) in the formation of career-oriented competencies for students from analyzing the fundamental changes of this program compared to the current one.
Keywords: Career guidance, career-oriented activities, secondary educational program, secondary education, role, activities.
1. Introduction
The importance of career guidance has been confirmed in many guiding documents of the Vietnamese government. Resolution No. 29-NQ/TW clearly stated "For the general education, it is focused on intellectual and physical development, quality formation, civic capacity, talent discovery and fostering, and career orientation for students to ensure that students with secondary education have background general knowledge, to meet the requirements of strong diversion after secondary education, and high school must approach occupations ... ", or "For career guidance, it is focused on training human resources with knowledge, skills and professional responsibility; Form a system of career guidance with many modes and qualifications of vocational skills trained towards application and practice, ensuring to meet the demand for technical and technology human resources of the domestic and international labor markets " [1].
To be consistent with the State's directing viewpoint, career-oriented education in high schools has been concerned by the Ministry of Education and Training, clearly indicated in the general education objectives of not only helping students to develop comprehensively in terms of ethics, intelligence, aesthetics and basic skills, but also preparing students for their further study or entering the working life, participating in building and defending the country.
In 2018, the Ministry of Education announced the general educational master program, for the secondary level, career-oriented activities were clearly shown in the curriculum of the Technology and career-oriented subjects, and experiential activities has made the career guidance at high schools have new directions to help classify students better, while also equiped students with specific skills in occupational fields to help them have basic skills in working and manufacturing.
In this article, we have clarified the role of career guidance under the general educational program 2018 in the formation of career-oriented competencies for students from the analysis of fundamental changesof this program compared to the current one.
2. Content
Compared with the current general educational program, the career-oriented activities under the general educational program 2018 in Vietnam have had
fundamental changes, especially in the mode of implementation. In the old program, the mode of organizing career-oriented activities was implemented in the form of Class - Lesson (organizing 1 lesson monthly per class for 9th graders) or focused on 1-2 sessions for all 9th graders depending on the organization of each school), used traditional teaching methods such as presentations, questions and discussions to organize the learning process and awareness of students.
Based on the general orientation when implementing the general educational program 2018, educational activities must promote the activeness, initiative and creativity of students; create conditions for students to experience and create through activities to explore, discover and apply existing knowledge and experience in the process of learning and research; provides students with opportunities to think, analyze, and generalize experiences to build up new knowledge, experience and skills; Flexible choice of educational organizing methods and formswhich are suitable to the content and reality of the school and the locality.
Career-oriented activities under the new general educational program at secondary schools (specifically here are oriented activities in experiential activities and career guidance organized to be taught in classroom, specified in the timetable with a certain periods of 3 periods/week for the whole activity and consistently implemented from grades 6 to 9) can apply the methods of organizing educational activities such as:
- The mode of discovery: This is a way of organizing activities to direct students to the practical experiences of different types of labor, local and national occupations, helping students to self-explore,discover problems and foster positive attitudes, feelings, and behaviors for one's own directional activities. This group of organizating methods includes sightseeing activities and field trips to production and business establishments, traditional craft villages, and career-oriented models...
- The mode of experiment, interaction: This is a way of organizing activities to create opportunities for students to exchange, work and experiment their career ideas such as forums, plays, seminars, competitions, games...
- The mode of dedication: This is a way of organizing activities that creates opportunities for students to bring social values by their practical contributions and
dedication through labor, production, and vocational training.
- The mode of research: This is a way of organizing activities to create opportunities for students to participate in topics and research projects on career guidance, including surveys, investigation, research projects, and technology creation activities.
Career-oriented activities under the new general educational program at secondary schools have the common objectives of forming career-oriented capacities for students, contributing to the development of the general qualities and competencies specified in the general educational program.Career-oriented capacity is shown as follows: Students are well-aware of their own interests and abilities; Understand the role of economic activities in social life; Understand some key information on local industries and the industries in major manufacturing fields, and select suitable development directions for themsleves after secondary schools.
At the secondary level, the objectives of career-oriented activities are aimed to help students be interested and knowledgeable about a number of occupational fields, consciously cultivate the necessary qualities of the employee and make a plan study and practice in accordance with career orientation at the end of basic educational stage [2]. Specifically:
* To help students to understand the occupational world:
- Be able to present the development trend of the occupations in Vietnam.
- Be able to introduce groups of knowledge to be achieved and vocational training institutions related to career orientation.
- Identify industrial tools, potential unsafety risks and how to ensure occupational health.
- Be able to introduce popular occupations and occupational groups in the locality and in Vietnam, point out the socio-economic role of that occupation.
- Be able to analyze requirements of the quality and capacity of the occupation that they are interested in.
* To help students to understand and practice the qualities and competencies regarding occupations:
- Form a career excitement and know how to nurture career excitement and passion.
- Point out some strengths and weaknesses in terms of qualities and abilities related to their favourite occupations.
- Forge a number of basic qualities and competencies of the employee.
- Know how to keep occupational safety and health.
* To help students acquire the skills of decision-making and career-oriented learning planning:
- Be able to choose a suitable direction for oneself at the end of basic educational stage.
- Be able to develop a study plan and practice in accordance with the chosen direction.
3. Conclusion
Thus, it can be seen that the content and modes of career guidance in secondary schools under the general educational program 2018 will help to form in students with the corresponding career-oriented capacity - one of the core competencies reflected in the objectives of this program.
References
1. Ban chap hanh Tung uong Dang khoa XI (2013), Nghi quyet So 29-NQ/TW ngay 04/11/2013, Hoi nghi lan thu tam.
2. Bo Giao due va Dao tao, Hoat dong trai nghiem va Hoat dong trai nghiem, huong nghiep, Ban hanh kem theo Thong tu 32/2018/TT-BGDDT ngay 26 thang 12 nam 2018.
3. Bo Giao due va Dao tao (2013), Giao duc huong nghiep qua giao duc nghe pho thong, Nha xuat ban Dai hoc Quoc gia Ha Noi.
4. Bo Giao due va Dao tao (2013), To chuc tu van huong nghiep va tu van tuyen sinh cho nhom lon hoc sinh cap trung hoc pho thong, Nha xuat ban Dai hoc Quoc gia Ha Noi.
