Content of Security and Safety Education Management for Students in Secondary School

In this regard, the management team of the Ethnic Minority Boarding Secondary School needs to have legal qualities and capacity (understand and properly apply laws, policies, educational regulations and school charters to manage all aspects of the Ethnic Minority Boarding Secondary School's activities).

The principal is the driving force for the organizational apparatus and human resources of the secondary school to carry out activities of caring for, nurturing, and educating students with ethnic minorities (focusing on managing the team of teachers and staff to carry out teaching tasks and life skills education for students with ethnic minorities) more effectively. To undertake this role, the managers of the secondary school need to have the qualities and capacity to organize and manage the team of subordinate managers, teachers, and staff, and professional capacity (understanding and skillfully applying knowledge of human resources organization, pedagogy, psychology, sociology, and general knowledge of secondary education) to manage activities of caring for, nurturing, and educating students with ethnic minorities at the school.

In managing safety and security education for ethnic minority students in secondary schools, the Principal must be knowledgeable about educational content, methods and appropriate educational forms; at the same time, he/she needs to have management capacity to carry out activities of managing goals, content, methods, educational forms and checking and evaluating safety and security education activities for ethnic minority students in secondary schools.

In summary, in the secondary school for ethnic minorities, the principal is the subject of management of safety education for secondary school students. The management subject must propose plans, contents, purposes, choose methods and direct the organization of education to achieve the highest efficiency in safety education for secondary school students.

1.4.2. Content of security and safety education management for students in secondary schools for ethnic minorities

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1.4.1.1. Planning for safety and security education for students

A sound student safety and security plan will ensure that risks are minimized and that resources are used most effectively.

Identifying hazards and assessing risks, deciding on necessary precautions is an important step in planning. An incident occurring in a school can cause both human and material harm, and seriously damage the reputation of the school. Therefore, it is necessary to set goals to control potential risks.

Identifying hazards means looking for anything in the school environment, work practices, tools and equipment that has the potential to cause harm.

Risk assessment is to assess the level of harm caused by each type of risk. For example: The same student is lured, but if the area is within the province, the student can be found by the authorities, but if the student is lured and sold to China, the consequences can be more serious. Therefore, risk assessment will help to decide how to solve the problem promptly and effectively. A good plan will identify the priorities and actions needed to eliminate or minimize the risk.

Next, standards for student safety and security need to be developed. Standards will help build a positive culture and manage risk. They set out what everyone in the school must do to implement the policy and manage risk. The three key points that standards must achieve are: they are measurable; they are achievable; they are realistic.

- Clearly define the goals to be achieved for each content of skills education for ethnic minority secondary school students such as: Regarding knowledge, it must directly contribute to improving the understanding of ethnic minority secondary school students about the risks of insecurity...; forming in ethnic minority secondary school students the skills to prevent abuse, violence, reproductive health and escape when there are signs of insecurity in some situations; forming in ethnic minority secondary school students the attitude of respecting their own bodies, being cautious in relationships and always being alert to possible risks.

- The plan must identify activities and resources to support safety and security education for ethnic minority secondary school students to achieve the set goals.

- Arrange and assign personnel, assign management responsibilities, mobilize facilities and techniques to serve the activities of educating skills to prevent sexual abuse for students at secondary schools for ethnic minorities. When arranging and assigning forces to educate skills to prevent sexual abuse for secondary schools for ethnic minorities, the Principal must know the qualities and abilities of each teacher and staff, their strengths and weaknesses, and if necessary, assign tasks to each "team" to ensure that the work is carried out smoothly and effectively.

.When planning safety education for students at secondary schools for ethnic minorities, it is the process of managing the entire system of knowledge, values, and content standards that need to be organized to educate students. Managing the content of the program to educate skills to prevent safety risks for students at secondary schools for ethnic minorities needs to focus on the requirements of knowledge, standards, and behaviors that need to be achieved when completing a content of this skill education for students in each activity content.

1.4.1.2. Organization of safety education

Organizing safety education for students in general schools, and junior high schools in particular, aims to educate students about life values, life skills, and autonomy, self-study, and self-protection. Safety education for students is a key task to create outstanding changes in the plan of the Junior High School for Ethnic Minorities. In addition to implementing the contents of the general safety education program, the organization of drills in these schools is also carried out and organized according to a separate plan, including all non-class time, the time students stay at school from Monday to Saturday (self-study in the afternoon, evening, participating in labor education, sports and arts...).

Safety drill education in ethnic minority boarding schools is important education for the development of the soul, intelligence, physical strength, awareness, life skills and other abilities in the process of perfecting students' personalities. Drill education has rich content, diverse and attractive forms, wide scope of implementation, and the ability to combine educational forces is much greater than cultural teaching. Therefore, it helps to close the educational cycle in both space and time. It is a favorable condition for students to promote their role as subjects, self-awareness, proactive creativity, self-protection in all educational and risky situations.

