Current management situation of education activities for social evils prevention skills at junior secondary schools in rural, midlands and mountainous areas in the context of industrial revolution 4.0 and international integration
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
CURRENT MANAGEMENT SITUATION OF EDUCATION
ACTIVITIES FOR SOCIAL EVILS PREVENTION SKILLS AT JUNIOR
SECONDARY SCHOOLS IN RURAL, MIDLANDS AND MOUNTAINOUS
AREAS IN THE CONTEXT OF INDUSTRIAL REVOLUTION 4.0 AND
INTERNATIONAL INTEGRATION
Tran Thi My Ana
Ngo Quang Sonb
a Thinh Quang Junior Secondary School
Email: tranmyan1974@gmail.com
b Vietnam Academy for Ethnic Minorities
hrough surveys by form (2017-2019) in 40 junior secondary
T
schools in rural, midland and mountainous areas in the
Northwest, Central Highlands and Southwest regions with 360
education managers, homeroom teachers and subject teachers
(including: 40 education managers, 120 homeroom teachers, 200
subject teachers), the authors used SPSS software to analyze and
handle data on the following contents: the need to have programs
on education of social evils prevention and control skills for
pupils in junior secondary schools; Actual situation of education
management of social evils prevention skills for pupils in junior
secondary schools in the current period. Thereby, the authors have
deeply evaluated the strengths and weaknesses in the management
of education skills of social evils prevention for pupils in junior
secondary schools in rural, midlands and mountainous areas
in the Northwest, Central Highlands and Southwest regions
will be the basis for orienting to build a system of measures to
strengthen the management of social evils prevention and control
skills for pupils at junior secondary schools in rural, midlands
and mountainous areas in the Northwest, Central Highlands and
Southwest region in the context of Industrial Revolution 4.0 and
current international integration.
Email: ngoquangson@cema.gov.vn
Received: 4/6/2019
Reviewed: 6/6/2019
Revised: 10/6/2019
Accepted: 12/6/2019
Released: 21/6/2019
DOI:
Keywords: Activities of education on social evils prevention
skills; Managing activities of education on social evils prevention
skills; Junior secondary schools; Rural, midland and mountainous
areas in the Northwest, Central Highlands and Southwest region;
Industrial Revolution 4.0 and international integration.
In the spirit of Resolution 29-NQ/TW of by exploiting the content of a number of subjects
November 4, 2013 of the Party Central Committee, that dominate such as Literature, Biology, Citizen
Vietnam has implemented the renovation of general Education..., in which special attention is paid to
education from mainly equipping knowledge teachers. education of social evils prevention skills.
for learners to teaching and developing capacity
development: “Cooperative capacity, ability
to communicate, capacity to change careers in
accordance with new requirements of the labor
market, management capacity, capacity to detect
and solve problems; Respect and seriously obey the
law; Concern and solve pressing issues globally;
Having critical thinking, being able to adapt to
changes in life”. Since 2001, the Ministry of
Education and Training has implemented life skills
education for general school pupils with the support
of international organizations, especially UNICEF
in Vietnam. Education of life skills for pupils is done
We are living in the early years of the 21st
century - the century of integration, Vietnamese
society is influenced by both positive and negative
market mechanisms. Improved social life leads to
social evils such as addiction, violence, gambling,
fraud...These evils are like a dangerous epidemic
spreading throughout the school. It is said that
profanity keeps losing personal honor. It is cheating
in examinations that causes moral degradation in
pupils character. It is school violence that destroys
the personality and soul of pupils. It is the explosion
of information with a lot of unhealthy information
that makes the younger generation have many
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KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
misconceptions and live far away from traditional «Building friendly schools, active students» launched
moral values and many other dangers…
by the Ministry of Education and Training is a well-
trained education. life skills for students. This is
a practical content, associated with educational
activities in the school and becomes more urgent
for the younger generation, especially the secondary
school students, the age at which physiological and
psychological changes are many and missing. deep
understanding of society, lack of life experience,
hyperactivity, easy to be manipulated ... if not
properly educated from the beginning.
