SYSTEMS THINKING IS NEEDED IN SCHOOL OPERATIONS
In the process of self-adjustment to progress and meet professional requirements, teachers encounter many difficulties. They have pressure from life when working conditions, income... are lacking, not helping them feel secure in their profession. On the other hand, in each school there are many obstacles from operational reality. Not to mention the factors of facilities, finance, environment, the human factor also creates many barriers. Because someeducational managers, some job positions, and workers in the education sector still do not have the right, uniform awareness, and are not ready for unanimous change.
For example, in terms of digital skills, although teachers are trained in basic skills, they do not have the habit of using them regularly, and do not have the infrastructure, data, and mandatory requirements to implement them systematically. Therefore, most teachers are not able to master teaching and assessing learners on a technology platform. At the same time, today's context requires implementing work content in an integrated and synchronous manner. If done separately, it will lead to overloading of teachers' work and not solving the right problem, leading to misunderstanding of the nature.
From research and practical implementation in some localities and schools, we see the need for systematic thinking and adjustment of school operation models, restructuring of work areas and apparatus in schools. It is essential to have a technology platform that integrates data for teaching and learning; regular assessment and consider technology as an essential part of every stage of the education process.
Associate Professor Chu Cam Tho (Vietnam Institute of Educational Sciences )
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