The scope of knowledge of safety drill education is the integration of knowledge of cultural subjects and areas in social life with daily communication behaviors. Therefore, it helps students consolidate cultural knowledge, improve understanding of social fields, accumulate more experience in communication and collective education, and develop a positive attitude in learning. Safety drill education in boarding schools is very important in forming skills for students. At boarding schools for ethnic minorities, organizing drill education on safety risks for students is an education that mobilizes the participation of both the school and society (from the Board of Directors, local authorities to the team leader, homeroom teachers and boarding management staff and related functional forces).

Organize surveys and evaluate the effectiveness of each form of educational activities on skills to prevent safety risks for ethnic minority secondary school students after each session to make appropriate adjustments.

Organize training for teachers to implement the content and program of safety and security education through class observation and professional activities to improve teachers' capacity.

members on methods and forms of organizing activities to effectively educate skills to prevent safety risks for ethnic minority secondary school students.

1.4.1.3. Directing education on security and safety education

Safety education is an important education in ethnic minority boarding schools. With the characteristics of ethnic minority students, all education, learning and activities of students take place in the educational environment (students are at school every day of the week). Therefore, this education is a continuous education throughout the school year, one of the goals and tasks of the Board of Directors and the school. In addition to planning, education and guidance are always of interest to all levels and sectors, not only in the education sector (from the department and office level) but also with the coordination and direction of local Party committees and authorities (province, district, commune).

The direction of education and training on safety and security drills in boarding schools for ethnic minorities is not only during the year, at each time and period, but throughout the entire school year and course. In particular, this education and training must be carried out regularly, continuously, systematically, scientifically and appropriately for each group of students, each school year, each school and each region.

- Directing the selection of forms of safety education for ethnic minority secondary school students in accordance with educational content. Forms that can be used are through teaching activities, through experiential activities - career guidance, extracurricular educational activities, through collective activities, through self-training and self-cultivation, ensuring correct and sufficient content according to regulations.

- Encourage teachers to innovate and diversify forms in implementing the content of sexual abuse prevention skills education for ethnic minority secondary school students.

- Direct professional groups, mass organizations, teachers, employees,... to prepare necessary conditions (in terms of facilities, human resources) in the process of implementing the form of education on skills to ensure safety and security for students of ethnic minority boarding schools. Cooperate with mass organizations inside and outside the school to implement the content of education on safety and security for students of ethnic minority boarding schools.

The manager directs the professional team to conduct surprise and periodic inspections of lesson plans, classroom visits, and observation of civic education lessons, extracurricular activities, and literature, observation of class and boarding activities, inspection of students' self-education process, and students' mutual self-assessment during the process of educating skills to avoid safety risks. After the inspection, it must be

It is necessary to direct relevant organizations and individuals to evaluate the effectiveness of the selected methods; respect the creativity of teachers, encourage teachers to innovate teaching methods or flexibly combine different methods so that safety and security education activities for students of ethnic minorities in secondary schools achieve the highest goals. At the same time, respect the responsibilities and authority of teachers when organizing safety and security education activities for students of ethnic minorities in secondary schools.

1.4.1.4. Check, evaluate, and draw lessons from safety and security education

Any management system tends to weaken over time, especially as people and education change. Therefore, it is necessary to periodically review the safety and security management system. When doing so, it is necessary to consider audit reports and inspection and evaluation reports.

Security and safety audits are formal technical measures to assess the effectiveness, efficiency and reliability of a security and safety management system. Audits are conducted by independent and qualified persons/bodies. Audits can be qualitative (providing statements about weaknesses in the management system) or quantitative (requiring data in response to questions) or a combination of both.

The results of safety and security education in boarding schools for ethnic minorities are closely related to the overall educational results of the school and the classroom. Effective drill education will attract students to school and class, effective self-study management education will not only promote students' self-awareness and autonomy in learning but also improve the quality and ability to absorb knowledge and understanding of students. Extracurricular education, cultural activities, sports, production labor, health care will contribute significantly to the development of communication skills, life skills, etc. Therefore, organizing inspections and assessments to gain experience is an extremely necessary education in organizing boarding education. Inspection and assessment education must be continuous and regular, not only in a school unit, grade level but also in the entire education sector. Inspection and monitoring will provide information for schools to evaluate education and decide on directions for improvement in security and safety for boarding students.

The inspection and evaluation of the results of education on skills to prevent safety risks for students of ethnic minorities in secondary schools depends on many factors, in which the educational management impacts of the school board and teachers have a strong influence on the process of education and training of skills to prevent safety risks for students of ethnic minorities in secondary schools. Therefore, when inspecting and evaluating the process of education on safety and security for students of ethnic minorities in secondary schools, it is necessary to clearly define the purpose, ensuring objectivity, comprehensiveness and transparency. This is both

requirements, and is the highest principle in testing and evaluating the results of security education for ethnic minority secondary school students.

To carry out the tasks of checking the results of education on skills to prevent safety risks for ethnic minority secondary school students during the management process, educational managers need to:

- Make a plan to test the results of safety education for ethnic minority secondary school students: the test plan needs to clearly define the objectives, test content, assessment, assessment standards, methods and forms of assessment.

- Building inspection and evaluation forces: Clearly define the components, subjects, and number of participants in inspection and evaluation work.