So far, the implementation of activities on
education of social evils prevention skills in general
schools and especially lower secondary schools in
particular has not been regularly and effectively
implemented. not yet high, not synchronized,
systematic, updated.
There are many causes, but according to
education experts, the underlying cause is that
they lack skills to live with the difficulties of life
such as divorced parents, broken families, learning
decline...They were attracted to the pragmatic,
demanding lifestyle, not brave enough to “Say no
to the bad”.
From the above situation, one of the 5 most
important contents of the emulation movement
«Building friendly schools, active pupils» launched
by the Ministry of Education and Training (MOET)
is a well-trained education of life skills for pupils.
This is a practical content, associated with
educational activities in the school and becomes
more urgent for the younger generation, especially
the lower secondary school pupils, the age at which
When students are educated on social evils
physiological and psychological changes are many prevention skills, they will determine their duties
andmissingdeepunderstandingofsociety, lackoflife and obligations to themselves, family and society.
experience, hyperactivity, easy to be manipulated...if Therefore, educating the children the necessary
not properly educated from the beginning.
skills to know and prevent social evils is the
responsibility for education managers and teachers
in schools in the context of Industrial Revolution
4.0 and international integration now on.
So far, the implementation of activities on
education of social evils prevention skills in general
schools and especially lower secondary schools in
particular has not been regularly and effectively
implemented not yet high, not synchronized, management of education on social evils prevention
systematic, updated.
The management of education on social evils
preventionskillsforpupilsatjuniorsecondaryschools
has now been conducted mainly by integrating the
content of education on prevention and control of
social evils for junior secondary schools pupils
To be able to study and analyze the status of
skills in junior secondary schools in rural, midland
and mountainous areas in the context of Industrial
Revolution 4.0 and international integration At
present, we must pay special attention to the
following contents:
1. The necessity to have a program on
through teaching basic subjects, through out-of- education of social evils prevention and control
class educational activities, through extracurricular skills for pupils in junior secondary schools
activities, group activities. However, the education
of social evils prevention skills for junior secondary
schools pupils in recent years has only been carried
out in accordance with the documents of the Ministry
of Education and Training, the Department of
Education and Training and Division of Education
and Training. Schools have not actively built plans
to implement the task of educating social evils
prevention skills for junior secondary schools pupils,
especially junior high schools in remote areas and
especially difficult areas. The lower secondary
schools have not conducted well the education forces
in the schools and diversified forms of education on
social evils prevention skills for junior secondary
schools pupils.
There are many causes, but according to
education experts, the underlying cause is that they
lack skills to live with the difficulties of life such as
divorced parents, broken families, learning decline
... They were attracted to the pragmatic, demanding
lifestyle, not brave enough to “Say no to the bad”.
Over the past years, schools have been aware
of the urgency of the education of social evils
prevention skills for pupils. In order to assess the
awareness of education managers and teachers
about the importance of social evils prevention
skills education for pupils, the authors have passed
a questionnaire of 360 people in 40 junior secondary
schools in rural, midland and mountainous areas in
the Northwest, Central Highlands and Southwest
region (including 40 education managers, 120
homeroom teachers and 200 subject teachers of
junior secondary schools), has been obtained the
following results:
Awareness of education managers and teachers
about the importance of education on social evils
prevention skills for current junior secondary
schools pupils (n = 360)
Content
Level
Quantity Ratio (%)
Very important
Important
Not important
321
39
0
89,16
10,83
0.0
Importance
From the above situation, one of the 5 most
important contents of the emulation movement
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KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
The surveys shows that there are 89.16% of and comprehensive innovation of Vietnamese
education managers’ opinions, teachers assess the education and there are positive changes.
educational activities of social evils prevention
skills for junior secondary school pupils is very
important; 10.83% considered important and
0% said it was not important. Thereby, it can be
seen that the education managers and teachers of
40 junior secondary schools have been deeply
aware of the importance of educating social evils
prevention skills for pupils in the context of
Industrial Revolution 4.0. and current international
integration.
