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
115Volume 8, Issue 2
the establishment of steering committees, regulating 
functions and tasks. For each member of the 
steering committee, issuing documents to guide and 
formulate regulations on coordination of education 
on social evils prevention skills in schools has not 
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%.
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.
2.6. 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.
The authors used the question for the Steering 
Committee for the education of social evils prevention 
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 
evils prevention and control skills for pupils in junior 
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.
In addition, many teachers also said that the 
management of funds for training and retraining 
of professional skills to organize the skills of 
preventing social evils for teachers has not been 
regularly planned. This shows that fostering and 
improving the capacity of education on social evils 
prevention skills of schools has not been really 
focused and invested.
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.
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.
- 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.
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.
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ 
116 JOURNAL OF ETHNIC MINORITIES RESEARCH
From the above limitations and shortcomings, it 
has led to the education of social evils prevention 
skills for pupils of junior secondary schools in rural, 
midland and mountainous areas in the Northwest, 
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:
+ Directing junior secondary schools to 
implement the skills of preventing and fighting 
against social evils closely, in a timely and planned 
manner.
+ Directing schools to organize programs on 
education of social evils prevention skills for 
pupils; through which the units learn, exchange, 
draw experience and replicate the operation model.
- 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.
+ Most of the pupils are interested in participating 
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.
* 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, 
researched so the content of education on social 
evils prevention skills is poor, the organization is 
not rich, unattractive...so it has not attracted the 
participation positive pupil participation.
- 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:
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 
for pupils through teach basic subjects, through 
extracurricular education, through extracurricular 
activities. The schools have not yet improved 
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.
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.
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 
a practical basis for the authors to develop measures to 
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.
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
117Volume 8, Issue 2
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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
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:
https://doi.org/10.25073/0866-773X/310
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. 
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.