- Building testing and evaluation tools: Testing and evaluation tools are what help testers and evaluators collect the most accurate information about the results of implementing safety and security education for ethnic minority secondary school students. Those participating in testing and evaluation must build a set of tools to conduct testing and evaluation.

- Organizing inspection and evaluation: Based on the plan, purpose, content, participating forces and inspection and evaluation tools, the person in charge of organizing members to conduct inspection and evaluation. In addition to inspection and evaluation on school records, the inspection force must check the actual results of education on safety risk prevention skills for ethnic minority secondary school students through direct interviews with managers, teachers, and students; check through parents and other forces outside the school.

- Analyze the results of the inspection, evaluate and provide feedback to teachers and forces involved in safety and security education for students of ethnic minorities in secondary schools: The purpose of inspecting the results of implementing safety and security education for students of ethnic minorities in secondary schools is to grasp the current situation of implementation at schools; at the same time, detect existing problems and difficulties in the process of organizing and implementing safety and security education for students of ethnic minorities in secondary schools; thereby providing advice, proposing solutions and recommendations for schools to implement better in the coming time.

1.5. Factors affecting the management of security education in ethnic minority boarding secondary schools

1.5.1. Objective factors

Boarding schools for ethnic minorities have been specifically regulated by the State: "A specialized school established by the State for children of ethnic minorities and children of ethnic families residing permanently in areas with special socio-economic conditions.

difficulties to contribute to creating a source of training cadres for these regions" - Circular 24/2010/TT-BGDDT dated August 2, 2010 of the Ministry of Education and Training [6].

The ethnic minority boarding school was established and put into operation for 6 years (since 2010) and has been stable; The conditions of facilities, management staff, teachers, etc. basically meet the requirements for safety and security drills at ethnic minority boarding secondary schools in Bao Thang district.

Along with the development of society, the rapid development of science and technology, information technology, the increasingly improved capacity of educational management staff and teachers is also an important factor in implementing safety and security education in boarding schools for ethnic minorities.

School education is educational activities in schools and classes in the national education system according to selected purposes, contents and methods on a certain scientific and practical basis.

School education is conducted in an organized manner, directly and systematically affecting the formation and development of personality. Through school education, each individual is nurtured with moral qualities, scientific knowledge, and necessary practical skills, meeting the requirements of the development level of society in each stage. The school is a tightly organized and managed educational system, the most important factor in the process of educating sexual abuse prevention skills for students of ethnic minority boarding schools in junior high schools. With a system of scientific programs, documents, textbooks, reference books, and increasingly modern educational support tools, especially with a team of cadres, teachers, and homeroom teachers who are basically trained with sufficient qualities and classroom organization capacity, it is a decisive factor in educating sexual abuse prevention skills for students of ethnic minority boarding schools in junior high schools.

1.5.1.1. Family education

Family is the first foundation, has an important position and great significance for the process of forming and developing each person's personality. In the family, parents are the first to teach and impart to their children basic personality qualities, creating a foundation for the comprehensive development of morality, intelligence, physical strength, aesthetics... to meet the development requirements of society. However, family education still cannot completely replace school education. The current market economy is strongly affecting the entire material and spiritual life of the family. Social evils create many challenges and difficulties in choosing the values of truth, goodness, and beauty.

in family education. On the other hand, family education is greatly influenced by economic conditions, comfort, lifestyle, occupation of parents... especially the close relationship between parents and children. Moreover, parents of ethnic minority students, with certain limitations in awareness, will affect the education of skills to prevent safety risks for students in ethnic minority boarding secondary schools.

Family is not only a force participating in the educational process but also an important educational environment, the first and lifelong school of a person. In the field of life skills education in general, and safety education for ethnic minority secondary school students in particular, the family environment can have a positive or negative impact on the process of forming and developing skills to prevent unsafe risks. Because the skills to prevent unsafe risks belong to the category of capacity, experience is important, requiring the process of educating students on skills to prevent sexual abuse to promote the strength of family and social factors. If parents and relatives of students have the right awareness of the need to equip themselves with skills to prevent unsafe risks, learn to improve their own knowledge, and think of ways to teach their children how to prevent risks, it will create favorable conditions for educational activities to be conducted at school because the knowledge (even basic) that students are equipped with by their parents at home will be the basis for students to receive educational impacts at school. On the contrary, if parents of students are ignorant, indifferent, leave the education of their children to the school, and do not cooperate with the school in educating students, it will cause difficulties for the educational activities of the school.

1.5.1.2. Social environment

Residential area, economic factors, local culture... greatly affect the education of skills to prevent safety risks for students in general and students of ethnic minority boarding secondary schools in particular. Each influencing factor has a certain role in forming and developing life skills for students in order to limit negative impacts on the results of life skills education, promote positive factors in security and safety education for students of ethnic minority boarding secondary schools, to achieve educational goals.

In addition, the social environment has a great impact on educational management activities. If the living environment is favorable, the students of ethnic minority secondary schools are well cared for and have adequate nutrition, and receive progressive educational influences, the management will only be effective.

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