Implementing the requirements of current
education innovation, junior secondary schools
have closely followed the guiding documents
of the Ministry of Education and Training, the
Departments of Education and Training of the
provinces, the Education and Training Divisions
of the districts on the teaching of relationship and
integration for the content of education on social
evils prevention skills for pupils through the
subjects: Biology, Geography, Citizen Education,
Literature ..., especially related and integrated in
activities out-of-class education, during class hours,
in group activities in and out of the schools. Through
contacting and integrating the content of education
on social evils prevention skills, teachers have
equipped pupils with necessary skills to improve
the quality of full education of junior secondary
schools in rural, midland and mountainous areas.
2.Actual management of education of social
evils prevention skills for junior secondary
school pupils
2.1.Manage planning education skills for
prevention of social evils for pupils in junior
secondary schools
In order to assess the status of the construction
of the social evils prevention education plan of the
principals of junior secondary schools, the authors
surveyed 360 people, of which: 40 education
managers, 320 teachers of the schools, the results
it was found that the management of building plans
for education of social evils prevention skills for
pupils of the Principal has not been paid attention
regularly, most education managers and teachers
participated in the evaluation at the average level
often accounts for 58.3%, the rate of assessment of
the level of not good accounts for a high proportion
(12.7%) due to the plan of education on social
evils prevention skills for pupils of schools mainly
contact and integrate in the school year plan to
implement the tasks; The assignment of tasks to the
forces of education on social evils prevention skills
in schools has been mentioned but not specifically
25.6% of education managers, teachers participating
in the survey and assessment to implement the
level good and 74.4% rated at normal and not
good levels; the investment in the procurement of
facilities to meet the needs of teaching in general
and no plan to purchase equipment for activities of
educating social evils, with this content up to 75.0%
of respondents rated the implementation level as
not good and this is also one of the reasons leading
to the ineffectiveness in the education of social evils
prevention skills for pupils of schools.
Awareness of education managers and teachers
about the need to have a program on education of
social evils prevention skills for junior secondary
schools pupils today (n = 360)
Ratio
(%)
Content
Level
Quantity
2.2.Managing organization of operating
apparatus for education of social evils prevention
skills for pupils of junior secondary schools
The necessity of
having a program on
education of social
evils prevention
skills for junior
secondary schools
pupils in the current
period
Very
Necessary
328
91,2
Through practical research, it can be affirmed
that junior high schools have established human
resource apparatus to participate in the education
of social evils prevention and control skills for
pupils, this is also the personnel apparatus involved
in the comprehensive educational activities in
schools include: Principal, Vice Principal, Youth
Union Secretary, General in charge of the Team,
homeroom teachers, subject teachers and staffs.
Through the survey form, the authors studied
the reality of assigning specific tasks of the Principal
to the forces participating in the training of social
evils prevention skills in schools, the promulgation
of documents how to direct, regulate functions,
tasks, instructions on implementing the task of
educating the board of social evils prevention and
control skills, the obtained results may find that the
establishment of the committee only directing and
Necessary
No need
32
0
8,8
0.0
From the above fact, the authors have surveyed
the opinions of 360 education managers, teachers
of junior secondary schools about the need to have
a program on education of social evils prevention
skills, the survey results show that awareness of
education managers, teachers about the necessity
of having a program to educate on social evils
prevention for junior secondary school pupils
at a very necessary level, accounting for 91.2%,
necessary for the rate of 8, 8% and no education
managers, teachers choose not needed. The above
survey results are consistent with the awareness of
education managers and teachers about fundamental
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defining functions and tasks for each member of the through the survey form, the results are as follows:
steering committee, issuing documents to guide and
formulate coordination regulations in the education
of social evils prevention skills for pupils of junior
secondary schools establishments have not been
regularly concerned, most of the comments are
at the normal level, accounting for over 60.0%
education managers and teachers. The assessment
is not good at all sides is still high, accounting for
more than 10%.
