Overview of Bac Kan Province Vocational Education Centers

Chapter 2

THE SITUATION OF MANAGEMENT TRAINING PRACTICE CAPACITY FOR TRAINING TEACHERS OF VOCATIONAL EDUCATION CENTERS BAC KAN PROVINCE

2.1. Overview of vocational education centers in Bac Kan province

2.1.1. Vocational education centers in Bac Kan province

- Organization and operational apparatus of the centers, including: Board of Directors (Director and 02 Deputy Directors); Department of Education; Administrative - General Team; Vocational Training - Vocational Training Team; Continuing Education Team; Organization of the Communist Party, grassroots trade union, Ho Chi Minh Communist Youth Union.

2.2. Overview of the situation survey

2.2.1. Survey objective

In order to collect, process, analyze and make statistics of necessary data, from which to properly and objectively assess the status of the management and fostering of mathematical skills for vocational teachers of VET centers in Bac Kan province. On that basis, some measures are proposed to organize the effective implementation of teacher training activities.

2.2.2. Survey content

2.2.3. Survey audience

- Survey sample: We have conducted a survey to collect opinions from teachers and administrators at 7 VET centers in Bac Kan province. Specifically, as shown in Table 2.1.

Table 2.1. Survey object and area

2.2.4. Survey method

Step 3: Get expert opinion and test it on a small sample. Step 4: Adjust and complete the second survey.

+ The current situation of vocational teachers of vocational education institutions in Bac Kan province: Number of teachers, structure and qualifications of teachers of different occupational groups; Professional capacity and pedagogical competence of the teaching staff;

2.3. Actual situation of capacity building for practical teaching for vocational teachers of vocational education centers in Bac Kan province

2.3.1. The current situation of the structure and professional qualifications of the teaching staff of vocational training in vocational education centers in Bac Kan province

As of December 31, 2017, the total number of vocational teachers of VET centers of Bac Kan province is 49 people, of which: In terms of training qualifications, there are 2 masters (accounting for 4.1%), 15 universities (accounting for 4.1%) 30.6%), 9 colleges (18.4%), 23 teachers of vocational training and technical skills (CNBC), other (46.9%). There are 7 teachers meeting English language standards (accounting for 14.3%), 100% of teachers meeting computer standards. Every year, the teaching staff of vocational training institutions are interested in training and retraining in professional skills, vocational pedagogy and vocational skills to meet working requirements. The current status of professional qualifications of teachers of VET centers in Bac Kan province is shown in Table 2.2 below:

Table 2.2. Current status of professional qualifications of teachers in Bac Kan vocational training centers

Regarding vocational pedagogy of vocational teachers of vocational education centers of Bac Kan province as follows: Out of 49 teachers, there are 5 teachers with technical pedagogy (SPKT) (accounting for 10.2%), 10 teachers with teaching skills at level 2 (accounting for 20.4%), 34 teachers with professional pedagogical skills at level 1 (accounting for 69.4%). The current status of professional qualifications of teachers of VET centers in Bac Kan province is shown in Table 2.3 below.

Table 2.3. The current situation of pedagogical skills of teachers at TVET institutes in Bac Kan province

Through the above data tables, it is shown that most of the vocational teachers in vocational training centers of Bac Kan province have graduated from universities (a few from colleges, advanced workers, highly skilled people, etc.). ...), in fact, these teachers are trained according to the university's program not designed for training to serve teaching and vocational training, so most of them are theoretical and research knowledge. and reasoning; the time spent on practice is small, mainly focusing on the stage of worker internship and graduate internship (not yet analyzed for the factor at university level training in broad majors), so it is very difficult to help students form vocational skills and have a certain pedagogical knowledge (except for technical pedagogical schools, advanced workers, artisans...).

These inadequacies are even more obvious with specific occupations and new fields that students have not yet had access to during university studies. On the other hand, when graduating from university in teaching at vocational education institutions, there are no conditions to practice to improve skills and practical skills. sample at the tutorial stage. With such a situation, the quality of teaching practice cannot be guaranteed. Teachers can help students build skills during the basic practice phase at the center. However, with such a realistic starting point, it is difficult for teachers to achieve the desired professional skill standard after a few years of teaching.

The above situation has partly reflected on the pedagogical capacity and skill level of the vocational teachers in the vocational training centers of Bac Kan province today. That has a direct impact on the organization and implementation of vocational training for vocational teachers. That is, how to organize and conduct the training, the content of the training, the quality of the training, etc., where is the level of professionalism of the vocational teachers at different levels, pedagogical knowledge and understanding. know about the lack of vocational education and low skill level.

Professional qualifications and pedagogical qualifications are precious capital of vocational teachers, which determine the quality of vocational training. A team of good teachers will be the foundation for generations of good students. This qualification is obtained through

The above aggregated data shows that there are 26 out of 49 vocational teachers in Bac Kan province, accounting for 53.1%. However, the actual investigation found that the mismatch between the professional qualifications and the professional qualifications of the teachers made the professional qualifications ineffective.

Thus, the inadequacy in professional qualifications and pedagogical qualifications degrades the quality of vocational teachers. Professional qualifications are not regularly improved, teaching methods are not innovated, leading to limited quality of vocational training, not meeting the requirements of society.

- Technical pedagogical schools do not meet enough vocational teachers (if comparing the number of pedagogical schools - providing teachers for general schools with the number of technical pedagogical schools - providing teachers for vocational schools, the number of technical pedagogical schools is too few). In order to have a sufficient number of teachers, vocational schools have had to recruit from many different sources, leading to the situation that vocational teachers have many levels of qualifications and are not equal in qualifications.

2.3.2. Actual situation of teaching and practice capacity of vocational teachers at vocational training centers in Bac Kan province

Table 2.4. Evaluation of management staff and self-assessment of teachers on the current situation of vocational practice teaching capacity of teachers of VET centers in Bac Kan province

- Skills: Skill in designing practice manuals; Skills in choosing teaching methods and materials; Model manipulation skills; The skill of preparing practice lesson plans is assessed at a good level. These skills are the strong points of the teaching staff of VET centers in Bac Kan province.