- The examination and assessment of the skills
of social evils prevention and control for pupils are
often effective, only 18.8%.
- There are tests to assess the education of social
evils prevention skills for pupils but not regularly
accounted for 64.7%.
- The school does not examine and assess the
education of social evils prevention skills for pupils,
accounting for 16.5%.
In order to clarify the level of tasks assigned to
the forces participating in the training of social evils
prevention skills in schools, the authors survey the
actual results showing the forces participating in the
social evils prevention and control skills education
of the schools mainly focused on most of the
respondents who said that the assignment of tasks
was not specific or assigned; For employees, the rate
of unassigned evaluation accounted for a high rate
of 28.3%. This shows that the activities of educating
social evils prevention skills for pupils of schools
have not been interested in assigning specific tasks to
the participating forces in the schools.
The results of the survey showed that the
management of inspection and evaluation of
education on social evils prevention skills for pupils
has been implemented but not regularly. There
should be better measures to manage and supervise
the activities of educating and preventing social
evils for pupils.
To clarify this content, the authors conducted
interviews with some teachers, the results are as
follows:
Question 1: Could you tell me the inspection
and evaluation activities of education on social
evils prevention skills for pupils of the Principal?
Mrs.N.T.T.T - Teacher of Biology at L.A Junior
Secondary School, Southwest: The school does not
have the criteria to check and assess the activities
of educating social evils prevention, professional
leaders who have checked content integrated
education of social evils prevention skills in lesson
plans but not often.
2.3.Managinganddirectingtheimplementation
of education on social evils prevention skills for
pupils in junior secondary schools
To assess the status of directing activities of
educating and preventing social evils for pupils,
through survey form with subjects of education
managers, homeroom teachers and subject teachers,
Youth Union Secretary, General in charge of the
Team and direct interviews with some teachers,
the results showed that the contents of directing
the education of social evils prevention skills for
pupils of the Principal were evaluated at a good
rate, the rate is only 29.8% to 45.4%; There are 3
well-evaluated contents with relatively low rates:
directing the education of social evils prevention
skills for pupils through class activities (28.3%),
through coordination between School, Family and
Society (34.8%), through labor activities, through
building a good educational environment (36.9%).
Question 2: Do you need to check and assess the
activities of educating social evils prevention skills
for pupils?
Mr.N.M.T - Teacher of Citizen Education in
B.H Junior secondary school, Northwest: In my
personal opinion, every educational activity in the
school needs to check and evaluate, through the
assessment of the Principal’s grasp get the process,
the results of the work, to make timely adjustments,
use the assessment results to encourage managers,
teachers and staffs.
Through the survey results, teachers showed that
each of the above contents has certain difficulties,
which is the cause of the ineffective prevention of
social evils skills for pupils. So how to effectively
educate and prevent social evils for pupils requires
all levels and sectors to have consistency in
direction and interest in investing in facilities and
groups training, exchange, experience sharing,
typical replication to educate skills for social evils
prevention in depth.
2.4.Managing and examining and evaluating
activities of education on social evils prevention
skills for pupils in junior secondary schools
To assess the status of checking and evaluating
activities of educating social evils prevention skills
for pupils of principals of junior secondary schools,
Through discussion with education managers
and teachers, the authors is known: The examination
andevaluationoftheactivitiesofeducationonsocial
evils prevention skills are mainly just checking
lesson plans and reminding integrate the content
of education on social evils prevention skills in
lesson plans; for the general in charge of inspecting
the construction of the weekly plan, incorporating
the content of education on social evils prevention
skills for pupils. As for the construction of criteria
for evaluating and evaluating the activities of
educating and preventing social evils in schools,
most of them have not been implemented, the
assignment of the inspection and evaluation work
of the Board not specific, no detailed plan.
2.5. Current situation of management of forces
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KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
participating in the education of social evils
prevention skills for pupils in junior secondary
schools
In recent years, the education of social evils
prevention skills for pupils at junior secondary
schools has contributed by the education forces
inside and outside the school.
pupils in class also have to participate in many other
activities. The coordination of forces is sometimes
not synchronous, unified in the work of education
of social evils prevention skills for pupils.
Question 2: Please tell me, the school has
instructed the organization of teachers to participate
in training, training on the education of social evils
prevention skills like that what?
In order to find out the situation of this content,
the authors interviewed the school management
staff about the force, the object who directly
implemented the plan and obtained the following
results: The Board of Management (Steering
Committee): general direction; Homeroom teacher:
deploying the plan, integrating the skills of social
evils prevention and control through various forms:
learning regulations, signing commitments not
to violate social evils (committing to preventing
and fighting against ghosts and drugs, HIV / AIDS
and some other commitments) at the beginning
of the school year, integrated into the weekend
activities; Teacher of the subject: deploying the plan,
integrating the integration of social evils prevention
skills through a number of subjects in the class;
Union and Team organization: deploying activities
of social evils prevention and control through out-of-
class activities (by topic, subject), organizing clubs
and activities communicate, experience or set an
example; Out-of-school educational forces: socio-
political organizations, local authorities, local mass
organizations and student-parents associations.
Answer: (Ms.N.M.P, the class teacher of 7A2
class, T.N.H junior high school, Southwest):
The training for the activities of educating social
evils prevention for teachers participation is not
continuous and regular. The participants of the
training only stop at experienced teachers, as the
core, have not covered all the subjects due to the
many difficulties in funding, time constraints and
in the process of deployment. Many teachers are
embarrassed to do so.
Mr.N.T.B, Homeroom Teacher of 9A1 class,
K.R.P junior high school, Central Highlands: The
education of social evils prevention skills for pupils
has been joined by the forces of education inside and
outside school. However, many activities at the time
of implementation only stopped at the participation
of the forces in the school such as homeroom
teachers, subject teachers, organizing delegations -
teams. The involvement in this education is lacking
in the involvement of parents or local authorities
(coordination may not be frequent, lack of close
contact).
- Actual situation of managing homeroom
teachers participating in social evils prevention and
control skills. Surveying the level of management,
the authors conducted interviews with participating
forces. The interview content is as follows:
Question 1: Please tell the teacher, in recent
years, have any educational forces participated in
the education of social evils prevention skills in
schools?
Answer: (Ms. V.T.O, homeroom teacher of
9Z1 class, N.M junior secondary school, Central
Highlands): Over the years, implement the
direction of management levels and especially
under the direct guidance of school management
board, forces participating in social evils prevention
skills include homeroom teachers, subject teachers,
union officers - teams and other general forces in
the school. The board of directors has directed
the team of homeroom teachers to closely follow
the objectives, content, methods and forms of
organizing the education of social evils prevention
skills for their pupils.
Ms. N.T.T.H, homeroom teacher of class 8A1,
X.M junior high school, Southwest: The work
of educating social evils prevention skills has
been paid attention, the Board of Directors has
closely directed the forces in the school involved.
However, the time fund for activities is not much,
Question 3: How do you evaluate the
participating role of the forces of education on
social evils prevention skills for pupils in junior
secondary schools in the current period?
Answer: (Ms. B.T.T.T, homeroom teacher of
class 6A2, A.G junior high school, Southwest): The
educationalforcesinvolvedintheeducationofsocial
evils prevention skills for pupils contribute. The
role is very important in educating pupils to form,
develop skills of recognizing and preventing social
evils in schools so that they have the attitude and
social norms. But the participation only stops at the
team of homeroom teachers who are daily close to
their pupils in charge. Attention to moral education
for pupils as well as social evils prevention skills
for pupils should be paid more attention to subject
teachers, other organizations in the school and the
coordination among students. Schools - Families -
Society to ensure the educational environment for
children to develop comprehensively and more
deeply.
Through the survey, the authors study the situation
of assigning specific tasks to the forces participating
in the education of social evils prevention and
control skills for pupils, the promulgation of guiding
and regulatory documents. How functions, tasks and
guidelines for the management of the social evils
prevention and education skills, can be found that
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the establishment of steering committees, regulating preventing social evils for teachers has not been
functions and tasks. For each member of the regularly planned. This shows that fostering and
steering committee, issuing documents to guide and improving the capacity of education on social evils
formulate regulations on coordination of education prevention skills of schools has not been really
on social evils prevention skills in schools has not focused and invested.
been given adequate attention, most of the opinions
prices at normal levels accounted for over 70% and
managers and teachers rated the level of not good in
the faces is still high, accounting for 73%.
2.7 Overall assessment of the management
of education of social evils prevention skills for
pupils of principals of junior secondary schools
Based on the guiding documents of the
Department of Education and Training of the
provinces, the Education and Training Division
of the district, the junior secondary schools
have developed plans for educating social evils
prevention skills for pupils in the implementation
plan of each task. The school year and has achieved
certain results.
In order to clarify the level of tasks assigned
to the forces participating in the training of social
evils prevention skills in schools, the authors have
surveyed the reality, the results show that most of the
opinions were asked. Assuming that the assignment
of tasks is not specific, the rate of evaluation not
yet assigned to employees accounts for 26%. This
shows that the activities of educating and preventing
social evils for pupils at schools have not really
been paid attention to, in the synchronization of
the forces in the activities of educating room skills,
fighting social evils.
2.7.1. The strengths side
- The school has developed a plan for education
and training skills for social evils prevention
and control for pupils to integrate into the
implementation plan of each school year.
- Conducting professional guidance to instruct
teachers to write lessons, integrate and integrate
content of social evils prevention skills education
for pupils into subjects in the main class hours.
2.6. Current situation of management of
conditions for implementing skills of preventing
and fighting against social evils for pupils of
junior secondary schools
Each educational activity in the school in
general, the education of social evils prevention
skills in particular to be effectively implemented in
schools, apart from planning, organizing, directing
and inspecting, assessing the implementation of
the plan, the steering committee for the prevention
and control of social evils skills of the school also
need to pay attention to the conditions affecting the
implementation of education on prevention and
combat of social evils for pupils such as: Managing
the training, retraining, professional training
on social evils prevention skills for teachers,
management of facilities, equipment and funding
service for education of social evils prevention
skills at schools.
- Youth Union and Youth Team formulate a plan
to organize extracurricular activities, including
the content of education on social evils prevention
skills for pupils. Regularly organize extracurricular
activities with the scale of organization according to
class, according to grade level and school-wide scale.
The scope and form of organization is getting richer.
- Homeroom teachers have paid attention and
regularly coordinated with pupils’ parents in the
education of social evils prevention skills for them.
- Organize pupils to participate in harmful
propaganda activities, dangerous levels of social
evils, help pupils relate reality and experience,
thereby forming awareness, attitude and behavior.
The authors used the question for the Steering
Committeefortheeducationofsocialevilsprevention
skills, evaluation of the Steering Committee for the
education of social evils prevention skills on the
level of facilities management, quality, equipment
and funding for the activities of educating social
evilspreventionandcontrolskillsforpupilsinjunior
secondary schools and one of the weakest stages,
according to the steering committee of the room
skill education. Against social evils and teachers,
it is the management of mobilizing funding sources
for this activity. For a long time, this issue has not
been really respected, the funding sources for the
education of social evils prevention skills are often
taken from a small part of the budget.
2.7.2. The weaks side:
The organization of major activities is to
delegate responsibility to the Secretary of the Youth
Union and the General in charge of the Team, so the
planning and selection of content and organization
form have not been invested, carefully prepared,
not promoting the participation and coordination of
members in the school.
- The Board of directors of the schools put the
content of the program of education on social evils
prevention and control skills for pupils, which are
not appropriate and creative; The program is still
sketchy.
- Coordination of mass organizations, forces
inside and outside the schools has not been effective;
not yet promote the strength of the forces to educate
on social evils prevention skills.
In addition, many teachers also said that the
management of funds for training and retraining
of professional skills to organize the skills of
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From the above limitations and shortcomings, it researched so the content of education on social
has led to the education of social evils prevention evils prevention skills is poor, the organization is
skills for pupils of junior secondary schools in rural, not rich, unattractive...so it has not attracted the
midland and mountainous areas in the Northwest, participation positive pupil participation.
Central Highlands and The Southwest is still
limited. This requires the state management agency
for education and managers of junior secondary
schools to continue studying, find out solutions
to overcome and apply measures to improve the
efficiency of the room skill education and combating
social evils for pupils, contributing to improving
the overall quality of education of schools and the
whole education sector.
2.7.3 Causes of strong and weak face
* Causes of strong face
- Regarding the Provincial Department of
Education and Training, the Division of Education
and Training in the district has done some good
things as follows:
- The mobilization of coordination of forces
outside the school is not effective; not yet promote
the strength of local mass organizations.
- The inspection and evaluation are not specific;
There are no criteria for grading and rewarding the
education of social evils prevention skills.
- A part of cadres, teachers and pupils’ parents
are not fully aware of the importance of organizing
activities of educating social evils prevention skills
for pupils.
Research on the status of education management
skills of social evils prevention and control for
pupils of junior secondary schools in rural, midland
and mountainous areas in the Northwest, Central
Highlands and Southwest, the authors receive see:
+ Directing junior secondary schools to
implement the skills of preventing and fighting
against social evils closely, in a timely and planned
manner.
Activities of education on social evils prevention
skills for pupils have been mainly concerned by the
Principal by contacting, integrating and integrating
the education of social evils prevention skills
+ Directing schools to organize programs on for pupils through teach basic subjects, through
education of social evils prevention skills for extracurricular education, through extracurricular
pupils; through which the units learn, exchange, activities. The schools have not yet improved
draw experience and replicate the operation model. to be aware of the importance, the need to equip
pupils with the skills of preventing and fighting
against social evils, especially in the period of
international integration and the explosion of
information technology believe in the context of
Industrial Revolution 4.0, before the information
flows unhealthy, negative, the reverse of the market
economy. Schools also have not been proactive
in formulating plans for implementing tasks with
the content of educating social evils prevention
skills for pupils, not yet giving good guidance to
educational forces in schools and educational
institutions skills of preventing and fighting against
social evils for pupils.
- On the side of the school:
Directing the professional department,
organizing the Youth Union and Youth Teams to
develop programs on education of social evils
prevention skills for pupils in each semester and
each emulation phase.
+ Direct professional teams, staff and teachers
to integrate the contents of education on social evils
prevention skills in basic subjects.
+ Directing the forces in the school to coordinate
the organization of extracurricular activities on
education of social evils prevention skills for
pupils; propaganda and collaboration with forces
outside the school to participate.
+
Activities of managing education skills in
preventing and fighting against social evils for
pupils of schools are not really effective due to
many subjective and objective reasons.
+Mostofthepupilsareinterestedinparticipating
in activities of educating and preventing social evils
and have acquired some basic skills; having a sense
of learning, training, cultivating oneself, forming
the right awareness, attitude and behavior.
The results of the study on the status of
management of education of social evils prevention
skills for pupils in junior secondary schools in rural,
midland and mountainous areas in the Northwest,
Central Highlands and Southwest regions have made
clear adding theoretical and practical issues and being
apracticalbasisfortheauthorstodevelopmeasuresto
manage education of effective social evils prevention
skills for pupils of junior secondary schools to meet
is required to innovate education today, meeting
the comprehensive education requirements and
sustainable development of society.
* Causes of restrictions
- There is no specific program framework on
education of social evils prevention skills for junior
secondary school pupils in the whole education
sector; There is no certain time for activities of
educating social evils prevention skills.
- The use of materials on skills education on
social evils prevention for pupils of teachers is
still limited; teachers have not actively consulted,
116
JOURNAL OF ETHNIC MINORITIES RESEARCH
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
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February 28, 2014 on the management of life
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dated January 28, 2015 guiding the
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and Programs (2003), Quality of education
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Materials for teachers. Vietnam Education
Publishing House.
THỰC TRẠNG QUẢN LÝ HOẠT ĐỘNG GIÁO DỤC KỸ NĂNG PHÒNG,
CHỐNG TỆ NẠN XÃ HỘI Ở CÁC TRƯỜNG TRUNG HỌC CƠ SỞ VÙNG
NÔNG THÔN, TRUNG DU VÀ MIỀN NÚI TRONG BỐI CẢNH CÁCH MẠNG
CÔNG NGHIỆP 4.0 VÀ HỘI NHẬP QUỐC TẾ
Trần Thị Mỹ Ana
Ngô Quang Sơnb
a Trường Trung học cơ sở Thịnh Quang
Email: tranmyan1974@gmail.com
b Học viện Dân tộc
Tóm tắt: Thông qua các cuộc điều tra khảo sát bằng mẫu phiếu
(2017-2019) ở 40 trường trung học cơ sở vùng nông thôn, trung
du và miền núi khu vực Tây Bắc, Tây Nguyên và Tây Nam Bộ
với 360 cán bộ quản lý, giáo viên chủ nhiệm và giáo viên bộ môn
(trong đó có: 40 cán bộ quản lý, 120 giáo viên chủ nhiệm, 200 giáo
viên bộ môn) nhóm tác giả đã sử dụng phần mềm SPSS để phân
tích, xử lý số liệu về các nội dung sau: sự cần thiết phải có chương
trình giáo dục kỹ năng phòng, chống tệ nạn xã hội cho học sinh ở
các trường trung học cơ sở; Thực trạng quản lý giáo dục kỹ năng
phòng, chống tệ nạn xã hội cho học sinh các trường THCS trong
giai đoạn hiện nay. Qua đó nhóm tác giả đã đánh giá sâu sắc những
mặt mạnh, những mặt còn hạn chế trong công tác quản lý giáo
dục kỹ năng phòng, chống tệ nạn xã hội cho học sinh ở các trường
THCS vùng nông thôn, trung du và miền núi khu vực Tây Bắc,
Tây Nguyên và Tây Nam Bộ, sẽ là cơ sở để định hướng xây dựng
hệ thống biện pháp tăng cường công tác quản lý giáo dục kỹ năng
phòng, chống tệ nạn xã hội cho học sinh các trường THCS vùng
nông thôn, trung du và miền núi khu vực Tây Bắc, Tây Nguyên và
Tây Nam Bộ trước bối cảnh Cách mạng Công nghiệp 4.0 và hội
nhập quốc tế hiện nay.
Email: ngoquangson@cema.gov.vn
Ngày nhận bài: 4/6/2019
Ngày gửi phản biện: 6/6/2019
Ngày tác giả sửa: 10/6/2019
Ngày duyệt đăng: 12/6/2019
Ngày phát hành: 21/6/2019
DOI:
Từ khóa: Hoạt động giáo dục kỹ năng phòng, chống tệ nạn xã
hội; Quản lý hoạt động giáo dục kỹ năng phòng, chống tệ nạn xã
hội; Các trường trung học cơ sở; Nông thôn, trung du và miền núi
khu vực Tây Bắc, Tây Nguyên và Tây Nam Bộ; Cách mạng Công
nghiệp 4.0 và hội nhập quốc tế.
Volume 8, Issue 2
117
8 trang
16/04/2022
3020
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